Sebanyak 28 item atau buku ditemukan

Teaching Reading in the Content Areas

If Not Me, Then Who?

History teachers aren't expected to teach science, math teachers aren't expected to teach social studies; so why are all teachers responsible for teaching reading? The answer is simple. An emphasis on reading and literacy skills in the content areas has an exponential effect on learning in every discipline. This completely revised third edition of the best-selling Teaching Reading in the Content Areas seeks to help educators understand how to teach reading in their respective disciplines, choose the best reading strategies from the vast array available, and positively impact student learning. Throughout, it draws from new research on the impact of new technologies, the population boom of English language learners, and the influence of the Common Core State Standards. Given the complexities of the reading process, teachers deserve--and this book provides--clear, research-based answers to overarching questions about teaching reading in the content areas: * What specific skills do students need to read effectively in each content area? * Which reading strategies are most appropriate to help students become more effective readers and independent learners? * What type of learning environment promotes effective reading and learning? By focusing on the differences in how content-area experts read and reason, teachers can be better prepared to help their students understand that the ways they read in biology are different from the ways they read in English, history, or mathematics. To read successfully in different content areas, students must develop discipline-specific skills and strategies along with knowledge of that discipline. With that in mind, this book also includes 40 strategies designed to help students in every grade level and across the content areas develop their vocabularies, comprehend informational and narrative texts, and engage in meaningful discussions of what they read.

Based on interactive elements that apply to every reading situation, the authors explain instructional strategies that work best in the subject areas and how to optimize those classrooms for reading, writing, and discussion.

Creating the Opportunity to Learn

Moving from Research to Practice to Close the Achievement Gap

"Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students' race and class." In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children. Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective. Success is founded on equity, but equity involves more than simply ensuring students have equal access to education; equity also entails a focus on outcomes and results. If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place. In short, we must create schools where a child's race or class is no longer a predictor for how well he or she might perform.

Moving from Research to Practice to Close the Achievement Gap A. Wade Boykin
, Pedro Noguera. Boykin, A. W., & Cunningham, R. (2001). ... The influence of
communal vs. individual learning context on the academic performance in social
studies of grade 4–5 African Americans. Learning Environments Research ...
Effects of a metacognitive reading program on the reading achieve- ment and
metacognitive strategies of students with cases of dyslexia. ReadingImprove-
ment, 43(2), ...

Energizing Teacher Education and Professional Development with Problem-based Learning

Explores how to use problem-based learning with novice and expert teachers in every grade level.

Explores how to use problem-based learning with novice and expert teachers in every grade level.

Everyday Problem-Based Learning

Quick Projects to Build Problem-Solving Fluency

Educators know that problem-based learning answers that perennial student question: “When will I ever use this in real life?” Faced with a meaty problem to solve, students finally “get” why they need to learn the content and are energized to do so. But here’s the exciting part: problem-based learning doesn’t require weeks of study or an end-of-year project. In this book, Brian Pete and Robin Fogarty show how you can use problem-based learning as a daily approach to helping students learn authentic and relevant content and skills. They explain how to engage students in each of the seven steps in the problem-based learning model, so students learn how to develop good questions, launch their inquiry, gather information, organize their information, create evidence, present their findings, and assess their learning. Using practical examples, they also describe how to help students master these seven important thinking skills: develop, analyze, reason, understand, solve, apply, and evaluate. To put all this in context, the authors offer seven “PBL in a Nutshell” lessons that can easily be incorporated in a single classroom period. Depth of thinking and ease of implementation--this is problem-based learning at its best.

In this book, Brian Pete and Robin Fogarty show how you can use problem-based learning as a daily approach to helping students learn authentic and relevant content and skills.

How to Use Problem-based Learning in the Classroom

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing.

The teacher guides without leading, assists without directing.

Strategies for Students Who Chronically Misbehave

A Chapter from Discipline with Dignity: New Challenges, New Solutions, 3rd Edition

Excerpted from the third edition of the ASCD classic Discipline with Dignity, this e-book focuses on creative, unconventional, and effective interventions for students in grades K–12 who have not responded to more traditional means of discipline.

