{"title":"Teaching skills and techniques Books","description":"","products":[{"product_id":"commando-mindset-9780241416051","title":"Commando Mindset","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e''\u003cb\u003eExtraordinary. This book will inspire you to reach your full potential''\u003c\/b\u003e \u003cb\u003eJason Fox \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eAre you stuck in a rut? Do you have more to give? Do you dream of leading a different life?\u003cbr\u003e\u003cbr\u003eBen Williams was struggling with drug addiction and battling suicidal thoughts when he saw an advert for the Royal Marines Commandos that changed his life forever. Serving ten years in the Commandos, he learnt important lessons about purpose, integrity, motivation and teamwork. Leaving the Commandos because of injury, Ben set up a coaching business that has helped high-performance companies and professional sports teams like the England Football Squad, coaching them in the build-up to their outstanding performance at the 2018 World Cup. \u003cbr\u003e\u003cbr\u003eNow Ben is sharing his principles for success. In \u003ci\u003eCommando Mindset\u003c\/i\u003e, Ben reveals his process for achieving goals of any size to help you take your life to the next level. Inside you''ll learn how to:\u003cbr\u003e\u003cbr\u003e- identify your personal in\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eExtraordinary. This book will inspire you to reach your full potential\u003c\/b\u003e -- Jason Fox\u003cbr\u003e\u003cb\u003eA genuinely game changing book!\u003c\/b\u003e \u003ci\u003eCommando Mindset\u003c\/i\u003e holds you to account passing responsibility back to you in the most empowering way\u003cbr\u003e\u003cb\u003eRedefine what impossible means\u003c\/b\u003e * Daily Mail *\u003cbr\u003e\u003cb\u003eA great book\u003c\/b\u003e * The Sun *\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":47832740036951,"sku":"9780241416051","price":13.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780241416051.jpg?v=1710337481"},{"product_id":"the-book-you-read-to-teach-your-children-9781398701076","title":"The Book You Read to Teach Your Children","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eReally useful, positive and reassuring. Just what parents need right now! Lizzie Loves Healthy\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eAre you worried your child has fallen behind while schools have been closed? \u003cbr\u003e\u003cbr\u003eDo you want to support your child''s learning at home but worry that everyone just ends up stressed and switches off?\u003cbr\u003eCould this be doing more harm than good?  \u003cbr\u003e\u003cbr\u003eIt''s time to let primary school teacher and education influencer Katie Tollitt take the sting out of home learning. Covering eight key principles for how to approach learning in way that maximises fun, and minimises stress, this short accessible book emphasises the need for flexibility, conversation and openness.\u003cbr\u003e\u003cbr\u003eIt will help you ask the right questions and understand how your attitude towards learning impacts your children. Full of practical tips, suggestions and judgment-free advise, it''s the closest thing to having a teacher with you at home.\u003c\/p\u003e","brand":"Orion Publishing Co","offers":[{"title":"Default Title","offer_id":47836729147735,"sku":"9781398701076","price":7.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781398701076.jpg?v=1710381597"},{"product_id":"let-the-children-play-for-the-learning-wellbeing-and-life-success-of-every-child-9780192894168","title":"Let the Children Play For the Learning WellBeing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAccording to a professional association of 67,000 pediatricians, the lifelong success of children is based on their ability to be creative and to apply the lessons learned from playing. But play-including physical activity, the arts, and even free play-is being eliminated in our society and schools and despite huge financial investment these education policies have not improved learning. In Let the Children Play, the authors, both fathers of school-age children, tell how switching countries -- Pasi Sahlberg brought his Finnish family to the United States, while William Doyle brought his American family to Finland -- shocked them into writing this book. With research breakthroughs and case histories from Finland, China, Singapore, Scotland, New York, Texas, and around the world, the authors reveal how intellectual and physical play is the ultimate engine of transforming education -- the key to giving our children the well-being, happiness, and skills they need to thrive in the 21st cent\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eReview from previous edition The definitive account of how educational policy-makers, presumably well-intentioned, have gone completely astray, in the United States and elsewhere, along with a vivid and convincing account of how to restore play to its proper place in the lives of children. * Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education *\u003cbr\u003eInspirational, well written, and superbly documented, this book is a gift to the next generation. Adding play back into children's hurried and stressed lives might just be the elixir that will help them thrive in a workforce of thinkers, innovators, and collaborators. Thank you Doyle and Sahlberg for giving us a road map so that we can put our educational systems back on course. * Kathy Hirsh-Pasek, Lefkowitz Faculty Fellow in Psychology at Temple University *\u003cbr\u003eSahlberg and Doyle whack us in the head with the reality that 21st Century skills require old-fashioned learning as children. Play is the analog of life - observing the world, identifying challenges, taking risks, failing, problem-solving again and again, struggling to find consensus with others, absorbing defeats with grace and celebrating victories with exuberance. What builds successful adults is the ability to rise undaunted to opportunities, build relationships, feed curiosity and seize the joy that is at the heart of learning and of living! * Michael Rich, Associate Professor of Pediatrics at Harvard Medical School and author of Ask the Mediatrician *\u003cbr\u003eLet the Children Play should be in the hands of every single teacher, parent and policy maker who touch the lives of the children they serve. Sahlberg and Doyle clearly articulate and demand that we wake up and finally acknowledge that children have the fundamental right to play in school. This is a compelling vision of the power of play and what we can do to ensure it comes off the 'endangered species' list and back into every school around the world. * Michael J. Hynes, Ed.D., Superintendent of Schools for the Patchogue-Medford School District in New York *\u003cbr\u003eLet the Children Play is a passionate, eloquent and substantiated argument for a radical change of priorities in how many parents, educators and policymakers provide for the education, health and well being of children. * Sir Ken Robinson *\u003cbr\u003eWe have undervalued the role of play in school to our own detriment as educators, and that of our students. In a culture where standardized testing has crowded out inquisitiveness and play, our students don't get an opportunity to tinker and experiment without high stakes judgments. Without play, teachers don't get to learn from watching their students be unbound by their inner creative selves. When children play, we observe the possibility of their imagination, and retool our structured classroom learning to create activities that model the authentic play and joy of students. It's a missed opportunity to learn from a feedback loop on what comes naturally to children. Play can liberate the power of inquiry in classrooms, that ironically can produce better test scores. Kudos for being so bold with this book! * Eric Contreras, Principal, Stuyvesant High School, New York City *\u003cbr\u003ePlay develops our imagination and capacity to collaborate and is what makes us human. Sahlberg and Doyle have written a brilliant and compelling manifesto for bringing play back into the lives of children. Let the revolution begin! * Tony Wagner, best-selling author of The Global Achievement Gap and Creating Innovators *\u003cbr\u003eInsightful... An excellent offering for parent activists, education students, and school administrators. * Library Journal *\u003cbr\u003eThe book convincingly shows the reader that all children deserve to grow physically, emotionally, academically and socially--the benefits of real play nurture the soul as well as the development of the whole child. What's more important than that? * School Administrator Magazine *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSir Ken Robinson: Foreword 1: The Coming Golden Age of Childhood 2: A Tale of Two Fathers 3: The Learning Power of Play 4: The GERM that Kills Play 5: An American Tragedy: The Death of Recess 6: The Global War on Play 7: The Great Play Experiments 8: Play in the Schools of Tomorrow 9: The Global Play Summit Appendices 1: The Declaration of Play - Call to Halt the War on Childhood 2: The Play Stages of a Child's School Life 3: 7 Steps to Help Children and Schools Thrive 4: Play Recommendations of the American Academy of Pediatrics","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732612362583,"sku":"9780192894168","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"oxford-teaching-guides-how-to-teach-grammar-9780198421511","title":"Oxford Teaching Guides How To Teach Grammar","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow To Teach Grammar offers accessible and authoritative advice and guidance on teaching grammar. 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It should be essential reading for every English teacher.\u0026gt;\" * Alison Smith, English teacher, Ulverston Victoria High School *","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732729147735,"sku":"9780198421511","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198421511.jpg?v=1719998155"},{"product_id":"adviser-teacher-role-model-friend-on-being-a-mentor-to-students-in-science-and-engineering-9780309063630","title":"Adviser Teacher Role Model Friend On Being a","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eOffers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. This guide covers topics on career planning, time management, writing development, and responsible scientific conduct. It also includes a list of bibliographical and Internet resources on mentoring.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 Front Matter; 2 1 What is a Mentor?; 3 2 The Mentor as Faculty Adviser; 4 3 The Mentor as Career Adviser; 5 4 The Mentor as Skills Consultant; 6 5 The Mentor as Role Model; 7 6 Recommendation: Improving the Quality of Mentoring; 8 7 Resources; 9 Report Brief: Reshaping the Graduate Education of Scientists and Engineers","brand":"National Academies Press","offers":[{"title":"Default Title","offer_id":48733526393175,"sku":"9780309063630","price":74.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780309063630.jpg?v=1720000437"},{"product_id":"the-essential-55-9780316424776","title":"The Essential 55","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhen Ron Clark walked into his fifth-grade class in rural North Carolina, he was confronted with a tremendous challenge. The children had little interest in learning, and were sorely lacking in guidance. How would he transform a group of apathetic kids into disciplined, thoughtful, and curious students? He quickly realized that they needed to learn some basic rules. Clark compiled a list of 55 lessons, and soon, his fifth-grade students--who once struggled to read at the third-grade level--were reading at the sixth-grade level . . . and loving it. What''s more, they were gaining something crucial-self-respect. Those 55 lessons evolved into what Clark calls The Essential 55 -- guidelines for living and interacting with others.\u003ci\u003eThe Essential 55\u003c\/i\u003e will prepare parents and educators to teach students the rules for life -- everything from knowing how to say thank you, to acing an interview.","brand":"Little, Brown \u0026 Company","offers":[{"title":"Default Title","offer_id":48733541663063,"sku":"9780316424776","price":13.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780316424776.jpg?v=1720000510"},{"product_id":"communication-at-the-heart-of-the-school-9780367515683","title":"Communication at the Heart of the School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eCommunication at the Heart of the School \u003c\/i\u003eintroduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). \u003c\/p\u003e\u003cp\u003eThe tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the childâs communication development. \u003c\/p\u003e\u003cp\u003eKey features include: \u003c\/p\u003e\u003col\u003e \u003cli\u003eA communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments \u003c\/li\u003e \u003cli\u003eA focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively \u003c\/li\u003e \u003cli\u003ePhotocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way \u003c\/li\u003e \u003c\/ol\u003e\u003cp\u003eUnderpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e'Throughout the book the author’s experience and dedication to both the children in their care and their colleagues, shines through. From the careful explanation of the framework, how to assess and build meaningful individual plans, to creating successful communicative and learning classrooms, this book is clear; it inspires and it is inclusive.'\u003c\/p\u003e\u003cp\u003eClare Latham, MRCSLT\u003c\/p\u003e\u003cp\u003e'\u003cem\u003eCommunication at the Heart of the School\u003c\/em\u003e is really accessible and, from the perspective of a school leader wanting an inclusive approach, it is very straightforward. CATHS could be easily implemented into any School Improvement Plan.' \u003c\/p\u003e\u003cp\u003eLisa Leonard, Head Teacher The Chiltern School\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWorking Together The Framework Assessment The Pathway to Successful Intervention Communication Rich Classrooms Specialist Intervention Putting Communication at the Heart of the School into Practice \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711171927,"sku":"9780367515683","price":31.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"schools-for-all-kinds-of-minds-9780470505151","title":"Schools for All Kinds of Minds","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book shows how schools can--and \u003ci\u003emust\u003c\/i\u003e--develop expertise in learning variation (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning \u003ci\u003estrengths\u003c\/i\u003e, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies. \u003ci\u003e\u003c\/i\u003e  \u003cp\u003e\u003cb\u003e\u003ci\u003eSchools for All Kinds of Minds\u003c\/i\u003e:\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eProvides a readable synthesis of the latest research from neuroscience, cognitive science, and child and adolescent development as it relates to understanding learning and its many variations.\u003c\/li\u003e \u003cli\u003eLinks this informati\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFOREWORD: AMERICA NEEDS ALL KINDS OF MINDS VII\u003c\/p\u003e \u003cp\u003eACKNOWLEDGMENTS XI\u003c\/p\u003e \u003cp\u003eABOUT THE AUTHORS XIV\u003c\/p\u003e \u003cp\u003eINTRODUCTION: AN ENDURING DILEMMA XVII\u003c\/p\u003e \u003cp\u003e1 UNDERSTANDING LEARNING AS THE CORE BUSINESS OF SCHOOLS 1\u003c\/p\u003e \u003cp\u003e2 BRINGING THE SCIENCE OF LEARNING INTO THE CLASSROOM 17\u003c\/p\u003e \u003cp\u003e3 KEY INGREDIENTS OF LEARNING 33\u003c\/p\u003e \u003cp\u003e4 DIGGING DEEPER: KNOWING STUDENTS AS LEARNERS 65\u003c\/p\u003e \u003cp\u003e5 BUILDING ON STUDENT ASSETS 93\u003c\/p\u003e \u003cp\u003e6 LOOKING DEEPER: A FRESH PERSPECTIVE ON BEHAVIOR 115\u003c\/p\u003e \u003cp\u003e7 BOOSTING WRITING ACHIEVEMENT THROUGH THE SCIENCE OF LEARNING 139\u003c\/p\u003e \u003cp\u003e8 GETTING STARTED: CREATING SCHOOLS FOR ALL KINDS OF MINDS 183\u003c\/p\u003e \u003cp\u003eAPPENDIX A: GLOSSARY OF KEY TERMS 215\u003c\/p\u003e \u003cp\u003eAPPENDIX B: ALL KINDS OF MINDS SCHOOLS OF DISTINCTION 221\u003c\/p\u003e \u003cp\u003eAPPENDIX C: THE EFFECTS OF THE SCHOOLS ATTUNED PROGRAM: A SNAPSHOT OF RESEARCH RESULTS 229\u003c\/p\u003e \u003cp\u003eAPPENDIX D: PROGRAMS FROM ALL KINDS OF MINDS 235\u003c\/p\u003e \u003cp\u003eAPPENDIX E: ALL KINDS OF MINDS WEB SITE RESOURCES 239\u003c\/p\u003e \u003cp\u003eNOTES 241\u003c\/p\u003e \u003cp\u003eINDEX 253\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48733787128151,"sku":"9780470505151","price":19.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470505151.jpg?v=1720001685"},{"product_id":"the-virtuoso-teacher-9780571536764","title":"The Virtuoso Teacher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBy considering The Virtuoso Teacher and how a teacher might attain virtuoso status, renowned educator and writer Paul Harris delves into the core issues of being a teacher and the teaching process.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eHarris shows how to develop pupils’ responsibility and musical confidence, focusing on empathy, flexibility, enthusiasm, energy, and consistent involvement. No matter if you are teaching a beginner the first steps or working on a major concerto, his principles of supremely effective teaching remain the same. Harris’ inspirational book is one that had to be written and is certain to raise the benchmark for experienced teachers and the aspiring novices alike.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eStrings Magazine, June 2013\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eIt is a book to be read and re-read...It does say that it is an 'inspirational guide for instrumental and singing teacher', but it is also excellent for those employing such teachers. It would also be excellent for class music specialists to read to gain insight into excellent instrumental and singing teaching. Why limit something so good?.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eJackey Birch, SMA Guild of Adjudicators \u0026amp; Workshop Presenters\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e This is a book which all teachers of whatever instrument should read. The book contains a mine of information and sheer common sense. I know Paul to be a wonderful teacher and he should be encouraged to  run courses which would be extremely useful and beneficial to aspiring teachers.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eKit Shepherd, Director (National Youth Wind Orchestra of Great Britain)\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThe Virtuoso Teacher wears its considerable knowledge and inslight lightly, and is the antidote to other hefty tomes on music education....and is undoubtedly a must-read for any enlightened instrumental or vocal teacher.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eChristopher Walters, \u003c\/strong\u003e\u003cstrong\u003eMusic Teacher Magazine, July 2012\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eBeing a virtuoso; What we do; The Virtuoso Teacher as master communicator; Getting the best out of pupils; Dealing with challenging pupils; The lesson; The core of the matter; Asking the right questions; Creating the masterplan; The trouble with practice; Do teachers need to practice?; Progress; Group teaching; The journey continues; Moving on","brand":"Faber Music Ltd","offers":[{"title":"Default Title","offer_id":48735447089495,"sku":"9780571536764","price":11.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780571536764.jpg?v=1723810191"},{"product_id":"how-children-learn-50th-anniversary-edition-9780738220086","title":"How Children Learn 50th anniversary edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eJohn Holt's tender and acute observation of how small children gobble up the world have never been surpassed. A class of child development","brand":"Hachette Books","offers":[{"title":"Default Title","offer_id":48736462274903,"sku":"9780738220086","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780738220086.jpg?v=1723810653"},{"product_id":"the-montessori-home-9780744045697","title":"The Montessori Home","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eCalm the chaos and transform your home into a space that fosters curiosity, creativity, and independence\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eToo often, the toys, games, and other materials meant to educate young children end up being a detriment instead. 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Educators Are Experts, Improvisational Artists, Researchers 5\u003c\/li\u003e\n\u003cli\u003eInstructors Are Experts and Improvisational Artists 5\u003c\/li\u003e\n\u003cli\u003eInstructors Are Researchers 8\u003c\/li\u003e\n\u003cli\u003e2. Community College Students: Their Stories,  Challenges, and Resilience  13\u003c\/li\u003e\n\u003cli\u003e Challenges Community Colleges Face 14\u003c\/li\u003e\n\u003cli\u003eStudent Identities, Backgrounds, and Intersectionality 15\u003c\/li\u003e\n\u003cli\u003eCommunity College Students: Stories from the Edge 16\u003c\/li\u003e\n\u003cli\u003e3. Instructor and Student Mindsets That Bolster Student Success  23\u003c\/li\u003e\n\u003cli\u003e Instructor Beliefs and an Equity Mindset 24\u003c\/li\u003e\n\u003cli\u003eFostering a Growth Mindset Classroom 26\u003c\/li\u003e\n\u003cli\u003eAlleviating Stereotype Threat  37\u003c\/li\u003e\n\u003cli\u003eOther Equity Moves 44\u003c\/li\u003e\n\u003cli\u003e4. Ed Psych Theory 2.0  51\u003c\/li\u003e\n\u003cli\u003e Four Approaches to Learning and Teaching 51\u003c\/li\u003e\n\u003cli\u003eFive Key Theories for 21st-Century Learning and Teaching 56\u003c\/li\u003e\n\u003cli\u003e5. 21st-Century Learning: Active, Inquiry-Based, Collaborative 71\u003c\/li\u003e\n\u003cli\u003e Two Examples: One in English, One in Math 72\u003c\/li\u003e\n\u003cli\u003eThe Neuroscience Behind Interactive, Inquiry-Based Learning 77\u003c\/li\u003e\n\u003cli\u003eLaunching an Inquiry-Based, Interactive Learning Class 80\u003c\/li\u003e\n\u003cli\u003ePrinciples, Practices, Preparation 81\u003c\/li\u003e\n\u003cli\u003eBuilding a Community of Learners 90\u003c\/li\u003e\n\u003cli\u003e6. Improving Retention and Engagement for First-Year  Black Male Students in Higher Education 104\u003c\/li\u003e\n\u003cli\u003e \u003cem\u003eMichael L. Washington\u003c\/em\u003e\n\u003c\/li\u003e\n\u003cli\u003e Discussing Marginalization 105\u003c\/li\u003e\n\u003cli\u003eInstitutional Challenges: Racial Demographics  106\u003c\/li\u003e\n\u003cli\u003eAnti-Grit Narrative 108\u003c\/li\u003e\n\u003cli\u003eSociological Challenges 111\u003c\/li\u003e\n\u003cli\u003ePsychological Challenges 113\u003c\/li\u003e\n\u003cli\u003eFinal Recommendations 115\u003c\/li\u003e\n\u003cli\u003e7. Moving Beyond Access: Cultivating College Skills and Persistence for Latinx Students  119\u003c\/li\u003e\n\u003cli\u003e \u003cem\u003eVictoria Christine Rodriguez\u003c\/em\u003e\n\u003c\/li\u003e\n\u003cli\u003e Introduction 119\u003c\/li\u003e\n\u003cli\u003eBackground—the Aspiration–Attainment Gap 121\u003c\/li\u003e\n\u003cli\u003eCharters and School-Level and Policy Interventions 122\u003c\/li\u003e\n\u003cli\u003eCase Study of Bay Area Charter School 124\u003c\/li\u003e\n\u003cli\u003eImposter Syndrome 125\u003c\/li\u003e\n\u003cli\u003eTeaching Undergraduate Students 128\u003c\/li\u003e\n\u003cli\u003eFive Strategies 130\u003c\/li\u003e\n\u003cli\u003e8. Supporting the Success of Multilingual Students  132\u003c\/li\u003e\n\u003cli\u003e \u003cem\u003eLuz Navarette Garc\u003c\/em\u003e\u003cem\u003eí\u003c\/em\u003e\u003cem\u003ea\u003c\/em\u003e\n\u003c\/li\u003e\n\u003cli\u003e An Introduction to the Power of Language 132\u003c\/li\u003e\n\u003cli\u003eA Crash Course in Language Development Theories 137\u003c\/li\u003e\n\u003cli\u003eNine Suggestions to Support Multilingual Learners  139\u003c\/li\u003e\n\u003cli\u003e9. Teaching College and Career Skills in Ways That Dignify Students  142\u003c\/li\u003e\n\u003cli\u003e Bolstering College and Career Skills 142\u003c\/li\u003e\n\u003cli\u003eSupporting Students with Learning Disabilities 150\u003c\/li\u003e\n\u003cli\u003eProviding Support for Anxiety, Stress, and Trauma 155\u003cp\u003e\u003cstrong\u003e10. Beyond the Classroom  159\u003c\/strong\u003e\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli\u003e Toward the Next Course, Degree, Career, Life 159\u003c\/li\u003e\n\u003cli\u003eOnline and Hybrid Teaching and Learning 161\u003c\/li\u003e\n\u003cli\u003eThe Power of a Community of Practitioners 162\u003cp\u003e\u003cstrong\u003eReferences 167\u003c\/strong\u003e\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eIndex 179\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAbout the Authors 193\u003c\/strong\u003e\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Teachers' College Press","offers":[{"title":"Default Title","offer_id":48737439908183,"sku":"9780807761588","price":19.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780807761588.jpg?v=1723811199"},{"product_id":"race-dialogues-a-facilitators-guide-to-tackling-the-elephant-in-the-classroom-9780807761304","title":"Race Dialogues  A Facilitators Guide to Tackling","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing on decades of research and examples from their own practices, the authors provide best practices in race dialogue facilitation. Through concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive curriculum in a variety of classrooms, work spaces, and organisations.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003eForeword Patricia Gurin ix\u003c\/li\u003e\n\u003cli\u003eAcknowledgments xiii\u003c\/li\u003e\n\u003cli\u003eIntroduction 1\u003c\/li\u003e\n\u003cli\u003eScope and Content 2\u003c\/li\u003e\n\u003cli\u003eDialogue: A Tool for Creating a Participatory Democracy 3\u003c\/li\u003e\n\u003cli\u003eNote 4\u003c\/li\u003e\n\u003cli\u003e1. Why Is There a Need for Race Dialogues? A Brief Primer on Race in The United States 5\u003c\/li\u003e\n\u003cli\u003e What Is Race? It’s Complicated 6\u003c\/li\u003e\n\u003cli\u003eWhy Does Race Matter? Understanding Racism  9\u003c\/li\u003e\n\u003cli\u003eRacial Inequality in Education  11\u003c\/li\u003e\n\u003cli\u003eConclusion 15\u003c\/li\u003e\n\u003cli\u003eNotes 15\u003c\/li\u003e\n\u003cli\u003e2. What Is Intergroup Dialogue? 17\u003c\/li\u003e\n\u003cli\u003e Where Did Dialogue Come From? 20\u003c\/li\u003e\n\u003cli\u003eWhat the Research Shows 20\u003c\/li\u003e\n\u003cli\u003eIntergroup Dialogue Models 21\u003c\/li\u003e\n\u003cli\u003eOur Research Findings 22\u003c\/li\u003e\n\u003cli\u003eConclusion 24\u003c\/li\u003e\n\u003cli\u003e3. Setting Up an Inclusive Dialogue Space 25\u003c\/li\u003e\n\u003cli\u003e Dialogue Nuts and Bolts 25\u003c\/li\u003e\n\u003cli\u003ePreparing for Dialogue: Key Concepts and Activities 27\u003c\/li\u003e\n\u003cli\u003eConclusion 36\u003c\/li\u003e\n\u003cli\u003eNote 37\u003c\/li\u003e\n\u003cli\u003e4. Dialogue Facilitation: A Science and an Art 38\u003c\/li\u003e\n\u003cli\u003e Facilitating a Dialogue vs. Teaching: A Freirean Model of Education 39\u003c\/li\u003e\n\u003cli\u003eThe Role of the Facilitator 40\u003c\/li\u003e\n\u003cli\u003eFacilitation Training and Facilitator Models 40\u003c\/li\u003e\n\u003cli\u003eWhat Good Facilitators Do 43\u003c\/li\u003e\n\u003cli\u003eWhat Good Facilitators \u003cem\u003eDo Not\u003c\/em\u003e Do 51\u003c\/li\u003e\n\u003cli\u003eConclusion 52\u003c\/li\u003e\n\u003cli\u003e5. The Power of Sharing Stories  54\u003c\/li\u003e\n\u003cli\u003e The Importance of Storytelling 54\u003c\/li\u003e\n\u003cli\u003eVulnerability 54\u003c\/li\u003e\n\u003cli\u003eMultiple Ways of Knowing 55\u003c\/li\u003e\n\u003cli\u003eExpect and Name Emotion 55\u003c\/li\u003e\n\u003cli\u003eFind Learning Edges 57\u003c\/li\u003e\n\u003cli\u003eConnecting Personal Experiences with Structural Inequalities 57\u003c\/li\u003e\n\u003cli\u003eConclusion 61\u003c\/li\u003e\n\u003cli\u003e6. Asking Good Questions and Responding to Participant Comments  62\u003c\/li\u003e\n\u003cli\u003e Asking Better Questions 62\u003c\/li\u003e\n\u003cli\u003eResponding to Participant Comments 67\u003c\/li\u003e\n\u003cli\u003eConclusion 71\u003c\/li\u003e\n\u003cli\u003e7. Co-facilitation  73\u003c\/li\u003e\n\u003cli\u003e Selecting Co-facilitators 74\u003c\/li\u003e\n\u003cli\u003eBest Practices in Co-facilitation 76\u003c\/li\u003e\n\u003cli\u003eDebrief Prompts for Facilitators 79\u003c\/li\u003e\n\u003cli\u003eConclusion 79\u003c\/li\u003e\n\u003cli\u003e8. Encountering Conflict and Resistance  81\u003c\/li\u003e\n\u003cli\u003e Why Is There Resistance? 82\u003c\/li\u003e\n\u003cli\u003ePreparing for Pushback 86\u003c\/li\u003e\n\u003cli\u003eThe Art of the Apology 91\u003c\/li\u003e\n\u003cli\u003eConclusion 93\u003c\/li\u003e\n\u003cli\u003e9. Responding to Conflict and Resistance  95\u003c\/li\u003e\n\u003cli\u003e Immediate Response  95\u003c\/li\u003e\n\u003cli\u003eConcrete Actions  101\u003c\/li\u003e\n\u003cli\u003eWhen There Is Disruptive Behavior 102\u003c\/li\u003e\n\u003cli\u003eConclusion 104\u003c\/li\u003e\n\u003cli\u003e10.Managing Resistance Among Different Stakeholders—Our Story: A Case Study  106\u003c\/li\u003e\n\u003cli\u003e Program Development 106\u003c\/li\u003e\n\u003cli\u003eResistance 107\u003c\/li\u003e\n\u003cli\u003eThe Big Lesson Learned 112\u003c\/li\u003e\n\u003cli\u003e11. Race Dialogues Curriculum  113\u003c\/li\u003e\n\u003cli\u003e Dialogue Structure 114\u003c\/li\u003e\n\u003cli\u003eHow to Structure a Dialogue Session 114\u003c\/li\u003e\n\u003cli\u003eDebriefing 117\u003c\/li\u003e\n\u003cli\u003eParticipant Journal  118\u003c\/li\u003e\n\u003cli\u003eGrouping 118\u003c\/li\u003e\n\u003cli\u003eTime Constraints 119\u003c\/li\u003e\n\u003cli\u003eA Note for High School Educators 120\u003c\/li\u003e\n\u003cli\u003eLesson 1: Why Are We Talking About Race? 121\u003c\/li\u003e\n\u003cli\u003eLesson 2: How Do We Engage in Dialogues About Race? 124\u003c\/li\u003e\n\u003cli\u003eLesson 3:Developing Group Norms 131\u003c\/li\u003e\n\u003cli\u003eLesson 4:The History of Racism 136\u003c\/li\u003e\n\u003cli\u003eLesson 5: Understanding Social Identities  140\u003c\/li\u003e\n\u003cli\u003eLesson 6: Interpersonal Racism and Microaggressions 146\u003c\/li\u003e\n\u003cli\u003eLesson 7: Individual Racism: Implicit Bias and Cycle of Socialization 151\u003c\/li\u003e\n\u003cli\u003eLesson 8: Exploring Group Privilege and Oppression 156\u003c\/li\u003e\n\u003cli\u003eLesson 9: Institutional Racism 161\u003c\/li\u003e\n\u003cli\u003eLesson 10: Caucus Groups and Fishbowls 164\u003c\/li\u003e\n\u003cli\u003eLesson 11: Hot Topics 167\u003c\/li\u003e\n\u003cli\u003eLesson 12: Allyhood I—Interrupting Individual Racism 169\u003c\/li\u003e\n\u003cli\u003eLesson 13: Allyhood II—How to Be an Aspiring Ally 175\u003c\/li\u003e\n\u003cli\u003eLesson 14: Adjourning the Dialogue  177\u003c\/li\u003e\n\u003cli\u003eConclusion 180\u003c\/li\u003e\n\u003cli\u003eAppendix A. Social Justice Concepts 183\u003c\/li\u003e\n\u003cli\u003eAppendix B. Icebreakers\/Community Builders 187\u003c\/li\u003e\n\u003cli\u003eAppendix C. Closing Activities 190\u003c\/li\u003e\n\u003cli\u003eAppendix D. Values List 192\u003c\/li\u003e\n\u003cli\u003eAppendix E. Facilitator Feedback Form 193\u003c\/li\u003e\n\u003cli\u003eAppendix F.  Privilege Walk Statements 194\u003c\/li\u003e\n\u003cli\u003eAppendix G.  PASK: Facilitator Personal Assessment Chart 196\u003c\/li\u003e\n\u003cli\u003eAppendix H. The PALS Approach 198\u003c\/li\u003e\n\u003cli\u003eAppendix I. Videos 200\u003c\/li\u003e\n\u003cli\u003eReferences 203\u003c\/li\u003e\n\u003cli\u003eIndex 212\u003c\/li\u003e\n\u003cli\u003eAbout the Authors 223\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Teachers' College Press","offers":[{"title":"Default Title","offer_id":48737445642583,"sku":"9780807761304","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"toe-by-toe-9780952256403","title":"Toe by Toe","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"K \u0026 H Cowling","offers":[{"title":"Default Title","offer_id":48737858191703,"sku":"9780952256403","price":28.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780952256403.jpg?v=1723811533"},{"product_id":"katakana-from-zero-the-complete-japanese-katakana-book-with-integrated-workbook-and-answer-key-volume-2-japanese-writing-from-zero-9780976998181","title":"Katakana From Zero The complete Japanese Katakana","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Learn From Zero","offers":[{"title":"Default Title","offer_id":48737934606679,"sku":"9780976998181","price":10.97,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780976998181.jpg?v=1723811608"},{"product_id":"teaching-business-soft-skills-9780998929149","title":"Teaching Business Soft Skills","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Cr Teaching","offers":[{"title":"Default Title","offer_id":48737996374359,"sku":"9780998929149","price":117.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780998929149.jpg?v=1723811666"},{"product_id":"creating-an-actively-engaged-classroom-9781071823583","title":"Creating an Actively Engaged Classroom","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMake your lessons interesting, interactive, and engaging\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eSuccessful lessons are explicit, yet also inspire active learning and opportunities to respond. As the one shaping lessons, can you do better? Probably, and you're not alone. Research shows teachers consistently offer students far fewer than the recommended opportunities to respond, leaving all studentsincluding those with special needs and behavior challengesless than engaged and falling short of their best chance for success.\u003c\/p\u003e  \u003cp\u003eWith this book, you'll discover 14 strategies you can translate directly to your classroom, complete with descriptions, advantages and disadvantages of each, and how and when best to use them. Divided into three parts, you will be guided through\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eVerbal engagement strategies, such as whip around, choral responding, quick polls, and individual questioning\u003c\/li\u003e      \u003cli\u003eNon-verbal engagement strategies, such as stop and jot, guided notes, response cards, and hand signals\u003c\/li\u003e      \u003cli\u003ePartner and teaming strategies, such as turn \u0026amp; talk, cued retell, four corners, and classroom mingle\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eDive into these strategies and transform your classroom into a rich and interactive environmentno matter the subject, context, or age of your students.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Student Engagement and Teacher Responsibility Section I: Verbal Engagement Strategies Whip Around Quick Poll Choral Responding Individual Questioning Strategies for Student Response Section II: Nonverbal Engagement Strategies Stop and Jot Guided Notes Response Cards    Colored Choice    Multiple Choice    True\/False    Response Slates and Whiteboards Hand Signals    Fist to Five    Fingers for Numbers    Thumbs Up\/Thumbs Down Section III: Partner and Team Engagement Strategies Turn and Talk Cued Retell Numbered Heads Together Four Corners Snowball Classroom Mingle Conclusion: Putting It All Together Appendix A. Stop-and-Jot Template—Elementary B. Stop-and-Jot Template—Secondary C. Response Card Templates D. Fist-to-Five Visual E. Thumbs Up\/Thumbs Down Visual F. Thumbs Up\/Thumbs Down\/Thumbs Sideways Visual G. Cued-Retell Sheet H.