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Discover how the integration of two of education's most powerful frameworks will help teachers impart essential knowledge and skills to the full spectrum of learners.
Current research suggests that active study of science reinforces thinking, language and reading skills. Presenting the necessary tools to integrate literacy with science, this hands-on book contains valuable instructional ideas and activities that make science less daunting - especially for teachers.
Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards. Key Features Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation
How can we prepare our students to think, read, and write like scientists? In Reading Science, Jennifer Altieri reminds us that literacy skills aren't add-ons to the science class-they are critical parts of instruction. She addresses the need for both literacy and science skills in our classrooms to prepare our students for the future challenges they will meet. Strategies you can use right away Filled with practical strategies customized for science classrooms based on Jennifer's decades of experience connecting content areas with literacy, this book supports: teaching students to be critical consumers of scientific information they read, regardless of the source or type of text developing students' interest in scientific vocabulary and rich understanding of how words relate to each other encouraging collaboration as students seek answers to scientific questions and communicate their findings. Science requires specialized literacy demands Our students should be prepared for not only the science class as we know it today but for future science classes and the world beyond. To create classrooms that support this kind of learning, we must use literacy as a tool to help students access science content, communicate their ideas precisely, and apply their discoveries in new contexts.
This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Technology has the power to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through different tools and applications. While both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to effectively evaluate and implement digital tools to enhance literacy classrooms. Through the lens of Universal Design for Learning (UDL), this text prepares teacher candidates to shape learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction by providing a range of current models and frameworks. This approach supports a comprehensive understanding of the complex multiliteracies landscape. These models address technology integration and demonstrate how pedagogical knowledge, content knowledge, and technological knowledge can be integrated for the benefit of all learners in a range of contexts. Each chapter includes prompts for reflection and discussion to encourage readers to consider how literacy and technology can enable teachers to become agents of change, and the book also features Appendices with annotated resource lists of technology tools for students’ varied literacy needs in our digital age.
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
This book focuses on Gardner's Theory of Multiple Intelligences and includes high interest strategies and activities to integrate language arts with the disciplines of social studies, math and science as well as planning outlines and more.
"This book should make educators stop and consider exactly what they mean when they discuss curriculum integration." —Julie Prescott, Assessment Coordinator Vallivue High School, Caldwell, ID "The biggest strength of Fogarty′s work is its clear, concise organization centered on the guiding questions of each chapter." —John C. Baker, Eighth-Grade Social Studies Teacher Salem Middle School, Apex, NC Strategies for moving students towards more holistic and authentic types of learning! For both students and teachers, the mission is essential: to connect ideas, discern themes, and thread skills of various content areas into a cohesive whole. Yet, the question remains: "What does integrating the curricula really mean?" The answers are provided in this updated resource that helps teachers create brain-compatible, learner-centered classrooms and better prepare students for lifelong learning. Based on a four-pronged rationale for using an integrated curriculum—including findings from brain-based research, parental concerns, practitioner challenges, and student perspectives—Robin Fogarty offers ten models that allow teams of teachers to work together to group elements from various content areas into a coherent curriculum that effectively meets standards. The discussion of each model includes: A description of the model How the model can be applied in the classroom Benefits and challenges of the model for teaching and learning Guidelines for when and how to implement the model in the classroom A wealth of reproducibles to aid implementation How to Integrate the Curricula offers the support educators need to integrate concepts, skills, and attitudes and immerse students in content through self-selected, personally relevant learning experiences.
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their Kâ€"12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessmentsâ€"whatever their purposeâ€"cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.
This book is the color print version (go here for the black and white version: http://bit.ly/k12blended-print). This book is your guide to blended teaching in K-12 settings. It was designed to help both pre-service and in-service teachers prepare their classes for blended teaching. The book can be accessed in several different formats at http://edtechbooks.org/k12blended.This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching which are: (1) Online Integration - ability to effectively combine online instruction with in-person instruction. (2) Data Practices - ability to use digital tools to monitor student activity and performance in order to guide student growth. (3) Personalization - ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path. (4) Online Interaction - ability to facilitate online interactions with and between students. The final chapter of the book helps you bring all four competencies together as you implement blended teaching in your classroom.