Books at Lippo Cikarang Junior Library

Students become attentive, curious, and passionate about learning when they can see its relevance to their lives and when they're empow¬ered to use that learning to solve problems that matter. Regardless of the subject or grade level you teach, you can infuse your instruction with the meaning stu¬dents crave by implementing design thinking. Design thinking prompts students to consider: "I've learned it. Now what am I going to do with it?"In Designed to Learn, cognitive scientist and educator Lindsay Portnoy shares the amazing teaching and learning that take place in design thinking classrooms. To set the stage, she provides easy-to-implement strategies, class¬room examples, and clear tools to scaffold the processes of inquiry, discovery, design, and reflection. Because formative assessment is crucial to the process, Portnoy includes sample assessments that measure student learning and ensure that learners take the lead in their own learning. As the author guides you through the five elements of design thinking (under¬stand and empathize, identify and research, communicate to ideate, prototype and test, and iterate and reflect), you'll learn how to support students as they* Use the content you teach to solve a problem in their community or in the world around them.* Isolate a concern for their designed solution to address.* Communicate ideas and provide valid reasoning for potential solutions.* Prototype a solution and test it.* Revise their design for maximum impact and reflect on the process.Equipped with the strategies and supports in Designed to Learn, teachers will be able to ensure that learning in their classrooms is visible, student-centered, and measurable-by design.

Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to Establish a school culture that champions equity and inclusion. Rethink the long-standing structure of least restrictive environment and the resulting service delivery. Leverage the strengths of all educators to provide appropriate support and challenge. Collaborate on the delivery of instruction and intervention. Honor the aspirations of each student and plan accordingly.To realize authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book-written not for "special educators" or "general educators" but for all educators-addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead. Real-life examples of empowerment and success illustrate just what's possible when educators commit to the belief that every student belongs to all of us and all students deserve learning experiences that will equip them to live full and rewarding lives.

In this revised and updated 4th edition, Discipline with Dignity provides in-depth guidance for implementing a proven approach to classroom management that can help students make better choices and teachers be more effective. Emphasizing the importance of mutual respect and self-control, the authors offer specific strategies and techniques for building strong relationships with disruptive students and countering the toxic social circumstances that affect many of them, including dysfunctional families, gangs, and poverty. Educators at all levels can learn, The difference between formal and informal discipline systems and when to use each. The role of values, rules, and consequences. How to address the underlying causes of discipline problems that occur both in and out of school. What teachers can do to defuse or prevent classroom disruptions and disrespectful behavior without removing students from the classroom. Why traditional approaches such as threats, punishments, and rewards are ineffective-and what to do instead. How to use relevance, teacher enthusiasm, choice, and other elements of curriculum and instruction to motivate students. How to reduce both teacher and student stress that can trigger power struggles. With dozens of specific examples of student-teacher interactions, Discipline with Dignity illustrates what you can do-and not do-to make the classroom a place where students learn and teachers maintain control in a nonconfrontational way. The goal is success for all, in schools that thrive. Book jacket.

Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers--many of whom grew up in poverty--to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. Readers will explore classroom-tested strategies and practices, plus online templates and exercises that can be used for personal reflection or ongoing collaboration with colleagues. Disrupting Poverty provides teachers, administrators, coaches, and others with the background information and the practical tools needed to help students break free from the cycle of poverty.

The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher's role shifts from star player to observer and coach as the studentsThink critically,Work collaboratively,Participate fully,Behave ethically,Ask and answer high-level questions,Support their ideas with evidence, andEvaluate and assess their own work.The Spider Web Discussion is a simple technique that puts this kind of class within every teacher's reach. The name comes from the weblike diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another's learning, and build community. It's proven to work across all subject areas and with all ages, and you only need a little know-how, a rubric, and paper and pencil to get started. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners--college and career ready skills that serve them well in the classroom and beyond.Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that's both revolutionary and truly inspiring.

Imagine a school with a diverse student body where everyone feels safe and valued, and all--regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges--have the opportunity to succeed with interesting classes, projects, and activities. In this school, teachers notice and meet individual instructional needs and foster a harmonious and supportive environment. All students feel empowered to learn, to grow, and to pursue their dreams.This is the school every student needs and deserves.In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego's innovative Health Sciences High & Middle College, introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achievePhysical integrationSocial-emotional engagementOpportunity to learnInstructional excellenceEngaged and inspired learnersBuilt on the authors' own experiences and those of hundreds of educators throughout the United States, this book is filled with examples of policy initiatives and practices that support high-quality, inclusive learning experiences and deliver education that meets critical standards of equality and equity.