\tOTR Data Collection Form—Overall OTR Only I. OTR Data Collection Form—Individual\/Group OTR–Specific Strategies Used References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738202485079,"sku":"9781071823583","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"the-success-criteria-playbook-9781071831540","title":"The Success Criteria Playbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWith over 30 years of experience in education, you learn to recognize those practices that make a difference in your teaching. \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e is one of those books. Focusing on developing high-quality success criteria, John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey take success criteria to the next level by laying out a step-by-step process that helps teachers ensure every student has clarity and can be successful in meeting the learning intentions. Each module walks you through the process of developing success criteria that help break down barriers and maximize student learning. This book is a must-have in providing your students a clear understanding of what success looks like! -- Barbara J. Lane * Curriculum Coordinator and K–12 Coordinator, San Bernardino County, Superintendent of Schools, San Bernardino, CA *\u003cbr\u003eEducators, this book is your next MUST-READ whether you are just hearing about success criteria for the first time or are looking to hone your students’ abilities to articulate how they will know they have mastered your learning intentions. \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e is ideal for engaging in collaborative reflection through PLCs or personal reflection as you seek to make learning visible to your students. With a focus on equity in learning for all students, including those participating in distance learning, this book could not be more relevant to schools today. -- Kathryn Campbell * Teacher, Hanover County Public Schools, Mechanicsville, VA *\u003cbr\u003eNot sure how to know if your students are learning? Wondering if your students even know what success looks like for your lessons? \u003cem\u003eThe Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable\u003c\/em\u003e has your answers and more! As a classroom teacher it can be hard to know if your students are learning. It’s even harder to know how to adjust for differing assignments, tasks, projects, and evolving expectations. Not all learning is the same, and this book offers clear, teacher-friendly examples that I could immediately take and apply to my own classroom, in whatever scenario I found myself. This book offers wonderful examples from real classrooms that made visualizing this in my own classroom effortless. I was able to easily transfer this text into reality in my classroom. My students know what we are learning, but more importantly they know when they’ve got it, and those lightbulb moments are what it’s all about! -- Christen Wenger * Third-Grade Teacher, Rockingham County Public Schools, Rockingham, VA *\u003cbr\u003eFrom classroom, school, and district implementation, \u003cem\u003eThe Success Criteria Playbook\u003c\/em\u003e provides guidance to navigating the hub for all aspects of quality teaching and learning. John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey provide the foundation for developing scaffolded\u003cbr\u003e tasks and assessments while incorporating opportunities for feedback. This publication is a hands-on, practical compilation of realistic experience gleaned from classrooms across the world. Standard deconstruction and lesson planning processes start with success criteria. Keys to every learner knowing what they are learning, knowing where they are in their learning, and knowing where they ultimately need to be are found here. The Success Criteria Playbook is a true game-changer! -- Josh Maples * Vice Principal, Barren County Public Schools, Glasgow, KY *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: What are success criteria? Module 2: What are the challenges to creating and implementing success criteria? How do we overcome those challenges? Module 3: How do success criteria pave the way for equity? Module 4: Creating and implementing effective \"I Can\"\/\"We Can\" statements Module 5: Creating and implementing single-point rubrics Module 6: Creating and implementing rubrics Module 7: Creating and implementing success criteria through teacher modeling Module 8: Creating and implementing success criteria through exemplars Module 9: Co-constructing criteria for success Module 10: Different types of success criteria for different aspects of learning Module 11: How do we use success criteria to foster meta-cognition Module 12: How do success criteria support deliberate practice and transfer of learning? Module 13: What is the relationship between success criteria and feedback? Module 14: How do we use success criteria to fulfill the promise of equity? References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204844375,"sku":"9781071831540","price":30.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"race-resilience-9781071833063","title":"Race Resilience","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eReview, rethink, and redesign racial support systems NOW\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eAs schools engage in courageous conversations about how racialization and racial positioning influences thinking, behaviors, and expectations, many educators still lack the resources to start this challenging and personally transformative work.\u003cem\u003eRace Resilience\u003c\/em\u003eoffers guidance to educators who are ready torethink, review,andredesigntheir support systems and foster the building blocks of resiliency for staff.\u003c\/p\u003e  \u003cp\u003eReaders will learnhow to:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eModel ethical, professional, and social-emotional sensitivity\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eDevelop, advocate, and enact on a collective culture\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eMaintain a continuously evaluative process for self and school wellness\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eEngage meaningfully with students and their families\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eImprove academic and behavioral outcomes\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eRace resilient educators work \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"Fostering Educator Resilience \u003cem\u003eis practical, useful, and very realistic. I would love to use this book in professional development with my staff or in a workshop. The activities, vignettes, and reflection activities will help administrators create or change the culture and climate in whatever environment they find themselves\u003c\/em\u003e.\" \u003c\/p\u003e -- Janice Wyatt-Ross\u003cbr\u003e\"Fostering Educator Resilience \u003cem\u003eprovides\u003c\/em\u003e \u003cem\u003etimely and immediately applicable guidance. The resources and ability to reflect on them with prompts guides your reflection. The book provides realistic and practical guidance that educators can easily relate to and that resonate with their current needs.\u003cbr\u003e \u003c\/em\u003e \u003cp\u003e\u003cem\u003eOne of the major strengths of the book is the variety of ways resources are being shared. I walked away knowing new people I wanted to read up on, new resources I needed to check out, and thinking about how I could take the exercises in this book into my work. It’s a resource full of resources!\u003c\/em\u003e\"\u003c\/p\u003e -- Tamisha Williams\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"A major strength of this book is the reflective opportunities and personal perspectives which give the reader the opportunity to internalize the information that is presented.\"\u003c\/em\u003e\u003c\/p\u003e -- Jayne Ellspermann\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Nancy Boyd-Franklin, PhD Preface Acknowledgments About the Authors Chapter 1. The Implementation Process: Steps to Becoming a Race Resilient School    Year 1: Planning to Become a Race Resilient School    No Need to Reinvent the Wheel    Years 2–4 and Continuous Improvement Chapter 2. The NEED: Societal Changes Change Schools    Changes in the Workplace    Household, Community, and Environment: The Three Realms of Adverse Childhood Experiences Chapter 3. Creating the Culture for Developing a Race Resilient Climate    School-to-Prison Pipeline    Blind Spots Impact Other Groups of Students    Measuring Up: Culture and Climate Are Not Synonymous    Locus of Control Chapter 4. Educators’ Emotions Matter: Building Up Stamina for Developing a Race Resilient Climate    So How Do Educators Feel?    Our Daily Goal: Minimizing Distress and Maximizing Eustress    Our Hormonal Brain Under Distress and Eustress Chapter 5. Racialization Can Be Blinding    Racial Positioning    United We Stand, Divided We Crawl    The “R” Word    2020 and America’s Racial Awakening    Through the Eyes of a Child: Racialization and Historical Trauma    Historical and Generational Trauma    Genes Load the Gun, Environment Pulls the Trigger    E Pluribus Hurt, E Pluribus Healing    This Is Us Chapter 6. Race Has Mattered in the School House    The Effects of Racialization: White Identity Dispositions, Internalized Racism, and Stereotype Threat    White Identity Dispositions    Internalized Racism and Stereotype Threat Chapter 7. Mindful of Race    Mindfulness in Teaching and Learning    The Weight Room Versus the Wait Room    Positive Psychology’s Five Building Blocks of Life Chapter 8. Educator Resilience, Educator Race Resilience, and Mindfulness for Racial Equity    Transforming a District    Transforming a School    In the Space Between Is Mindfulness    Introduction to Space Between Appendix Appendix A. Processing for Racial Awareness and Creating a Race Resilient Action Plan Appendix B. Race Resilient School Checklist Glossary of Terms References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204909911,"sku":"9781071833063","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071833063.jpg?v=1723811817"},{"product_id":"culturally-responsive-teaching-online-and-in-person-9781071855270","title":"Culturally Responsive Teaching Online and In","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAn equitable, inclusive and practical application of culturally responsive teaching that transcends learning environments\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eEducators in the 21\u003csup\u003est\u003c\/sup\u003ecentury are teaching diverse learners across a range of learning environments, while attending to critical issues related to equity, inclusion, and social justice. Now there's a resource to help you merge the essential skills of embedding culturally responsive teaching practices into online and in person learning settings. Using the Dynamic Equitable Learning Environments (DELE) framework, you can build the knowledge, awareness, skills, and dispositions topivot instruction to facilitate equitable, inclusive, and anti-racist learning experiences that transcend cultural, social, and linguistic backgroundsno matter where, when, or how your students do their learning.\u003c\/p\u003e  \u003cp\u003eCombining aninteractive workspace with teacher preparation and professional development, this book provides an action planner an\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAs needs, demands, interests, and opportunities for online instruction increases, \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e is a book that will assist educators in the complex task of designing essential learning opportunities with student for academic and social success. This book reminds us that culturally responsive teaching practices are potentially transformative in person and online. Indeed, this book helps educators think about the tools, technology and teaching necessary to build more liberating, humanizing and just spaces of education.\u003c\/p\u003e -- H. Richard Milner IV * Distinguished Professor, Vanderbilt University, coauthor, These Kids are Out of Control *\u003cbr\u003eOur students and their communities need educators who are courageous enough to acknowledge the role race plays as a barrier to learning. Our work is not universally designed if we lack the willingness to address race and racism and the need for culturally responsive teaching, regardless as to whether or not we are engaging students virtually or in-person. Budhai \u0026amp; Grant, through this text, are pushing us to do better for our young scholars by calling out the fact that our systems, structures and practices  need to be culturally relevant, if they are to authentically include and center around our learners who have been historically marginalized. This is a wonderful resource that guides educators step by step through the process of developing and implementing culturally responsive practices, virtually and in-person. -- Mirko Chardin * Chief Equity and Inclusion Officer at Novak Education and Co-Author of Equity by Design *\u003cbr\u003e\u003cp\u003eThis workbook is a much-needed resource that attracts, engages, and supports teacher candidates, as cultural beings, in their transformation to becoming culturally aware, responsive, and humble educators. The authors position future educators to identify, acknowledge, and reflect on the critical role of their evolving racial and cultural identities and the implications thereof when practicing in the classroom. The book is a resource that transcends theory into practice and will serve teacher candidates in their journey as equity-minded practitioners to effectively implement culturally responsive, relevant, and sustaining pedagogies.\u003c\/p\u003e -- Omobolade Delano-Oriara * Dean of the Division of Social Sciences, Professor of Teacher Education, St. Norbert College *\u003cbr\u003e\u003cp\u003eThis guidebook addresses many questions and needs for educators to operationalize culturally responsive teaching across learning environments, in-person and online. I appreciate that the guidebook unpacks the work of Ladson-Billing, Gay, and Paris by connecting the theory to practice. I recommend this book for educators who actively engage in anti-bias, equitable, inclusive, and just teaching. The reflection questions, checklist, resources, and exercise are tangible actions for educators to engage moving towards actions in their environments.\u003c\/p\u003e -- Robert Q. Berry, III, Ph.D * Samuel Braley Gray Professor of Mathematics Education, Associate Dean of Diversity, Equity, \u0026amp; Inclusion, University of Virginia, School of Education \u0026amp; Human Development *\u003cbr\u003e\u003cp\u003eAs teaching and learning environments continue to evolve at breakneck pace, this wonderfully accessible guide is chock full of practical, useful, and actionable advice to help educators successfully navigate their culturally diverse classrooms, schools, and education communities. With self-guided exercises and reflections, educators will be able to address their unconscious biases, make meaningful connections with families and students, and ultimately, effectively incorporate culturally responsive teaching as they build the dynamic and equitable learning environments necessary for all students to thrive. Required reading for every educator!\u003c\/p\u003e -- Ray Benedici * Managing Editor, Tech \u0026amp; Learning *\u003cbr\u003e\u003cp\u003eFor over 30 years, scholars and educators have advocated for the importance of centering student’s cultural frames, into the co-learning exchange of all learners, but in pariticuiliar, Black and Brown students, who have been historically marginalized in educational settings. The Distinction of Drs. Budhai and Lewis Grant’s critical important book: \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e, is the argument that Culturally Responsive teaching (CRT) is not just for in-person instruction, but moreover, CRT can also be facilitated within an online modality. Thus, this book is a seminal resource for PK-12 educators who are passionate about reimagining the possibilities of CRT in any learning environment! \u003c\/p\u003e -- Dr. Ronald W. Whitaker, II * Culturally Responsive Assistant Professor of Education, Assistant Dean for the School of Education, Cabrini University *\u003cbr\u003e\u003cp\u003eBudhai and Grant have created a treasure trove of resources for K-12 teachers and teacher educators who are committed to transforming a rapidly-changing world for \u003cem\u003ethe better\u003c\/em\u003e.  Finally, we have a book that concretizes how to maximize culturally relevant pedagogy in contemporary, HyFlex learning environments in \u003cem\u003ereal time\u003c\/em\u003e.  This text helps the reader translate the philosophical into the practical via inquiry-based, reflective exercises.  This book will empower educators, leading them to create equitably-rich opportunities for deep and dynamic learning across modalities.  The cornerstone of this text, the \"Dynamic Equitable Learning Environments (DELE)\" Model, inspires a new way teaching and learning in the 21\u003csup\u003est\u003c\/sup\u003e century, providing new pathways to transform our schools by challenging and changing ourselves. As we shift our mindset to realize that we can change systems by recognizing the barriers to equity and inclusion, we reimagine an education that realizes justice in our classrooms, anti-racism in society, and healing in our homes.  You will read and re-read the gems of culturally responsive teaching and build your capacity to sustain equitable and thriving learning environments for our students to thrive in a world where their lives truly matter.\u003c\/p\u003e -- Angela N. Campbell, Ph.D * Vice President of Cabrini University *\u003cbr\u003eI joyfully offer my endorsement of \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e.  At this critical moment in human history, scholars need a resource like this to be equipped with the tools that will empower teaching and learning at its fullness.  Dr. Stephanie Smith-Budhai and Dr. Kristine Lewis-Grant prove their scholarship in this work, especially by posing questions that lead to critical thinking. As an educator and a life-long learner, I plan to use this work and invite others to join me.   -- Stephen D. Thorne * Stephen D. Thorne  Doctoral Fellow, Center for Research and Mentoring of Black Male Students and Teachers, Bowie State University *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Matthew Kay Introduction: Why Culturally Responsive Teaching Matters in Dynamic Equitable Learning Environments Part One: Focusing on You: Unmasking Bias and Microaggressions Opening Vignette: Mr. Malcolm Williams Ch 1: Acknowledging Unconscious Bias Ch 2: Reducing Implicit and Explicit Bias Ch 3: Eliminating Microaggressions Part Two: Focusing on Your Relationships: Co-Constructing Meaningful Connections with Students and Families Opening Vignette: Ms. Asia Henderson Ch 4: Activating Students’ Assets and Cultural Capital Ch 5: Caring for Students Within their Sociopolitical Context Ch 6: Forging Reciprocal Relationships with Families and Communities Part Three:  Focusing on Your Pedagogical Practices: Incorporating Culturally Relevant Teaching Opening Vignette: Mr. Khemar Journey Ch 7. Developing Equity-Mindedness Ch 8: Planning Anti-bias Instruction Ch 9: Preparing Culturally Responsive Authentic Assessments Epilogue: A Call to Action: Leveraging One′s Own Power and Privilege to Dismantle Systematic Barriers for Sustainable and Equitable Learning References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213364055,"sku":"9781071855270","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855270.jpg?v=1723811824"},{"product_id":"how-learning-works-9781071856635","title":"How Learning Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTranslate the science of learning into strategies for maximum learning impact in your classroom.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThe content, skills, and understandings students need to learn today are as diverse, complex, and multidimensional as the students in our classrooms. How can educators best create the learning experiences students need to truly learn?\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eHow Learning Works: A Playbook\u003c\/em\u003e\u003c\/strong\u003eunpacks the science of how students learn and translates that knowledge into promising principles or practices that can be implemented in the classroom or utilized by students on their own learning journey. Designed to help educators create learning experiences that better align with how learning works, each module in this playbook is grounded in research and features prompts, tools, practice exercises, and discussion strategies that help teachers to\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eDescribe what is meant by learning in the local context of your classroom, including identifying any barriers to learning.\u003c\/li\u003e      \u003cli\u003eAdapt promising principles and practices to meet the specific needs of your studentsparticularly regarding motivation, attention, encoding, retrieval and practice, cognitive load and memory, productive struggle, and feedback.\u003c\/li\u003e      \u003cli\u003eTranslate research on learning into learning strategies that accelerate learning and build students' capacity to take ownership of their own learningsuch as summarizing, spaced practice, interleaved practice, elaborate interrogation, and transfer strategies.\u003c\/li\u003e      \u003cli\u003eGenerate and gather evidence of impact by engaging students in reciprocal teaching and effective feedback on learning.\u003c\/li\u003e  \u003c\/ul\u003e  Rich with resources that support the process of parlaying scientific findings into classroom practice, this playbook offers all the moves teachers need to design learning experiences that work for all students!\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments INTRODUCTION    The Purpose of This Learning Playbook    The Learning Plan With the Modules    Learning Within the Modules    Collaborating for Great Learning PART I CHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM?    A Definition of Learning    Checks for Understanding CHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING?    Three Different Types of Knowledge    Three Parts of the Learning Process    Checks for Understanding CHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING?    Acquisition    Consolidation    Storage    Challenges to Learning by Design    Checks for Understanding CHAPTER 4. HOW DO STUDENTS LEARN?    Learning Myths    The Science of Learning    Checks for Understanding PART II CHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATION    What Is Motivation?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 6. PROMISING PRINCIPLE 2: ATTENTION    What Is Attention?    Factors Influencing Attention    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODING    What Is Elaborate Encoding?    Components of Elaborate Encoding    Approaches to Promoting Elaborate Encoding    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICE    What Is Retrieval and Practice?    Timing of Retrieval    Types of Retrieval Practice    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOAD    What Is Cognitive Load?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLE    What Is Productive Struggle?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACK    What Is Feedback and What Makes It Effective?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding    Where to Next? PART III CHAPTER 12. EXPLICIT STRATEGY INSTRUCTION    The Gradual Release of Responsibility    Effective Learning Practices    A Return to Germane Cognitive Load    Checks for Understanding CHAPTER 13. LEARNING STRATEGY 1: GOAL SETTING    The Benefits of Goal Setting    Getting Ready for Goal Setting    The Process of Goal Setting    Checks for Understanding CHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGE    The Benefits of Integrating Prior Knowledge    Getting Ready to Integrate Prior Knowledge    A Process for Integrating Prior Knowledge    Bonus Material: Annotated Reading    Checks for Understanding CHAPTER 15. LEARNING STRATEGY 3: SUMMARIZING    Essential Characteristics of Summarizing    Getting Ready to Summarize    A Process for the Explicit Instruction of Summarizing    Checks for Understanding CHAPTER 16. LEARNING STRATEGY 4: MAPPING    Three Different Ways to Map    Getting Ready for Mapping    A Process for the Explicit Instruction of Summarizing    Checks for Understanding CHAPTER 17. LEARNING STRATEGY 5: SELF-TESTING    Benefits of Self-Testing    What if Learners Make Mistakes?    Getting Ready to Implement Self-Testing    A Process for Implementing Self-Testing    Bonus Material: Cooperative Learning    Checks for Understanding CHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATION    Benefits of Elaborative Interrogation    Getting Ready to Implement Elaborative Interrogation    Bonus Material: Jigsaw    A Process for Implementing Elaborative Interrogation    Checks for Understanding PART IV CHAPTER 19. GENERATING AND GATHERING EVIDENCE    Planning for Evaluation    Success Criteria and Evaluation    Planning to Gather Evidence    Planning to Collect and Organize Evidence    Making Sense of the Evidence    Conclusion References Index About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738214183255,"sku":"9781071856635","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071856635.jpg?v=1723811826"},{"product_id":"answers-to-your-biggest-questions-about-creating-a-dynamic-classroom-9781071856789","title":"Answers to Your Biggest Questions About Creating","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSerena Pariser and Victoria Lentfer provide answers to common questions that linger in the brain of a newer teacher. As a newer teacher myself, I wish a book like this existed when I started out. This book is engaging, informative, and so much more. Each section includes helpful tips and is easily organized and accessible. This book is truly an amazing guide for newer teachers, and I highly recommend it as it will form the perfect basis for that exciting and powerful start of a new journey. Teaching can be many things, but this book is truly a game changer for anyone starting out.\u003c\/p\u003e  \u003cp\u003e  Susan Jachymiak\u003cbr\u003e  Teacher, Leader, and Author\u003c\/p\u003e  \u003cp\u003e  \u003cbr\u003e  \u003cstrong\u003eCreate a positive and energetic classroom where learning can flourish.\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThis insightful, friendly guide to establishing a dynamic classroom is a lifeline of practical support for teachers, providing answers to your biggest questions at the moment you most need them.\u003c\/p\u003e  \u003cp\u003eThrough instructional tools, teaching tips, classroom examples, reading suggestions, and more, \u003cstrong\u003e\u003cem\u003eAnswers to Your Biggest Questions about Creating a Dynamic Classroom\u003c\/em\u003e\u003c\/strong\u003e equips teachers to embark on the path of success toward building a positive and energetic learning environment. It details brief, actionable answers to your most pressing questions in five areas of effort:\u003c\/p\u003e  \u003col\u003e      \u003cli\u003eHow do I build an affirming classroom community?\u003c\/li\u003e      \u003cli\u003eHow do I keep students at the center?\u003c\/li\u003e      \u003cli\u003eHow can I design effective, fun, and engaging learning for students?\u003c\/li\u003e      \u003cli\u003eHow can I make assessments work for me and my students?\u003c\/li\u003e      \u003cli\u003eWhat are the things I need to know that are rarely discussed in a teacher training program?\u003c\/li\u003e  \u003c\/ol\u003e  \u003cp\u003eThis is a resource to keep handy on your desk and reach for often for establishing a vibrant and welcoming classroom community. Practical guidance on topics such as communicating with parents, asking for administrator support, and maintaining a work\/life balance, help teachers not only succeed in the early years of teaching, but thrive.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA must-read for classroom teachers, for teacher leaders\/mentors, for teachers–intraining, and for teachers’ instructors. All great teachers know that there are five essential things that they need to know and do to create a dynamic classroom. This book answers the five \"big questions.\" In our current environment, teachers are asking for help creating a dynamic classroom. There isn’t another book on the market like it. This book is the answer to how to create a dynamic classroom that is student-centered, engaging, relationship-building, goal-oriented, and lively. -- Edward DeRoche * Director, Character Education Resource Center Department of Learning \u0026amp; Teaching, University of San Diego *\u003cbr\u003eSerena Pariser and Victoria Lentfer offer us exemplary classroom practices, teacher wisdom, and a healthy dose of optimism. They encourage us to \"take a deep breath\" and intentionally choose our next small step. The answers in this book can minimize stress, help teachers avoid burnout, and improve teacher retention. -- Carol Pelletier Radford * Author of Teaching With Light, Mentoring in Action, and The First Years Matter *\u003cbr\u003eSerena Pariser and Victoria Lentfer’s \u003cem\u003eAnswers to Your Biggest Questions About Creating a Dynamic Classroom\u003c\/em\u003e provides newer teachers with answers to common questions that linger in the brain of a newer teacher. As a newer teacher myself, I wish a book like this existed when I started out. This book is engaging, informative, and so much more. If you know a new teacher, work with a new teacher, or are a new teacher, this book is absolutely for you and will make the perfect gift for a new teacher in your life. Each section includes helpful tips and is easily organized and accessible. This book is truly an amazing guide for newer teachers, and I highly recommend it as it will form the perfect basis for that exciting and powerful start of a new journey. Teaching can be many things, but this book is truly a game changer for anyone starting out. -- Susan Jachymiak * Teacher, Leader, and Author *\u003cbr\u003e\u003cem\u003eAnswers to Your Biggest Questions About Creating a Dynamic Classroom\u003c\/em\u003e embraces the need for engagement of both the student and the teacher. It’s a book that not only helps a student to thrive as a learner but also helps a teacher to thrive as a coach, a guide, and a facilitator. Each chapter launches with an \"Imagine This\" scenario, and then breaks down and deconstructs what makes that moment in the classroom engaging and successful. The suggestions nod to what we all feel in the moment of classroom stress and give alternate solutions that are efficient and doable. This is a book that shares strategies for Monday, not someday. -- Heather Wolpert-Gawron * Author of Just Ask Us: Kids Speak Out on Student Engagement *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: How Do I Build an Affirming Classroom Community? Chapter 2: How Do I Keep Students at the Center? Chapter 3: How Can I Design Effective, Fun, and Engaging Learning for Students? Chapter 4: How Can I Make Assessments Work for Me and My Students? Chapter 5: What Are the Things I Need to Know.. But Are Rarely Discussed in a Teacher Training Program? References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738214379863,"sku":"9781071856789","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071856789.jpg?v=1723811826"},{"product_id":"the-vocabulary-playbook-9781071894309","title":"The Vocabulary Playbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eConcepts, conversation, collaborationvocabulary instruction is so much more than lists of words.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMore is more \u003c\/em\u003e\u003c\/strong\u003ewhen it comes to students' vocabulary knowledge, and in \u003cem\u003eThe Vocabulary Playbook, educators in K-12 \u003c\/em\u003eget ideas for transforming all children into curious, capable word learners. The key? Put away the word-list mindset, and embrace active modeling, peer work, and independent practice.\u003c\/p\u003e\u003cp\u003eFive modules offer direct instruction and effective routines that show how to:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eSelect and teach only the most high-utility, transferable words that are ripe for discussion\u003c\/li\u003e    \u003cli\u003eUse direct instruction to model word-solving in each content area\u003c\/li\u003e    \u003cli\u003eTeach morphology in ways that invite students to apply understandings in reading, writing, talk, and listening\u003c\/li\u003e    \u003cli\u003eTurn academic word-learning into a relevant experience with peer collaboration activities\u003c\/li\u003e    \u003cli\u003eCreate a culture of word consciousness\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe Vocabulary Playbook\u003cem\u003e raises the bar. The authors have captured why word learning is an inescapable part of every educator’s professional work. This indispensable book belongs on the desk of every teacher educator, classroom teacher, and in the collection of every preservice teacher. I absolutely love this book!\u003c\/em\u003e -- Patricia A. Edwards, Ph.D.\u003cbr\u003e\u003cem\u003eWith a focus on vocabulary instruction that incorporates a multidisciplinary approach, \u003c\/em\u003eThe Vocabulary Playbook \u003cem\u003eshares tried-and-true strategies that will improve student vocabulary while embedding instruction into the fabric of a classroom and school-wide culture.\u003c\/em\u003e -- Andy Schoenborn\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: Make It Intentional: A Framework for Vocabulary Instruction Module 2: Make It Transparent: How to Use Direct Instruction and Model Word Solving Module 3 Make It Transferrable: How to Harness the Power of Morphology Module 4: Make It Useable: How to Build Academic Vocabulary Through Peer Collaboration Module 5: Make It Personal: How to Promote Independence and Word Consciousness Among Students Module 6: Make Sure They Know: Assessing Word Knowledge\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738219557207,"sku":"9781071894309","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071894309.jpg?v=1723811830"},{"product_id":"how-scaffolding-works-9781071904152","title":"How Scaffolding Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eProvide the perfect structure and support to develop student independence.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eEffective scaffolding leads to learner autonomybut too many educators have been airlifting students to right answers, perpetuating a generation who don't know \u003cem\u003ehow\u003c\/em\u003e to learn. 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Most of all, educators will enjoy the techniques for using ongoing formative assessment and spiraling curriculum.\"\u003c\/em\u003e -- Virginia E. Kelsen, PhD\u003cbr\u003e\u003cem\u003e\"At a time when every educator and transformational leader are strategizing on how to eliminate inequities and achievement gaps among their scholars, this book is a valuable, timely resource. The authors have masterfully defined the characteristics of effective scaffolding to make instruction and learning both accessible and relevant for all learners, regardless of the level they begin.  I view this ′playbook′ as an absolute necessity—for its clarity and focus on the steps educators can take to help all scholars reach their highest academic potential.\"\u003c\/em\u003e -- Dana Trevethan\u003cbr\u003e\u003cem\u003e\"How Scaffolding Works is a highly-engaging and thought-provoking resource for school administrators, instructional coaches, and teachers to collaboratively learn about scaffolding. 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This playbook is a must read for anyone wanting to learn how to use high-effect size strategies to scaffold learning.\"\u003c\/em\u003e -- Alisa Barret\u003cbr\u003e\u003cem\u003e\"This text provides a fresh lens through which to view the practice of scaffolding, applicable to all grade bands and subject areas!\"\u003c\/em\u003e -- Tiffany Coleman\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: The Foundations of Scaffolding Module 2: The Origins of Scaffolding Module 3: A Model for How Scaffolding Works Module 4: Mental Models Module 5: Goal Setting Module 6: Deliberate Practice Module 7: Front-end Scaffolds Module 8: Distributed Scaffolds Module 9: Back-end Scaffolds Module 10: Peer Scaffolding Module 11: Fading Scaffolds Conclusion: So, How Does Scaffolding Work?\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738220441943,"sku":"9781071904152","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071904152.jpg?v=1723811831"},{"product_id":"biology-for-the-ib-diploma-exam-preparation-guide-9781107495685","title":"Biology for the IB Diploma Exam Preparation Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis Exam Preparation Guide contains up-to-date material that matches the new 2016 IB diploma syllabus and offers support for students as they prepare for their IB Diploma Biology exams. 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Human health and physiology; Glossary; Answers.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738255110487,"sku":"9781107495685","price":29.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781107495685.jpg?v=1723811864"},{"product_id":"structuring-drama-work-100-key-conventions-for-theatre-and-drama-cambridge-international-examinations-9781107530164","title":"Structuring Drama Work 100 Key Conventions for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eStructuring Drama Work is the only drama resource that explores 100 dramatic conventions and techniques and provides ideas for how to practise them.   This book explains dramatic conventions and what they do, explores how dramatic techniques can be used, provides cultural connections and global contexts and includes examples of the techniques in the context of plays and texts. 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Take your Python coding to the next level! Book 2 continues seamlessly on from Python Basics, offering full support and progressive tasks for students who have some basic programming experience and are ready to move on to slightly more challenging material.    You will learn how to program and customise a simple calculator and, most importantly, learn essential new programming ideas that will make you a much more accomplished coder.    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Answers to coursebook questions are included in this resource.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738301280599,"sku":"9781108455893","price":100.76,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108455893.jpg?v=1723811905"},{"product_id":"in-support-of-students-9781119885269","title":"In Support of Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFrom Katie 7\u003c\/p\u003e \u003cp\u003eFrom Kristan 8\u003c\/p\u003e \u003cp\u003eIntroduction 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Planning for Systems Change 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe View from My Window, Kristan 9\u003c\/p\u003e \u003cp\u003eOur Call 10\u003c\/p\u003e \u003cp\u003eThe Need for Complex Change 12\u003c\/p\u003e \u003cp\u003eUnfreeze-Change-Refreeze Model 13\u003c\/p\u003e \u003cp\u003eConcerns-Based Adoption 15\u003c\/p\u003e \u003cp\u003eImplementation Science 17\u003c\/p\u003e \u003cp\u003eImprovement Science 21\u003c\/p\u003e \u003cp\u003eSummary 24\u003c\/p\u003e \u003cp\u003eReflection Questions 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Understanding MTSS 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBaking, Not Caking 26\u003c\/p\u003e \u003cp\u003eDefining MTSS 26\u003c\/p\u003e \u003cp\u003eVision 32\u003c\/p\u003e \u003cp\u003eInstructional Design 32\u003c\/p\u003e \u003cp\u003eTiered Systems 33\u003c\/p\u003e \u003cp\u003eSystems and Structures 34\u003c\/p\u003e \u003cp\u003eSummary 36\u003c\/p\u003e \u003cp\u003eReflection Questions 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: The Power of Inclusive Practices 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Carrot Cake, Katie 38\u003c\/p\u003e \u003cp\u003eThe Opportunity Myth 39\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 41\u003c\/p\u003e \u003cp\u003eDeeper Learning 51\u003c\/p\u003e \u003cp\u003eDeeper Learning Tasks 53\u003c\/p\u003e \u003cp\u003eSummary 55\u003c\/p\u003e \u003cp\u003eReflection Questions 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Building Your Team and Crafting a Vision 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Ultimate Dream Team, Katie 57\u003c\/p\u003e \u003cp\u003eTeamwork Makes the Dream Work 58\u003c\/p\u003e \u003cp\u003eEstablishing the MTSS Team 58\u003c\/p\u003e \u003cp\u003eTeam Members 59\u003c\/p\u003e \u003cp\u003eTeam Process 61\u003c\/p\u003e \u003cp\u003eBuilding Team Norms 62\u003c\/p\u003e \u003cp\u003eCoordinating with Other Teams 65\u003c\/p\u003e \u003cp\u003eUnderstanding Effective Instructional Practice 66\u003c\/p\u003e \u003cp\u003eCreating the Vision 68\u003c\/p\u003e \u003cp\u003eDrafting the Vision 69\u003c\/p\u003e \u003cp\u003eSummary 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Kicking Off the Needs Assessment Process 72\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMy Reflection in the Mirror, Kristan 72\u003c\/p\u003e \u003cp\u003eWhere Do I Start? Katie 73\u003c\/p\u003e \u003cp\u003eSeeing Our Current Systems 73\u003c\/p\u003e \u003cp\u003eDocument Review 75\u003c\/p\u003e \u003cp\u003eDocument Review Sample: High School Schedule 78\u003c\/p\u003e \u003cp\u003eAsset Mapping 81\u003c\/p\u003e \u003cp\u003eSystems Inventory 83\u003c\/p\u003e \u003cp\u003eSummary 84\u003c\/p\u003e \u003cp\u003eReflection Questions 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Data Analysis to Prepare for MTSS 86\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Lived Experiences, Kristan 86\u003c\/p\u003e \u003cp\u003eData Analysis 87\u003c\/p\u003e \u003cp\u003eOutcomes Data 88\u003c\/p\u003e \u003cp\u003eInstructional Data 89\u003c\/p\u003e \u003cp\u003ePerspectives Data 89\u003c\/p\u003e \u003cp\u003eSystems Data 90\u003c\/p\u003e \u003cp\u003eEquity Reviews 90\u003c\/p\u003e \u003cp\u003eTransforming Equity Reviews Into Action 93\u003c\/p\u003e \u003cp\u003ePrepare Your Data Culture 95\u003c\/p\u003e \u003cp\u003eSet a Positive Data Culture 95\u003c\/p\u003e \u003cp\u003eCreate a Comprehensive Assessment Map 96\u003c\/p\u003e \u003cp\u003eDesign a Data Decision Flowchart 97\u003c\/p\u003e \u003cp\u003eCreate Data Systems 99\u003c\/p\u003e \u003cp\u003eSummary 100\u003c\/p\u003e \u003cp\u003eReflection Questions 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Conducting the Self-Assessment 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRefinishing the Glider, Katie 101\u003c\/p\u003e \u003cp\u003eCompleting the Self-Assessment 102\u003c\/p\u003e \u003cp\u003eInstructional Vision 104\u003c\/p\u003e \u003cp\u003eInstructional Design 105\u003c\/p\u003e \u003cp\u003eTiered Systems 108\u003c\/p\u003e \u003cp\u003eSystems and Structures 111\u003c\/p\u003e \u003cp\u003eKey Findings 114\u003c\/p\u003e \u003cp\u003eSummary 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Root-Cause Analysis 118\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDown the River 118\u003c\/p\u003e \u003cp\u003eIdentify Potential Root Causes 119\u003c\/p\u003e \u003cp\u003eOrganizing Your Proposed Root Causes Around Control 120\u003c\/p\u003e \u003cp\u003eReview Root Causes for Leverage 121\u003c\/p\u003e \u003cp\u003eValidate Your Root Causes 122\u003c\/p\u003e \u003cp\u003eVerify Your Root Causes 123\u003c\/p\u003e \u003cp\u003eSummary 124\u003c\/p\u003e \u003cp\u003eReflection Questions 124\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Planning for Success 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWalk with Me, Kristan 126\u003c\/p\u003e \u003cp\u003eSample Process Overview 127\u003c\/p\u003e \u003cp\u003eWriting SMART Goals 133\u003c\/p\u003e \u003cp\u003eVetting Your Plan 137\u003c\/p\u003e \u003cp\u003eLogic Models 139\u003c\/p\u003e \u003cp\u003eYour Turn 144\u003c\/p\u003e \u003cp\u003eAction Planning 145\u003c\/p\u003e \u003cp\u003eSummary 148\u003c\/p\u003e \u003cp\u003eReflection Questions 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Implementing Systems 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAvoiding the Fate of Sisyphus 149\u003c\/p\u003e \u003cp\u003eUnpacking Fidelity 150\u003c\/p\u003e \u003cp\u003eFidelity Checks in Practice 154\u003c\/p\u003e \u003cp\u003eFeedback Loops 155\u003c\/p\u003e \u003cp\u003eA Case Study: Integrating MTSS 157\u003c\/p\u003e \u003cp\u003eSummary 160\u003c\/p\u003e \u003cp\u003eReferences 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Sample Action Steps for MTSS Strategy 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVision Action Steps 177\u003c\/p\u003e \u003cp\u003eInstructional Design Sample Action Steps 177\u003c\/p\u003e \u003cp\u003eCurricular Materials 178\u003c\/p\u003e \u003cp\u003eEquitable Practices 178\u003c\/p\u003e \u003cp\u003ePedagogy 179\u003c\/p\u003e \u003cp\u003eAssessment 179\u003c\/p\u003e \u003cp\u003eLearning Environment 180\u003c\/p\u003e \u003cp\u003eTiered Systems Planning 181\u003c\/p\u003e \u003cp\u003eTiered Supports 181\u003c\/p\u003e \u003cp\u003eData Systems 182\u003c\/p\u003e \u003cp\u003eAccess to Resources 182\u003c\/p\u003e \u003cp\u003eLeveraging Systems and Structures 184\u003c\/p\u003e \u003cp\u003eStaff Development and Competency 184\u003c\/p\u003e \u003cp\u003eStructural Support 185\u003c\/p\u003e \u003cp\u003eContinuous Improvement Cycles 185\u003c\/p\u003e \u003cp\u003eHuman Resources 187\u003c\/p\u003e \u003cp\u003eAbout the Authors 187\u003c\/p\u003e \u003cp\u003eKatie Novak, Ed.D. 188\u003c\/p\u003e \u003cp\u003eKristan Rodriguez, Ph.D. 189\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738367930711,"sku":"9781119885269","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119885269.jpg?v=1723811983"},{"product_id":"teaching-at-its-best-a-researchbased-resource-for-college-instructors-fifth-edition-9781119860228","title":"Teaching at Its Best  A ResearchBased Resource","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors xi\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Teaching Preparation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Understanding Your Students and How They Learn 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Students in Your Course 3\u003c\/p\u003e \u003cp\u003eHow People Learn 5\u003c\/p\u003e \u003cp\u003eHow Structure Increases Learning 7\u003c\/p\u003e \u003cp\u003eThe Cognitive Development of Undergraduates 10\u003c\/p\u003e \u003cp\u003eEncouraging Cognitive Growth 12\u003c\/p\u003e \u003cp\u003eTeaching Today’s Students 13\u003c\/p\u003e \u003cp\u003eMeeting the Challenge 14\u003c\/p\u003e \u003cp\u003eReflection Questions 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Designing Outcomes- Centered Courses 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Outcomes- Centered Course Design? 18\u003c\/p\u003e \u003cp\u003eWriting Outcomes 19\u003c\/p\u003e \u003cp\u003eTypes of Outcomes 20\u003c\/p\u003e \u003cp\u003eTypes of Cognitive Outcomes 22\u003c\/p\u003e \u003cp\u003eSequencing Outcomes Into a Learning Process 25\u003c\/p\u003e \u003cp\u003eFrameworks for Course Design 28\u003c\/p\u003e \u003cp\u003eShowing Students Their Learning Process 30\u003c\/p\u003e \u003cp\u003eOutcomes- Centered Course Development 30\u003c\/p\u003e \u003cp\u003eThe Big Picture 33\u003c\/p\u003e \u003cp\u003eReflection Questions 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Including Critical Thinking Into a Course Design 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Many Faces of Critical Thinking 36\u003c\/p\u003e \u003cp\u003eCommon Ground 37\u003c\/p\u003e \u003cp\u003eCritical Thinking Outcomes for Your Students 38\u003c\/p\u003e \u003cp\u003eGiving Students Practice in Critical Thinking 40\u003c\/p\u003e \u003cp\u003eThe Goal: Critical Thinking in Everyday Life 44\u003c\/p\u003e \u003cp\u003eReflection Questions 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Deciding What Technology to Use 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoosing Technologies Intelligently 47\u003c\/p\u003e \u003cp\u003eModels for Implementing Technology 49\u003c\/p\u003e \u003cp\u003eLecture- Related Software 50\u003c\/p\u003e \u003cp\u003eThe Learning Management System 52\u003c\/p\u003e \u003cp\u003eThe Flipped Classroom 55\u003c\/p\u003e \u003cp\u003eSocial Media 57\u003c\/p\u003e \u003cp\u003eMobile Learning in Class 59\u003c\/p\u003e \u003cp\u003eLaptops in Class 59\u003c\/p\u003e \u003cp\u003eWeb Resources 61\u003c\/p\u003e \u003cp\u003eThe Future of Educational Technology 62\u003c\/p\u003e \u003cp\u003eReflection Questions 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Building a More Complete Syllabus 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Extensive? What Tone? 65\u003c\/p\u003e \u003cp\u003eEssential Syllabus Items 67\u003c\/p\u003e \u003cp\u003eThe Graphic Syllabus 71\u003c\/p\u003e \u003cp\u003eEnsuring Your Students Read Your Syllabus 72\u003c\/p\u003e \u003cp\u003eAdding a Creative Element 74\u003c\/p\u003e \u003cp\u003eReflection Questions 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Following Copyright Guidelines 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere Copyright Does and Does Not Apply 78\u003c\/p\u003e \u003cp\u003eCommon Copyright Misconceptions 78\u003c\/p\u003e \u003cp\u003eFree Use: Fair Use, Facts, and Public Domain 79\u003c\/p\u003e \u003cp\u003ePrinted Text 79\u003c\/p\u003e \u003cp\u003eImages 80\u003c\/p\u003e \u003cp\u003eIn- Class Performances 81\u003c\/p\u003e \u003cp\u003eRecording Broadcast Programming 81\u003c\/p\u003e \u003cp\u003eOnline Materials 82\u003c\/p\u003e \u003cp\u003eObtaining Permission or a License 83\u003c\/p\u003e \u003cp\u003eHow Copyright Violations Are Actually Handled 84\u003c\/p\u003e \u003cp\u003eFor Further and Future Reference 84\u003c\/p\u003e \u003cp\u003eReflection Questions 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 The Human Side Of Teaching 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Establishing a Positive Learning Community 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning a Welcoming Classroom 90\u003c\/p\u003e \u003cp\u003eA Welcoming First Day of Class 91\u003c\/p\u003e \u003cp\u003eLearning Students’ Names 96\u003c\/p\u003e \u003cp\u003eMaintaining a Welcoming Environment 97\u003c\/p\u003e \u003cp\u003eReflection Questions 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Becoming an Increasingly Inclusive Teacher 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInclusive Climate in the Classroom 100\u003c\/p\u003e \u003cp\u003eDiverse Perspectives 103\u003c\/p\u003e \u003cp\u003eRepresentation in Course Content 104\u003c\/p\u003e \u003cp\u003eMitigate Inequities In and Out of the Classroom 105\u003c\/p\u003e \u003cp\u003eTeaching So Everyone Learns 108\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 110\u003c\/p\u003e \u003cp\u003eBuilding Out Inclusive Teaching Skills 110\u003c\/p\u003e \u003cp\u003eReflection Questions 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Enhancing Student Motivation 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntrinsic and Extrinsic Motivation 113\u003c\/p\u003e \u003cp\u003eStudents’ Perceptions of Motivators in Their Courses 114\u003c\/p\u003e \u003cp\u003ePerceived Value of College and Its Impact on Motivation 115\u003c\/p\u003e \u003cp\u003eTheories of Motivation 115\u003c\/p\u003e \u003cp\u003eFifty Strategies to Motivate Students 119\u003c\/p\u003e \u003cp\u003eNo Magic Bullets 122\u003c\/p\u003e \u003cp\u003eReflection Questions 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Managing Productive Groups 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Group by Any Other Name 125\u003c\/p\u003e \u003cp\u003eThe Case for Group Learning 126\u003c\/p\u003e \u003cp\u003eCautions About Group Learning 127\u003c\/p\u003e \u003cp\u003eManaging and Troubleshooting In- Class Ad Hoc Groups 128\u003c\/p\u003e \u003cp\u003eSetting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129\u003c\/p\u003e \u003cp\u003eTeam- Based Learning 133\u003c\/p\u003e \u003cp\u003ePreparing Students for Life 135\u003c\/p\u003e \u003cp\u003eReflection Questions 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Preventing and Responding to Classroom Incivility 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Incivility? 138\u003c\/p\u003e \u003cp\u003eWhy the Incivilities? 138\u003c\/p\u003e \u003cp\u003ePreventing Incivility 140\u003c\/p\u003e \u003cp\u003eResponding Wisely to Incivility 145\u003c\/p\u003e \u003cp\u003eSeeking Assistance 148\u003c\/p\u003e \u003cp\u003eReflection Questions 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Preserving Academic Integrity 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Prevalent Is Cheating? 152\u003c\/p\u003e \u003cp\u003eWhy Do Students Cheat? 153\u003c\/p\u003e \u003cp\u003eDetecting Cheating 153\u003c\/p\u003e \u003cp\u003eForty Ways to Catch a Cheater or Prevent Cheating 154\u003c\/p\u003e \u003cp\u003eHonor Codes 156\u003c\/p\u003e \u003cp\u003eChanging Student Values 157\u003c\/p\u003e \u003cp\u003eReflection Questions 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Tried- And- True Teaching Methods 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Matching Teaching Methods with Learning Outcomes 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Tools 162\u003c\/p\u003e \u003cp\u003eA Tool for Organizing Your Course 171\u003c\/p\u003e \u003cp\u003eHas Our Knowledge Changed Our Teaching? 