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200+ Active Learning Strategies and Projects for Engaging Students’ Multiple Intelligences

Organized by intelligence area, this resource provides more than 200 new and enhanced strategies to help teachers increase students' motivation and transform them into active learners.

Organized by intelligence area, this resource provides more than 200 new and enhanced strategies to help teachers increase students' motivation and transform them into active learners.

Engaging Students Using Cooperative Learning

Motivate your students and create an engaging classroom environment with the time-tested strategies in this book. Drawing on over 35 years of experience, author and consultant John D. Strebe offers a wealth of advice for teachers who want to encourage collaboration and team learning among students of all grade levels. This expanded second edition includes activities and examples across the subject areas, as well as new reproducible tools for classroom use. Topics include... Building enthusiasm and increasing student development with games, mini competitions, and team projects. Implementing new seating arrangements that promote discussion and participation. Keeping students engaged during lectures and presentations. Facilitating group work by organizing students into teams based on academic skills and personal traits. And more! John D. Strebe taught secondary mathematics for 38 years in the Maryland public schools. He conducts workshops for teachers across the country, providing instruction on setting up a cooperative and engaging classroom.

Motivate your students and create an engaging classroom environment with the time-tested strategies in this book.

Engaging Students

The Next Level of Working on the Work

In Phillip Schlechty's best-selling book Working on the Work, he outlined a motivational framework for improving student performance by improving the quality of schools designed for students. Engaging Students offers a next-step resource in which Schlechty incorporates what he's learned from the field and from the hundreds of workshops he and the Schlechty Center staff have conducted since Working on the Work was first published. This innovative and practical book is focused on helping teachers become increasingly successful in designing engaging work for their students. Schlechty contends that rather than viewing schools as teaching platforms, schools must be viewed as learning platforms. Rather than seeing schools as knowledge distribution systems, schools must be seen as knowledge work systems. Rather than defining teachers as instructors, teachers must be defined as designers, leaders, and guides to instruction. Engaging Students also includes useful questionnaires that will facilitate discussion, analysis, and action planning at both school and classroom levels. Praise for Engaging Students "In Engaging Students, Schlechty boldly delineates why the focus on engaging students overrides the focus on test scores. Every teacher and administrator in my district will use this guide to transform our entire organization into one that is truly focused on student engagement."—Kim Redmond, superintendent, Canton Local Schools, Canton, Ohio "This insightful book reminds us that every decision made in schools should ultimately benefit students. You will find yourself referring to this book again and again as a guide to support you in your role as an educator."—Allene Magill, executive director, Professional Association of Georgia Educators, Atlanta, Georgia "Here is a much-enriched framework for everything Dr. Schlechty advocates: well articulated curriculum standards, schools as a platform for learning, teachers as leaders and designers of engaging and meaningful work, and students becoming responsible for their learning."—Nyana Sims, K–12 literacy and induction facilitator, Goshen School District, Torrington, Wyoming "By understanding and implementing the principles so thoughtfully articulated in this book, schools can become centers of highly engaged learners—and in that endeavor find again the joy of teaching and learning."—Johnny Veselka, executive director, Texas Association of School Administrators, Austin, Texas

They complete their assignments to satisfy their motives that are based in values
they have learned to hold. When students behave in this way, they are said to be
intrinsically motivated, meaning that they find their rewards to be inherent in the ...

Re-engaging Students in Their Learning Through Middle School Reform

A Case Study Evaluation of a Vertically Structured Curriculum

The phrase "middle schooling" refers to the school setting for adolescent students generally between the ages of 11 and 15 years of age (Lawton, 1999). This period of time has been recognized on a national level as being particularly significant in education. A call for reform in upper primary and lower secondary to address the understanding of adolescents in a complex and changing society has been recognized publicly at a federal and state level (Lawton, 1999). This research evaluates the redesign of one middle school's structure through the implementation of a vertical curriculum in a catholic secondary college in a country town. The program has been in place for three years in the college and the need to evaluate it takes on significance for the college itself, and the wider educational community who have been discussing and researching middle school curriculum design for a number of years. Research methodology takes the form of attitudinal questionnaires administered to parents, students and staff in the college. Quantitative analysis using descriptive statistics is used for closed questions to look for significant differences between the parent, student and teacher attitude towards the philosophy and delivery of the vertical structure. One-way ANOVA and MANOVA analysis revealed that parents, students and staff were all supportive of the new structure and its driving philosophies, although parents scored significantly higher on the scales examined than staff or students. Correlations and Chi Square analysis were applied to selected scales, revealing overall that the outcomes of the vertical curriculum are being met. A number of areas were also identified as needing improvement, with areas of emphasis differing for the parent, staff and student groups in the community.

The phrase "middle schooling" refers to the school setting for adolescent students generally between the ages of 11 and 15 years of age (Lawton, 1999).

Engaging Students in Academic Literacies

Genre-based Pedagogy for K-5 Classrooms

The Common Core State Standards require schools to include writing in a variety of genres across the disciplines. Engaging Students in Academic Literacies provides specific information to plan and carry out genre-based writing instruction in English for K-5 students within various content areas. Informed by systemic functional linguistics—a theory of language IN USE in particular ways for particular audiences and social purposes—it guides teachers in developing students’ ability to construct texts using structural and linguistic features of the written language. This approach to teaching writing and academic language is effective in addressing the persistent achievement gap between ELLs and "mainstream" students, especially in the context of current reforms in the U.S. Transforming systemic functional linguistics and genre theory into concrete classroom tools for designing, implementing, and reflecting on instruction and providing essential scaffolding for teachers to build their own knowledge of its essential elements applied to teaching, the text includes strategies for apprenticing students to writing in all genres, features of elementary students’ writing, and examples of practice.

This approach to teaching writing and academic language is effective in addressing the persistent achievement gap between ELLs and "mainstream" students, especially in the context of current reforms in the U.S. Transforming systemic ...