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These simple, enjoyable techniques promote physical well-being and social confidence and are invaluable for supporting early language and literacy skills. The Breathing Circle can be used at home or in the classroom with young children aged from 18 months up to around seven years.
Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired “letter of the week” routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the “Pre-K Pages” blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.
Widening the Circle is a passionate, even radical argument for creating school and classroom environments where all kids, including children labeled as “disabled” and “special needs,” are welcome on equal terms. In opposition to traditional models of special education, where teachers decide when a child is deemed “ready to compete” in “mainstream” classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills, it begins with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classrooms—pedagogy, curriculum, and classroom climate. Crucially, Sapon-Shevin takes on arguments against full inclusion in a section of straight-talking answers to common questions. She agrees with critics that the rhetoric of inclusion has been used to justify eliminating services and “dumping” students with significant educational needs unceremoniously back into the mainstream with little or no support. If full inclusion is properly implemented, however, she argues, it not only clearly benefits those traditionally excluded but enhances the educations and lives of those considered mainstream in myriad ways. Through powerful storytelling and argument, Sapon-Shevin lays out the moral and educational case for not separating kids on the basis of difference.
"Much ink and many pages have been devoted to all of the missional issues facing the Western church today. As our culture becomes more post-Christian with each passing day, we are all realizing that what has worked in the past is no longer working, that we are far less effective for the Kingdom than we were even 10 years ago. But we would suggest it isn’t because we don’t know what the Great Commission states or the imperatives of the Gospel, or that our church services just aren’t getting it done. It’s because we are in the midst of a discipleship crisis in the Western church. The people sitting in our pews are rarely becoming like the people we read about in Scripture. They may come to a worship service, join a small group or even tithe, but their lives just don’t seem to look like Jesus’ life. The truth of the matter is that we don’t have a missional problem or leadership problem in the Western church. We have a discipleship problem. If we make disciples like Jesus made them, we’ll never have a problem finding leaders or seeing new people coming to faith. The central issue is that we have no idea how to make disciples who can do the things that Jesus did for the reasons Jesus did them. Building a Discipling Culture is the product of more than 25 years of hands-on discipleship practice in a post-Christian context that has turned into a worldwide discipling movement, dealing specifically with how to make the types of missional disciples Jesus spoke of. We all want to make disciples. Most of us are unsure how to do it. Dallas Willard put it this way: 'Every church needs to be able to answer two questions. One, do we have a plan for making disciples? Two, does our plan work?' For most of our church communities, we have a plan, but the plan isn’t working. If you find yourself in this situation, this book is for you." -- Publisher's description.
Looks at different creative activities and seat work for preschool teachers, focusing on teaching techniques, the creative setting, learning circle activities, and other topics.
Contains more than six hundred circle time and group activities designed by teachers to use with children three to six years old, each including a suggested age, a list of materials, and step-by-step directions, and features lists of related books, songs, and poems.
Meetings in the round have become the preferred tool for moving individual commitment into group action. This book lays out the structure of circle conversation, based on the original work of the authors who have standardized the essential elements that constitute circle practice.
Appreciative Living provides and in-depth overview of the principles of Appreciative Inquiry, and includes a simple 3-step process for applying the principles as well as daily exercises.
Ensure Your Instructional Design Stands Up to Learning Science Learning science is a professional imperative for instructional designers. In fact, instructional design is applied learning science. To create effective learning experiences that engage, we need to know how learning works and what facilitates and hinders it. We need to track the underlying research and articulate how our designs reflect what is known. Otherwise, how can we claim to be scrutable in our approaches? Learning Science for Instructional Designers: From Cognition to Application distills the current scope of learning science into an easy-to-read primer. Good instructional design makes learning as simple as possible by removing distractions, minimizing the cognitive load, and chunking necessary information into digestible bits. But our aim must go beyond enabling learners to recite facts to empowering them to make better decisions—decisions about what to do, when, and how. This book prepares you to design learning experiences that ensure retention over time and transfer to the appropriate situations. Gain insights into: Providing spaced practice and reflection Tapping into motivation and challenge to build learner confidence Using performance-support tools, social learning, and humor appropriately Prompts at the end of each chapter will spark your thinking about how to use these concepts and more in your daily work. Written by Clark N. Quinn, author of Millennials, Goldfish & Other Training Misconceptions: Debunking Learning Myths and Superstitions, this book is perfect for anyone who strives for their instruction to stand up to learning science.