New Arrivals: LB 1024.2 - LB 1044.7999
Showing 26 - 50 of 52 new items.
-
© 2014,Being taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Teach Now! The Essentials of Teaching provides the fundamental knowledge for becoming a great teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches it covers everything you need to know from preparing for your teaching practice to getting your first job. Harnessing a range of simple, but powerful techniques, the book shows you how you can translate the Teachers' Standards into your own classroom practice and provide the evidence that you have met them. It also demystifies what the best teachers know and do instinctively to create students who want to learn and get a buzz from developing new skills. The book is structured in clear sections which are then divided into short, easy-to-absorb units offering clear, straightforward advice on all aspects of teaching including: why teach? the application and recruitment process for training helping students' achieve good progress planning, differentiation and assessment behaviour management using language effectively in the classroom managing parents' evenings being an effective tutor how to have lunch! With talking points to encourage reflection and a wide range of examples to illustrate practice, Teach Now! The Essentials of Teaching provides expert guidance as you start your exciting and rewarding career as an outstanding teacher.
-
© 2014,From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge. Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent lowâe#144;stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learnersâe(tm) existing knowledge, and how to motivate students to do their best work and complete the course. For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
-
© 2012,Visit Best Practice classrooms without leaving your school "In Best Practice , we outline the key qualities of great teaching in each major subject area. But showing is always better, right? Hence, these video windows into Best Practice classrooms at work." -Harvey "Smokey" Daniels and Steven Zemelman What do great teaching and powerful learning look like, sound like, and feel like? Seeing the work in action makes all the difference in understanding how to make it your own. The Best Practice Video Companion takes you into exemplary classrooms where the seven structures for top-quality teaching described in Best Practice support effective instruction and deeper learning every day. Steven Zemelman and Harvey "Smokey" Daniels show us that the seven structures work in any context by visiting classrooms across the grades and content areas. You'll see the moves and hear the language of Best Practice teachers as they help students with a wide range of abilities become engaged, insightful learners. An ideal professional development support for groups studying Best Practice , Fourth Edition, The Best Practice Video Companion : shares more than 40 glimpses into multiple lessons in 17 outstanding classrooms focuses on the seven research-based Best Practice structures offers two ways to watch-by Best Practice structure or by teacher suggests ways to collaborate before, during, and after viewings. While the Common Core and other standards outline what children are expected to learn, they don't really explain how to get them there. Use The Best Practice Video Companion and see the how for yourself. Save $63.00 and create powerhouse PD with on a Staff Development Bundle that combines 10 copies of Best Practice with the Best Practice Video Companion.
-
© 2014,At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices. -
© 2014,Have you ever had an idea for a book, a movie, or a TV show? Chances are that you ve had many. Today s students, who are coming of age in a world that is increasingly mediated by smartphones, pads, pods, apps, and the Internet, are even more likely to think of their lives and experiences in terms of stories. Unlocking the Moviemaking Mind explores how our innate abilities as storytellers can be used in the K-12 classroom to stimulate new approaches to learning. Relying on data collected during a multi-year research project in a variety of school settings, this book relies on story and synthesis to present tried and true methods of introducing media making practices in the classroom. Unlocking the Moviemaking Mind also offers strategies for overcoming individual and systematic barriers that educators and administrators are likely to encounter when incorporating storytelling into their curricula. Moreover, the book broaches topics that are especially germane to today s students, including literacy, motivation, and experiential learning." -
© 2012,The ADDIE process is past its prime.It was developed long before Agile and other iterative processes that have introduced greater efficiencies in design and development, fostered more creativity, and addressed effective stakeholder involvement. Leaving ADDIE for SAM introduces two new concepts--SAM, the Successive Approximation Model, and the Savvy Start. Together, they incorporate contemporary design and development processes that reduce the complexity of instructional design and development, yielding more energetic and effective learning experiences.This book is a must-read for all learning professionals who have a desire to let go of outmoded methodologies and start creating better, faster training products today. -
