No More Telling As Teaching

No More Telling As Teaching Author Cris Tovani
ISBN-10 0325092443
Release 2017-04-27
Pages 112
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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

So what Do They Really Know Author Cris Tovani
ISBN-10 9781571107305
Release 2011
Pages 165
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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.



Do I Really Have to Teach Reading

Do I Really Have to Teach Reading Author Cris Tovani
ISBN-10 9781571103765
Release 2004-01-01
Pages 138
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Takes on the challenge of helping students apply reading comprehension strategies in any subject. Shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes: examples of how teachers can model their reading process for students; ideas for supplementing and enhancing the use of required textbooks; detailed descriptions of specific strategies taught in context; stories from different high school classrooms to show how reading instruction varies according to content; samples of student work, including both struggling readers and college-bound seniors; a variety of 'comprehension constructors': guides designed to help students recognize and capture their thinking in writing while reading; guidance on assessing students; tips for balancing content and reading instruction.



No More Perfect Kids

No More Perfect Kids Author Jill Savage
ISBN-10 9780802490070
Release 2014-03-01
Pages 288
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Love your kids for who they are. Mom and dad, your kids are created in God's image, not your own. Jill Savage and Kathy Koch will guide you in truly appreciating your kids. They will teach you how to study and become an expert on your children, because you cannot fully embrace them until you truly know them. In No More Perfect Kids, Jill Savage and Kathy Koch equip us with the tools and perspective to: Identify and remove the Perfection Infection from our parenting Release our children from unrealistic expectations Answer the questions our kids are silently asking in a way that gives them the courage and freedom to be themselves Meet the needs of our children, including those with special needs Written in a passionate, candid, and personal tone, the authors will instill within you hope and contentment. You'll be inspired to apply the practical, realistic, and relevant ideas and tactics Jill and Kathy share.



Teaching as Story Telling

Teaching as Story Telling Author Kieran Egan
ISBN-10 0226190315
Release 1986-01
Pages 122
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An eminently practical guide, Teaching as Story Telling shows teachers how to integrate imagination and reason into the curriculum when planning classes in social studies, language arts, mathematics, and science. In his innovative book, Kieran Egan refashions the ancient function of the storyteller with such clarity that any teacher can step into the role with confidence. Not only does Egan's book make the reader look anew at what is too often taken for granted about the ways in which children learn, it opens up a range of critical questions about our orientation to "objectives" and to either/ors when it comes to the affective and the cognitive. - Back cover.



No More Teaching a Letter a Week

No More Teaching a Letter a Week Author Rebecca McKay
ISBN-10 0325062560
Release 2015-09-04
Pages 96
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"Letter-a-week" may be a ubiquitous approach to teaching alphabet knowledge, but that doesn't mean it's an effective one. In No More Teaching a Letter a Week, early literacy researcher Dr. William Teale helps us understand that alphabet knowledge is more than letter recognition, and identifies research-based principles of effective alphabet instruction, which constitutes the foundation for phonics teaching and learning. Literacy coach Rebecca McKay shows us how to bring those principles to life through purposeful practices that invite children to create an identity through print. Children can and should do more than glue beans into the shape of a "B"; they need to learn how letters create words that carry meaning, so that they can, and do, use print to expand their understanding of the world and themselves.



I Read It But I Don t Get it

I Read It  But I Don t Get it Author Cris Tovani
ISBN-10 9781571100894
Release 2000-01-01
Pages 140
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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.



How Teachers in Europe Teach Religion

How Teachers in Europe Teach Religion Author Hans-Georg Ziebertz
ISBN-10 9783643100436
Release 2009
Pages 405
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In 2007, 3,500 teachers in sixteen European countries participated in a cross-cultural study "Teaching Religion in a multicultural Europe." The empirical survey researches existing teaching procedures in religion and theology. The book presents the results which are different approaches, strategies, and ways of thinking when it comes to teaching religion in a multicultural context.



Transitions

Transitions Author Mike Palmquist
ISBN-10 1567503527
Release 1998
Pages 252
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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.



No More Mindless Homework

No More Mindless Homework Author Kathy Collins
ISBN-10 0325092818
Release 2017-04-13
Pages
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No More Mindless Homework has been writing in one form or another for most of life. You can find so many inspiration from No More Mindless Homework also informative, and entertaining. Click DOWNLOAD or Read Online button to get full No More Mindless Homework book for free.