172\u003c\/p\u003e \u003cp\u003eReflection Questions 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Lecturing for Student Learning 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Isn’t Lecture Versus Active Learning 176\u003c\/p\u003e \u003cp\u003eWhen Lectures Work and Other Lecture Considerations 176\u003c\/p\u003e \u003cp\u003ePreparing an Effective Lecture 178\u003c\/p\u003e \u003cp\u003eDelivering an Effective Lecture 180\u003c\/p\u003e \u003cp\u003eCombining Lecture with Engagement: The Interactive Lecture 181\u003c\/p\u003e \u003cp\u003eTeaching Students to Take Good Notes 185\u003c\/p\u003e \u003cp\u003eMaking the Lecture Effective 187\u003c\/p\u003e \u003cp\u003eReflection Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Leading Effective Discussions 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen to Choose Discussion 189\u003c\/p\u003e \u003cp\u003eSetting the Stage for Discussion at the Start of Your Course 190\u003c\/p\u003e \u003cp\u003eEncouraging Participation 191\u003c\/p\u003e \u003cp\u003eSkillful Discussion Management 194\u003c\/p\u003e \u003cp\u003eQuestioning Techniques 197\u003c\/p\u003e \u003cp\u003eOrganizing Discussion Questions 198\u003c\/p\u003e \u003cp\u003eTurning the Tables 201\u003c\/p\u003e \u003cp\u003eReflection Questions 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Coordinating Experiential Learning Experiences 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRole- Playing 203\u003c\/p\u003e \u003cp\u003eSerious Games and Simulations 206\u003c\/p\u003e \u003cp\u003eService- Learning: Moving Learning Out of the Classroom 209\u003c\/p\u003e \u003cp\u003eMaximizing the Value of Structured Participatory Learning Experiences 212\u003c\/p\u003e \u003cp\u003eReflection Questions 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Teaching with Inquiry- Guided Methods 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions of Inquiry- Guided Learning 215\u003c\/p\u003e \u003cp\u003eThe Effectiveness of Inquiry- Guided Learning 216\u003c\/p\u003e \u003cp\u003eThe Need for Student Guidance 216\u003c\/p\u003e \u003cp\u003eObjects of Inquiry 217\u003c\/p\u003e \u003cp\u003eModes of Inquiry 218\u003c\/p\u003e \u003cp\u003eTypes of Inquiry- Based Learning 219\u003c\/p\u003e \u003cp\u003eUpcoming Inquiry- Guided Methods 222\u003c\/p\u003e \u003cp\u003eReflection Questions 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Creating Engaging Cases 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Effectiveness of the Case Method 225\u003c\/p\u003e \u003cp\u003eThe Subject Matter and Websites for Cases 226\u003c\/p\u003e \u003cp\u003eTypes of Cases 227\u003c\/p\u003e \u003cp\u003eWhat Makes a Good Case, and How to Write Your Own 228\u003c\/p\u003e \u003cp\u003eFacilitating Cases 230\u003c\/p\u003e \u003cp\u003eA Postscript for Pioneers 232\u003c\/p\u003e \u003cp\u003eReflection Questions 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Tools and Techniques To Facilitate Learning 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Helping Students Learn How to Learn 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning as an “Inside Job” 235\u003c\/p\u003e \u003cp\u003eThe Learner’s Questions 237\u003c\/p\u003e \u003cp\u003eThe Evidence for SRL 237\u003c\/p\u003e \u003cp\u003eActivities and Assignments for Every Occasion 241\u003c\/p\u003e \u003cp\u003eSources for Teaching Your Students How to Learn 245\u003c\/p\u003e \u003cp\u003eReflection Questions 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Enhancing Student Success in STEM Disciplines 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy We Are Likely Losing STEM Majors 248\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: General Advice 249\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: Specific Strategies 251\u003c\/p\u003e \u003cp\u003eGetting Real in the Lab 254\u003c\/p\u003e \u003cp\u003eOnline Resources for STEM Education 256\u003c\/p\u003e \u003cp\u003eWhy STEM Education Is So Important 256\u003c\/p\u003e \u003cp\u003eReflection Questions 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Ensuring Students Prepare for Class 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Students Don’t Prepare 260\u003c\/p\u003e \u003cp\u003eHow We Can Equip and Induce Students to Come Prepared 262\u003c\/p\u003e \u003cp\u003eFour Tools for Holding Students Accountable 266\u003c\/p\u003e \u003cp\u003eManaging Your Workload 269\u003c\/p\u003e \u003cp\u003eReflection Questions 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Integrating Styles and Modes of Learning 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Styles 271\u003c\/p\u003e \u003cp\u003eLearning Styles Myth 272\u003c\/p\u003e \u003cp\u003eModes of Learning 273\u003c\/p\u003e \u003cp\u003eExamples of Visuals for Learning 279\u003c\/p\u003e \u003cp\u003eCombining Modes 283\u003c\/p\u003e \u003cp\u003eReflection Questions 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Improving Student Performance with Feedback 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeedback Fails and Suggestions for Success 285\u003c\/p\u003e \u003cp\u003eMetacognition as Feedback 288\u003c\/p\u003e \u003cp\u003ePeer Feedback 289\u003c\/p\u003e \u003cp\u003eClassroom Assessment Techniques 289\u003c\/p\u003e \u003cp\u003eDuring- the- Term Student Feedback on Teaching 291\u003c\/p\u003e \u003cp\u003eThe Power of Feedback 292\u003c\/p\u003e \u003cp\u003eReflection Questions 293\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Assessment and Grading 295\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Helping Students to Prepare for Exams 297\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImportance of Helping Students to Prepare 297\u003c\/p\u003e \u003cp\u003eTest Preparation Measures 298\u003c\/p\u003e \u003cp\u003eMeasures to Ensure Students Understand Our Language 301\u003c\/p\u003e \u003cp\u003eAnxiety- Reduction Measures 301\u003c\/p\u003e \u003cp\u003eWhat the Effort Is Worth 302\u003c\/p\u003e \u003cp\u003eReflection Questions 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Constructing Student Assessments for Grading 305\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Guidelines 305\u003c\/p\u003e \u003cp\u003eObjective Test Items 307\u003c\/p\u003e \u003cp\u003eConstructed- Response Test Items and Assignments 314\u003c\/p\u003e \u003cp\u003eUsing Assessments to Make Teaching Adjustments 318\u003c\/p\u003e \u003cp\u003eReflection Questions 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Grading Student Assessments 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGrading Systems 319\u003c\/p\u003e \u003cp\u003eGrading Constructed Responses 320\u003c\/p\u003e \u003cp\u003eGrading Lab Reports 327\u003c\/p\u003e \u003cp\u003eMechanics of Writing 327\u003c\/p\u003e \u003cp\u003eSpecifications (Specs) Grading 328\u003c\/p\u003e \u003cp\u003eReturning Students’ Work 329\u003c\/p\u003e \u003cp\u003eUngrading 330\u003c\/p\u003e \u003cp\u003eGrades Should Make Sense 331\u003c\/p\u003e \u003cp\u003eReflection Questions 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Defining and Documenting Teaching Effectiveness 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Teaching Effectiveness? 333\u003c\/p\u003e \u003cp\u003eWhat Student Ratings Do and Do Not Measure 334\u003c\/p\u003e \u003cp\u003eHow to Improve Your Student Ratings 336\u003c\/p\u003e \u003cp\u003eDocumenting Your Effectiveness 338\u003c\/p\u003e \u003cp\u003eA Comprehensive Faculty Evaluation System 344\u003c\/p\u003e \u003cp\u003eComplex and Essential 347\u003c\/p\u003e \u003cp\u003eReflection Questions 347\u003c\/p\u003e \u003cp\u003eAppendix: Support Resources at Your Institution 349\u003c\/p\u003e \u003cp\u003eReferences 355\u003c\/p\u003e \u003cp\u003eName Index 397\u003c\/p\u003e \u003cp\u003eSubject Index 405\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738371699031,"sku":"9781119860228","price":34.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119860228.jpg?v=1723811988"},{"product_id":"shift-teaching-forward-9781119900207","title":"Shift Teaching 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What are 21st century employers looking for in applicants, and how do we coach jobseekers to be ready on day one? Now is the time to rethink and expand how we prepare job seekers for the roles that will launch their careers. In \u003ci\u003eShift Teaching Forward,\u003c\/i\u003e Kelly Cassaro gives educators the knowledge, insight, and practical advice they need to prime students for the social, emotional, and behavioral skills they need to thrive in tomorrow's workplace. \u003c\/p\u003e \u003cp\u003e\u003ci\u003eShift Teaching Forward\u003c\/i\u003e showcases the ecosystem of elements that characterizes a successful job-training program. As educators, we need to focus not only on standards alignment and technical skills, but also on the soft skills that will make students stand out as job candidates. In today's labor market, being able to do the job is just the f\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The Jobs Landscape Is Changing 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChange Is the Only Constant 10\u003c\/p\u003e \u003cp\u003eThe Pandemic and Everything After 13\u003c\/p\u003e \u003cp\u003eUnderstanding the Future of Work 14\u003c\/p\u003e \u003cp\u003eWho Does the Work 16\u003c\/p\u003e \u003cp\u003eHow the Work Is Done 19            \u003c\/p\u003e \u003cp\u003eGiving Students the Advantage 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Connection between Education and Employment 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Bridge between Secondary Education and Employment 29\u003c\/p\u003e \u003cp\u003eChallenges and Barriers 33\u003c\/p\u003e \u003cp\u003eSage on the Stage, Guide on the Side 34\u003c\/p\u003e \u003cp\u003eEvolving Mindsets 38\u003c\/p\u003e \u003cp\u003eThe Importance of Equity in Education 39\u003c\/p\u003e \u003cp\u003eA Sense of Belonging 42\u003c\/p\u003e \u003cp\u003eEmbedding Employability into the Curriculum 43\u003c\/p\u003e \u003cp\u003eGuaranteed Work Experience 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Two Frameworks for Understanding Social-Emotional Skills 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSEL in the Jobs-Training Landscape 46\u003c\/p\u003e \u003cp\u003eWhat Is Social and Emotional Learning? 49\u003c\/p\u003e \u003cp\u003eWhich SEL Skills Need to Be Taught? 51\u003c\/p\u003e \u003cp\u003eThe CASEL 5: Core SEL Competencies 52\u003c\/p\u003e \u003cp\u003eDurable Skills Framework 60\u003c\/p\u003e \u003cp\u003eWhat Are Durable Skills? 61\u003c\/p\u003e \u003cp\u003eClosing Thoughts on Social and Emotional Learning 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Does Teaching Social-Emotional Learning Work? 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEmotional Intelligence and Academic Achievement 78\u003c\/p\u003e \u003cp\u003eLinks between Moral Reasoning and Academic Performance 80\u003c\/p\u003e \u003cp\u003eSchool-Wide SEL Programming’s Impact on Academic Performance 81\u003c\/p\u003e \u003cp\u003eSchool-Wide SEL Programming’s beyond Academic Achievement 82\u003c\/p\u003e \u003cp\u003eCharacteristics of Successful SEL Programs 83\u003c\/p\u003e \u003cp\u003eLongevity of Impacts from SEL Interventions 86\u003c\/p\u003e \u003cp\u003eEmotional Intelligence and Job Performance 88\u003c\/p\u003e \u003cp\u003eThe Case for SEL: A Summary 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Evaluating Social-Emotional Learning Needs, Activities, and Outcomes 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStart with the End in Mind 92\u003c\/p\u003e \u003cp\u003eWhat Does Formative Evaluation Involve? 94\u003c\/p\u003e \u003cp\u003eEight Steps to Support the Formative Evaluation Process 94\u003c\/p\u003e \u003cp\u003eWhat Does Process Evaluation Involve? 98\u003c\/p\u003e \u003cp\u003eExploring the Kirkpatrick Model 99\u003c\/p\u003e \u003cp\u003eWhat Does End-of-Program Evaluation Involve? 102\u003c\/p\u003e \u003cp\u003eBest Practices in Experimental Design 104\u003c\/p\u003e \u003cp\u003eHow Do We Robustly Measure SEL? 106\u003c\/p\u003e \u003cp\u003eEthics 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Overcoming Student-Specific Employability Challenges 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIncreasing Exposure and Igniting Interest 117\u003c\/p\u003e \u003cp\u003eIncreasing Social Capital 119\u003c\/p\u003e \u003cp\u003eIdentifying and Overcoming Pressures 120\u003c\/p\u003e \u003cp\u003eIdentifying Student Strengths 122\u003c\/p\u003e \u003cp\u003eCultivating a Sense of Belonging 123\u003c\/p\u003e \u003cp\u003eChallenges beyond the Educator’s Reach 125\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Establishing Common Language for an Employability-Driven Classroom Culture 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommon Language for Career-Focused Competencies 128\u003c\/p\u003e \u003cp\u003eCommon Language for a Culture of Learning and Teaching 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Classroom Strategies to Increase Employability 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThree Strategies for Creating a Supportive Culture 144\u003c\/p\u003e \u003cp\u003eRole Plays and Case Studies 150\u003c\/p\u003e \u003cp\u003eBring In the Learning and Take Out the Learning 155\u003c\/p\u003e \u003cp\u003eEmbrace AI in Your Teaching Practice 158\u003c\/p\u003e \u003cp\u003eMicro-Moments for Increased Career Awareness 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Developing Curriculum Where Employment Comes First 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Employability-Focused Curriculum Design Process 170\u003c\/p\u003e \u003cp\u003eEmployment at the Center of Design 188\u003c\/p\u003e \u003cp\u003eA Note on Design Thinking 190\u003c\/p\u003e \u003cp\u003eConclusion 193\u003c\/p\u003e \u003cp\u003eThere Is Power in Community 194\u003c\/p\u003e \u003cp\u003eStart Somewhere, and Start Small 195\u003c\/p\u003e \u003cp\u003eEverything Begins with Intention 197\u003c\/p\u003e \u003cp\u003eGo Forward 198\u003c\/p\u003e \u003cp\u003eResource Guide 199\u003c\/p\u003e \u003cp\u003eReferences 207\u003c\/p\u003e \u003cp\u003eAcknowledgments 211\u003c\/p\u003e \u003cp\u003eAbout the Authors 213\u003c\/p\u003e \u003cp\u003eIndex 215\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738374680919,"sku":"9781119900207","price":18.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119900207.jpg?v=1723811991"},{"product_id":"exam-review-for-master-educator-3rd-edition-9781133776598","title":"Exam Review for Master Educator 3rd Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is the primary student supplement to Milady?s Master Educator. 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Prepare Your Child for Middle Grades (Grades 6th, 7th, 8th) Chapter 19.  Prepare Your Child for High School Grades (Grades 9th, 10th, 11th, 12th) Chapter 20.  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Interpreting and discussing results","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738567979351,"sku":"9781316637401","price":11.97,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781316637401.jpg?v=1720049497"},{"product_id":"cambridge-checkpoint-mathematics-challenge-workbook-8-9781316637425","title":"Cambridge Checkpoint Mathematics Challenge","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten by well-respected authors, the Cambridge Checkpoint Mathematics suite provides a comprehensive structured resource which covers the full Cambridge Secondary 1 Mathematics framework in three stages.  This Checkpoint Mathematics Challenge Workbook 8 provides further materials for students to develop deeper knowledge of mathematics. 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The volume illuminates the many affordances of digital technologies in the classroom (physical and virtual) while asserting the winning claim that Shakespearean pedagogies are at their best when active, co-creative, and fully inclusive—indeed, one of the advantages of digital technology is the potential to diminish hierarchies of power and inspire co-creative action as a path to meaningful and persistent interpretation. The volume will be warmly welcomed and widely embraced. -- Elliott Visconsi, University of Notre Dame, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of figures Notes on contributors Foreword     \u003ci\u003eMichael Witmore (Folger Shakespeare Library, USA)\u003c\/i\u003e  Introduction     \u003ci\u003eDiana E. Henderson (MIT, USA)\u003c\/i\u003e\u003ci\u003e and Kyle Sebastian Vitale (Temple University USA)\u003c\/i\u003e  Part One   Teaching Academic and Digital Literacy  1. Shakespeare Students as Scribes: Documenting the Classroom through Collaborative Digital Note-taking        \u003ci\u003eCyrus Mulready (\u003c\/i\u003e\u003ci\u003eSUNY New Paltz, USA)\u003c\/i\u003e       2. The \u003ci\u003eShakespeare CoLab\u003c\/i\u003e: a Digital Learning Environment for Shakespeare Studies   \u003ci\u003e      Rachael Deagman Simonetta\u003c\/i\u003e\u003ci\u003e, with Melanie Lo (both \u003c\/i\u003e\u003ci\u003eUniversity of Colorado, Boulder, USA)\u003c\/i\u003e   3. ‘Reading Strange Matters’: Digital Approaches to Early Modern Transnational Print History     \u003ci\u003e     Kathryn Vomero Santos (\u003c\/i\u003e\u003ci\u003eTrinity University, USA)\u003c\/i\u003e  Part Two   Teaching Diversity, Equity, and Inclusion  4. (Early) Modern Literature: Crossing the ‘Sonic Color Line’  \u003ci\u003eDavid Sterling Brown (Binghamton University USA)\u003c\/i\u003e  5. Diversifying Shakespeare: Intersections of Technology and Identity        \u003ci\u003eMeg Lota Brown and Kyle DiRoberto (both \u003c\/i\u003e\u003ci\u003eUniversity of Arizona, USA)\u003c\/i\u003e  6. The British Black and Asian Shakespeare Performance Database: Reclaiming Theatre History      \u003ci\u003e  Jami Rogers (University of Warwick, UK)\u003c\/i\u003e  7. Reading Interculturality in Class: Contextualising Global Shakespeares in and through A|S|I|A       \u003ci\u003e Eleine Ng-Gagneux (National University of Singapore, Singapore)\u003c\/i\u003e  Part Three.  Teaching with Traditional and Modern Archives  8. Shakespeare at Basecamp      \u003ci\u003e Kristen Poole with Jake Cohen (University of Delaware, USA)\u003c\/i\u003e  9. \u003ci\u003eThe Victorian Illustrated Shakespeare Archive\u003c\/i\u003e: Art to Enchant         \u003ci\u003eMichael John Goodman (Cardiff University, UK)\u003c\/i\u003e  10. Student-Curated Archives and the Digital Design of Shakespeare in Performance        \u003ci\u003eMarcia McDonald, Joel Overall, and Jayme M. Yeo (all Belmont University, USA)\u003c\/i\u003e  Part Four   Teaching in Hybrid and Online Learning Environments  11. Performance and Pedagogy: The Global Shakespeares Online \u003ci\u003eMerchant of Venice\u003c\/i\u003e Course         \u003ci\u003eSarah Connell (Northeastern University, USA)\u003c\/i\u003e  12. Translating Shakespeare from Scene to Screen, and Back Again: Digital Tools for Teaching \u003ci\u003eRichard III\u003c\/i\u003e \u003ci\u003e       Loreen Giese (Ohio University, USA)\u003c\/i\u003e  13. Dividing the Kingdoms: Interdisciplinary Methods for Teaching Shakespeare to Undergraduates      \u003ci\u003e Jaime Goodrich (Wayne State University, USA), with Sarah Noble (Berkley, Michigan, USA)\u003c\/i\u003e  Part Five   Teaching in Web 3.0  14. Mapping the Global Absent in Shakespeare: Lessons Learned from a Student-Faculty Collaboration       \u003ci\u003eJohn S. Garrison with Ahon Gooptu (both Grinnell College, USA)\u003c\/i\u003e  15. Shakespeare Reloaded’s \u003ci\u003eShakeserendipity \u003c\/i\u003eGame: Pedagogy at the Edge of Chaos     \u003ci\u003e  Liam E. Semler (University of Sydney, Australia)\u003c\/i\u003e  A Closing Note      \u003ci\u003eDiana E. Henderson and Kyle Sebastian Vitale\u003c\/i\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738589868375,"sku":"9781350109711","price":21.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350109711.jpg?v=1720049574"},{"product_id":"reflective-teaching-in-early-education-9781350127593","title":"Reflective Teaching in Early Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. \u003c\/b\u003eFor this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today's early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old.