... that youdo not give power away to someone who wants to make you feel badly.
Teachers then need to model this approach when they are ina situation that
requires walking away. Here is a strategy to make walking away more palatable.

The Motivated Student

Unlocking the Enthusiasm for Learning

Research has shown time and again that the traditional reward-punishment model does nothing to boost student achievement. In The Motivated Student: Unlocking the Enthusiasm for Learning, veteran educator Bob Sullo suggests a different approach: cultivating students' inner drive to learn by addressing their essential psychological needs. Drawing from in-depth interviews with successful educators, counselors, and administrators and a careful analysis of the research on classroom motivation, Sullo provides an indispensable blueprint for ensuring that students in grades 4-12 are engaged in the classroom. He offers practical, clear-cut strategies for getting students focused and ready to learn by Eliminating external rewards for learning, Building positive relationships with students, Creating realistic expectations for your students, Developing lesson plans that are relevant to students' lives, and Planning with students' psychological needs in mind. As every teacher knows, students learn best when they actually want to learn. Whether at the elementary or high school level, this book will make you think about who your students really are and help you develop a culture of inquiry, trust, and engagement that will release each child's enthusiasm for learning.

Motivation. The vast majority of schools and classrooms rely on the reward/
punishment model. Make no mistake: this model works very well for some
students. Students who come from supportive homes and who value learning
often fare ...

Meeting Students where They Live

Motivation in Urban Schools

Motivation and hope are two items in short supply in many urban schools. But it doesn't have to be that way, according to Richard L. Curwin. Based on input from teachers across the United States and on his own personal experiences, Curwin offers suggestions that every school can use to keep students in the classroom and looking toward a brighter future. In Meeting Students Where They Live, Curwin urges teachers and administrators in urban schools to move away from a focus on control, uniformity, lack of tolerance, and ironclad rules toward an approach based on compassion, understanding, tolerance, and safety for all. Each chapter examines problems common to urban schools and offers comprehensive, long-reaching remedies, plus concrete strategies for engaging troubled and hard-to-reach youth. Meeting Students Where They Live explores ways to * Welcome all students, * Build lessons that involve and engage, * Stay motivated and energized, * Design assignments that students will actually do, and * Use evaluation to encourage and build learning rather than defeat it. Meeting Students Where They Live also includes classroom activity sheets submitted by teachers working in a variety of urban environments--from inner-city schools to a detention center.

eparating motivation problems and behavior management problems can present
a challenge for teachers. The two are often intertwined; unmotivated students
frequently misbehave and students who misbehave frequently do not care about
 ...

Making school improvement happen with what works in schools

Student level. Teacher level. School level

Complete your What Works in Schools toolbox with this collection of tools for dealing with student-level factors that affect achievement, such as home environment, background knowledge, and motivation. Choose from more than 15 tools to take action on the factors from outside the school environment that affect student achievement, such as: How well parents communicate with their children and reinforce their learning Whether students have had life experiences and exposure to concepts that prepare them for school How motivated are students to engage in learning activities Use the tools and activities with teacher teams and school improvement groups to guide your school in providing support to parents, increasing the quality-of-life experiences available to students, and developing ways to improve student motivation.

Complete your What Works in Schools toolbox with this collection of tools for dealing with student-level factors that affect achievement, such as home environment, background knowledge, and motivation.

Protocols for Professional Learning (The Professional Learning Community Series)

About the PLC series: Welcome to an adventure! If you are a teacher who is interested in developing a professional learning community to develop your classroom repertoire and increase your students' achievement and motivation, you are in for a treat. A professional learning community (PLC) is a small group of teachers or administrators that meets regularly and works between meetings to accomplish shared goals. PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Protocols for Professional Learning is your guide to helping PLCs successfully explore any topic. You'll find step-by-step instructions for implementing 16 different protocols that can be used to examine student work or professional practice, address problems with students or among faculty, and facilitate effective discussions.

PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Protocols for Professional Learning is your guide to helping PLCs successfully explore any topic.