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Détail de l'auteur
Auteur Carolyn LOGIUDICE |
Documents disponibles écrits par cet auteur (2)
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No-Glamour® Social Language/Behavior Cards / Carolyn LOGIUDICE
Titre : No-Glamour® Social Language/Behavior Cards Type de document : Matériel, test, mallette pédagogique Auteurs : Carolyn LOGIUDICE, Auteur ; Nancy MCCONNELL, Auteur ; Margaret WARNER, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2004 Format : 16cm x 12,5cm x 8cm ISBN/ISSN/EAN : 978-0-7606-9989-8 Langues : Anglais (eng) Index. décimale : HAB-C HAB-C - Habiletés Sociales - Jeux Résumé : Students learn to successfully manage 90 social situations in areas such as self-control, eating, emotions, solving problems, and more.
Use these full-color cards to help your students learn to discriminate between appropriate and inappropriate responses. The back of each card includes a summary of the social situation and questions to stimulate discussion and develop social problem solving. The 200 cards are versatile-use them for discussion starters, role-playing, story starters, and for sharing experiences.
The ten skills areas are:
- In School- Students learn to spotlight and clarify the expectations for language/behavior in an academic setting. The situations include cheating, the class clown, helping others, respecting personal space, and more.
- Eating- Students learn appropriate and inappropriate comments and behavior when eating and drinking in various settings. The situations include wiping your mouth, not burping, respecting others' tastes/foods, eating as a guest, and more.
- Emotions- Students learn appropriate and inappropriate ways to handle emotions in situations, such as sharing, apologizing, sportsmanship, arguing, and more.
- Self-Control- Students learn to control their impulses and their behaviors in socially acceptable ways in common situations, such as waiting for a turn, inappropriate laughter, nose picking, yelling, reacting to teasing, and more.
- Getting Along- Students explore the similarities and differences in perspectives of all the parties in everyday situations. The situations include taking turns, telling and keeping secrets, showing appreciation, helping others, and more.
- Conversations- Students learn to exchange information and to relate to the other individual in the conversation. Topics cover basic conversation skills, such as joining a group, good introductions, changing the topic too quickly, when to interrupt, and more.
- Being Responsible- Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more.
- Solving Problems- Students explore possible solutions and consequences to everyday problems. The situations include waiting to be picked up, anxiety about a dental checkup, being served strange food, and more.
- Role-Playing- Students practice using appropriate language and behavior in a variety of contexts. The role-plays are a springboard to discussion about others' perspectives. The situations include a substitute teacher, having a party, going on a field trip, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 No-Glamour® Social Language/Behavior Cards [Matériel, test, mallette pédagogique] / Carolyn LOGIUDICE, Auteur ; Nancy MCCONNELL, Auteur ; Margaret WARNER, Auteur . - Austin [Etats-Unis] : Pro.ed, 2004 . - ; 16cm x 12,5cm x 8cm.
ISBN : 978-0-7606-9989-8
Langues : Anglais (eng)
Index. décimale : HAB-C HAB-C - Habiletés Sociales - Jeux Résumé : Students learn to successfully manage 90 social situations in areas such as self-control, eating, emotions, solving problems, and more.
Use these full-color cards to help your students learn to discriminate between appropriate and inappropriate responses. The back of each card includes a summary of the social situation and questions to stimulate discussion and develop social problem solving. The 200 cards are versatile-use them for discussion starters, role-playing, story starters, and for sharing experiences.
The ten skills areas are:
- In School- Students learn to spotlight and clarify the expectations for language/behavior in an academic setting. The situations include cheating, the class clown, helping others, respecting personal space, and more.
- Eating- Students learn appropriate and inappropriate comments and behavior when eating and drinking in various settings. The situations include wiping your mouth, not burping, respecting others' tastes/foods, eating as a guest, and more.
- Emotions- Students learn appropriate and inappropriate ways to handle emotions in situations, such as sharing, apologizing, sportsmanship, arguing, and more.
- Self-Control- Students learn to control their impulses and their behaviors in socially acceptable ways in common situations, such as waiting for a turn, inappropriate laughter, nose picking, yelling, reacting to teasing, and more.
- Getting Along- Students explore the similarities and differences in perspectives of all the parties in everyday situations. The situations include taking turns, telling and keeping secrets, showing appreciation, helping others, and more.
- Conversations- Students learn to exchange information and to relate to the other individual in the conversation. Topics cover basic conversation skills, such as joining a group, good introductions, changing the topic too quickly, when to interrupt, and more.
- Being Responsible- Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more.
- Solving Problems- Students explore possible solutions and consequences to everyday problems. The situations include waiting to be picked up, anxiety about a dental checkup, being served strange food, and more.
- Role-Playing- Students practice using appropriate language and behavior in a variety of contexts. The role-plays are a springboard to discussion about others' perspectives. The situations include a substitute teacher, having a party, going on a field trip, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0005239 HAB-C LOG Test Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Test of Problem Solving–3: Elementary / Linda BOWERS
Titre : Test of Problem Solving–3: Elementary : TOPS-3 Type de document : Texte imprimé et/ou numérique Auteurs : Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2005 Format : 29cm x 25cm x 6,5cm ISBN/ISSN/EAN : 978-0-7606-0615-5 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Test of Problem Solving–3: Elementary : TOPS-3 [Texte imprimé et/ou numérique] / Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur . - Austin [Etats-Unis] : Pro.ed, 2005 . - ; 29cm x 25cm x 6,5cm.
ISBN : 978-0-7606-0615-5
Langues : Anglais (eng)
Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire