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Revamping lesson plans to be more flexible and engaging for language learners
Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
The animals in the clearing were content until the Terrible Things came, capturing all creatures with feathers. Little Rabbit wondered what was wrong with feathers, but his fellow animals silenced him. "Just mind your own business, Little Rabbit. We don't want them to get mad at us." A recommended text in Holocaust education programs across the United States, this unique introduction to the Holocaust encourages young children to stand up for what they think is right, without waiting for others to join them. Ages 6 and up
TESOL / ESL Teaching.
"We must improve schools from within, utilizing our expertise as teaching professionals and placing ourselves at the center of the education reform movement. As Adrienne Mack-Kirschner informs us all in this important book, ′These stories represent what is happening in tens of thousands of classrooms. They hold within them the power of what could be if all teachers and schools provided opportunities for all children to experience powerful teaching and learning.′" --From the Foreword by Cathy R. Owens, NBCT Director of Teacher Leadership Initiatives The National Board for Professional Teaching StandardsInspiring stories from everyday classrooms to move your head, heart, and soul . . . In an increasingly rigid educational world dominated by standards, lock-step scope and sequence, and strict, scripted lessons, we can sometimes lose sight of why we chose to become teachers in the first place. This important book puts the heart and soul back in education, reminding us that we are not only teachers, but also parents, mentors, friends, and leaders. Powerful Classroom Stories from Accomplished Teachers contains 70 wonderful, inspiring stories told by accomplished classroom teachers, all of whom have achieved or are candidates for National Board Certification. These stories reach behind and around the statistics to highlight the art, craft, joys, and challenges of teaching in today′s classrooms, breathing fresh life into the countless students we face every day. Creative, caring teachers invite you into their classrooms as they relate compelling and moving narratives, allowing us to witness, first-hand, essential teaching and learning moments in the lives of individual children. The stories offer examples of instructional activities that are real, student-centered, meaningful, and most of all—lasting! Stories are grouped in harmony with the Five Core Propositions of accomplished teaching, as defined by the National Board for Professional Teaching Standards: Teachers are committed to students and their learning Teachers know the subjects they teach and how to teach those subjects to students Teachers are responsible for managing and monitoring student learning Teachers think systematically about their practice and learn from experience Teachers are members of learning communities All of us have been touched in some way by the teachers we′ve encountered in our lives. This incredibly moving tribute to the artistry and love of teaching opens classroom doors and lets us look inside to find out what really makes a difference in the lives of our nation′s students.
Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers. Features and updates to this much-anticipated second edition include: Reflection boxes that encourage students to actively engage with the text and concepts, along with downloadable templates available on Routledge.com "Putting It into Practice" activities that offer concrete suggestions for really "doing" multicultural work in the classroom Fictional vignettes that illustrate the real issues teacher education students face and the ways their own cultural attitudes can impact their response New coverage of issues pertaining to student achievement, federal and state policy, and socioeconomic connections between the current economy and educational funding A more comprehensive discussion about the different social movements that have affected education in the past and present
Romantic movies—no matter how fluffy or fanciful—contain some kernel of truth about real-life love. These films are fictionalized accounts of the collective romantic experiences of everyone involved in the filmmaking process, so even average movies can provide spectacular insights for every stage of romance from first dates to wedding planning. No one knows this better than Leslie C. Halpern, a respected entertainment journalist who was a stringer for The Hollywood Reporter for 13 years and has contributed to Variety, the Orlando Sentinel, Markee, and many other publications. She is also the author of Reel Romance: The Lovers’ Guide to the 100 Best Date Movies, which earned her a reputation as an expert on the subject of romantic movies, and Dreams on Film, which is used on college campuses around the world. Her book Passionate About TheirWork: 151 Celebrities, Artists and Experts on Creativity was named one of MyShelf.com’s Top Ten Reads for 2010. Now in her new book, 200 LOVE LESSONS FROM THE MOVIES, Leslie C. Halpern helps make our favorite movies even more enjoyable by showing us the nugget of relationship wisdom in them. Whether the movie features an unforgettable date (My Date with Drew), odd first meetings (Wimbledon), or a particularly stormy breakup (Eternal Sunshine of the Spotless Mind), Halpern steers the reader toward a valuable lesson to be learned, for example: 45. Don't Let Anger Obscure The Thoughtfulness of a Gift. 46. If You Broke It, Lost It, or Damaged It, then Replace It. 47. Make Sure You Really Want to Say Good-Bye When You Give a Good-Bye Gift. 48. Words May Deceive, but Facial Expressions Don't Lie. Reel Romance made Leslie Halpern a popular speaker at film festivals, book clubs, bookstores and campuses, and she has appeared in signings around the country, in addition to American television, Canadian television, radio, and print. 200 LOVELESSONS FROM THE MOVIES is sure to attract an equally large and enthusiastic movie-loving audience.
What does it really take to become a brilliant teacher? As a supply teacher you will be faced with the unfamiliar. You may find yourself in a school that you have never been to before. The students may be strangers to you … and you to them, of course; subjects that you teach will not necessarily be your own specialisms; you may not have built up working relationships with the other staff. Faced with these challenges, prepare yourself for any eventuality with the help of Brilliant Supply Teacher. Through hints, tips and anecdotal advice Laurence French provides a practical guide to the day-to-day aspects of supply teaching to help make this important school role more enjoyable and fulfilling.
This book contains 40 tasks of two types: discussion tasks and classroom-based tasks.
This book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge: more practitioners become involved in interprofessional collaboration developments in new technologies and virtual workworlds emergence of transnational knowledge cultures and interrelated circuits of knowledge. The space and time relations in which professional practice and learning are embedded are becoming more complex, as are the epistemic underpinnings of professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning they argue that theories that trace not just the social but also the material aspects of practice – such as tools, technologies, texts but also bodies and actions - are useful for coming to terms with the challenges described above. Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book’s three main themes: (1) professionals’ knowing in practice, (2) professionals’ work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more. By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today’s messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals.