Teaching skills and techniques Books

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Book Synopsis

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Book SynopsisThis is a comprehensive and in-depth collection of twenty articles from the 2006 Kolisko conferences.Named for Waldorf educator and anthroposophic physician Eugen Kolisko, the Kolisko conferences bring together pedagogical and therapeutic tools found in Waldorf education. In 2006, there were nine such Kolisko conferences held worldwide, and this book brings together the key lectures into a single volume, newly revised. Topics include healthy timetabling, development of physiology, professional ethics, meditations for teachers, medical diagnostics and therapies, spirituality in science, art and religion, children and drugs, children and computer games, parent collaboration, the college of teachers and many more.

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Book SynopsisThis book collects lectures given in 2015 at the Goetheanum in Dornach, Switzerland. 550 people from 46 countries, including Waldorf educators, scholars, and professionals in a wide range of fields, came together to work on current educational questions with the goal of deepening our understanding of child and human development.Claus-Peter Röh of the Pedagogical Section at the Goetheanum summarised the mood at the end of the conference: 'We have tried, with great intensity and candour, to create a community of awareness around various areas of education. The desire to always keep the idea of a whole in mind while discerning the individual was clearly apparent . . . Now we stand before the challenge of further developing our collective work and newly gained insights into the future.'Contributors include Florian Osswald, Ursula Flatters, Susan Weber, Elizabeth Hall, Clara Aerts, Reinoud Engelsman and Claus-Peter Röh.These texts will serve as a basis for further study activity and can contribute to a greater collaborative activity in the Waldorf kindergarten and school movement.Table of ContentsTransitions: The In-Between – Room for Play – Autonomy -- Florian OsswaldTransitions in Childhood: A Medical View of Crises and their Consequences in Later Life -- Ursula FlattersMetamorphoses in the Development of the 'I' from Birth to Age Fourteen -- Susan WeberMetamorphoses in the Development of the 'I' from Birth to Age Fourteen -- Elizabeth HallTogether in the Stream of Life – Metamorphoses in the Adult's Inner Attitude in Relation to the Child -- Clara AertsTogether in the Stream of Life – Metamorphoses in the Adult's Inner Attitude in Relation to the Child -- Reinoud EngelsmanConfiguring Spaces – Shaping Time in Childhood – Building Developmental Bridges for the Future -- Claus-Peter Röh

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Book Synopsis“One of the first activities I ask new science teachers to do in my methods course is to think of a memorable science activity from their past. Whether it’s creating an exploding vinegar and baking soda volcano, dissecting a frog, or building a mousetrap car, new teachers relish their memories from school. Beyond the projects themselves, we also discuss the teachers who facilitated these learning experiences, focusing on how they inspired their students to develop a passion and curiosity for science. ""Once this is established, I ask my students the million-dollar question: ‘How are you going to become one of those teachers?’” By reading The New Science Teacher’s Handbook, you will learn 12 specific steps that will help you on your way to becoming a skilled classroom teacher. The authors make each chapter both helpful and fun to read by including: The Story—actual experiences that happened within one of the authors’ classrooms. As the authors note, these true stories demonstrate that even those who go on to write books on best practices in the classroom didn't start off as perfect educators. The Moral—what the authors learned from the story. Steps for Success—multiple solutions you can choose from to fit your concerns and school environment. What Does Success Look Like?—how the classroom looks after implementing the steps for success. Resources you can turn to if you want to explore each topic in more detail. The book addresses areas that are often underrepresented, if not completely ignored, by prevalent science methods pedagogy textbooks. “Whether you are on your way to becoming a science teacher or a teacher in your early years,” the authors write, “we feel confident the ideas presented here will help you become the teacher you’ve always wanted to be.”

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Book SynopsisA collection of YC articles that highlights advancing equity and diversity in early childhood education. Tied to the forthcoming position statement on equity and diversity, this collection includes articles focused on self-reflection to recognize implicit bias, strategies to create equitable learning opportunities for all children, and advocacy.Table of ContentsIntroduction/Cristina Gillanders “The Gifts of the Stranger: Learning From Others’ Differences”/S. Bernheimer & E. Jones “Moving Beyond Anti-Bias Activities”/L.P. Kuh, D. LeeKeenan, H. Given, & M.R. Beneke +Sidebar: Text except from Anti-Biased Education for Young Children and Ourselves highlighting the four core goals of anti-bias education/L. Derman-Sparks & J.O. Edwards “Capitalizing on Culture: Engaging Young Learners in Diverse Classrooms”/T.C. Howard +Sidebar: “A Reason for Hope: Building Teachers’ Cultural Capital”/ M. Sykes “Addressing the African American Achievement Gap: Three Leading Educators Issue a Call to Action”/B.T. Bowman, JP. Comer, & D.J. Johns “Voices of Immigrant Parents in Preschool Settings”/J.K. Adair & A. Barraza +Sidebar: Text excerpt from “Collaborating With Refugee Resettlement Organizations: Providing a Head Start to Young Refugees”/L. Morland & T. Levine +Sidebar: Text excerpt from “Teaching Young Children From Immigrant and Diverse Families”/M. Souto-Manning “Reading Books, Writing Books: Reading and Writing Come Together in a Dual Language Classroom”/P. Pilonieta, P.L. Shue, & B.T. Kissel “Becoming Upended: Teaching and Learning about Race and Racism with Young Children and Their Families”/K. Cole & D. Verwayne +Sidebar: Text excerpt from “Reading Your Way to a Culturally Responsive Classroom”/S.B. Wanless & P.A. Crawford “Supporting Gay and Lesbian Families in the Early Childhood Classroom”/ A.P. Peixoto da Silva “Developing Biliteracy With International Support: Using Interactive World Walls and Paired Learning”/I. Alanís, I. Salinas-Gonzalez, & María G. Arreguín-Anderson +Sidebar: text excerpt from “The Brain Science of Bilingualism”/N.F. Ramirez & P. Kuhl “Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles in Practice”/J. Kroeger, A. Recker, & A. Gunn “Building a More Inclusive Sandbox: Inviting New Collaborators to Support Children, Families, and Early Learning”/T. DosRemedios “Research to Practice: New Research on Helping Young Children Develop Positive Racial Identities”/I.E. Murray & A. Alvarez

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Book SynopsisSlow down, tune in, and discover the very purposeful play of infants and toddlers. Addressing considerations like choosing interesting materials, setting up safe and inviting environments, and why you are the most important element of play for very young children, the authors come alongside to help you Better understand what play means for infants and toddlers Read children’s cues and respond to their needs for more challenge, a break from interaction, or a play partner Support children’s physical, social and emotional, language, and cognitive development Adapt the way you play with children and what materials you offer based on individual abilities, interests, and needs Look at toddler behavior in new ways and use proven strategies to help children navigate play situations with peers This book is a delightful, easy read, full of insights like how to provide play choices for even very young children and why sportscasting is not just for TV but for infant and toddler classrooms, too. With its spot-on ideas and delightful anecdotes, you’ll gain a new appreciation for infants’ and toddlers’ competence and curiosity and how important your role is in the birth-to-3 adventure.This is play for very young children and for you. Come and explore.Trade ReviewEarly childhood educators wear many hats in the classroom: teacher, guide, scheduler, caregiver, supervisor, and communicator, among others. They also facilitate children’s play. Research has demonstrated the power of play for fostering young children’s development in a variety of areas, including mathematics, spatial skills, language development, scientific thinking, and social skills (Zosh et al., 2018). Authors Julia Luckenbill, program coordinator at the Early Childhood Lab School at UC Davis, Aarti Subramanian, research analyst for the University of California Agriculture and Natural Resources’ 4-H program, and Janet Thompson, director of the UC Davis Early Childhood Lab, bring significant experience working with children and conducting research on early childhood education. They understand the tension between the need to fulfill many different classroom roles while at the same time being intentional and evidenced-based in pedagogy and practice, specifically regarding play in the classroom. That is why This Is Play is a welcome addition to the current literature landscape for early childhood educators. The goal of the book is to provide early childhood educators with guidance for creating developmentally appropriate methods for supporting children’s play and learning. In pursuit of this goal, the book is well organized and easily digestible for busy educators. The introductory chapter (Chapter One) provides an overview of the importance of play and what it means to foster children’s development in a playful context. The authors also include a section on electronic toys and screen devices. With the increasing prevalence of these devices in homes and classrooms, contextualizing their presence with the reminder that contingent adult-child interactions are the bedrock for healthy development reminds educators to look for ways to either avoid these devices or use them in ways that support learning and development. The rest of the text is divided into chapters focusing on young infants (0 to 9 months), mobile infants (8 to 18 months), toddlers (16 to 36 months), and children with diverse characteristics, abilities, and needs. Each of the age-based chapters starts by giving a snapshot of children’s development during that particular range, then gives practical examples and tips for supporting children’s play. The authors also include extensive lists of additional resources for teachers and families in each chapter. In Chapter Two, focusing on 0- to 9-month-old infants, the authors use vignettes to describe how to design safe and supportive play environments for infants. For example, they provide information about how materials connect to skills, such as using stacking rings to support cognitive development. Chapter Three (8- to 18-month-old infants) features additional vignettes about play materials, including making homemade playdough. This chapter also highlights the ways in which play fosters specific skills, such as a pop-up toy helping children explore the concept of cause-and-effect. In Chapter Four (16- to 36-month-old children), the authors provide detailed information about designing toddler play spaces to focus on a variety of play types, including dramatic, nature, cognitive, gross motor, sensory, and block play. They also encourage educators to choose play themes that are meaningful for children, meaning that they connect to children’s lives and previous experiences. Examples of these include a doctor’s office and a grocery store, among others. Finally, Chapter Five focuses on children with diverse characteristics, abilities, and needs, and gives specific examples of how to work with children and their families to ensure that all children, regardless of disability status, language background, etc., have opportunities for developmentally appropriate play. The strongest component of the book is the authors’ commitment to demonstrating how play and learning connect at various points in development. Research suggests that humans learn best in active (not passive), engaged (not distracted), meaningful (not disconnected), joyful, iterative (not static), and socially interactive contexts (Zosh et al., 2018). Play is well-situated to speak to all of these contexts. This Is Play provides concrete examples in each chapter to help early childhood educators create play opportunities that align with these best practices. Another strength of the book is the authors’ focus on supporting play for all children regardless of disability status, age, language background, medical needs, and other factors. Using people-first language throughout highlights the authors’ commitment to seeing children first, before seeing their diagnoses. The framing of the book by overlapping age groups also signals that the authors understand that development does not follow a strict timetable, but instead that there is a range of individual differences. This Is Play also explicitly acknowledges the financial challenges that early childhood educators face when trying to plan play activities and spaces for their classrooms. The authors provide strategies for saving money without sacrificing the quality of the play experiences. Perhaps the one piece missing from the book is the construct of playful learning. The authors define play in Chapter One and then review several different types of play; interpersonal, exploratory/sensorimotor, relational, constructive, symbolic, and rough-and-tumble. However, much of the play described in the book fits under the umbrella of playful learning, including free play, which is both child-initiated and child-directed; guided play, which combines the exploratory nature of free play with developmentally appropriate scaffolding in support of a learning goal; and games (Hassinger-Das et al., 2017). Much of the play that the authors describe throughout the book would be classified as guided play. Guided play can be an adult simply setting up play materials in a pre-planned environment that is designed to spark learning (Weisberg et al., 2016); for example, a teacher reading a book about farms in class and then setting up a play center with a farm play set featuring some of the children’s newly learned vocabulary words. Guided play can also be an educator joining in children’s play to support learning by asking questions or scaffolding interactions (Weisberg et al., 2016). This Is Play includes many examples and guidance highlighting the importance of both adults as play partners and their scaffolding of learning opportunities during play, which is very much in line with the concept of guided play. Adding a discussion of playful learning, and guided play in particular, would only serve to further connect the book with the current literature. Overall, This Is Play is a much-needed addition to the literature written for early childhood educators. The book is easy to read, provides many concrete examples, and is inclusive of the varied needs of children. Early childhood educators have myriad daily responsibilities in the classroom, but the authors provide clear guidance to help educators create and support children’s play without adding too much more to their plates. References Hassinger-Das, B., Toub, T. S., Zosh, J. M., Michnick, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). More than just fun: A place for games in playful learning. Infancia y Aprendizaje, 40, 191–281. https://doi.org/10.1080/02103702.2017.1292684 Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182. https://journals.sagepub.com/doi/pdf/10.1177/0963721416645512 Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D.,… Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. 10.3389/fpsyg.2018.01124 -- Brenna Hassinger-Das * Teachers College Record *Table of Contents Introduction Chapter 1: The Importance of Play for Young Children Chapter 2: Young Infants: Birth to 9 months Chapter 3: Mobile Infants: 8–18 Months Chapter 4: Toddlers: 16–36 Months Chapter 5: Working with Children with Diverse Abilities and Needs Conclusion Appendix Play Developmental Chart Glossary Acknowledgments About the Authors

