Active Learning in Secondary and College Science Classrooms by Joel A. Michael; Harold I. Modell
Publication Date: 2003-06-01
The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms. Specifically, the goals of the text are to: *help secondary- and college-level science faculty examine and redefine their roles in the classroom; *define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and *provide them with the assistance they need to begin building successful active learning environments in their classrooms. Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learnis motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.
Creating and Sustaining the Constructivist Classroom by Marilyn L. Page; Bruce A. Marlowe
Publication Date: 2005-04-20
Praise for the First Edition: 'Lots of fresh ideas, along with some very helpful suggestions' - Pamela Galvani, Teacher, Central Kitsap High School, Silverdale, Washington 'Should be immensely useful for any educator who wants to move past the tried-and-false traditional methods of classroom instruction' - Alfie Kohn, Author, Punished by Rewards Make constructivism work for you and your students! Taking students from passive spoon-fed knowledge to creation and acquisition of real learning: it sounds terrific. But how do you do it? This book shows you how. In this updated and expanded second edition, Marlowe and Page use a larger and clearer format to bring together constructivist theory with step-by-step guidance to make constructivist learning a reality in your classroom. Creating and Sustaining the Constructivist Classroom, Second Edition, includes the first hand experiences of practising teachers to help you understand the challenges and rewards you can expect from constructivism. The teachers' stories along with guidance from the authors give you a solid foundation on which to build your own student-created learning classroom. The authors provide: - Active learning examples to customize for any grade or classroom - Checklists to help you evaluate your starting point, progress, and goals - Practical assistance with issues surrounding student assessment, differentiation, and the inclusive classroom - Ideas for involving parents and community members - Ways to implement technology into the mix - Strategies to help new teachers implement constructivist principles Stimulate your students' creativity, autonomy, and independent thinking. Help raise their self-esteem and confidence. Get their minds working on proactive ways to bring real-world learning into their schoolwork. Encourage your students to discover new ways to search for information, process what they find out, and translate it into meaningful knowledge for themselves.
Early Years Stories for the Foundation Stage by Mal Leicester
Publication Date: 2006-10-16
Following on from the success of Mal Leicester's previous books Stories for Classroomand Assemblyand Stories for Inclusive Schools, this book shows how to make use of the learning power of story-time for young children, providing original, themed stories and associated learning activities to promote young children's cognitive and emotional development. Stories in this highly practical resource stimulate the child's interest and acts as a springboard to related learning games designed to develop children's skills in the six foundation areas of learning: personal, social and emotional development communication, language and literacy mathematical development knowledge and understanding of the world physical development creative development. Beautifully illustrated throughout, with extensive photocopiable material, this book recognizes the importance of play, games, social interaction, parental involvement, multicultural education and how to enjoy learning from an early age. All Early Years practitioners will find this book an essential addition to their bookshelves.
Engaging Ideas by John C. Bean
Publication Date: 1996-03-27
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities. Engaging Ideas: Shows how teachers can encourage inquiry, exploration, discussion, and debate in their courses. Presents a wide variety of strategies for stimulating active learning and for coaching writing and critical thinking. Offers teachers concrete advice on how to design courses, structure assignment, use class time, critique student performance, and model critical thinking activities. Demonstrates how writing can easily be integrated with such other critical thinking activities and inquiry discussions, simulation games, classroom debates, and interactive lectures.
Engaging Students Through Inquiry by Teresa Coffman
Publication Date: 2009-10-16
Engaging Students through Inquiry-Oriented Learning and Technology is designed for anyone interested in integrating both inquiry and technology as a tool into a teaching and learning environment. This book will provide easy to follow step by step procedures to both plan and create an inquiry activity that uses the Internet as a learning tool. Engaging Students through Inquiry-Oriented Learning and Technology provides an overview of inquiry learning and the benefits of inquiry learning strategies and methods in a classroom. This book will have readers working through strategies for integrating technology into a teaching and learning environment and at the same time personalizing the experience for the teacher so they can create activities and lessons for their specific curriculum needs. Readers of the Engaging Students through Inquiry-Oriented Learning and Technology book will be guided through the process of identifying objectives, big idea questions, finding resources, and building a web-based inquiry lesson that will include a webquest, web inquiry, and a telecollaborative activity. The book concludes with a section regarding assessment in inquiry oriented activities and an overview of inquiry activities using the Internet as a tool to engage learners in the process of learning. This book presents necessary information in a non-threatening format. Teachers can easily progress through this book and begin practicing building inquiry-oriented activities in a classroom to better meet the needs of their students.