\u003ci\u003e\u003cb\u003eReflective Teaching in Early Education\u003c\/b\u003e \u003c\/i\u003euniquely provides two levels of support:- Practical, evidence-based guidance on key early years issues  including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies- Evidence-informed principles' and ''concepts'' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAt a time of crisis and instability, young children need well informed, compassionate and critical advocates who recognise their responsibility to interpret ‘top-down’ policies and directives, accommodating the different needs of individual children. \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e offers an excellent, up-to-date resource for developing this engaged professionalism. * Rod Parker-Rees, Visiting Research Fellow, University of Plymouth, UK *\u003cbr\u003eEssential literature for ECE professionals. By its unique, evidence-based orientation it recognizes reflective practice as a foundation in supporting child- centred practice in ECE settings. * Adrijana Visnjic-Jevtic, Assistant Professor, Faculty of Teacher Education, University of Zagreb, Croatia *\u003cbr\u003e\u003ci\u003e\u003c\/i\u003eA great conduit for engaging practitioners \u0026amp; teachers in reflecting critically about teaching and learning in the early years, but also does much more. Almost every page offers case studies and reflective points that make the ideas come to life. In every chapter I found ideas that spurred my thinking and practice, and so will you. * Anna Colgan, Early Childhood Lecturer, Abingdon and Witney College, Open University, UK *\u003cbr\u003e[Praise for the first edition] It is very exciting to have a book in the wonderful Reflective Teaching series that is specifically dedicated to early education. Supporting the youngest learners in our society is a huge responsibility and demands thoughtful and responsive professionalism. This interesting and inspirational book is an excellent resource for all those involved with early childhood education and care, at every stage of their careers…A comprehensive, readable text that is highly informative and invites critical thinking, at every step, through accessible reflective activities. The structure of the book is clear, beginning with professional identity and development and moving to cover key aspects of learning, teaching and wider social issues. I will definitely use this book myself and look forward to reading and discussing it with undergraduate and postgraduate students of early childhood education. * Paulette Luff, Senior Lecturer in Early Childhood Education, Anglia Ruskin University, UK *\u003cbr\u003e[Praise for the first edition] A hugely valuable and comprehensive tool to support evidence-based reflective practice in the early years. It will support those currently studying and no doubt become a core text for many courses, but I would also recommend it for all practitioners wishing to extend and deepen their practice. It is challenging in a highly accessible and practical way, full of reflective activities, questions and case studies alongside ideas for further reading. An excellent resource for the early years. * Sandra Mathers, Senior Researcher, Department of Education, University of Oxford, UK *\u003cbr\u003e[Praise for the first edition] I teach on a BA (Honours) Early Childhood Studies course and \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e will become one of the key texts for my students. I like the way the book begins with “me” as a reflective learner and graduates to a much deeper level of reflection by the end. Overall, this is a very impressive and important text for students concerned with early education. * Lesley Hopkins, Senior Lecturer in Early Years and PGCE 3-7 Route Leader, Birmingham City University, UK *\u003cbr\u003e[Praise for the first edition] I have thoroughly enjoyed engaging with this essential text for all those involved in the early years. \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e is comprehensive and challenging, and effectively uses case studies and reflective activities to support and extend the reader. * Eunice Lumsden, Head of Early Years, University of Northampton, UK *\u003cbr\u003e[Praise for the first edition] This text gives a comprehensive insight to early years teaching, and presents students with some thought provoking questions. * Ruth Davies, Glyndwr University, UK *\u003cbr\u003eThis book will be really useful for both undergraduate and postgraduate Early Childhood students. The emphasis on reflection throughout with the use of the reflective activities in each chapter is a real strength and the range of different topics covered is highly appropriate to the field. * Heather Macdonald, Senior Lecturer in Early Childhood Education, University of Chester, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Using this book A summary of the book \u003cb\u003ePart I: Becoming a reflective professional\u003c\/b\u003e 1. Identity: Who are we and what do we stand for? 2. Learning: How can we understand learner development? 3. Reflection: How can we develop the quality of our practice? 4. Principles: What are the foundations of effective teaching and learning? \u003cb\u003ePart II: Creating conditions for learning\u003c\/b\u003e 5. Contexts: What is, and what might be? 6. Relationships: How are we getting on together? 7. Engagement: How are we managing behaviour? 8. Spaces: How are we creating environments for learning? \u003cb\u003ePart III: Teaching for learning\u003c\/b\u003e 9. Curriculum: What is taught in the early years? 10. Planning: How are we implementing the curriculum? 11. Pedagogy: How can we develop effective strategies? 12. Communication: How does language support learning? 13. Assessment: How can assessment enhance learning? \u003cb\u003ePart IV: Reflecting on consequences\u003c\/b\u003e 14. Outcomes: How do we capture learning achievements? 15. Inclusion: How are we enabling learning opportunities? \u003cb\u003ePart V: Deepening understanding\u003c\/b\u003e 16. Expertise: Conceptual tools for career-long fascination? 17. Professionalism: How does reflective teaching contribute to society? Acknowledgements Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738592358743,"sku":"9781350127593","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350127593.jpg?v=1720049583"},{"product_id":"using-digital-humanities-in-the-classroom-9781350180895","title":"Using Digital Humanities in the Classroom","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eRooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features:- A brand-new Preface accounting for new developments in the broader field of DH pedagogy- New chapters on ''Collaborating'' and on ''Teaching in a Digital Classroom'' - New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master- New ''advanced activities'' and advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art)- Expanded chapter bibliographies and over two dozen t\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe new edition of \u003ci\u003eUsing Digital Humanities in the Classroom\u003c\/i\u003e extends its already positive and beneficial role, at a time when our thinking about the issues it speaks to have increasing importance.  Its new and revised materials continue to build on the first edition’s foundation: clear and accessible, learned and pragmatic, broad and deep - and, above all, extremely useful to all those teaching any aspect the digital humanities, new and experienced  alike. -- Dr. Raymond Siemens, Distinguished Professor in the Faculty of Humanities, University of Victoria, Canada\u003cbr\u003eThis unique book is a goldmine for humanities academics wanting to incorporate digital content into their teaching.  In accessible, non-intimidating style, the book and its companion website take you by the hand and guide you through practicalities and logistics.  Using it has revolutionised my undergraduate teaching. * Simone Murray, Associate Professor in Literary Studies, Monash University, Australia *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eUsing Digital Humanities in the Classroom, 2nd edition Proposed Table of Contents Preface i. Justification for second edition ii. New developments in the digital humanities Iii. Critical digital humanities Introduction i. Who is this book for? ii. What are the digital humanities? iii. Key concepts iv. How to use this book and Web Companion v. The Web Companion vi. Conclusion 1. Finding, Evaluating and Creating Digital Resources i. Why use digital texts (and other assets)? ii. Finding and evaluating digital resources iii. Creating digital resources for your students iv. Creating digital resources with your students v. A short guide to citation and copyright vi. Conclusion vii. Further reading 2. Ensuring Accessibility i. Universal design ii. Facilitating lectures iii. Promoting universal interactivity iv. Providing accessible resources v. Privacy, safety, and account management vi. Learning differences vii. Adapting policies for individual students and student bodies viii. Conclusion ix. Further reading 3. Designing Syllabi i. Course websites ii. A note on domains and web hosting iii. Online syllabi iv. Other digital resources for course websites v. Should you teach an introduction to DH course? vi. An alternative approach: Choosing your amount of DH vii. Anatomy of a syllabus I: Course information and learning objectives viii. Anatomy of a syllabus II: Course policies ix. Conclusion x. Further reading 4. Designing Classroom Activities i. Activities as exploration ii. Activity design: Balancing integration and flexibility iii. Ten-minute exercises iv. Half-hour exercises v. Whole-class exercises vi. Weeklong exercises vii. Writing effective prompts viii. Advanced activities ix. Conclusion x. Further reading 5. Managing Classroom Activities i. Working with existing or free resources ii. Many ways to secure equipment iii. Troubleshooting iv. In case of total failure v. Conclusion vi. Further reading 6. Creating Digital Assignments i. General principles for creating digital assignments ii. Common types of digital assignments iii. Writing effective assignment sheets iv. Advanced assignments v. Conclusion vi. Further reading 7. Evaluating Student Work i. The importance of explicit assessment criteria ii. Anatomy of a rubric iii. Competencies: A language for indicating success iv. Involving students in evaluation processes v. Thinking beyond the rubric vi. Coping with failure during assessment periods vii. Conclusion viii. Further reading 8. Teaching Graduate Students i. The role of technology in twenty-first-century graduate education ii. Graduate students versus undergraduate students iii. Incorporating DH into graduate course work iv. External opportunities v. Professionalization and the job market vi. A note on alt-ac careers vii. Conclusion viii. Further reading 10. Building Internal and External Support Communities i. A note on the variety of support systems ii. Internal Support iii. Social media iv. Grant funding v. Conclusion vi. Further reading 11. DH Beyond the Classroom i. Theories of collaboration ii. Impact, outreach, and the public humanities iii. Libraries iv. Museums and galleries v. Local governments vi. Non-profits and other NGOs vii. Participatory events viii. Conclusion viii. Further reading 12. Connecting to Your Research i. Counting more than once ii. Incorporating digital methods in your research iii. Producing research on digital pedagogy iv. Broadening the scope of your research v. Collaborating with students vi. Conclusion vii. Further reading Concluding Thoughts: Crafting Your DH Pedagogical Philosophy Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738600911191,"sku":"9781350180895","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350180895.jpg?v=1720049612"},{"product_id":"teaching-is-for-superheroes-9781394153732","title":"Teaching Is for Superheroes","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis isn''t your average teaching book. With a fun, comic-book-inspired layout, \u003ci\u003eTeaching Is for Superheroes! \u003c\/i\u003eskips the information overload and gives you practical action steps for igniting enthusiasm in your K-12 classroom and achieving your professional goals. Now more than ever, teachers are in high demandyet the threat of burnout still looms large. This book will help you keep the spark alive, engaging you in a deeper examination of education by way of entertaining superhero archetypes and tropes. What's your teaching origin story? Your secret identity? Your powers, weaknesses, nemeses? The teachers-as-superheroes metaphor provides a rich venue through which you can thoughtfully analyze your purpose and pedagogy.\u003c\/p\u003e \u003cp\u003eThis high quality, eye-catching book offers you an inspirational springboard for practical insight and application in the classroom. You'll gain ideas for surviving your first year, navigating social media as a teacher, interacting productively with collea\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eForeword xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eAbout the Author xvii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eTeachers Are Superheroes 2\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 3\u003c\/p\u003e \u003cp\u003eReferences 4\u003c\/p\u003e \u003cp\u003e\u003cb\u003e01 Origin Stories 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTales of Passion! 5\u003c\/p\u003e \u003cp\u003eMy Tragic Backstory 6\u003c\/p\u003e \u003cp\u003eHappier Thoughts 7\u003c\/p\u003e \u003cp\u003eCatchy Catchphrases and Super Slogans 8\u003c\/p\u003e \u003cp\u003eFinding Purpose 11\u003c\/p\u003e \u003cp\u003eBorn or Made? 14\u003c\/p\u003e \u003cp\u003eYear One 15\u003c\/p\u003e \u003cp\u003eTo Be Continued! 17\u003c\/p\u003e \u003cp\u003eFurther Reading 17\u003c\/p\u003e \u003cp\u003eFurther Viewing 17\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 17\u003c\/p\u003e \u003cp\u003eReferences 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003e02 Secret Identities 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQ\u0026amp;A FYI (No TMI) 22\u003c\/p\u003e \u003cp\u003eThe Best at What I Do Forget 23\u003c\/p\u003e \u003cp\u003eWhat’s in a Name? 25\u003c\/p\u003e \u003cp\u003eThat’s Mister Fantastic to You 26\u003c\/p\u003e \u003cp\u003eThey Know Where You Live! 28\u003c\/p\u003e \u003cp\u003eDial H for Hero Help 28\u003c\/p\u003e \u003cp\u003eI Am Teacher Man! 31\u003c\/p\u003e \u003cp\u003eHero vs. Civilian 32\u003c\/p\u003e \u003cp\u003eBuffers for Blurred Boundaries 33\u003c\/p\u003e \u003cp\u003eTo Be Continued! 34\u003c\/p\u003e \u003cp\u003eFurther Reading 34\u003c\/p\u003e \u003cp\u003eFurther Viewing 34\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 35\u003c\/p\u003e \u003cp\u003eReferences 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e03 Costumes and Colors 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFashion Tip #1: Functionality 40\u003c\/p\u003e \u003cp\u003eFashion Tip #2: Simplicity 40\u003c\/p\u003e \u003cp\u003eWardrobe Malfunctions 41\u003c\/p\u003e \u003cp\u003eComplementary Colors— Primary Heroes, Secondary Villains 42\u003c\/p\u003e \u003cp\u003eColors in the Classroom 44\u003c\/p\u003e \u003cp\u003eWhat (Not) to Wear? 46\u003c\/p\u003e \u003cp\u003eQuick Changes or Gradual Transformations 48\u003c\/p\u003e \u003cp\u003eTimeless or Trendy 49\u003c\/p\u003e \u003cp\u003eDress Codes for Students and Teachers 50\u003c\/p\u003e \u003cp\u003eTo Be Continued! 53\u003c\/p\u003e \u003cp\u003eFurther Reading 53\u003c\/p\u003e \u003cp\u003eFurther Viewing 53\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 53\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e04 Living and Learning in Your Universe 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKeeping It Real 60\u003c\/p\u003e \u003cp\u003eClassrooms of SIN! 62\u003c\/p\u003e \u003cp\u003eNatural Light and Life 63\u003c\/p\u003e \u003cp\u003eMusical Chairs (and Desks) 64\u003c\/p\u003e \u003cp\u003eDeclarative Decorations 66\u003c\/p\u003e \u003cp\u003eYou Are the Real Clock King 66\u003c\/p\u003e \u003cp\u003eWhere Is Your Hideout? 67\u003c\/p\u003e \u003cp\u003ePutting a Personal Touch on Personal Space 69\u003c\/p\u003e \u003cp\u003eBe True to Your School(s) 70\u003c\/p\u003e \u003cp\u003eMeanwhile, at the Hall of Justice 71\u003c\/p\u003e \u003cp\u003eA Secret Sanctum Sanctorum 72\u003c\/p\u003e \u003cp\u003eTo Be Continued! 74\u003c\/p\u003e \u003cp\u003eFurther Reading 74\u003c\/p\u003e \u003cp\u003eFurther Viewing 74\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 75\u003c\/p\u003e \u003cp\u003eReferences 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003e05 Strengths and Superpowers 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMan Without Fear and With- It Teachers 79\u003c\/p\u003e \u003cp\u003eFantastic Teaching Powers 81\u003c\/p\u003e \u003cp\u003eMr. Fantastic (Reed Richards) 81\u003c\/p\u003e \u003cp\u003eHuman Torch (Johnny Storm) 82\u003c\/p\u003e \u003cp\u003eInvisible Woman (Susan Storm- Richards) 83\u003c\/p\u003e \u003cp\u003eThe Thing (Ben Grimm) 85\u003c\/p\u003e \u003cp\u003eEarthbound (and Effective) Teacher Powers 86\u003c\/p\u003e \u003cp\u003eContent Knowledge (CK) 87\u003c\/p\u003e \u003cp\u003ePedagogical Knowledge (PK) 87\u003c\/p\u003e \u003cp\u003ePedagogical Content Knowledge (PCK) 88\u003c\/p\u003e \u003cp\u003eResearch- Aligned Framework for Teaching (RAFT) 90\u003c\/p\u003e \u003cp\u003eWeird Superpowers 92\u003c\/p\u003e \u003cp\u003eTo Be Continued! 93\u003c\/p\u003e \u003cp\u003eFurther Reading 93\u003c\/p\u003e \u003cp\u003eFurther Viewing 94\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 94\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e06 Gadgets and Gizmos 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat’s in Your Utility Belt? 101\u003c\/p\u003e \u003cp\u003eMeaningful Materials 102\u003c\/p\u003e \u003cp\u003eTechnology: Vision or Ultron? 105\u003c\/p\u003e \u003cp\u003eMagic Bullets, Quick Fixes, Power Rings, and Ultimate Nullifiers 106\u003c\/p\u003e \u003cp\u003eThe Ultimate Educational Tool 106\u003c\/p\u003e \u003cp\u003eQuestioning 107\u003c\/p\u003e \u003cp\u003eResponding 108\u003c\/p\u003e \u003cp\u003eConveying Nonverbal Behaviors 109\u003c\/p\u003e \u003cp\u003eListening and Noticing 110\u003c\/p\u003e \u003cp\u003eWaiting and Thinking 110\u003c\/p\u003e \u003cp\u003eUtility and Synergy 111\u003c\/p\u003e \u003cp\u003eSharpen the Saw (and Your Skills) 112\u003c\/p\u003e \u003cp\u003eTo Be Continued! 113\u003c\/p\u003e \u003cp\u003eFurther Reading 113\u003c\/p\u003e \u003cp\u003eFurther Viewing 113\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 114\u003c\/p\u003e \u003cp\u003eReferences 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003e07 Vulnerabilities 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Color Is Your Kryptonite? 119\u003c\/p\u003e \u003cp\u003eGreen Kryptonite: Weakness 119\u003c\/p\u003e \u003cp\u003eHow to Answer the Interview Question “What Is Your Greatest Weakness?” 124\u003c\/p\u003e \u003cp\u003eRed Kryptonite: Unpredictability 125\u003c\/p\u003e \u003cp\u003eGold Kryptonite: Permanent Powerlessness 126\u003c\/p\u003e \u003cp\u003eWhite Kryptonite: Kills All Plant Life 127\u003c\/p\u003e \u003cp\u003eFeet of Clay 128\u003c\/p\u003e \u003cp\u003eKindness Is Not a Weakness 129\u003c\/p\u003e \u003cp\u003eTo Be Continued! 