No More Telling As Teaching

No More Telling As Teaching Author Cris Tovani
ISBN-10 0325092443
Year 2017-04-27
Pages 112
Language en
Publisher
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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
Year 2011
Pages 165
Language en
Publisher Stenhouse Publishers
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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
Year 2004-01-01
Pages 138
Language en
Publisher Stenhouse Publishers
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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.

I Read It But I Don t Get it

I Read It  But I Don t Get it Author Cris Tovani
ISBN-10 9781571100894
Year 2000-01-01
Pages 140
Language en
Publisher Stenhouse Publishers
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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.

No More Reading Instruction Without Differentiation

No More Reading Instruction Without Differentiation Author Lynn Geronemus Bigelman
ISBN-10 0325074356
Year 2016-05-26
Pages 96
Language en
Publisher
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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.

Learning Management System Technologies and Software Solutions for Online Teaching Tools and Applications

Learning Management System Technologies and Software Solutions for Online Teaching  Tools and Applications Author Kats, Yefim
ISBN-10 9781615208548
Year 2010-05-31
Pages 486
Language en
Publisher IGI Global
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"This book gives a general coverage of learning management systems followed by a comparative analysis of the particular LMS products, review of technologies supporting different aspect of educational process, and, the best practices and methodologies for LMS-supported course delivery"--Provided by publisher.

Transitions

Transitions Author Mike Palmquist
ISBN-10 1567503527
Year 1998
Pages 252
Language en
Publisher Greenwood Publishing Group
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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.

30 Old Testament Interactive Stories for Young Children

30 Old Testament Interactive Stories for Young Children Author Steven James
ISBN-10 078471939X
Year 2007-01-02
Pages 110
Language en
Publisher Standard Publishing
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This is a collection of favorite Bible stories, each written with a creative and meaningful storytelling technique especially suited to help teachers involve young children in the Bible story. Enjoy this library of favorite Bible stories and storytelling techniques developed by award-winning author and professional storyteller Steven James. Each book includes creative storytelling techniques especially suited to help teachers tell God’s story and involve children in the Bible story.

No More Independent Reading Without Support

No More Independent Reading Without Support Author Debbie Miller
ISBN-10 0325049041
Year 2013
Pages 87
Language en
Publisher Heinemann
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"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful. DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with: a rationale for independent reading that's worth finding the time for research evidence on its effectiveness and instructional best practices a framework with 10 teaching tactics for starting and sustaining success. "When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how. About the Not This, But That Series No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning. Read a sample chapter from No More Independent Reading Without Support.

Making Thinking Visible

Making Thinking Visible Author Ron Ritchhart
ISBN-10 1118015037
Year 2011-03-25
Pages 320
Language en
Publisher John Wiley & Sons
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A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

Best Practices for Teaching Introduction to Psychology

Best Practices for Teaching Introduction to Psychology Author Dana S. Dunn
ISBN-10 9781135606572
Year 2006-04-21
Pages 304
Language en
Publisher Psychology Press
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This new book provides a scholarly, yet practical approach to the challenges found in teaching introductory psychology. Best Practices for Teaching Introduction to Psychology addresses: • developing the course and assessing student performance • selecting which topics to cover and in how much depth • the effective use of teaching assistants (TAs) and efficient and fair ways to construct and grade exams • choosing the best textbook • assessment advice on how to demonstrate students are learning; • using on-line instruction, writing exercises, and class demonstrations • teaching majors and non-majors in the same classroom. This book will appeal to veteran and novice educators who teach introductory psychology as well as graduate students teaching the course for the first time. It will also serve as an excellent resource in faculty workshops on teaching introductory psychology.