Experiential Learning by Colin Beard; John P. Wilson
Publication Date: 2006-07-01
This handbook pulls together for the first time both the theory and the practice of experiential learning and all types of learning that employ activity-based experience. Based on sound theoretical underpinning, and making full use of examples and guidance for successful implementation, Experiential Learning enables readers to unlease some of the more potent indgredients of learning through experience. 'Everything that can possibly provide, or affect, a learning experience, is discussed: most theories of learning, and every conceivable way to interest learners in an activity...Even very accomplished developers who prepare learning experiences for all types of learners, from grade level classes through executive seminars can undoubtedly find many ideas to expand the design options upon which they can draw.' Leadership and Organisational Development Journal. Previously known as The Power of Experiential Learning.
Fires in the Mind by Kathleen Cushman; What Kids Can Do Staff
Publication Date: 2010-06-01
<b>Teens talk to adults about how they develop motivation and mastery</b><p>Through the voices of students themselves, Fires in the Mind brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and out of school. Their insights frame motivation, practice, and academic challenge in a new light that galvanizes more powerful learning for all. To put these students′ ideas into practice, the book also includes practical tips for educators. <ul><li>Breaks new ground by bringing youth voices to a timely topic-motivation and mastery</li><li>Includes worksheets, tips, and discussion guides that help put the book′s ideas into practice</li><li>Author has 18 previous books on adolescent learning and has written for the <i>New York Times Magazine, Educational Leadership,</i> and <i>American Educator</i></li></ul><p>From the acclaimed author of <i>Fires in the Bathroom</i>, this is the next-step book that pushes the conversation to next level, as teenagers tackle the pressing challenges of motivation and mastery.
Inquiry-Based Learning Using Everyday Objects by Amy Edmonds Alvarado; Patricia R. Herr
Publication Date: 2003-04-17
Student inquiry is an active learning process that allows students to investigate central, essential questions linked to curriculum standards and specific teaching objectives. Essential questions maybe created by the teacher or by the students, but when this guided inquiry process is enhanced by the use of everyday objects (seashells, feathers, flowers, rocks, etc) teachers can cover required concepts while simultaneously honouring student curiosity and encouraging students to become more observant, inquisitive, and reflective. The authors provide lively and practical guidance to help teachers engage students in object-based inquiry along with sample lessons in language arts, science, social studies, and math. These user-friendly sample lessons are structured to increase both teacher and student success with the process, and tips are provided on how to adjust lessons along a continuum from traditionally structured to more student-initiated. This volume is intended as a stimulus for change in both teaching and thinking, and offers object-based inquiry as a tool for teachers to add to their existing repertoire of teaching strategies.
Inspiring Active Learning by Merrill Harmin; Barbara T. Jackson (Foreword by)
Publication Date: 1994-03-01
Inspiring Active Learning, 2nd Edition by Merrill Harmin; Melanie Toth
Publication Date: 2006-09-01
Integrating Inquiry Across the Curriculum by Richard H. Audet (Editor); Linda K. Jordan (Editor)
Publication Date: 2005-04-13
Foreword by Joseph Exline This edited work looks at how the concept of inquiry-based learning can be applied to all subject areas. Inquiry learning is similar to many other popular forms of curriculum and instruction, including student-centered and activity-based. Covering history/social studies, geography, mathematics, English/language arts, and special education, this practitioner-friendly book includes tools, strategies,sample lesson plans and assessment strategies. In addition, the chapters are aligned with the content standards in each subject area.
Just in Time Teaching by Scott Simkins (Editor); Mark Maier (Editor); James Rhem (Foreword by)
Publication Date: 2009-11-01
Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system. While the phrase just in time may evoke shades of slap-dash work and cut corners, JiTT pedagogy is just the opposite. It helps students to view learning as a process that takes time, introspection, and persistence. Students who experience JiTT come to class better prepared, and report that it helps to focus and organize their out-of-class studying. Their responses to JiTT questions make gaps in their learning visible to the teacher prior to class, enabling him or her to address learning gaps while the material is still fresh in students' minds - hence the label just in time. JiTT questions differ from traditional homework problems in being designed not only to build cognitive skills, but also to help students confront misconceptions, make connections to previous knowledge, and develop metacognitive thinking practices. Students consequently spend more time on course concepts and ideas, but also read their textbooks in ways that result in more effective and deeper learning. Starting the class with students' work also dramatically changes the classroom-learning environment, creating greater student engagement. This book demonstrates that JiTT has broad appeal across the academy. Part I provides a broad overview of JiTT, introducing the pedagogy and exploring various dimensions of its use without regard to discipline. Part II of the book demonstrates JiTT's remarkable cross-disciplinary impact with examples of applications in physics, biology, the geosciences, economics, history, and the humanities. Just-in-Time Teaching articlefrom The Hispanic Outlook in Higher Education Reprinted with permission from Hispanic Outlook in Higher Education Magazine. www.hispanicoutlook.com
Productive Group Work by Nancy Frey; Douglas Fisher; Sandi Everlove
Publication Date: 2009-11-01
The benefits of collaborative learning are well documented-and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved. In this book, educators Nancy Frey, Douglas Fisher, and Sandi Everlove show how to make all group work productive group work: with all students engaged in the academic content and with one another, building valuable social skills, consolidating and extending their knowledge, and increasing their readiness for independent learning.