130\u003c\/p\u003e \u003cp\u003eFurther Reading 130\u003c\/p\u003e \u003cp\u003eFurther Viewing 130\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 130\u003c\/p\u003e \u003cp\u003eReferences 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e08 Archenemies 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNot the Enemy #1: Students 134\u003c\/p\u003e \u003cp\u003eNot the Enemy #2: Parents 136\u003c\/p\u003e \u003cp\u003eAbsent Parents 138\u003c\/p\u003e \u003cp\u003eHelicopter Parents 139\u003c\/p\u003e \u003cp\u003eNot the Enemy #3: Other Teachers 140\u003c\/p\u003e \u003cp\u003eNot the Enemy #4: Administration 142\u003c\/p\u003e \u003cp\u003eSo, Who Is the Enemy? 143\u003c\/p\u003e \u003cp\u003eCheck Yourself! 145\u003c\/p\u003e \u003cp\u003eAvoid Villainous Traps (and Labels) 146\u003c\/p\u003e \u003cp\u003eTo Be Continued! 147\u003c\/p\u003e \u003cp\u003eFurther Reading 147\u003c\/p\u003e \u003cp\u003eFurther Viewing 147\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 148\u003c\/p\u003e \u003cp\u003eReferences 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e09 Teammates 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIron Sharpens Iron (Man) 154\u003c\/p\u003e \u003cp\u003eIsolation to Collaboration 155\u003c\/p\u003e \u003cp\u003eGet to Know Your Teammates (and Yourself) 157\u003c\/p\u003e \u003cp\u003eThe Leader 157\u003c\/p\u003e \u003cp\u003eThe Brain 158\u003c\/p\u003e \u003cp\u003eThe Brawn 158\u003c\/p\u003e \u003cp\u003eThe Techie 159\u003c\/p\u003e \u003cp\u003eThe Sneaker 159\u003c\/p\u003e \u003cp\u003eThe Speedster 160\u003c\/p\u003e \u003cp\u003eThe Jokester 161\u003c\/p\u003e \u003cp\u003eThe Rebel 161\u003c\/p\u003e \u003cp\u003eThe Loner 162\u003c\/p\u003e \u003cp\u003eComplex Characters 163\u003c\/p\u003e \u003cp\u003eGet Together (and Get Along) 165\u003c\/p\u003e \u003cp\u003eTeamwork Tactic #1: Lesson Study 166\u003c\/p\u003e \u003cp\u003eTeamwork Tactic #2: Curriculum Integration 167\u003c\/p\u003e \u003cp\u003eEducators Assemble! 168\u003c\/p\u003e \u003cp\u003eTo Be Continued! 170\u003c\/p\u003e \u003cp\u003eFurther Reading 170\u003c\/p\u003e \u003cp\u003eFurther Viewing 170\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 171\u003c\/p\u003e \u003cp\u003eReferences 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Sidekicks and Mentors 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Dynamic Duo 178\u003c\/p\u003e \u003cp\u003eSidekick Role #1: Point of Identification (and Accountability) 179\u003c\/p\u003e \u003cp\u003eSidekick Role #2: Source of Humor and Emotional Expression 180\u003c\/p\u003e \u003cp\u003eSidekick Role #3: Loyal Partner and Family Member 182\u003c\/p\u003e \u003cp\u003eTeaching (and Learning) with a Sidekick 183\u003c\/p\u003e \u003cp\u003eEarly and Engaged 184\u003c\/p\u003e \u003cp\u003eIntroductions and Orientations 185\u003c\/p\u003e \u003cp\u003eClassroom Cooperation 188\u003c\/p\u003e \u003cp\u003eA Delicate Dynamic 191\u003c\/p\u003e \u003cp\u003eFind Your Batman 193\u003c\/p\u003e \u003cp\u003eSidekick Paragons 195\u003c\/p\u003e \u003cp\u003eTo Be Continued! 196\u003c\/p\u003e \u003cp\u003eFurther Reading 196\u003c\/p\u003e \u003cp\u003eFurther Viewing 196\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 196\u003c\/p\u003e \u003cp\u003eReferences 198\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Legacy Heroes 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTouching the Future 202\u003c\/p\u003e \u003cp\u003eHonoring Your Heroes 203\u003c\/p\u003e \u003cp\u003eInfluential Teachers and the “Super Seven” 205\u003c\/p\u003e \u003cp\u003eLeaving a Legacy 206\u003c\/p\u003e \u003cp\u003eTo Be Continued! 207\u003c\/p\u003e \u003cp\u003eFurther Reading 207\u003c\/p\u003e \u003cp\u003eFurther Viewing 207\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 208\u003c\/p\u003e \u003cp\u003eReferences 208\u003c\/p\u003e \u003cp\u003eIndex 209\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738656256343,"sku":"9781394153732","price":15.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394153732.jpg?v=1720049795"},{"product_id":"rising-above-9781394155453","title":"Rising Above","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eTransform your school's culture for the better\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn\u003ci\u003e Rising Above\u003c\/i\u003e, we meet Serenity Springs High School's new school counselor Monica Sheppard as she is fielding a barrage of school conflict issues coming at her from what seems like every direction. Backed by a team of veteran school culture experts from different facets of education, author JC Pohl delivers an engaging, ripped-from-the-headlines narrative about a fictional school community devolving into chaos. With social media running out of control, teachers feeling burnt out, and a principal that has simply lost her way, Monica immerses herself into the school community and strives to bridge many of the divides that define contemporary school environments across the United States. \u003c\/p\u003e\u003cp\u003eThe book includes insights from real-world experts, including Principal Dr. Pete Getz, relationship expert Emil Harker, LMFT, and school counselor educator Dr. Stephanie Eberts. It also offers: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eA comprehensive set of strategi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003eFeatured Experts xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 Conflict 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1 Omelets and Arguments 3\u003c\/p\u003e \u003cp\u003eChapter 2 Trouble in Serenity 11\u003c\/p\u003e \u003cp\u003eChapter 3 The Outburst 17\u003c\/p\u003e \u003cp\u003eChapter 4 Online but Disconnected 23\u003c\/p\u003e \u003cp\u003eChapter 5 Red vs. Blue 29\u003c\/p\u003e \u003cp\u003eChapter 6 Burnt Out 37\u003c\/p\u003e \u003cp\u003eChapter 7 GOLFMAST3R_DAD3288 47\u003c\/p\u003e \u003cp\u003eChapter 8 Retreat and Refocus 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Connection 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9 A Little Now or a Lot Later 65\u003c\/p\u003e \u003cp\u003eChapter 10 Silly Beans 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\u003cp\u003eIndex 235\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738656682327,"sku":"9781394155453","price":15.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394155453.jpg?v=1720049799"},{"product_id":"brilliant-supply-teacher-9781408284810","title":"Brilliant Supply Teacher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLaurence French has over thirty years' teaching experience, specialising in teaching English, Media Studies and Film Studies in Key Stages 3, 4 and 5.  He was Head of Language and Communications Faculty, Head of English and Head of Sixth Form (twice) in his teaching career.  \u003c\/p\u003e \u003cp\u003eFor the past four years Laurence has been working as a supply teacher in the secondary sector, and more recently as a one-to-one tutor for GCSE English candidates, as well as being a freelance writer.\u003c\/p\u003e \u003cp\u003eLaurence has written a number of articles over the years, the most recent being \u003ci\u003eAre You a Real Teacher?'\u003c\/i\u003e which was published in \u003ci\u003eThe Teacher\u003c\/i\u003e magazine and \u003ci\u003eBreaktime\u003c\/i\u003e magazine.  \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Brilliant Supply Teacher\u003c\/em\u003eoffers an invaluable guide for teacherswho are new to supply work, as well as to those with more experiencewanting some extra guidance on how to be most effective in this role.\"\u003c\/p\u003e \u003cp\u003e- Robert Jennings, Supply Teacher\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e1 \u003c\/b\u003eWhat are supply teachers and who becomes one?\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 \u003c\/b\u003eFinding work and getting started\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 \u003c\/b\u003eThe life of a supply teacher\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 \u003c\/b\u003eIt’s just a phase I’m going through\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 \u003c\/b\u003eLesson planning\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 \u003c\/b\u003eMake friends with the internet\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 \u003c\/b\u003eSurvival in the classroom\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 '\u003c\/b\u003eWould you mind leaving the staffroom …?'\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 \u003c\/b\u003eThe future of supply teaching\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"Pearson Education Limited","offers":[{"title":"Default Title","offer_id":48739003564375,"sku":"9781408284810","price":9.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781408284810.jpg?v=1720050852"},{"product_id":"teaching-today-a-practical-guide-9781408523148","title":"Teaching Today A Practical Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eNow in its fifth edition, Teaching Today is a comprehensive and readable introduction to teaching. Focusing on practical methods, techniques and strategies, it has been one of the best-selling teacher training textbooks for the past 20 years. Retaining the practical and user-friendly approach of previous editions, it has been fully updated with new chapters on differentiation, equality, inclusion and working with stake-holders.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWhat makes this book different to so many others is how powerfully the author supports teachers and student teachers in transferring the theory of best practice directly into their classrooms. * Gillian Forrester, Gateshead College *\u003cbr\u003eThis is an amazing book, written in easy understandable chunks ... It covers everything you need to know. I'm currently studying for my PGCE in education and it's invaluable. * 5* Amazon reviewer *","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48739035218263,"sku":"9781408523148","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781408523148.jpg?v=1720050962"},{"product_id":"cooperative-learning-9781412940481","title":"Cooperative Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003e\u003ci\u003eGilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together.\u003cbr\u003e\u003c\/i\u003e\u003cb\u003e\u003cbr\u003eTed Wohlfarth, PSYCCRITIQUES\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eThis text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eNancy L. Markowitz, \u003ci\u003eSan Jose\u003c\/i\u003e\u003ci\u003e State University\u003c\/i\u003e\u003c\/strong\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eAlthough cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together.\" \u003c\/em\u003e\u003cstrong\u003e—Ted Wohlfarth, PSYCCRITIQUES\u003c\/strong\u003e -- Ted Wohlfarth * PSYCCRITIQUES *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Cooperative Learning In Schools    Introduction and Learning Objectives    Case Study: The Case of Tom    Introducing Cooperative Learning    Group Task    Grouping Practices    Promoting Student Discourse    Cooperative Learning Pedagogy in the Classroom: Teacher’s Role    Effective or Expert Teachers    The Impact of Mandatory Testing On Cooperative Learning    Specific Requirements of the No Child Left Behind (NCLB) Law    Why Test?    What Happened?    Teachers’ Perceptions of Mandatory Testing    The Case Against Testing    Is Mandated Testing Working?    The Potential to Transform Schools: Using Cooperative Learning Pedagogy    Case Study: Transforming a School: A Principal’s Story    School-Wide Cooperative Learning    Teachers Reported Satisfaction with Cooperative Learning    A Comprehensive School Reform Model    Structure and Content: Overview of the Chapters That Follow    Chapter Summary    Practical Activities 2. Key Components in Establishing Successful Cooperative Groups    Introduction and Learning Objectives    Case Study: An Example of Cooperative Learning in a First Grade Classroom    Cooperative Learning    Positive Interdependence    Practical Activity: Ways of Structuring Positive Interdependence    Promotive Interaction    Practical Activity: Ways of Promoting Interaction    Individual Accountability    Practical Activity: Ways of Ensuring Individual Accountability    Interpersonal and Small Group Skills    Practical Activity: Ways of Ensuring that Children Learn Interpersonal and Small Group Skills    Group Processing    Practical Activity: Ideas for Group Processing    How Long Should Students Work In Cooperative Groups?    Five Key Components for Structuring Cooperative Learning Groups    Bringing It All Together: Understanding the Research    Low-Ability Children    Affective Development    What is Cooperative Learning?    The Role of the Teacher in Establishing Cooperative Learning    Chapter Summary    Practical Activities 3. Teachers’ Discourse to Promote Student Thinking and Learning    Introduction and Learning Objectives    Case Study: Teacher’s Dialogue with a Small Group of Students    Teachers’ Discourse During Whole-Class, Small Group, and Cooperative Learning    Whole-class Versus Cooperative Learning    Small-Group Versus Cooperative Learning    Communications Skills and Cooperative Learning    Types of Mediated Learning    Pedagogical Practices That Promote Thinking    Case Study: An Exchange between a Teacher and One of the Small Groups in her Fifth Grade Class    Case Study: A Discussion among Students in a Small Group    Case Study: An Exchange between an Eleventh Grade Teacher and a Small Group of Students    Case Study: A Group Discussion among Eleventh Grade Students    Other Ways of Challenging Students’ Thinking and Facilitating Interactions    Creating the Learning Environment    Practical Activity: Ways of Creating a Cooperative Learning Environment    Bringing It All Together: Understanding the Research    Chapter Summary    Practical Activities 4.  Strategies to Promote Student Discourse    Introduction and Learning Objectives    Strategies for Helping Students to Dialogue Together    Reciprocal Teaching    Case Study: An Example of the Four Reciprocal Teaching Strategies    Practical Activity: Ways of Teaching Reciprocal Teaching Strategies to Students    Practical Activity: Ideas for Establishing Audience Roles    Collaborative Strategic Reading    Practical Activity: Ways of Introducing CSR to Students to Enhance their Understanding of Text    Scripted Cooperation    Guided Reciprocal Peer Questioning    Ask To Think-Tel Why Strategy    Case Study: Example of Fifth Grade Students Dialoguing Together Using the Ask to Think-Tel Why Questioning Strategies    Self-Regulated Strategy Development    Bringing It All Together: Understanding the Research    Chapter Summary    Practical Activities 5.  Group Composition    Introduction and Learning Objectives    Harnessing the Power of the Group: Productive Small Groups    Case Study: Students’ Perceptions of Mixed-Ability Groupings in Their Classroom    Ability Groupings    Catering For Students with Diverse Needs    Practical Activity: Ideas for Establishing Mixed-Ability Groups    Gender Groupings    Teachers’ Perspectives on Grouping Students    Friendship Groupings    Practical Activity: Ideas for Establishing Friendship Groups    Status    Case Study: Enhancing Mandy’s Low-Status in her Group    Multiple Intelligences    Interest Groupings    Surveying Students’ Interests    Computer Technology Groupings    Promoting Student Talk    Case Study: Preparing a Power Point Presentation on Nicotine    Practical Activity: Ideas for Establishing Computer Groupings    Bringing It All Together: Understanding the Research    Chapter Summary    Practical Activities 6. Assessing Small Group Learning    Introduction and Learning Objectives    Case Study: Teachers’ Reports on How They Assess Small Group Learning    Formative Assessment    Curriculum-Based Assessments    Peer Assessment    Computer-Supported Peer Assessment    Practical Activity: Conducting Formative Assessments of Small Group Learning    Summative Assessment    Criterion-Referenced Assessments    Authentic Assessments    Using Authentic Assessments in Different Contexts    Case Studies    Portfolios    Exhibitions of Performance    Problem-Base Inquiries    Problem-Based Learning Using Formative and Summative Assessments    Key Points on Summative Assessments and their Purposes    Practical Activity: Conducting Summative Assessments of Small Group Learning    Bringing It All Together: Understanding the Research    Chapter Summary    Practical Activities 7.  Teachers’ Responsibilities in Establishing Cooperative Learning in their Classrooms    Introduction and Learning Objectives    Case Study: A High School Teacher’s Experience with Cooperative Learning    Creating a Cooperative Learning Environment    Student-Centered Learning    Negotiate Expectations for Small Group Behaviors    Developing Communication Skills for Group Discussion    Specific Metacognitive Skills That Promote Discourse    The Teacher’s Role In Promoting Mediated-Learning    Developing Appropriate Helping Behaviors    Choosing Tasks for Small Group Discussions    Monitoring Students’ Progress and Evaluating Outcomes    Case Study: Developing Criteria for Assessing Group Outcomes in Sixth Grade    Chapter Summary    Practical Activities 8.  Future Developments in Using Small Groups    Introduction and Learning Objectives    Comprehensive School Reform (CSR)    Case Study: Two Middle School Teachers’ Experiences with a Comprehensive School Reform Program    The Implications of CSR Programs for Democratic and Learner-Centered Teaching Practices    Student Participation in Negotiating Opportunities for Learning    Practical Activity: Helping Schools Establish Positive Learning Environments    The Impact of Computer Technology on Small Group Learning    The Implications for Designing Classrooms of the Future    The Importance of Teamwork and Communication    Chapter Summary    Practical Activities Glossary References Index About the Author\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739113566551,"sku":"9781412940481","price":68.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412940481.jpg?v=1720051202"}],"url":"https:\/\/bookcurl.com\/collections\/teaching-skills-and-techniques.oembed?page=181","provider":"Book Curl","version":"1.0","type":"link"}