For success in school and life, students need more than proficiency in academic subjects and good scores on tests; those goals should form the floor, not the ceiling, of their education. To truly thrive, students need to develop attributes that aren't typically measured on standardized tests. In this lively, engaging book by veteran school leader Thomas R. Hoerr, educators will learn how to foster the "Formative Five" success skills that today's students need, includingEmpathy: learning to see the world through others' perspectivesSelf-control: cultivating the abilities to focus and delay self-gratificationIntegrity: recognizing right from wrong and practicing ethical behaviorEmbracing diversity: recognizing and appreciating human differencesGrit: persevering in the face of challengeWhen educators engage students in understanding and developing these five skills, they change mindsets and raise expectations for student learning. As an added benefit, they see significant improvements in school and classroom culture. With specific suggestions and strategies, The Formative Five will help teachers, principals, and anyone else who has a stake in education prepare their students--and themselves--for a future in which the only constant will be change

Parents and caregivers, among the most important stakeholders in a child's education, often don't know how to talk to teachers and school officials--and educators often don't know how best to reach out to them.Partnering with Parents to Ask the Right Questions, by Luz Santana, Dan Rothstein, and Agnes Bain of the Right Question Institute, presents a deceptively simple strategy for how educators can build effective partnerships with parents--especially those who typically have not been actively involved in their children's schooling. It distills complex, important ideas on effective civic participation into an easy-to-learn process that teaches parents two fundamental skills they can use to support the education of their children, monitor their progress, and advocate for them: asking better questions and participating effectively in key decisions.Based on more than two decades of work and research in a wide range of low- and moderate-income communities, this book empowers overburdened and under-resourced educators and parents to work together and achieve their common goal of successful students.This indispensable guide includes case studies spanning K-12 classrooms, and it explores ways to assist struggling students, collaborate on IEPs, and communicate with families of English language learners.The accessible and easy-to-use format, field-tested advice, and vivid examples from schools that put the advice into practice make this a must-have for everyone from the classroom to the central office.

Many students arrive at school with unique mixtures of family histories, traumatic experiences, and special needs that test our skills and try our patience. In Hanging In: Strategies for Teaching the Students Who Challenge Us Most, veteran educator Jeffrey Benson shows educators the value of tenacity and building connections in teaching the students who most need our help. This essential guide includes * Detailed portraits based on real-life students whose serious challenges inhibited their classroom experience--and how they eventually achieved success; * Strategies for how to analyze students' challenges and develop individualized plans to help them discover a sense of comfort with learning--with in-depth examples of plans in action; * Recommendations for teachers and support team on how to gain skills and support and not lose hope through the ups and downs of the work; and * Specific advice for administrators on constructing systems and procedures that give all our students the best chance for success. Just as teaching the students who challenge us is among our most frustrating experiences as educators, sticking with students until they finally "get it" is among our most rewarding. In Hanging In, you'll find the inspiration and field-tested ideas necessary to create a patient and supportive environment for even the most demanding cases in the classroom.

Overcoming textbook fatigue means reaching within and beyond the textbook to access all sorts of 21st century tools, the same ones that students will be using in college, careers, and daily life.

Offering students choices about their learning, says author Mike Anderson, is one of the most powerful ways teachers can boost student learning, motivation, and achievement. In his latest book, Anderson offers numerous examples of choice in action, ideas to try with different students, and a step-by-step process to help you plan and incorporate choice into your classroom. You'll explore * What effective student choice looks like in the classroom. * Why it's important to offer students choices. * How to create learning environments, set the right tone for learning, and teach specific skills that enable choice to work well. When students have more choices about their learning, they can find ways of learning that match their personal needs and be more engaged in their work, building skills and work habits that will serve them well in school and beyond. This teacher-friendly guide offers everything you need to help students who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.

Cross currents -- System's end -- Reconceiving the problem -- From machine to the possible human -- How the brain/mind learns -- Teaching for meaning and the expansion of dynamical knowledge -- Introducing our process -- Implementing relaxed alertness -- Implementing immersion and active processing -- Monitoring the learning communities -- Teachers: change and nonchange -- Reality test: Dry Creek and the larger picture -- The edge of possibility.

What really motivates students to learn? What gets them interested--and keeps them interested--in pursuing knowledge and understanding? Recent neuroscientific findings have uncovered the source of our motivation to learn, or as neuroscientist Jaak Panksepp terms it, the drive to seek. Seeking is what gets us out of bed in the morning, the engine that powers our actions, and the need that manifests as curiosity. Informed by new findings on the nature of the brain's seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success. In this book, readers will learn * The science behind the motivated brain and how it relates to student learning. * Strategies for preparing a motivational environment and lesson. * Strategies for creating engaging learning experiences that capitalize on the brain's natural ways of learning. * Strategies for improving depth of knowledge, complex thinking, and synthesis to get students into the ever-desired state of flow. * How attention to the neuroscience of motivation will improve the classroom environment and student learning. The Motivated Brain shows teachers how to harness the power of their students' intrinsic motivation to make learning fun, engaging, and meaningful.

Educators' most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

Are you overwhelmed by unruly students, difficult parents, and never-ending classroom distractions? Are you tired of scavenging and pleading for basic school supplies? Do you wonder if anyone notices or cares how much effort you put into teaching every day? If you answered yes to any of these questions, then this book is for you. When Teaching Gets Tough offers practical strategies you can use to make things better right away. Veteran educator Allen Mendler organizes the discussion around four core challenges: * Managing difficult students * Working with unappreciative and irritating adults * Making the best of an imperfect environment * Finding time to take top-notch care of yourself When Teaching Gets Tough is there when you need help to reclaim and sustain your energy and enthusiasm for teaching. Written with a deep understanding of the issues that teachers face every day, the book also includes sections for administrators who want to help teachers stay at the top of their game. Allen Mendler is an educator and school psychologist and the author of Connecting with Students and co-author of Discipline with Dignity, 3rd edition.

What comes to mind when you think about lesson planning? If you're like most teachers, you focus on the material you need to present, what you will do and say, what you will ask students to do, and the assessments you will create and administer. And if you're like most teachers, you also know what it's like to be disappointed when this careful planning doesn't always lead to the deep understanding and mastery you'd intended.There's a better way to approach instructional design says author and teacher-educator Ann R. Reeves, and it's within every teacher's grasp. It begins with a simple mental shift from "planning for activities" to "planning for learning outcomes" and a critical concentration on learning objectives.Remarkable for its clarity and filled with vivid examples, Where Great Teaching Begins is a step-by-step walk through the crucial, behind-the-scenes intellectual work necessary to make instruction truly effective and help students learn deeply and meaningfully. Here, you'll discover how to* Translate even the most inscrutable standards into strong, learning-focused objectives.* Use effective objectives as the basis for excellent assessment.* Craft engaging learning activities that incorporate both targeted content and necessary thinking skills.* Pull objectives, assessments, and learning activities together into powerful plans for learning.Whether you're a novice instructional designer or a veteran seeking a new, streamlined process, this book is a must-read take on how to plan and achieve the excellent learning all teachers aim for and all students deserve.

The research is indisputable: Students are less disruptive and do better academically in schools that cultivate the internal motivation of students. In Activating the Desire to Learn, veteran educator Bob Sullo shows how to apply lessons from the research on motivation in the classroom. According to the author, we are all driven to fulfill five essential needs: to connect, to be competent, to make choices, to have fun, and to be safe. Studies show that when these needs are met in schools, good behavior and high achievement tend naturally to ensue. Written as a series of candid dialogues between the author and K-12 students, teachers, counselors, and administrators, Activating the Desire to Learn covers everything you need to know to change the dynamics of learning in your classroom or school: * A comprehensive overview of the research on internal motivation; * Case studies of strategies for activating internal motivation at the elementary, middle, and high school levels; * Suggestions on how to assess degrees of student motivation; and * Guidelines for integrating the principles of internal motivation with standards-based instruction. Motivating students is not the issue--the hunger to learn is ever-present. Yet schools continue to insist on the traditional reward-punishment model, to the detriment of student achievement. Clearly it's time for change. This engaging and thought-provoking book will help you create a culture of achievement by building on the inherent drive to succeed that students bring to the classroom every day.

"We can't do that in our school district." "I don't have time to add that to my curriculum." "We're fighting against impossible odds with these students." Effective school leadership does not have to be a losing battle. In The Learning Leader: How to Focus School Improvement for Better Results, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses. He introduces the Leadership for Learning Framework, which challenges readers to consider that student achievement is more than a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. Instead, he encourages leaders to use the Leadership for Learning Framework to look deeper into their results. The framework helps leaders distinguish between "Lucky" educators, who achieve high results but don't understand their actions, and "Leading" educators, who achieve high results and understand how their actions influence their success. From conducting strategic planning to evaluating projects to organizing leadership teams, The Learning Leader will help leaders reconceptualize their leadership role and motivate their colleagues. Reeves urges teachers and administrators to become more efficient and focused leaders, but most important, he charges them to be better educators for their students.

Bestselling author Mike Schmoker describes a plan for radically improving student learning that is built on three core elements: a focused and coherent curriculum; clear, prioritized lessons; and purposeful reading and writing.

Total Participation Techniques presents dozens of ways to engage K 12 students in active learning and allow them to demonstrate the depth of their knowledge and understanding.

Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process. Drawing from their study of 40 schools in the United States and Canada, the authors show how administrators and teacher leaders moved teachers from resisting to embracing the practice. Readers will learn how to * Foster a school culture that supports walkthroughs. * Implement the components of successful walkthroughs, such as focus and "look-fors," data collection methods, and meaningful follow-up strategies. * Get all teachers involved and actively participating. * Evaluate the walkthrough process and measure its effectiveness. * Use walkthroughs to support professional development related to the Common Core State Standards. This book demonstrates that when teachers learn from one another in a cycle of continuous professional growth--through observation, shared inquiry, dialogue, and follow-up--they develop a sense of collegiality and a common mission. By opening their doors to their peers, they also contribute to broader school improvement efforts that positively affect teaching and learning throughout the school.

Is great teaching a gift that only a few of us are born with, or is it a skill that can be learned? In Never Work Harder Than Your Students, Robyn Jackson makes a radical assertion: Any teacher can become a master teacher by developing a master teacher mindset. The master teacher mindset can be achieved by rigorously applying seven principles to your teaching until they become your automatic response to students in the classroom. The more you practice these seven principles, the more you begin to think like a master teacher: 1. Start where your students are. 2. Know where your students are going. 3. Expect to get your students to their goal. 4. Support your students along the way. 5. Use feedback to help you and your students get better. 6. Focus on quality rather than quantity. 7. Never work harder than your students. Using these principles, Jackson shows you how to become a master teacher no matter where you are in your practice. Each chapter provides a detailed explanation of one of the mastery principles, the steps you need to take to apply them to your own practice, and suggestions for how you can begin practicing the principle in your classroom right away. Jackson offers stories from her own teaching practice, as well as from other teachers she has helped, to show you how each principle works. Teaching is a hard job, but using Jackson's principles will help you and your students reap the rich rewards of that hard work.

In the decades since it was first introduced, Howard Gardner's multiple intelligences (MI) theory has transformed how people think about learning the world over. Educators using the theory have achieved remarkable success in helping all students, including those who learn in nontraditional ways, to navigate school (and life outside it) with confidence and success. Within the context of classroom instruction, no author besides Gardner has done more to popularize MI theory than Thomas Armstrong, whose best seller Multiple Intelligences in the Classroom has become a bona fide education classic in its own right. This expanded fourth edition provides educators at all levels with everything they need to apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, career development, educational policy, and more. In addition to the many strategies, templates, and examples that have made Armstrong's book so enduringly popular, this edition is updated to examine how emerging neurodiversity research, trends toward greater instructional personalization, and rapidly evolving virtual learning tools have affected the use of MI theory to enhance student achievement. It also includes brand-new lesson plans aligned to nationwide standards and a revised list of resources for further study.

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.

The most important factor affecting student learning isn't standards, textbooks, or testing--it's teachers. And when it comes to improving learning, research has shown teachers what works. But the real challenge comes when it's time to do what works and do it well. In this book, Jane E. Pollock explains how making the right adjustments in four critical areas of practice--curriculum, instruction, assessment, and feedback--can help any teacher improve student learning significantly. Here, you'll find out how to -- Create a classroom curriculum document that's truly useful and incorporates robust concepts, generalizations, and procedures. -- Plan instruction that's focused on helping students become master learners who can apply information and skills, not just do schoolwork. -- Design varied classroom assessments that yield evidence of mastery and pinpoint where further instruction is required. -- Use criterion-based feedback to improve individual student achievement and refine instruction. Along with step-by-step procedures, practical guidelines, and specific models, this book features the voices of individual teachers who share their experience using the author's "Big Four" approach. Like them, you may find it's the missing link you need to transform your pedagogy and achieve unprecedented levels of both student success and professional satisfaction.

Profiles several successful teachers, describing the traits and practices that help their students meet their potential. Covers such topics as classroom environment, scheduling, communication, curricula, assessment, and special needs.

"It's not the doing that matters; it's the thinking about the doing," said John Dewey.As a teacher, you work hard to make a positive difference in the lives of your students. But this kind of progress doesn't happen overnight, and it doesn't happen accidentally. It's the result of intentionality, planning, effort . . . and thought. The difference between learning a skill and being able to implement it effectively resides in your capacity to engage in deep, continuous thought about that skill. In other words, recognizing why you do something is often more important than knowing how to do it. To help you deepen your thinking and reflect on your capacity as an educator, Pete Hall and Alisa Simeral return to the Continuum of Self-Reflection, which they introduced to coaches and administrators in their best-selling Building Teachers' Capacity for Success, and redesign its implementation so you can take charge of your own professional growth. In these pages, you'll find tools specifically made to enhance self-reflection on professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. You'll be able to assess your current self-reflective tendencies, identify opportunities to reflect on your instruction, and begin to forge a path toward continuous growth and educational excellence.

Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.

Is homework an essential component of rigorous schooling or a harmful practice that alienates and discourages a significant number of students? The debate over homework has gone on for decades, but schools and families have changed in many ways, and, as author Cathy Vatterott notes, "There's a growing suspicion that something is wrong with homework." Rethinking Homework: Best Practices That Support Diverse Needs examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and the "balance movement" have affected the homework controversy; and what research--and educators' common sense--tells us about the effects of homework on student learning. The best way to address the pro- and anti-homework controversy is not to eliminate homework. Instead, the author urges educators to replace the "old paradigm" (characterized by longstanding cultural beliefs, moralistic views, the puritan work ethic, and behaviorist philosophy) with a "new paradigm" based on the following elements: * Designing quality homework tasks; * Differentiating homework tasks; * Deemphasizing grading of homework; * Improving homework completion; and * Implementing homework strategies and support programs. Numerous examples from teachers and schools that have revised their practices and policies for homework illustrate the new paradigm in action. The end product is homework that works--for all students, at all levels.

How can you create an authentic learning environment--one where students ask questions, do research, and explore subjects that fascinate them--in today's standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy--a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov outlines a framework for learning structured around five core values: inquiry, research collaboration, presentation and reflection. for each value, she presents:* a detailed description of how the value can transform classroom practice and how a "digital connection" can enhance its application.* a step-by-step outline for how to implement the value, with examples from teachers in all subject areas.* Solutions to possible challenges and roadblocks that teachers may experience.* Suggestions for how to expand the value beyond the classroom to schoolwide practice.* Anecdotes from students, offering their perspectives on how they experienced the value in the classroom and after graduation.The framework is a guide, not a prescription, and middle and high school teachers--individually or as a team--can use it to structure whatever content and skills their current school or district requires. the book also includes suggestions for how to integrate technology into inquiry-based education, but the principles and approaches it describes can be applied successfully even in places without abundant technology. Both practical and inspiring, Authentic Learning in the Digital Age is an indispensable handbook for reinvigorating teaching and learning in a new era.

Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process.After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning.Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.

Testing expert W. James Popham cuts through the jargon and the hype to provide the definitive nuts-and-bolts introduction to formative assessment, a process with the power to completely transform teaching and learning. In his inimitable style, Popham explains the research supporting formative assessment's effectiveness and why familiarity with this research is the key to preserving both teacher sanity and district funds. You'll find step-by-step guidance on how to build frameworks for formative assessment and how to carry out each of the process's four levels: teachers' instructional adjustments, students' learning tactic adjustments, a classroom climate shift, and schoolwide implementation. This book is the place to start for educators considering formative assessment, curious about why their school system is embracing formative assessment, or wondering why the "formative assessments" they're using now aren't producing the desired results. Here, you'll learn what formative assessment is and isn't, what it can do and what it can't, and the practical way to reap its very real rewards: better teaching and better learning.

Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective.

Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K-12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize. Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas: * Analysis, evaluation, and creation * Logic and reasoning * Judgment * Problem solving * Creativity and creative thinking Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring. Aimed at elementary, middle, and high school teachers in all subject areas, How to Assess Higher-Order Thinking Skills in Your Classroom provides essential background, sound advice, and thoughtful insight into an area of increasing importance for the success of students in the classroom--and in life.

This book shows how to design an effective assessment system that accurately reflects student learning and motivates students to meet learning objectives.

What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused.The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the "tasks") that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses* Common misconceptions about rubrics;* Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and* How to use rubrics for formative assessment and grading, including standards-based grading and report card grades.Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn.

According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren't using them or reinforcing them consistently. He asserts that our schools are protected by a buffer--a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms--and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don't have a clear view of the daily practices of teaching and learning in their schools. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements.

Whether students leave the classroom confident and goal-directed or frustrated and aimless depends on our ability to do two things: diagnose their needs and deliver support. This challenge can be daunting when students come to school with weak vocabulary, poor planning and organization skills, and problems with memory, impulse control, and attention span.Causes & Cures reveals new neurological research about the root causes of these obstacles and lays out a comprehensive five-step protocol designed to help all educators identify and address common student academic and behavior issues. This essential guide provides* Illuminating case studies that walk you through the protocol in a variety of content areas and grade levels.* Strategies and tools to help you diagnose root causes and develop targeted, effective interventions for your students.* Guidance for extending individualized interventions to large groups.Most of us went into teaching with the dream of helping all our students succeed. We can't let students who struggle wear us down or wait us out. No matter which subject or grade level you teach, this indispensable resource will show how you can help students overcome difficulties and experience real success in the classroom.

Teaching is as much about students as it is about curriculum, and no one understands this better than middle and high school teachers. But even the most dedicated teacher can sometimes feel defeated by the challenge of reaching distracted, disconnected, and defiant adolescents.Drawing on her own experience as a high school teacher, Katy Ridnouer shares an approach to classroom management that will help you spend less time dealing with your adolescent learners and more time inspiring them to be their best selves in school and beyond. Managing with heart means accepting teenage students as they are and recognizing what they need: a connection with the curriculum; a sense of order; and most essentially, a sense that someone cares. In this book, you'll find practical strategies for* Balancing care and discipline* Interacting with students and their parents* Establishing classroom routines that keep students on task* Communicating expectations and ensuring accountability* Handling common challenges, from classroom noise and personality conflicts to inappropriate clothing and disrespectful language* Building trust and helping students feel emotionally and intellectually safe.Vivid, real-life examples and questions for reflection make this a perfect choice for faculty reading groups and any middle or high school teacher looking to create a positive learning community, enhance students' confidence and interpersonal skills, and rediscover the reward of being a teacher.

In Mobilizing the Community to Help Students Succeed, Hugh B. Price shares the lessons learned while helping to do just that during his tenure as president of the National Urban League. Here, find out how educators can apply some of the same tactics to inspire and award academic achievement in even the most challenged school districts. Using real-life examples and shared wisdom from successful educators and community organizers coast to coast, Price describes ways to * Create initiatives such as community-based honor societies, parades, and rallies to motivate students and reward achievement; * Include parents in motivational efforts to rekindle students' natural curiosity and enthusiasm for learning; * Enlist the support of businesses and other community partners for both financial support and volunteer help; * Maximize use of the media to publicize student accomplishments; and * Set up programs that honor student achievement year-round. According to Price, a highly informed and engaged community is essential to closing the achievement gap. This book underscores that community-based efforts to motivate student success can be effective because they have been effective. The message for educators, parents, business and civic leaders, and members of the general public is that their consistent and creative involvement will result in invigorated youngsters, inspired to achieve in school and in life.

