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
DOWNLOAD NOW READ ONLINE

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.

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
DOWNLOAD NOW READ ONLINE

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.

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
DOWNLOAD NOW READ ONLINE

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.

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
DOWNLOAD NOW READ ONLINE

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.

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
DOWNLOAD NOW READ ONLINE

"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
DOWNLOAD NOW READ ONLINE

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.

Teacher Thinking Beliefs and Knowledge in Higher Education

Teacher Thinking  Beliefs and Knowledge in Higher Education Author N. Hativa
ISBN-10 1402000952
Year 2002
Pages 367
Language en
Publisher Springer Science & Business Media
DOWNLOAD NOW READ ONLINE

This book brings together an international team of leading researchers in the field of higher education to address the important problem of understanding good university teaching. It focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It draws on research from North America, Europe, Australia, and South East Asia to identify similarities and differences in teachers' conceptions of, and approaches to, teaching and learning. The book combines these perspectives with related research on the evaluation of teaching and on teacher reflection and improvement - all set within the increasingly important and complex domain of higher education. Teacher Thinking, Beliefs and Knowledge in Higher Education is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. The intended readers for this book are education researchers, including PhD students researching aspects of higher education, staff/faculty developers and educational developers.

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
DOWNLOAD NOW READ ONLINE

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.

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
DOWNLOAD NOW READ ONLINE

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.

Making Thinking Visible

Making Thinking Visible Author Ron Ritchhart
ISBN-10 1118015037
Year 2011-03-25
Pages 320
Language en
Publisher John Wiley & Sons
DOWNLOAD NOW READ ONLINE

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.

Leading Learning and Teaching in Higher Education

Leading Learning and Teaching in Higher Education Author Doug Parkin
ISBN-10 9781136730252
Year 2016-08-19
Pages 264
Language en
Publisher Taylor & Francis
DOWNLOAD NOW READ ONLINE

Leading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching. With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers: Insightful guidance which is not bound to subject-specific requirements, making it relevant across the spectrum of course offerings at any one institution. An enabling, people-focussed foundation for leadership. Tools and frameworks which can be readily applied or adapted for the reader. A focus on core elements of teaching leadership, such as design, delivery, assessment and building a programme team. A flexible and pragmatic approach to leadership which avoids a definitive approach, instead encouraging a dynamic method of engaging leadership. Values that assert that leadership and learning go hand-in-hand. A wide-ranging discussion of leadership theories, ideas and values related to the university context. This book puts forward a multifaceted model of programme leadership and links this to a scaffolding of key attributes, skills and qualities that fit the environment of leading learning and teaching in the university. Particularly interested readers will be those beginning to lead teaching in a university setting as well as those who have been leading programme teams and the wider provision of teaching for some time wanting to enhance their skills and perspective.