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Book SynopsisThe goal of this book is to help teachers assess where they are in their current teaching goals and become more intentional and organized in planning. Teachers can begin with tools they already have and build on previous activities that worked well. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing —from directed mini-lessons to facilitated group activities. Each chapter provides a wealth of tips and ideas. The strategies discussed in each chapter helps build a toolbox with tips that match each teacher’s approach.Child-centered lesson planning provides a system to strengthen teaching. In each chapter contains step-by-step hints and action steps to make the most of your unique setting. You will explore new ways to: Build on early learning guidelines and standards to maximize planning and communication. Identify learning goals for materials, activities, routines, and interactions. Design dramatic play themes that relate to daily life, families, cultures, and communities. Infuse vocabulary to scaffold language development. Support executive function skills and self-regulation. Activate emotion coaching goals. Evaluate and adapt spaces and materials to address physical needs. Meet the linguistic and social needs of dual language learners. Prepare meaningful and stimulating cognitive experiences. Connect content skills, language, and literacy to dramatic play. Integrate family engagement as a strength and asset for development and learning. Communicate effectively with colleagues to ensure high-quality learning experiences. Trade ReviewMasterson’s instructive book explores all facets of preschool lesson planning to energize intentional teaching, bridging the dichotomy between teacher and child-centered curriculum. Full of useful classroom examples and complete lesson plan samples, this book addresses planning for all developmental domains, all learner types, and all modes of child activity. -- Michael Haslip * Drexel University *This book encourages early childhood educators to deepen their teaching practice. It offers practical and applicable strategies to intentionally develop lesson plans that are culturally, linguistically, and developmentally responsive and to provide high-quality classroom learning experiences where “children recognize their experiences in the curriculum, materials, and activities.” Dr. Masterson is an educator of educators and is an important voice in providing professional learning for the field of early childhood education and has written an anchor text for teachers and administrators, at all levels of their development, to build classrooms “for children to engage with peers and adults in meaningful learning throughout each day.” -- Emily Simon * Chicago Public Schools *I believe hands-on exploration is a major component in the early years. This book will be a great asset to educators everywhere. The examples of emergent teaching, individualized teaching, and teaching children with disabilities are great resources for assistant teachers. -- Hope Cain * NASA Goddard Child Development Center *Table of ContentsIntroduction Chapter 1: Setting a Foundation for Teaching Celebrating How Children Learn Tips for Teaching: Learning by Observing Helping Children Thrive with Developmentally Appropriate Practice Balance Points: Using Reflective Practice Connecting Teaching to Children’s Lives Individualized Teaching: Using a Strengths-Based Approach Ready Resources: Exploring Your Community Context Understanding the Role of Play in Development Teaching with Children in Mind Helpful Hint: Following the Children’s Lead Research Connections: Strategies for Inclusion Exploring Elements of Child-Centered Teaching Sample Lesson Plans: Planning a Child-Centered Daily Schedule Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 2: Making Lesson Planning Work for You Engaging Children in Active Learning Balance Points: Positive Communication with Children Planning a Variety of Teaching Contexts Tips for Teaching: Creating a Rich Context for Learning Individualized Teaching: Planning Personal Conversation Exploring Levels of Support in Child-Centered Teaching Ready Resources: Exploring Emergent Curriculum Tips for Teaching: Effective Strategies to Support Child-Centered Learning Helpful Hint: Adding Teaching Strategies to Lesson Planning Being Consistent While Staying Flexible Tips for Teaching: Getting Organized and Staying Inspired Research Connections: Increasing Opportunities for Learning Helpful Hint: Planning Materials for Play Sample Lesson Plans: Planning Thematic Play Experiences Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 3: Preparing Child-Centered Themes and Play Areas Identifying Learning Goals for Play Recognizing Interdependence Among Areas of Development and Learning Supporting Emerging Skills and Dispositions Ready Resources: Exploring Standards and Early Learning Guidelines Digging Deeper with Content Skills for Child-Centered Teaching Helpful Hint: Considering the What, How, and Where of Play Areas Research Connections: Creating Active Learners Fostering Language Development During Play Tips for Teaching: Maximizing Language Support Helpful Hint: Making Play More Complex Balance Points: Planning Effective Behavior Guidance During Play Providing a Rich Context for Multilingual Learning Ready Resources: Strategies for Multilingual Learners Using Individualized Support Tips for Teaching: Supporting Children with Special Needs Ready Resources: Key Components of Inclusive Programs Sample Lesson Plans: Connecting Learning Across Content Areas Sample Book Lists: Aiming for Big Ideas and Concepts Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions >Chapter 4: Planning Teacher-Directed Activities Introducing New Information Tips for Teaching: Connecting to Children’s Daily Lives Engaging Children in Higher-Level Thinking Tips for Teaching: Choosing a Method and Activity Following a Sequence of Planning Tips for Teaching: Infusing the Joy of Writing Research Connections: Creating a Rich Contact Zone for Learning Teaching Children with Special Needs Individualized Teaching: Writing Personalized Supports Making the Most of Learning Objectives Helpful Hint: Being Proactive Ready Resources: Maximizing Vocabulary in Content Areas Sample Lesson Plans: Teacher-Directed Learning Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 5: Using Observation, Documentation, and Assessment to Guide Teaching Understanding Assessment with Young Children Tips for Teaching: Exploring and Using Data Understanding the Assessment Cycle Research Connections: Identifying Equity Issues Benefiting from Authentic Assessment Exploring Types of Authentic Assessment Assessing and Supporting Children Who Are Linguistically Diverse Balance Points: Seeing from the Child’s Point of View Ready Resources: Building on Developmental Milestones Ready Resources: Understanding Early Screening and Intervention Helpful Hint: Sharing Assessment Information with Families Committing to Ethical Practice Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 6: Enriching Communication with Families and Colleagues Planning and Communication as Anchors of High Quality Research Connections: Strengthening Teaching with Family Engagement Sharing Information Using Strengths-Based Language Tips for Teaching: Foundations for Integrating Culture Ready Resources: Ensuring Equity and Opportunity Enjoying Relationship-Based Teaching and Learning Tips for Teaching: Communicating with Colleagues Setting Goals, Establishing Priorities, and Sharing Progress Balance Points: Self-Regulation and Behavior Building Family Engagement Using Lesson Plans Helpful Hint: Strategies for Positive Impact Ready Resources: Family Engagement for Successful Teaching Sample Lesson Plans: Family Interview Questions Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions References About the Author Index