Teaching isn't merely transmitting knowledge to students; it's also about teaching students to approach learning in engaging and unexpected ways. in Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving, author and researcher Patti Drapeau explores and explains research related to creativity and its relevance in today's standards-based, critical thinking-focused classroom. the book vividly and comprehensively shows* How creative lessons can meet and extend the expectations of curriculum standards such as the Common Core State Standards,* How to incorporate creativity and assessment into daily classroom practices, * How to develop a Creativity Road Map to guide instruction, and * How to design lessons that prompt and support creative thinking.In addition, the book includes 40 "grab and go" ideas that infuse lesson plans with a spirit of exploration. No matter what grade levels or content areas you teach, Sparking Student Creativity will help you to produce creative lesson components that directly address critical content, target specific standards, and require thoughtful products from students as they grow into independent learners and become successful students and adults.

It's one of the great mysteries of teaching: Why do some students "get it" and some students don't? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures--the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. Each chapter focuses on a key cognitive structure and uses real-life accounts to illustrate how learners construct meaning by using recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking. The author's simple techniques stress reflective awareness and visualization. It's by helping students to be conscious of what their senses are telling them, encouraging them to visualize the information for processing, and then prompting them to ask questions and figure out solutions on their own that teachers can best help students develop the tools they need to * Gather, organize, and make sense of information, * Become cognitively engaged and internally motivated to achieve, and * Experience learning as a dynamic process of creating and changing. Suggestions for using these techniques in daily classroom practice, advice on lesson planning for cognitive engagement, and guidelines for conducting reflective research expand this book's practical applications. Use it not only to help struggling students break through hidden barriers but to empower all students with tools that will last a lifetime.

Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years--Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner--and to the language of human development and the whole child. The Best Schools highlights examples of educational programs that are honoring students' differences, using developmentally appropriate practices, and promoting a humane approach to education that includes the following elements: * An emphasis on play for early childhood learning. * Theme- and project-based learning for elementary school students. * Active learning that recognizes the social, emotional, and cognitive needs of adolescents in middle schools. * Mentoring, apprenticeships, and cooperative education for high school students. Educators in "the best schools" recognize the differences in the physical, emotional, cognitive, and spiritual worlds of students of different ages. This book will help educators reflect on how to help each student reach his or her true potential, how to inspire each child and adolescent to discover an inner passion to learn, and how to honor the unique journey of each individual through life.

In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call "today's lesson"--or it doesn't happen at all.The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards.Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book* Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice.* Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation.* Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target.* Shows how to use learning targets to guide summative assessment and grading.Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

Teaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners responds to growing concerns about a crisis in boys' academic achievement. Kathleen Palmer Cleveland seeks to help K-12 educators cut through the hype to get at the real problem: who is underachieving, why are they struggling, and how can educators respond to these students' needs in new and productive ways? Cleveland presents findings from four large-scale studies about how boys learn best and combines these findings with insights about ongoing social and learning-style factors that affect learning in the classroom, plus lesson plans and anecdotes from real teachers working across all grade levels and subject areas. Cleveland's Pathways to Re-Engagement represents the culmination of her substantial research and personal experience. A flexible and practical framework for decision making in the classroom, the Pathways model seeks to * Replace the underachieving boy's negative attitudes about learning; * Reconnect each boy with school, with learning, and with a belief in himself as a competent learner; * Rebuild learning skills that lead to success in school and in life; and * Reduce the need for unproductive and distracting behaviors as a means of self-protection. Each aspect of the Pathways to Re-Engagement model offers educators a way to move underachieving boys from a position of weakness toward one of strength--giving them the tools to succeed in school and beyond.

Challenging times demand dynamic leadership. Schools rely on teachers to assume a variety of leadership roles, both formal and informal, including department chair, peer coach, faculty representative, and Web page curator. With little or no leadership training, however, many teachers are unprepared to take advantage of such opportunities. In How to Thrive as a Teacher Leader, John G. Gabriel explores the responsibilities and rewards of teacher leadership, offering practical, positive advice on * identifying leadership qualities and building a team, * enhancing communication and earning respect, * overcoming obstacles and implementing change, * energizing colleagues and strengthening morale, and * improving student and teacher achievement. From setting goals to mediating conflicts, from mentoring colleagues to motivating students, Gabriel provides clear strategies--grounded in experience and illustrated by examples--for becoming an effective teacher leader. A generous resource section, including sample letters, surveys, and checklists, enables readers to quickly put these techniques into practice. Whether you aspire to a leadership position or are in a position to inspire future leaders, this insightful and informative book will help you lead the way to success.

