Fans of the The Learning Challenge who want ready-to-use lessons for their secondary ELA classrooms need not look any further. This book provides teachers with everything they need to run dialogue-driven challenges so that students engage more deeply and develop literary skills critical to ELA standards. Students will analyze texts in lessons grounded in cognitive conflicts such as To be successful you cannot fail, but most successful people have experienced many failures along the way (Lesson 7: Was Jay Gatsby a success?) Love is impossible to define, and yet everyone knows what love is (Lesson 11: Is Romeo really in love?)
Bill Corde looks down at the face of the murdered girl and sees the horror of sudden death. He cannot know, as he stands there at the trampled, muddy scene beside the college girl´s corpse, that his own life is about to slip into terror. He cannot know that everything he holds precious is about to shatter before his eyes. He cannot know that his career-and his family-are about to enter a new dimension of danger. For Bill Corde, the killer is everything he fears most. For Sarah, Bill´s wild, learning-impaired daughter, trapped in a world of frustration and ridicule, he may be just the person she´s been waiting for. Someone who understands her worries and loneliness. Someone who signs his notes ´´The Sunshine Man.? Someone she can run away with-even a perfect stranger.
The Essential Guide to Lesson Planning is intended to help trainee teachers and newly qualified teachers come to grips with the daily lesson planning required from them. This book shows how the time spent planning good lessons can help to ensure that time in the classroom is effective, productive and enjoyable. A key goal of this book is to show that planning lessons and behaviour management are not two separate entities any good lesson plan will have built-in behaviour management strategies. If students are catered for, are allowed to achieve and their good work reinforced even the most challenging of students can be fun to teach. Product Description The Essential Guide to Lesson Planning is intended to help trainee and newly qualified teachers come to grips with the daily lesson planning required from them. This book shows how the time spent planning good lessons can help to ensure that time in the classroom is effective, productive and enjoyable. A key goal of this book is to show that planning lessons and behaviour management are not two separate entities any good lesson plan will have built-in behaviour management strategies. If students are catered for, are allowed to achieve and have their good work reinforced, then even the most challenging of students can be fun to teach. Features + Benefits Weblinks useful websites to take learning further Going Further each chapter ends with a number of activities to help consolidate understanding of the topic Teaching Tips these boxes appear throughout the book to draw out additional ideas on how to improve lesson planning Teaching Reference these boxes provide additional teaching and learning information regarding a specific subject Research Reference these boxes help the reader place guidance in a research context useful when writing professional essays or simply wishing to know what proof there is for particular teaching and learning strategies Backcover The Essential Guide to Lesson Planning is an invaluable resource that will enable you to plan foolproof lessons, combining effective learning with built-in behaviour management. Whether you are an NQT, an ITT student or a more experienced teaching professional, this book will show you how planning a good lesson can be quick and simple and lead to successful learning whoever your students are. Written by an award-winning researcher and experienced Advanced Skills Teacher, this book is packed with tips such as: How to ensure good behaviour through lesson planning How to use learning objectives to maximum effect How to write quick and successful lessons How to incorporate homework into a lesson How to address assessment for learning in every lesson How to use reward systems to keep student motivation high How to meet the needs of individual students; SEN and G&T How to write an effective plenary How to reflect on learning at the end of a lesson Accompanying this book is a website at www.pearsoned.co.uk/walker with resources to adapt for your individual teaching needs to aid lesson planning, such as: Starter activity templates Plenary activity templates ACE cards for motivation Bell work activity templates Assessment for Learning student guidelines Chapter 1 The ABC of Lesson Planning Chapter 2 The Classroom Environment Chapter 3 Lesson Objectives Chapter 4 Bell work and Starter Activities Chapter 5 Main Development Stage - Part 1 Chapter 6 Main Development Stage - Part 2 Chapter 7 Plenary Work Chapter 8 Managing Behaviour through Lesson Planning Chapter 9 Literacy and Numeracy Chapter 10 Special Education Needs and Gifted and Talented Chapter 11 Assessment for Learning Chapter 12 Homework ´The Essential Guide to Lesson Planning´ is intended to help trainee and newly qualified teachers come to grips with the daily lesson planning required from them. It shows how the time spent planning good lessons can help to ensure that time in the classroom is effective, productive and enjoyable.
