No More Telling As Teaching

Author: Cris Tovani
Publisher: Heinemann Educational Books
ISBN: 9780325092447
Size: 74.20 MB
Format: PDF
View: 192
Download
Congratulations to Cris Tovani, recipient of ILA's Adolescent Literacy Thought Leader Award 2017! The truth is, when we rely on lecture in an effort to cover content, we're doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we're trying to teach. Cris Tovani and Elizabeth Moje help us translate the time spent lecturing into powerful learning experiences where students interact and inquire into topics that matter. Their research-based alternatives help you create the conditions for engaging, relevant work that's inherently interesting and sparks critical thinking. Elizabeth Moje helps us understand the latest research on how people learn, and shows powerful evidence that teachers can increase student learning with more purposeful student participation. Veteran teacher and instructional coach Cris Tovani provides a practical model for instruction that's backed by the current research and puts student engagement at the center of your teaching. Her examples of problem-based learning activities include connections to national standards and topics that matter outside the classroom walls. Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars-and so does learning.

So What Do They Really Know

Author: Cris Tovani
Publisher: Stenhouse Publishers
ISBN: 1571107304
Size: 18.55 MB
Format: PDF, ePub
View: 5510
Download
In So What Do They Really Know? Cris Tovani explores the complex issue of monitoring, assessing, and grading students' thinking and performance with fairness and fidelity. Like all teachers, Cris struggles to balance her student-centered instruction with school system mandates. Her recommendations are realistic and practical; she understands that what isn't manageable isn't sustainable. Cris describes the systems and structure she uses in her own classroom and shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals. She also shares ways to bring students into the assessment cycle so they can monitor their own learning, maximizing motivation and engagement. So What Do They Really Know? includes a wealth of information: Lessons from Cris's classroom Templates showing how teachers can use the workshop model to assess and differentiate instruction Student work, including samples from linguistically diverse learners, struggling readers, and college-bound seniors Anchor charts of student thinking Ideas on how to give feedback Guidelines that explain how conferring is different from monitoring Suggestions for assessing learning and differentiating instruction during conferences Advice for managing ongoing assessment Cris's willingness to share her own struggles continues to be a hallmark of her work. Teachers will recognize their own students and the challenges they face as they join Cris on the journey to figure out how to raise student achievement.

I Read It But I Don T Get It

Author: Cris Tovani
Publisher: Stenhouse Publishers
ISBN: 157110089X
Size: 13.39 MB
Format: PDF, ePub, Docs
View: 6753
Download
Practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area.

Dynamic Lecturing

Author: Christine Harrington
Publisher: Stylus Publishing, LLC
ISBN: 1620366193
Size: 49.50 MB
Format: PDF, Kindle
View: 4135
Download
Is the lecture an outmoded teaching method that inhibits active learning or is it a potentially powerful tool that is an essential part of every teacher’s repertoire? This book presents up-to-date research on the different types of lecture, on what constitutes effective lecturing, and on the impact of lecturing when done appropriately and well. It fills the void in professional development resources on how to lecture, validating the practice when it’s aligned with the educational mission of creating engaged learning environments. Christine Harrington and Todd Zakrajsek demonstrate that, rather than lecture and active learning being mutually exclusive or either-or propositions, the effectiveness of the former can be greatly enhanced when combined with active learning techniques through what they define as dynamic lecturing; and provide context about the need to balance these approaches to meet the needs of students as they progress from novice to advanced learners. They present a range of strategies that enhance student learning during lectures. They open each chapter with the evidence behind each lecturing strategy they describe, and conclude with practical suggestions for quick application in the classroom. They offer readers the lecture planning and evaluation tools for reworking their lectures in ways that provide high-level engagement and achievement for their students. The opening section of the book explores the benefits of lecturing and describes the different modalities of lecture, with an assessment of the advantages and disadvantages of each. The second section focuses on educational strategies to enhance the lecture, including, among others, activating prior knowledge, emphasizing important points, effectively using multi-media, making concepts meaningful via examples, and the importance of retrieval practice. Each covers the underlying theory and research, and advice on how to align the engagement techniques with instructional goals. The book concludes with guidance on effective planning for lecturing and helping chairs, administrators, or peers engage in effective evaluation of the lecture. This is a dynamic resource for all faculty interested in revitalizing their teaching. The strategies are succinct, easy to incorporate into lectures and, done well, will have immediate impact and increase student mastery of course content.

Teaching Digital Natives

Author: Marc R. Prensky
Publisher: Corwin Press
ISBN: 1452271402
Size: 44.78 MB
Format: PDF, ePub, Mobi
View: 851
Download
A new paradigm for teaching and learning in the 21st century! Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an innovative model that promotes student learning through the use of technology. Discover how to implement partnership learning, in which: Digitally literate students specialize in content finding, analysis, and presentation via multiple media Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality Administrators support, organize, and facilitate the process schoolwide Technology becomes a tool that students use for learning essential skills and "getting things done"

Transitions

Author: Mike Palmquist
Publisher: Greenwood Publishing Group
ISBN: 9781567503524
Size: 48.92 MB
Format: PDF, ePub, Mobi
View: 5313
Download
A discussion of teaching writing in both computer-supported and traditional classrooms. It addresses areas such as: teaching and learning about writing; classroom dynamics - interaction and classroom design; curriculum design; and the technological complexities of computers and networks.

Bscs Biology

Author:
Publisher: Rutgers University Press
ISBN: 9780787290085
Size: 63.16 MB
Format: PDF
View: 4620
Download

Teaching High School Science Through Inquiry

Author: Douglas Llewellyn
Publisher: Corwin Press
ISBN: 9780761939382
Size: 77.78 MB
Format: PDF, Docs
View: 2057
Download
Acknowledging the importance of national standards, offers case studies, tips, and tools to encourage student curiosity and improve achievement in science.

Information Technology In The Teaching Of History

Author: Allan Martin
Publisher: Routledge
ISBN: 1134397623
Size: 24.71 MB
Format: PDF, ePub
View: 1015
Download
Information technology offers powerful tools to facilitate and to assist learning across the whole curriculum; the computer is certainly the most significant development in educational technology in the twentieth century. History may be thought of as a staid and perhaps tradition-bound subject, more resistant to change than some areas. Yet in history too, information technology is making an impact. This volume shows how information technology is currently contributing to, and bringing about changes in the way history is taught and learned. The international selection of the contributions shows that these phenomena are not restricted to just one country. The impact of information technology on history curricula is explored in depth in one section of the book, whilst other sections focus on classroom activities and issues, on the development of software for history, and on the relevance of current information technology developments. But the question which lies at the heart of it all remains that of how information technology can enhance the teacher's ability to offer situations in which learners can form and develop a real understanding of the nature of historical processes, and the ways in which they can be studied.