Research Reporting Patterns – Book in a Bag

(2 customer reviews)


999 in stock

SKU: CLC0355 Categories: , Tag:


In this ABC adventure, Harold is digging a very big hole by the apple tree. Herbie and Hannah stop to watch and ask why he is digging the hole. The answer leads to a fairy tale adventure filled with beanstalks, castles, dragons, and a host of other characters form A to Z. Activities accompany each letter and indicate reading level mastery of 2.1 or higher. 48 pages are loose sheets ready to duplicate all in a handy plastic zip bag.<.p>

Sample Pages

2 reviews for Research Reporting Patterns – Book in a Bag

  1. Loyal Customer

    “The guides introducing each article provide teachers with clear-cut ideas for utilizing Bloom’s Taxonomy…enabling students to be actively involved with a variety of thinking skills. Easy-to-read, age appropriate and interesting articles…the questions are provocative. The (student) feedback is a major strength of this series and should contribute to the mastery of learning to think in different ways.”
    -Dr. Jim Yarling, Professor Emeritus, University of West Florida

  2. Loyal Customer

    Teaching, Thinking, and Learning is divided into three sections that focus on teacher, environment and classroom. A little gimmicky, the main ideas from each section are organized around the spokes in a wheel, a uniform eight spokes to each wheel. While some of the spokes are a bit of a stretch, some emphasize the most basic elements that make a teacher’s and the classroom environment most effective. Some of these include: modeling, listening, reflection, safety, celebration, dignity and risk-taking.
    The first two sections, focusing on teacher and environment, are certainly stronger than the third section. The third section focuses on the classroom and rehashes the basic principles of Bloom’s Taxonomy. It is a rudimentary overview with some simple activities that reflect Bloom’s. These activities are very basic and the spokes in this section include: decision making, problem solving, logical thinking, creative thinking, critical thinking, visual thinking and future thinking.
    The book lists the audience as teachers, administration, students and parents. In general, filled with inspirational quotes, poems, and checklist after checklist, this book seems best suited to teachers in training and new teachers. It lacks the depth it might need to provide guidance for more experienced teachers, but, in its favor, its message can apply to classrooms across content areas and grade levels.
    Carly Ambler

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