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: ´´ How Variance and Invariance Can Inform Teachers´ Enactment of Mathematics Lessons´´ of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)
´´In November 2008, John Hattie´s ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visibleteaching in the classroom. This book: - Links the biggest ever research project on teaching strategies to practical classroom implementation - Champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up - Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement - Includes whole school checklists and advice for school leaders on facilitating visible learning in their institution - Now includes additional meta-analyses bringing the total cited within the research to over 900 - Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ´how do we maximise achievement in our schools?´´´-- Provided by publisher.
In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.
Learning Armenian Headstart is designed for absolute beginners and addressed to the English-speaking people. Headstart has a clearly defined and limited grammatical syllabus. New language is presented in measured amounts and in logical order. Once learners know roughly 1,000 words, phrases and the basic structure of a new language, I offer learners my next Armenian textbook 'One hundred conversational exercises for foreigners'; which is also intended for English-speaking people who want to learn spoken Eastern Armenian; it forms the second part of this book. We hope that these books will contribute to a better understanding and speaking of Armenian. Learning Armenian Headstart consists of four units. In the first unit we try to teach the Armenian alphabet and the most useful vocabulary. Corresponding examples are intended to understand the main rules of Armenian grammar, especially word formation and affixing. The learning of Armenian sound system and alphabet learning are tightly connected with elementary grammar material and vocabulary, which are given on the left side of each lesson. After acquisition of a basic knowladge of the Armenian alphabet and understanding of the structure of Armenian complex words and word building nuances, we start to learn easy texts, of which there are ten in this book. The second unit consists of ten texts. After acquisition of writing and reading skills, the learners can read and translate those texts, and with the help of suggested questions, they can explain the texts. The texts include basic language structures and conversational formulas. Each lesson has its grammar summary and text vocabulary. The third unit presents questionnaires and possible answers, which can help in everyday living and communication process. There is also ´´Vocabulary´´, which presents the thematic active vocabulary. The fourth unit is a grammar guide-book, from which the students can benefit in the future too. The grammar section presents the grammar points in tables and is also useful.
Active Teaching and Learning (ATL) is one of the instructional approaches that has been implemented in the four selected Teacher Training Colleges(TTC´s) in Uganda to realise the long awaited learner centred pedagogy. TTC´S mean all Teacher Training Institutions NTC´s inclusive. This study explored the level of practice of ATL among lecturers in Uganda taking a case study of National Teachers´ College (NTC), Kaliro. The study revealed that lecturers do practice ATL when planning for the lessons, during classroom facilitation and in assessment of learners. Lecturers have developed a positive attitude towards ATL. Lecturers at NTC, Kaliro feel they cannot do much in the training of teachers without applying ATL; they now look at ATL as a very good approach in the training of teachers. ATL has made teaching more interesting to both lecturers and student teachers. Therefore, the government of Uganda through the MoES should put in more efforts for the sustainability of ATL in the selected Teacher Training Colleges.
Foreword to the first edition: ´´This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students´ learning.´´ Paul Ramsden, Brisbane, Australia Endorsements for the fourth edition: ´´Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning.´´ John Kirby, Queens University, Ontario, Canada ´´For those teaching in schools and universities this book provides a framework that can be used to guide teaching from thinking about what a program, topic, lesson or lecture should be about, to the execution of the teaching and reflection on the outcomes. The guiding framework emerges from a sound conceptual analysis of the how the interaction between teacher and student can be organised to result in learning that enables students to approach the levels of understanding and problem solving that we hope will emerge from our teaching.´´ Mike Lawson, School of Education, Flinders University, Adelaide, Australia This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a ´how-to´ manual to implement constructive alignment in your own teaching practices. This new edition draws on the authors´ experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to: Assist university teachers who wish to improve the quality of their own teaching, their students´ learning and their assessment of learning outcomes Aid staff developers in providing support for departments in line with institutional policies Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole universityThe authors have also included useful web links to further material. Teaching for Quality Learning at University will be of particular interest to teachers, staff developers and administrators.