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Book SynopsisFrom monarch butterflies to hissing cockroaches, Creepy Crawlies and the Scientific Method, Second Edition shows teachers and parents how to use bugs, insects and critters to teach children the five steps of the scientific method: question, hypothesis, methods, result, and conclusion. Focusing on fun as well as education, and operating on the premise that doing is learning, Creepy Crawlies offers more than 100 different activities which will ignite children's curiosity while also building foundations for critical thinking and scientific understanding. This classroom-tested collection of experiments is a perfect resource for teachers or just an afternoon of educational fun at home. The second edition includes updated content and four new insect species: the monarch butterfly, the black swallowtail butterfly, the bessbug, and the Madagascar hissing roach!Trade Review"...quite simply the best science resource book I have discovered." Kidsphere "...guaranteed to tantalize...terrific choice" Deborah Zink Roffino, South Florida Parenting (Bacons) "In clear language, this book explains the scientific method...Sally Kneidel takes learners on many exciting adventures." Charles and Glenda Denny, Science Books and Films "...made me want to do science experiments with my students and had me exploring under rocks and dead leaves to find some of the fascinating creatures she profiles." NJEA Review Great Outdoors Buzz Book in Alaska Parent magazine

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Book SynopsisIf you’re charged with helping educators achieve the vision of the new science standards, this is the professional development resource you need. This book is chock-full of activities and useful advice for guiding teachers and administrators as they put the standards into practice in the classroom. Written by three experts in professional development for science teachers, Introducing Teachers and Administrators to the NGSS Introduces the vocabulary, structure, and conceptual shifts of the NGSS Explores the three dimensions of the Framework—science and engineering practices, crosscutting concepts, and disciplinary core ideas—and how they’re integrated in the NGSS Provides classroom case studies of instructional approaches for students challenged by traditional science teaching Covers curricular decisions involving course mapping, designing essential questions and performance assessments, and using the NGSS to plan units of instruction Examines the connections between the NGSS and the Common Core State Standards Offers advice for getting past common professional development sticking points and finding further resources Given the widespread changes in today’s education landscape, teachers and administrators may feel overwhelmed by the prospect of putting the new standards into practice. If you’re a science specialist, curriculum coordinator, or instructional coach who provides professional development, you will find this collection immensely helpful for heading off “initiative fatigue,” whether in an individual school or throughout a district.

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Book Synopsis2015 REVERE Award Finalist, PreK-12 Learning Group, Association of American Publishers!A 2015 Outstanding Science Trade Book for Students K-12!It’s fun to toss maple seeds up in the air and watch them spin down to the ground like nature’s own helicopters. This book prompts inquisitive kids to learn about these marvels of aerial engineering, including their real name (no, not whirlybird), the work they do for maple trees, and how to uncover the little trees waiting to sprout from the seeds. Next Time You See a Maple Seed is a mini class in how tall trees grow from these tiny, twirling winged fruits.Awaken a sense of wonder in a child with the Next Time You See series from NSTA Kids. The books will inspire elementary-age children to experience the enchantment of everyday phenomena, such as maple seeds, Moon phases, pill bugs, fireflies, seashells, and sunsets. Free supplementary activities are available on the NSTA website.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to understand learning goals and scales.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to actively process content in groups.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to retrieve, process, and store critical information.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to record and represent knowledge.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to use new knowledge swiftly and accurately.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to investigate, experiment, solve problems, and deepen their understanding of content.

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Book SynopsisThis is just the resource you need to get middle schoolers ready for August 21, 2017—the day when millions of North Americans will have the rare chance to witness a total solar eclipse. But the book’s usefulness won’t end when the eclipse does! Solar Science offers more than three dozen hands-on, inquiry-based activities on many fascinating aspects of solar astronomy. The activities cover the Sun’s motions, space weather caused by the Sun, the measuring of time and seasons in our daily lives, and much more.The authors are award-winning experts in both astronomy and science education, so they know how to prompt students to work like scientists by asking questions, doing experiments, comparing notes, and refining and reporting results. They also know you have to make the most of every instructional minute. The book contains plenty of ideas for related writing projects; grade-appropriate math examples; and connections to music, art, fiction, and history. It’s also aligned with the three-dimensional learning encouraged by the Next Generation Science Standards and connects to the Common Core State Standards.Solar Science is ideal for teachers, informal science educators, youth group leaders, curriculum specialists, and teacher trainers. You can use these versatile activities one at a time, as the basis of a stand-alone unit on the Sun, or as a comprehensive curriculum. You get to determine the best way for your students to learn a lot while having fun with the Sun.