© 2014,A growing interest in the use of games-based approaches for learning has been tempered in many sectors by budget or time constraints associated with the design and development of detailed digital simulations and other high-end approaches. However, a number of practitioners and small creative groups have used low-cost, traditional approaches to games in learning effectively - involving simple card, board or indoor/outdoor activity games. New Traditional Games for Learning brings together examples of this approach, which span continents (UK, western and eastern Europe, the US, and Australia), sectors (education, training, and business) and learner styles or ages (primary through to adult and work-based learning or training). Together, the chapters provide a wealth of evidence-based ideas for the teacher, tutor, or trainer interested in using games for learning, but turned off by visible high-end examples. An editors' introduction pulls the collection together, identifying shared themes and drawing on the editors' own research in the use of games for learning. The book concludes with a chapter by a professional board game designer, incorporating themes prevalent in the preceding chapters and reflecting on game design, development and marketing in the commercial sector, providing valuable practical advice for those who want to take their own creations further. -
© 2014,How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students' lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms. -
-
© 2013,Engage your online classroom with The Virtual Training Guidebook!. Packed with checklists, advice, and how-to features, this book teaches you how to design, deliver, and implement live online learning. Book jacket. -
© 2014,Don t create boring e-learning Cammy Bean presents a fresh, modern take on instructional design for e-learning. Filled with her personal insights and tips, The Accidental Instructional Designer covers nearly every aspect of the e-learning design process, including understanding instructional design, creating scenarios, building interactivity, designing visuals, and working with SMEs. You ll learn all about the CBT Lady and how to avoid her instructional design mistakes. Along the way, you ll hear from a few other accidental instructional designers, get ideas for your own projects, and find resources and references to take your own practice to the next level. The Accidental Instructional Designer is perfect for the learning professional or instructional designer who is just getting started with e-learning or the more experienced practitioner looking for new ideas. In addition to sharing proven techniques and strategies, this book: covers best practices and what to avoid when designing an e-learning program presents e-learning in action through various case studies shows how you can go from being an accidental instructional designer to an intentional one. -
© 2011,Easy-to-use action research tools that work for today's schools Richard Sagor provides updated tools and insights to implement school-based research for student success in this second edition of his best-selling volume The Action Research Guidebook . Included are new examples, activities, tables, charts, and leadership applications that reflect the recent growth of professional learning communities, wider acceptance of standards, and the need for more qualitative research. The book is organized around Sagor's four-stage process developed from his experience training educators: Clarifying visions/targets Articulating theory Implementing action and collecting data Reflecting on data and planning informed action -
© 2013,Anytime, Anywhere synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach. Educators have argued that students should be at the center of learning, constructing new knowledge based on what is interesting to them, and receiving guidance in classrooms--or anywhere they may happen to be-- from adults with whom they have positive relationships. Now, with the advent of new technologies, researchers are confirming the value of this approach by showing how the human brain and memory work in response to different environments, and how digital tools give students powerful new ways to express what they've learned. -
© 2013,The Engaged Teaching Approach focuses on the development of the whole student and the whole teacher; it recognizes that educators need to offer more than lesson plans and assessments if students are to become capable of thriving in the 21st century. The 5 Dimensions of Engaged Teaching: A Practical Guide for Educators supports K¿12 educators as they equip their students to be resilient, well-rounded individuals able to communicate effectively and work with diverse people while excelling academically. The Engaged Teaching Approach is a practical approach to teaching and learning that improves social, emotional, and academic outcomes and fosters a lifelong sense of meaning, purpose, and relevance, along with motivation in the classroom. Readers of this book will learn the foundations of engaged teaching, the Five Dimensions of Engaged Teaching and their related principles and practices, the intermediate outcomes for teachers and students, and the long-term outcomes for schools and communities. Readers will also learn specific activities and strategies for fostering each dimension in the classroom and in their professional practice. -
© 2013,This program focuses on the nuts and bolts of structuring and executing an Individualized Education Program (IEP) meeting that is tied to the Common Core State Standards. Watch as a school team--composed of a school principal, special education teacher, language arts teacher, and math teacher--meets with the parent of a special needs student, Trevor, and engages in an annual review that uses the Common Core State Standards to help inform his goals. The video features seven segments and includes bonus tips for getting the most out of the meeting.