A teacher's feedback on student schoolwork can be a powerful force for learning--if it contains a helpful message and is delivered with certain considerations in mind. But what kind of content makes a feedback message helpful to a student? And what kinds of strategies work best for delivering feedback? In How to Give Effective Feedback to Your Students, Susan M. Brookhart answers these questions by describing important elements of feedback content (focus, comparison, function, valence, clarity, specificity, and tone) and strategy (timing, amount, mode, and audience). Grounded in what researchers have learned about effective feedback, the book provides practical suggestions and classroom examples that demonstrate what to do--and not do--to have a positive impact on students. In addition to general guidelines for good feedback, readers will learn what kinds of feedback work best in the various content areas, and how to adjust feedback for different kinds of learners, including successful students, struggling students, and English language learners. Done well, feedback has a two-pronged effect: it influences cognitive factors by helping students understand where they are in their learning and where they need to go next, and it influences motivational factors by helping students develop a feeling of control over their own learning. Taken together, these factors explain why learning how to give good feedback should be at the top of every teacher's to-do list.

Guiding schools through significant change is one of the toughest challenges educational leaders face, but learning from the examples of those who have succeeded can make it less daunting. In Leading Change in Your School, distinguished author and researcher Douglas B. Reeves offers lessons learned through his work with educators in thousands of schools around the world and presents real-life examples of leaders who have met the challenge of change head-on--with impressive results for their schools and districts. Readers will also find practical resources for engaging their colleagues in change initiatives. Expanding on a number of his columns in the journal Educational Leadership, Reeves offers insights ad recommendations in four areas: * Creating conditions for change, including assessments to determine personal and organizational readiness for change; * Planning change, including cautionary notes about strategic planning; * Implementing change, including the importance of moving from rhetoric to day-to-day reality; and * Sustaining change, including the need to reorient priorities and values so that individual convenience gives way to a shared sense of the greater good. The change leaders--both teachers and administrators--whose stories Reeves tells come from varied districts, but they share a passion for creating schools that work for all students. They are, Reeves says, "people like you, sharing similar challenges but perhaps with different results."

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you * Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. * Build strong relationships and create a safe space to enable students to learn at high levels. * Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. * Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.

It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don't need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before. This is the authors' story, and they're confident it can be yours too.Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You'll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn't cost much to implement, and helps foster self-directed learning. Once you flip, you won't want to go back!

What type of questioning invigorates and sustains productive discussions? That's what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers. Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning. The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students. With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions--teacher-guided, small-group, and student-driven.

What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards--local or Common Core State Standards--in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging--for both teachers and students--and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community--students, teachers, and administrators--benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.

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 you how to make all group work productive group work: with all students engaged in the academic content and with each other, building valuable social skills, consolidating and extending their knowledge, and increasing their readiness for independent learning. The key to getting the most out of group work is to match research-based principles of group work with practical action. Classroom examples across grade levels and disciplines illustrate how to * Create interdependence and positive interaction * Model and guide group work * Design challenging and engaging group tasks * Ensure group and individual accountability * Assess and monitor students' developing understanding (and show them how to do the same) * Foster essential interpersonal skills, such as thinking with clarity, listening, giving useful feedback, and considering different points of view. The authors also address the most frequently asked questions about group work, including the best ways to form groups, accommodate mixed readiness levels, and introduce collaborative learning routines into the classroom. Throughout, they build a case that productive group work is both an essential part of a gradual release of responsibility instructional model and a necessary part of good teaching practice.

Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. Yet she offers much more than theory, filling the pages with real-life examples of teachers and students using-and benefitting from-differentiated instruction.

Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment--and to grading and report cards. Readers learn how differentiation can--Capture student interest and increase motivation--Clarify teachers' understanding about what is most important to teach--Enhance students' and teachers' belief in student learning capacity; and--Help teachers understand their students' individual similarities and differences so they can reach more students, more effectivelyThroughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point.Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias.Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential.

Discipline with Dignity details an affirming approach to managing the classroom that promotes respect for self and others. This completely updated 3rd edition offers practical solutions that emphasize relationship building, curriculum relevance, and academic success. The emphasis is on preventing problems by helping students to understand each other, work well together, and develop responsibility for their own actions, but the authors also include intervention strategies for handling common and severe problems in dignified ways. Filled with real-life examples and authentic teacher-student dialogues, Discipline with Dignity is a comprehensive and flexible system of prevention and intervention tools that shows how educators at all levels can *Be fair without necessarily treating every student the same way. *Customize the classroom to reflect today's highly diverse and inclusive student population. *Seek students' help in creating values-based rules and appropriate consequences. *Use humor appropriately and effectively to respond to abusive language. *Fine-tune strategies to resolve issues with chronically misbehaving students and "ringleaders" or bullies. This book is not simply a compendium of strategies for dealing with bad behavior. It is a guide to helping students see themselves in a different way, to changing the way they interact with the world. The strategies innate to this approach help students make informed choices to behave well. When they do, they become more attuned to learning and to understanding how to use what they learn to improve their lives and the lives of others--with dignity.

In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms.

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you * Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. * Build strong relationships and create a safe space to enable students to learn at high levels. * Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. * Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.

In this 2nd edition of Focus: Elevating the Essentials to Radically Improve Student Learning, Mike Schmoker extends and updates the case that our schools could be on the cusp of swift, unparalleled improvements. But we are stymied by a systemwide failure to simplify and prioritize; we have yet to focus our limited time and energy on the most essential, widely acknowledged, evidence-based practices that could have more impact than all other initiatives combined. They are: simple, coherent curricula; straightforward, traditional literacy practices; and lessons built around just a few hugely effective elements of good teaching. As Schmoker demonstrates, the case for these practices--and the need for them--has grown prodigiously. In every chapter, you'll find late-breaking discoveries and practical advice on how to simplify the implementation of new state standards in the subject areas; on the hidden pitfalls of our most popular, but unproven instructional fads and programs; and on simple, versatile strategies for building curriculum, planning lessons, and integrating literacy into every discipline. All of these strategies and findings are supported with exciting new evidence from actual schools. Their success confirms, as Michael Fullan writes, that a focus on the best "high-leverage practices" won't only improve student performance; they will produce "stunningly powerful consequences" in our schools.

An ASCD Bestseller While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others. If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys ofBuilding students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them.Helping students identify, describe, and regulate their emotional responses.Promoting the cognitive regulation skills critical to decision making and problem solving.Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. Equipping students to becoming informed and involved citizens.Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K-12 academic curriculum. Children's social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this books integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives.

How can educators leverage neuroscience research about how the human brain learns? How can we use this information to improve curriculum, instruction, and assessment so our students achieve deep learning and understanding in all subject areas? Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design® (UbD®), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall. Readers will learn* How the brain processes incoming information and determines what is (or is not) retained as long-term memory;* How brain science reveals factors that influence student motivation and willingness to put forth effort;* How to fully engage all students through relevance and achievable challenge;* How key components of UbD, including backward design, essential questions, and transfer tasks, are supported by research in neuroscience;* Why specific kinds of teaching and assessment strategies are effective in helping students gain the knowledge, skills, and deep understanding they need to succeed in school and beyond; and* How to create a brain-friendly classroom climate that supports lasting learning.Authors Jay McTighe and Judy Willis translate research findings into practical information for everyday use in schools, at all grade levels and in all subject areas. With their guidance, educators at all levels can learn how to design and implement units that empower teachers and students alike to capitalize on the brain's tremendous capacity for learning.

In today's schools, students and teachers feel unprecedented-even alarming-levels of stress. How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? Author Thomas Armstrong offers a compelling answer in the form of mindfulness, a secular practice he defines as the intentional focus of one's attention on the present moment in a nonjudgmental way.In Mindfulness in the Classroom, Armstrong¿ Explains how mindfulness affects the structure and function of the brain.¿ Provides an overview of mindfulness as both a personal practice and a classroom methodology that aligns with such educational models as Social and Emotional Learning (SEL), Positive Behavioral Intervention and Supports (PBIS), and Universal Design for Learning (UDL).¿ Shares and explains the extensive research that shows the positive effects of mindfulness practices in the classroom.¿ Describes how to adapt mindfulness for different grade levels, integrate it into regular school subjects, and implement it schoolwide.¿ Offers guidelines for teaching mindfulness responsibly, without religious overtones.Dozens of observations from teachers, students, researchers, and practitioners provide striking evidence of the power of mindfulness and offer hope to anyone who wants to make classrooms more productive places of learning.

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1 COPY AVAILABLE.

6 COPIES AVAILABLE.

24 COPIES AVAILABLE.

7 COPIES AVAILABLE.

37 COPIES AVAILABLE.

11 COPIES AVAILABLE.

15 COPIES AVAILABLE.

23 COPIES AVAILABLE.

36 COPIES AVAILABLE.

7 COPIES AVAILABLE.

9 COPIES AVAILABLE.

Houghton Mifflin Reading (1-43238-LV 2.1)
3 COPIES AVAILABLE.

6 COPIES AVAILABLE.

5 COPIES AVAILABLE.

4 COPIES AVAILABLE.

24 COPIES AVAILABLE.

6 COPIES AVAILABLE.

41 COPIES AVAILABLE.

Houghton Mifflin Reading (1-43259-LV 3.2)
3 COPIES AVAILABLE.

23 COPIES AVAILABLE.

20 COPIES AVAILABLE.

Houghton Mifflin (1-43262-LV 3.2)
3 COPIES AVAILABLE.

23 COPIES AVAILABLE.

32 COPIES AVAILABLE.

4 COPIES AVAILABLE.

4 COPIES AVAILABLE.

7 COPIES AVAILABLE.

Houghton Mifflin Reading (1-43286-LV 5)
3 COPIES AVAILABLE.

20 COPIES AVAILABLE.

29 COPIES AVAILABLE.

18 COPIES AVAILABLE.