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Abstrak :
Would you like to conduct effective Project Based Learning in your classroom, but feel unsure about how to start? Or have you tried "doing a project" but it didn't turn out the way you wanted? Or have you done PBL in the past, but you're looking for new ideas or a more systematic process for planning and managing projects, to meet the demands of today's world of standards and testing? If your answer is "yes" to any of the above, this book is meant for you. Designed for teachers of kindergarten through 5th grade students, PBL in the Elementary Grades contains down-to-earth, classroom-tested advice, including: seven sample projects from different grade levels, anchored in various subject areas, with integrated goals for literacy and math; Step-by-step guidance to take you from generating ideas for projects to project planning and successful implementation; tips from experienced practitioners; planning tools and online resources plus project-ready rubrics and handouts. - Back cover.

Abstrak :
This volume examines the nature of teaching and learning in a classroom lecture. It describes how students learn, how much knowledge they retain, and how to enhance their attention and motivation.

Abstrak :
Research and theory related to the teaching and learning of grammar have made significant advances over the years. In applied linguistics, our understanding of language has been vastly broadened with the work of corpus-based and communication-based approaches to language study, and this research has made pathways into recent pedagogical grammars. Also, our conceptualization of language proficiency has shifted from an emphasis on linguistic form to one on communicative language ability and communicative language use, which has, in turn, led to a deemphasis on grammatical accuracy and a greater concern for communicative effectiveness. In language teaching,we moved from a predominant focus on structures and metalinguistic terminology to an emphasis on comprehensible input, interaction and no explicit grammar instruction. From there, we adopted a more balanced approach to language instruction, where meaning and communication are still emphasized, but where form and meaning-focused instruction have a clear role.Current research in grammar instruction involves investigations into the effect of teaching grammar explicitly or implicitly, reactively or proactively, and integrated in the curriculum at one point in time or sequentially (Doughty, 2002). Findings from SLA have also shown that the processing constraints underlying certain development a lorders (e.g., negation)cannot becon travened(Doughty, 2002) and that the optimal conditions for processing meaning, function and formin language learning are still to be discovered. All these developments have implications for how grammatical ability needs to be