Systematic Word Study for Grades 4–6: An Easy Weekly Routine for Teaching Hundreds of New Words to Develop Strong Readers, Writers, and Spellers
Making Sense of History: Using High-Quality Literature and Hands-On Experiences to Build Content Knowledge (Theory and Practice)
Practical ideas for teaching students the skills they need to really learn
This vital teachers' resource answers such questions as "Can intelligence be developed? Do teacher expectations shape student learning? How can I make learning 'stick' for my students?" Drawing from theory and research in learning, this book offers clear, practical guidance along with inspirational ideas to show how teachers can enable students to gain both the cognitive competence and confidence needed to succeed academically.
The book applies to any and all learners, including special needs students, and is richly illustrated with stories, activities, and examples from across the curricula.
*Valuable learning strategies;
*Decision making methods;
*Discussions of the nature of creativity and invention, and
*A new chapter on writing. The Complete Problem Solver utilizes numerous examples, diagrams, illustrations, and charts to help any reader become better at problem solving. See the order form for the answer to the problem below.
Street Mathematics and School Mathematics (Learning in Doing: Social, Cognitive and Computational Perspectives)
David Perkins, a noted authority on teaching and learning and co-director of Harvard's Project Zero, introduces a practical and research-based framework for teaching. He describes how teaching any subject at any level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline. Perkins explains how learning academic subjects should be approached like learning baseball or any game, and he demonstrates this with seven principles for making learning whole: from making the game worth playing (emphasizing the importance of motivation to sustained learning), to working on the hard parts (the importance of thoughtful practice), to learning how to learn (developing self-managed learners).
At the end of each chapter, Perkins includes "Wonders of Learning," a summary of the key ideas.
"The Discipline of Hope" is grounded in the relationship between teacher and student; it dwells on the mutuality between the two as they teach each other. Kohl illustrates the knowledge, wisdom, techniques, and ideas that he has gathered from a lifetime of teaching by describing his real experiences in the classrooms and the schools he has worked in. These have ranged from an urban elementary school and an integrated public school kindergarten, to an experimental high school, to one-on-one reading tutorials; from a city storefront learning center to a rural education center and a college classroom. What emerges from Kohl's concrete description is a picture of how the process of education can be done well; how children, even in the most unlikely circumstances with the most difficult lives, can learn, and how they can themselves develop an active concern for justice and equity.
Central to this book and at the core of the act of teaching as Kohl describes it is what he calls "the discipline of hope"-- the stubborn refusal to accept limits on what students can learn or what teachers can do by helping them discover the power of their minds. At a time when so many are complacent or skeptical about the possibilities of education, this book, with the experiences it describes, of teacher and taught, is an affirmation that provides guideposts, insight, and wisdom.
In "Odd Girl Out," Rachel Simmons focuses on these interactions and provides language for the indirect aggression that runs through the lives and friendships of girls. These exchanges take place within intimate circles--the importance of friends and the fear of losing them is key. Without the cultural consent to express their anger or to resolve their conflicts, girls express their aggression in covert but damaging ways. Every generation of women can tell stories of being bullied, but "Odd Girl Out" explores and explains these experiences for the first time.
Journalist Rachel Simmons sheds light on destructive patterns that need our attention. With advice for girls, parents, teachers, and even school administrators, "Odd Girl Out" is a groundbreaking work that every woman will agree is long overdue.
Beyond the Textbook is a chronicle of what happened when several "interesting ideas" about teaching and learning history were put to the test in Providence, Rhode Island, public schools. Here, diverse mainstream students used documents and primary sources to actually construct history, acting as historians and drawing their own conclusions about the past.
Instead of offering a single model for teachers to copy, Beyond the Textbook presents nuanced illustrations of what "student historian theory" looks like in action. Included are accounts of actual classroom lessons; discussion topics; sample handouts and primary sources; and excerpts from students' writings. There are also frank recollections of the brainstorming, collaborative teaching, curriculum development, and evaluation that Kobrin and his colleagues did--as well as feedback from their students.
Though Kobrin's case studies reflect the experiences of history and social studies classes in grades seven through twelve, the issues raised will resonate with all educators: How much do textbooks dictate the curriculum? What is needed to involve students in their school work? How are higher-level thinking skills mastered? How do professional teachers continue to develop their skills? Beyond the Textbook does not offer facile, open and-shut answers. Rather, it opens various windows revealing the possibilities.
Improving Comprehension with Questioning the Author: A Fresh and Expanded View of a Powerful Approach (Theory and Practice)
Secondary Lenses on Learning Participant Book: Team Leadership for Mathematics in Middle and High Schools
Film studies has been a part of higher education curricula in the United States almost since the development of the medium. Although the study of film is dispersed across a range of academic departments, programs, and scholarly organizations, film studies has come to be recognized as a field in its own right. In an era when teaching and scholarship are increasingly interdisciplinary, film studies continues to expand and thrive, attracting new scholars and fresh ideas, direction, and research.
Given the dynamism of the field, experienced and beginning instructors alike need resources for bringing the study of film into the classroom. This volume will help instructors conceptualize contemporary film studies in pedagogical terms. The first part of the volume features essays on theory and on representation, including gender, race, and sexuality. Contributors then examine the geographies of cinema and offer practical suggestions for structuring courses on national, regional, and transnational film. Several essays focus on interdisciplinary approaches, while others describe courses designed around genre (film noir, the musical), mode (animation, documentary, avant-garde film), or the formal elements of film, such as sound, music, and mise-en-scène. The volume closes with a section on film and media in the digital age, in which contributors discuss the opportunities and challenges presented by access to resources, media convergence, and technological developments in the field.
Specialist teachers, parents, coaches, and any other adults who work with children can adapt and use this technique.
This book includes sample lessons, scripts, a planning guide, and a summary of research on the principles behind Interactive Modeling.