Student Engagement Techniques by Elizabeth F. Barkley
Publication Date: 2009-11-02
Keeping students involved, motivated, and actively learning is challenging educators across the country,yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. "Given the current and welcome surge of interest in improving student learning and success, this guide is a timely and important tool, sharply focused on practical strategies that can really matter." Kay McClenney, director, Center for Community College Student Engagement, Community College Leadership Program, the University of Texas at Austin "This book is a 'must' for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find usefultechniques that can be adopted, adapted, extended, or modified." Bob Smallwood, cocreator of CLASSE (Classroom Survey of Student Engagement) and assistant to the provost for assessment, Office of Institutional Effectiveness, University of Alabama "Elizabeth Barkley's encyclopedia of active learning techniques (here called SETs) combines both a solid discussion of the research on learning that supports the concept of engagement and real-life examples of these approaches to teaching in action." James Rhem, executive editor, The National Teaching & Learning Forum
Student Relevance Matters by Mickey Kolis
Publication Date: 2011-03-16
Classrooms are systems, schools are systems, and schooling in the United States is a big system. Changing any of those systems requires an awareness of how they work; what they produce; and where to apply time, energy, and resources. Current systems could be much better in meeting students' current and future needs. Student Relevance Matters: Why Do I Have to Know this Stuff? aims to clarify the most intrinsic reasons to learn, thereby bridging the gap between content and meeting student needs. This allows for compelling visions, and visions are the seed of learning. This book describes current classrooms, students, and the relationships between them through systems viewpoints ”one positive and the other skeptical that they are working as effectively as they might. Each content area is viewed through a lens of deep purpose and how that meets students' needs in timeframes that work best for students. Using those purposes as lenses, knowledge areas are redefined and skills provided to help make those purposes a reality in classrooms today.
Teaching and Learning Strategies for the Thinking Classroom by Alan Crawford; Wendy Saul; Samuel R. Mathews; James Makinster
Publication Date: 2005-08-01
The most successful classrooms are those that encourage students to think for themselves and engage in critical thinking. A practical guide to lively teaching that results in reading and writing for critical thinking. It explains and demonstrates a well-organized set of strategies for teaching that invites and supports learning. At the same time it helps educators form judgments about teaching so that they can adjust their practices to subjects they teach and the needs of their students. A series of core lessons explains and demonstrates teaching methods in action and shows educators how they can use related teaching methods to achieve similar goals. Also includes general ideas about assessment and lesson planning as well as classroom management techniques and assessment rubrics. Strategies can be used from upper primary school through secondary school and across the curriculum.
Teaching Social Studies That Matter by Stephen J. Thornton; Stephen Thornton
Publication Date: 2004-11-01
No plan to increase achievement and enact reform in the social studies classroom will succeed without recognizing the central importance of the teacher as the gatekeeperof instruction. In this book, Thornton details why teachers must develop strong skills in curriculum planning and teaching methods in order for effective instruction to occur. Thornton helps teachers to develop a vision of their practice that will build strong social studies programs and inspire students to learn. This book features replicable examples of the kinds of reflective practice that will enable teachers to animate classroom instruction and create a dynamic social studies curriculum and an analysis of how teachers adapt and shape state and district level curricula and classroom materials to fit the specific needs of their students, and a model of how to develop an instructional program with suggestions for lesson planning.
The Art of Discussion-Based Teaching by John Henning
Publication Date: 2007-10-16
Opening Up the Conversationleads practicing and preservice K-12 teachers through the process of creating more open, student-centered discourse in their classrooms. Readers are first introduced to types of teacher questions, student responses, and teacher follow-up moves that are associated with both open and closed discourse. Author John Henning then helps readers identify the most likely places for open and closed classroom discourse by examining an entire unit of instruction and by looking closely at three distinct types of discussions—framing, conceptual, and application. Readers are introduced to specific discourse moves, the patterns of discussion, the amount of preparation, and the types of accountability strategies needed to construct each of these discussions. The final chapter of the book shows readers how to videotape and analyze their classroom interactions in a teacher study group.
Totally Positive Teaching by Joseph Ciaccio; Association for Supervision and Curriculum Development Staff (Contribution by)
Publication Date: 2004-03-01
Video Games and Learning by Kurt Squire; James Paul Gee (Foreword by)
Publication Date: 2011-05-15
Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the "gamer generation"? This accessible book describes how educators and curriculum designers can harness the participatory nature of digital media and play. The author presents a comprehensive model of games and learning that integrates analysis of games, game culture, and educational game design. Building on more than 10 years of research, Kurt Squire tells the story of the emerging field of immersive, digitally mediated learning environments (or games) and outlines the future of education.