-
© 2012,Through the language of global learning, education is being reformed by corporations, political activists, and policy makers. Academic subject-based knowledge has been cast as elitist and outdated for a rapidly-changing world. The curriculum has been colonized in the name of teaching skills and attitudes for the global market and global citizenship. Can young people effectively contribute to society without an education in academic knowledge? Alex Standish argues that we can only educate children about the world if we are clear about the boundaries that provide education with its moral worth. These include the boundaries between: education and political activity, public and private realms, education and training, theoretical and everyday knowledge, communities, and subject disciplines. The False Promise of Global Learning demonstrates that the nature and purpose of education has become confused with social, economic, political, and therapeutic aims, and that control over the curriculum has been taken away from teachers and communities. This is a hard-hitting work that will resonate with all who have a stake in how - and why - we educate our children. -
© 2013,Contemporary research shows that parents who tell and read stories in a rich and responsive way have children with advanced language, memory, and emotional development. Many parents and educators have relied on reading books out loud to children as a way to strengthen their literacy skills,but what they may not know is that family storytelling may be just as important for children's development as reading books.In Tell Me a Story Dr. Elaine Reese explains how storytelling is valuable for children's language, emotional development, coping, self-concept, and sense of belonging. Based on solid research evidence collected over the last two decades, this book shows parents how to maximize these benefits withstorytelling techniques that work with children of all ages, from toddlers to teens, and all kinds of children, including children with ADHD, difficult temperaments, and language delays. Reese identifies the most effective ways for strengthening children's language, cognitive, and coping skills and addresses the following questions: How can parents tell stories that matter to children and adolescents? How is storytelling with daughters different than storytelling with sons? How canparents and grandparents share stories that teenagers will want to hear? Why is it a good idea to tell children stories in addition to reading them stories from a book? Parents and grandparents will enjoy Reese's narrative excerpts and storytelling tips and be eager to apply their newfound skillsto promote their children's and grandchildren's development and enhance their time together. -
© 2008,Correlated to the national standards, these practical, ready-to-use activities help teachers use research-based strategies to meet the needs of all students in their differentiated classrooms. -
© 2013,Read Creative Teaching for All as an antidote to rapidly growing pressures for quick and easy teacher results, and constant evaluations. Employ creative ideas to resist teaching to the (usually factual) test, and to the many choking rules, standards, cores, and state regulations that strangle motivation and destroy experimentation. Reclaim teacher control of curriculum design and instructional methods across all fields by boldly going 'outside', even off the walls, where teachers have lived happier lives before the invention of rubrics and rules.Become the truly creative teacher to which you have aspired Highlights of the book: Explores and expands opportunities for engaging student conversation and ideas Adds variety and depth to your teaching methods Hone questioning and critical thinking skills Move from lower to higher levelsReinvent instruction at home, work, or in classrooms as places of imagination and enjoyment -
© 2011,The Highly Engaged Classroom provides an in-depth understanding of how to generate high levels of attention and engagement as a result of careful planning and execution of specific strategies. Using the suggestions presented by Robert J. Marzano, Debra J. Pickering, and Tammy Heflebower, every teacher can create a classroom environment in which engagement is the norm instead of the exception. Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. -
© 2012,Mind, brain, and education (MBE) is a growing field that is incorporating neuroscience and cognitive and educational psychology into the world of education. While sometimes intimidating, neuroscience offers great insights into our students and how to best reach them. Teachers do not need to become neuroscientists to accomplish this, but having a basic understanding of the brain and how it operates can serve as a solid foundation for designing optimal classroom environments, curricula, and instructional strategies. Think Big, Start Small pares down the vast field of neuroscience and provides educators with simple brain-compatible strategies that will make a difference in their differentiated classrooms. -
© 2011,In Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, authors David Sousa and Carol Ann Tomlinson examine the basic principles of differentiation in light of what the current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. The authors also offer suggestions on how to establish and manage differentiated classrooms without imposing additional heavy burdens on teachers¿teach differently and smarter, not harder. In fact, when properly implemented, differentiation emphasizes shared responsibility between teacher and student¿a desirable outcome, because the brain that does the work is the brain that learns! This book is different from all the other books on differentiation in that it combines two imperatives that face nearly all educators today: 1. Research is revealing so much about how the brain learns that educators can no longer ignore the implications of these discoveries for educational practice. 2. Teachers need to find ways to use this brain research to develop strategies that will allow students to succeed in classrooms that contain a diverse mix of abilities, cultures, and languages. -
