********************************************************** CONTENT P1: Cover P2:
Teacher Notes P3: Contents P4: Separator P5 - 56: Writing Journal PROMPTS • PROMPT 1: Signs of Spring • PROMPT 2: Life Cycle 1 • PROMPT 3: Life Cycle 2 • PROMPT 4: Wonder Wings • PROMPT 5: Up, Up and Away • PROMPT 6: Coin Magic • PROMPT 7: Spring Cleaning • PROMPT 8: New Beginnings • PROMPT 9: Springtime Fun!
Not only has
P3 offered
teachers of specific subject - content (e.g., math, science, or technology) cross-disciplinary opportunities for learning (almost all
teachers noted that they felt better prepared to delve deeper into content in their own and related fields), but also the opportunity to learn and work side by side with students who represent their classroom populations.
Baş G., Şentürk, C. and Mehmet Ciğerci, F. (2017) Homework and academic achievement: A meta - analytic review of research, Issues in Educational Research,
p31 - 50 Holstead, J., King, M. and Weikel, M. (2012) Homework provides children with key components for learning, School - Age
NOTES,
p3 - 7 McReynolds, K. (2005) Homework, ENCOUNTER: Education for Meaning and Social Justice, Vol.18, No. 2 Muller, R. (2016) Homework: Promises, Pitfalls and Purposes, KDP New
Teacher Advocate, p16 - 17 Donadelli, G. (2017) Outdoor learning and geocaching, Interaction, Vol.45, Issue 2 Education Journal.