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In this volume, the authors contend that teaching and learning must be viewed as communal work, whether conducted in one classroom, with colleagues at a programmatic level, or when tackled on a university-wide scale. When educators partner with faculty colleagues or students in teaching and learning, it becomes possible to improve the educational experiences of all students, model professional behaviors that students will soon be expected to embrace, and positively impact graduates, peers, campuses, and even communities at large. By intentionally creating collaborative structures for communal work to occur, educators can broaden access to opportunities for students, improve engagement experiences within the community, and improve faculty support and scholarship. Exploring multiple perspectives on collaborative structures in teaching and learning, this volume discusses ways to consider the collaborative structures within education that allow for shared contributions to teaching and learning. It discusses the need for practitioners to view teaching and learning as truly communal work, regardless of the type of setting. This is the 148th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
In this volume, the authors contend that teaching and learning must be viewed as communal work, whether conducted in one classroom, with colleagues at a programmatic level, or when tackled on a university-wide scale. When educators partner with faculty colleagues or students in teaching and learning, it becomes possible to improve the educational experiences of all students, model professional behaviors that students will soon be expected to embrace, and positively impact graduates, peers, campuses, and even communities at large. By intentionally creating collaborative structures for communal work to occur, educators can broaden access to opportunities for students, improve engagement experiences within the community, and improve faculty support and scholarship. Exploring multiple perspectives on collaborative structures in teaching and learning, this volume discusses ways to consider the collaborative structures within education that allow for shared contributions to teaching and learning. It discusses the need for practitioners to view teaching and learning as truly communal work, regardless of the type of setting. This is the 148th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Foster reflective teacher leadership and make real change happen! Teachers are powerful change agents in the on-going process of school improvement. This insightful, must-read companion guide to Donohoo’s best-selling Collaborative Inquiry for Educators helps school leaders develop a sustainable professional learning culture. Practical suggestions and in-depth research shed light on your path as you explore the benefits and challenges of adopting authentic teacher collaboration across schools and districts. Learn valuable lessons from leaders in the field and discover: A rationale and framework for engaging in inquiry The vital conditions needed to ensure systemwide collaboration Common pitfalls and the four stages of school improvement
The Big Picture in a MiniBook! Kagan Cooperative Learning Structures have revolutionized the way tens of thousands of teachers teach. Students achieve remarkable academic gains and acquire a range of social skills. Discipline problems disappear. And teaching and learning are fun! To good to be true? No. The data is in! This MiniBook reveals the secret to success. With no change in your curriculum, and with no specials materials, you will transform your class and your career. It is easy! Read this MiniBook and join the instructional revolution.
In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
A school-wide model for addressing individual needs The greatest goal of education is to ensure equity while enhancing learning and academic success for all students. And yet, it is impossible for one teacher to meet the extensive needs of all students in his or her classroom. The traditional schooling model cannot provide for this complexity and leaves educators perplexed. The solution is a collaborative approach where “every child deserves a team” to surround them with supports that recognize their strengths and challenges. Collaborative Response offers a school-wide model for addressing students’ individual needs. The three fundamental components of the model are: collaborative structures and processes; data and evidence; and continuum of supports. In this book, readers will find: Entry points for beginning this work Potential pitfalls of the approach Case studies from schools that have adopted the model Access to a website with tools, templates, case studies, and more With a focus on quality classroom instruction, this book shares examples from schools and districts that have transformed how they respond to the needs of all learners.
In Powerful Learning, Linda Darling-Hammond and an impressive list of co-authors offer a clear, comprehensive, and engaging exploration of the most effective classroom practices. They review, in practical terms, teaching strategies that generate meaningful K–2 student understanding, and occur both within the classroom walls and beyond. The book includes rich stories, as well as online videos of innovative classrooms and schools, that show how students who are taught well are able to think critically, employ flexible problem-solving, and apply learned skills and knowledge to new situations.
A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, "flipped," and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and "flipped" classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy.
Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decision-making, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students’ interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K–12 classroom. Use this step-by-step guide to develop professional learning communities; increase teacher motivation, efficacy, and knowledge; and support improvement adapted to local contexts. Book Features: Guides readers through three cycles of Lesson Study, taking teacher learning deeper with each cycle.Focuses on developing student understanding that supports meaningful instruction across academic areas.Emphasizes the utility of Lesson Study for informing culturally responsive instruction.Includes examples from a variety of grade-levels and content areas, featuring both pre- and inservice teachers.Includes additional resources and prompts in each chapter to guide application.
The Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in schooluniversity-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.