© 2012,In this sequel to the bestselling Pyramid Response to Intervention, authors Buffum, Mattos, and Weber advocate that an effective RTI model begins by asking the right questions. RTI is not a series of implementation steps to cross off a list, the authors suggest, but rather a way of thinking about how educators can ensure that each child receives the time and support needed to succeed in school and in life. When educators base their thinking about RTI on four essential guiding principles, they will find the most effective answers to implementation questions. The four essential principles of pyramid response to intervention explored in the book are: 1. Collective responsibility¿A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child 2. Concentrated instruction¿A collaborative process that focuses teacher teams on the skills and knowledge most important to the student and his or her future 3. Convergent assessment¿An ongoing process of collecting targeted information to add depth and breadth to the understanding of each student¿s individual needs, obstacles, and points of learning leverage 4. Certain access¿A systematic process that guarantees every student will receive the time and support needed to learn at high levels Drawing from their experiences working with hundreds of schools across North America, the authors explain why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail¿and then show how to create an RTI model that works. They address both academics and behavior in each chapter, and provide considerations for district leadership as well. The authors begin by presenting an inverted version of the RTI pyramid that narrows the focus to each individual child. In their re-envisioned pyramid, the work of RTI is divided between collaborative teacher teams and two schoolwide teams: a leadership team and an intervention team. Together, the whole school assumes collective responsibility for the learning of every student. They build structures of collaboration by creating learning-focused teams, embedding time for collaboration into the school day, and developing forms and processes that support, rather than overwhelm, those who do the work of RTI. To create an effective program of concentrated instruction, collaborative teacher teams define essential learnings that every student must master, establish what proficiency would look like, design common formative assessments, and administer instruction and intervention in Tiers 1 and 2 on universal academic skills such as reading, writing, and number sense. The schoolwide intervention team, composed of members with a variety of expertise and experience, takes responsibility for supporting students who struggle due to issues of motivation, attendance, behavior, and English language proficiency. The schoolwide team also provides support to students with intensive needs at Tier 3. In convergent assessment, teacher teams assess in a sequence of identifying students who need help, determining specific student needs and the appropriate interventions, monitoring the results of interventions, and extending or revising the intervention based on the results of progress monitoring. The authors debunk common myths about universal screening and thoroughly explain the role of common formative assessments in the RTI process. Collaborative teams also build a toolbox of interventions. The authors define the characteristics of effective interventions, explain the difference between Tier 2 and Tier 3 interventions, and offer a compelling rationale for determining who should deliver an intervention: asking, who on our staff is best qualified to meet this child¿s needs? Ultimately, the point of RTI is to ensure that every child has certain access to the support he or she needs to be successful. The authors describe how to ensure that processes have been established to ensure certain access to interventions and, when necessary, to special education identification. -
© 2012,True learning the kind that stays with students long after the grades are in requires risk. Ownership. Change. But what does it look like for students to really understand your subject? How can you structure assignments so that Googling becomes an asset, not a threat, to demonstrating knowledge? Veteran teacher Mickey Kolis invites you to reflect on how you do learning in your classroom. Real-life classroom examples demonstrate how you can shift the drive for learning into students hands while still meeting your learning benchmarks. From making assignments meaningful to students to assessing the results, Powerful Ideas in Teaching explores key ideas for creating environments where students want to learn." -
© 2013,In any endeavor, it is difficult to know what excellence is without knowing what excellence looks like. Linking theory and practice, Those Who Can: Why Master Teachers Do What They Do illustrates what instructional excellence looks like by detailing what elite instructors do and as importantly, why their pedagogical choices lead to uncommonly good student results. Thoughtfully written, clearly explained, and thoroughly researched by a master educator with more than four decades of public school experience, Those Who Can provides school administrators, education students, and teachers of all experience levels with a no-nonsense practical blueprint indicating what instructional strategies promote learning, what approaches undermine learner performance, and the behavioral principles underlying both outcomes. In demystifying the so-called art of instruction, the approaches outlined in Those Who Can will improve student achievement with little investment other than the time it takes to read the book, the courage to implement its concepts, and an open-minded willingness to challenge the educational status quo of what is for the instructional promise of what could be."