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Book SynopsisWhat happens when two friends take an interest in an oak tree? They begin to notice more about the world around them, such as the seasons changing and squirrels making homes. They are inspired to do independent research, from studying acorns to looking up scientific terms, and to be creative by composing pictures and poems. And they discover new things, such as their tree’s structure and characteristics—all because they stopped to look around them. As warm and dreamy as a summer day, Our Very Own Tree will inspire readers to seek out their very own places in nature.Our Very Own Tree is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisThis book about life cycles and the food chain begs to be read out loud. Written in the rhythm of “The House That Jack Built,” The Tree by Diane’s House tells the story of a budding tree and a growing girl. As the tree grows from seed to sycamore, its leaves become meals for caterpillars, which become food for birds. Diane witnesses what happens when living things depend on one another—until they can’t do so anymore. This bittersweet tale provides a thought-provoking ending for young readers about the circle of life in the natural world.The Tree by Diane’s House is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisNow you see them, now you don’t! By showing the same creatures in two different settings, this book brings out the detective in young readers. They can investigate the role of protective coloration— nature’s own camouflage—for katydids, crickets, bumblebees, beavers, spiders, and spotted green frogs. The vivid examples encourage children to closely examine the characteristics of hidden creatures that may be looking back at them, whether from the pages of this book or in their own backyards.Looking for Animals is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisChildren who love both animals and a rousing game of I Spy will have fun with this book. To give kids practice identifying similarities and differences, the book starts by pairing easy-to-distinguish animals, such as zebras and horses. Then it moves on to duos that are more difficult to tell apart, such as turtles and tortoises and seals and sea lions. Reading Animals Two by Two is like taking a walk through the zoo with an eagle-eyed friend—one who wants to know if you can spot the differences between a frog and a toad or a mole and a vole!Animals Two by Two is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisStudents continually ask, "Does this count?" "Is this on the test?" They want to know how they'll be evaluated. Discover how to answer these questions in ways that shape student learning and keep teaching focused on what really matters. Written by language expert Paul Sandrock, this superb manual clarifies precisely what language educators need to understand in order to successfully assess student performance. Relevant to new teachers and seasoned professionals alike, Sandrock provides step-by-step guidance on how to design assessments, illuminates the process of designing rubrics that focus on proficiency and helps educators create assessments that motivate students to offer language samples that accomplish authentic purposes. School administrators will also benefit from the section that focuses on the impact of performance assessment on instruction and program design.

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Book SynopsisWhile We're On the Topic: BVP on Language, Acquisition, and Classroom Practice is from one of the leading figures in the field of second language acquisition and second language teaching, While We're on the Topic... offers an up-to-date overview of six principles underlying contemporary communicative language teaching. In a conversational style, Bill VanPatten addresses principles related to the nature of communication, the nature of language, how language is acquired, the roles of input and interaction, tasks and activities, and focus on form ("grammar"). Each principle is informed by decades of research yet all are presented in a manner accessible to veteran and novice educators alike.This book is a must read for all interested in 21st century language teaching. With special features such as Foundational Readings, Discussion Questions and Food for Thought, "I..." statements for self-assessment, and While We're on the Topic reflection boxes that invite the reader to ponder related topics, this book can easily be used as the foundation for any course on contemporary language teaching.

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Book SynopsisTeaching Intercultural Citizenship Across the Curriculum: The Role of Language Education explores how language educators can advocate for and illustrate the importance of language education not only for their students’ education but also for their ability to solve complex problems we urgently need to address. This book introduces readers to theory and practice in planning, teaching, and assessing intercultural communication and citizenship across the curriculum. Teachers, teacher educators, and curriculum designers gain a better understanding of designing (world) language curricula for intercultural citizenship by making connections to the students’ knowledge and experiences from other subjects. This enables students to apply what they learn in language education in their lives in the here and now.The aim of the book is also to help language educators work together with teachers of other subjects (e.g., mathematics, sciences, English language arts) to broaden students’ understandings and strengthen their intercultural citizenship development. Theoretical investigations are illustrated with practical examples and lesson plans from world language education and linked to other subjects through discipline-specific content. Questions for reflection encourage the reader to interact more deeply with the concepts and the suggested examples. Supporting materials are provided which teachers can adapt for implementation in their own program.

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Book SynopsisA concise "go to" guide for new language educators that provides basic practical information, suggestions, and templates, without going into the detail found in a more comprehensive methods textbook. Since the publication of the first edition in 2007, concepts of planning, instruction, and grading have evolved, proficiency-based NCSSFL-ACTFL Can-Do Statements have been created, and, of course, the available tools and resources have changed a great deal. When this text was originally published, overhead projectors were common in classrooms, students rarely had their own cell phones, and social media were still relatively new. Today the instructional environment is different, as are the tools and resources available to teachers.Amid all the ways in which teaching has changed, much remains the same. Learners still need to be meaningfully engaged with the language. Educators must plan opportunities for learning that are relevant for learners. Students must believe that teachers care for them as individuals. Language and intercultural skills are increasingly important in our global society. Teaching is difficult, and educators new to the profession need support and guidance.New teachers must learn a great deal, regardless of the amount of preparation they need before entering the classroom. This second edition of The Keys to the Classroom captures the changes and additions that meet the needs of language educators in today's rapidly changing environment.

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