Telling God s Story Year One Meeting Jesus Instructor Text Teaching Guide

Telling God s Story  Year One  Meeting Jesus  Instructor Text   Teaching Guide Author Peter Enns
ISBN-10 9781942968412
Release 2011-02-22
Pages 120
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A new religion curriculum from the team that brought you The Story of the World. The first level in a twelve-level series designed to take young students from elementary through high school, Telling God’s Story: Year One provides weekly lessons for elementary-grade students, based on the parables and the Gospels. The Instructor Text and Teaching Guide contains pithy, content-filled background information for the teacher, a biblical passage to read aloud, and a scripted explanation of the passage designed especially for young children to grasp with ease. This Year One curriculum provides a full year of religious instruction.



Confusion No More For the Spiritual Seeker

Confusion No More  For the Spiritual Seeker Author Ramesh S. Balsekar Author
ISBN-10 9781780282459
Release 2012-06-21
Pages 288
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Spiritual seeking is usually about achieving enlightenment - but there is confusion about the true meaning of enlightenment. Spiritual seekers have come to have the idea that the enlightened or self-realized sage is a kind of perfect being, totally disciplined, entirely in control of his mind and body, removed from the daily realities of existence, to whom everyone looks for guidance and who will protect his disciples from all life's difficulties. Balsekar explains that nothing, could be further from the truth - but for many seekers this misconception is the source of complete confusion and serious suffering. Balsekar shows us how confusion can be banished by simple acceptance - accepting that whatever exists in the moment is precisely as it is supposed to be, according to the Cosmic Law that is forever beyond the conception of the human intellect. Self-realization is not about being separate from the world and other people, but being at one with everything. It means understanding that one's place in the fabric of all that exists in the moment has never been in one's control. And with this understanding comes true peace.



Teaching for Intelligence

Teaching for Intelligence Author Barbara Z. Presseisen
ISBN-10 9781412955546
Release 2008
Pages 320
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Insightful articles in this updated collection discuss the nature of the intelligent learner and what educators and scientists have to say about teaching for intelligence.



Teaching with Your Mouth Shut

Teaching with Your Mouth Shut Author Donald L. Finkel
ISBN-10 0867094699
Release 2000
Pages 180
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Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized.



Telling God s Story

Telling God s Story Author Peter Enns
ISBN-10 9781933339467
Release 2011-01-25
Pages 103
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A new religion curriculum from the team that brought you The Story of the World.



Children Teachers and Schools in the History of British Columbia 2e

Children  Teachers and Schools in the History of British Columbia  2e Author Jean Barman
ISBN-10 9781550592511
Release 2003-01-01
Pages 438
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This new edition explores the myriad ways that education, broadly defined, molds each of us in profound and enduring ways. Laid against the supporting scaffolding of modern critical theory, the chapters offer cutting edge perspectives of going to school in British Columbia. How has education been tailored by race, class, gender? How do representations of schools and schooling change over time and whose interests are served? What echoes of current tensions can we hear in the past? The book offers a glimpse of the deep contradictions inherent in an experience that we all share.



No More Reading Instruction Without Differentiation

No More Reading Instruction Without Differentiation Author Lynn Geronemus Bigelman
ISBN-10 0325074356
Release 2016-05-26
Pages 96
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The research is compelling: when teachers differentiate reading instruction, students learn more. But teachers are too often given the expectation of differentiation without the details on how to make it work. In No More Reading Instruction Without Differentiation, Debra Peterson and Lynn Bigelman offer an instructional framework that adapts instruction based on individual students needs and interests. Peterson unpacks the research that supports differentiated instruction. Then veteran school principal Bigelman shows how to implement differentiation using: - Learning Targets & Performance Tasks - Student Self-Assessment - Talk to Assess & Deepen Student Understanding - Workshop: A Daily Structure for Differentiation - Project-Based Learning - Conferring - Individual Learning Goals - Intervention Planning Differentiation doesn't mean creating separate lesson plans for each student every day. Differentiation is responsive teaching that identifies what each student knows and can do and what can happen next to move that student forward in her learning. In this book, you'll find the tools and strategies to better meet the needs of the children in your classroom right now.