Constance K Knop
Biographic Data
| ID | 5435286 |
|---|---|
| NAME | Constance K Knop |
| GIVEN NAMES | Constance K |
| FAMILY NAME | Knop |
| SIGNATURE | KNOP C K |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 1994 |
| H-INDEX | 1 |
Counterpoint to the Exploratory Approach
The Case for a Sequential Second Language Learning Experience at the Middle Level
A Report on the ACTFL Summer Seminar: Teacher Education in the 1990s
Reaction: Preservice and Inservice Teacher Education in the Nineties: The Issue is Instructional Validity
Overview, Prime, Drill, Check: An Approach to Guiding Student‐Teachers in Lesson Planning
This article describes a strategy for helping student‐teachers systematically and consciously plan their lessons. By using the sequence of “overview, prime, drill, and check,” beginning teachers can be certain that they have included an introduction and motivation to an activity, examples and review of material necessary for conducting the activity, varied and appropriate drilling techniques, and evaluation of students' progress. This sequence gi…
Developing Student Teacher Skills in Lesson Planning and Self‐Critiquing
During their practicum, student teachers seem to move through three phases of development, each requiring different types of training and guidance from the cooperating teacher and supervisor. In phase one, “Mastery of Basic Instructional Techniques,” student teachers feel inadequate about the mechanics of planning and presenting different kinds of lessons. Performance criteria for specific lessons will guide them in observing their cooperating te…
Developing a Model for Student Teacher Supervision
This article addresses itself to two recurring questions regarding the supervision of student teachers: who should carry out the work of supervision, and how can it most skillfully be done? The answer to the first question seems to be that, for a variety of reasons, the cooperating teacher appears best suited to do the supervision. University supervisors might use their time more efficiently to train a cadre of classroom teachers who will teach w…
Counterpoint to the Exploratory Approach
The Case for a Sequential Second Language Learning Experience at the Middle Level
Reaction: Preservice and Inservice Teacher Education in the Nineties: The Issue is Instructional Validity
Overview, Prime, Drill, Check: An Approach to Guiding Student‐Teachers in Lesson Planning
This article describes a strategy for helping student‐teachers systematically and consciously plan their lessons. By using the sequence of “overview, prime, drill, and check,” beginning teachers can be certain that they have included an introduction and motivation to an activity, examples and review of material necessary for conducting the activity, varied and appropriate drilling techniques, and evaluation of students' progress. This sequence gi…
Developing a Model for Student Teacher Supervision
This article addresses itself to two recurring questions regarding the supervision of student teachers: who should carry out the work of supervision, and how can it most skillfully be done? The answer to the first question seems to be that, for a variety of reasons, the cooperating teacher appears best suited to do the supervision. University supervisors might use their time more efficiently to train a cadre of classroom teachers who will teach w…
Developing a Model for Student Teacher Supervision
This article addresses itself to two recurring questions regarding the supervision of student teachers: who should carry out the work of supervision, and how can it most skillfully be done? The answer to the first question seems to be that, for a variety of reasons, the cooperating teacher appears best suited to do the supervision. University supervisors might use their time more efficiently to train a cadre of classroom teachers who will teach w…
Developing Student Teacher Skills in Lesson Planning and Self‐Critiquing
During their practicum, student teachers seem to move through three phases of development, each requiring different types of training and guidance from the cooperating teacher and supervisor. In phase one, “Mastery of Basic Instructional Techniques,” student teachers feel inadequate about the mechanics of planning and presenting different kinds of lessons. Performance criteria for specific lessons will guide them in observing their cooperating te…
Overview, Prime, Drill, Check: An Approach to Guiding Student‐Teachers in Lesson Planning
This article describes a strategy for helping student‐teachers systematically and consciously plan their lessons. By using the sequence of “overview, prime, drill, and check,” beginning teachers can be certain that they have included an introduction and motivation to an activity, examples and review of material necessary for conducting the activity, varied and appropriate drilling techniques, and evaluation of students' progress. This sequence gi…
A Report on the ACTFL Summer Seminar: Teacher Education in the 1990s
Reaction: Preservice and Inservice Teacher Education in the Nineties: The Issue is Instructional Validity
Counterpoint to the Exploratory Approach
The Case for a Sequential Second Language Learning Experience at the Middle Level
Computer Science (7 works) · Pedagogy (7 works) · Psychology (6 works) · Curriculum (4 works) · Foreign language (4 works) · Library science (4 works) · Mathematics education (4 works) · Sociology (4 works) · Collaborative Teaching and Inclusion (3 works) · Algorithm (2 works)