Description
Book SynopsisFulfilling the Needs of Teachers gives teacher educators the power to reach a teacher's mind and soul. This book guides educators through a five-step process for creating design tasks. Design tasks are multi-dimensional professional learning activities that develop teachers' understandings, skills, and abilities by presenting knowledge in a context that affects his or her beliefs, attitudes, and emotions.
Trade ReviewUntil reading Fulfilling the Needs of Teachers, my process for delivering professional development workshops to teachers had been based on personal observations, a short workshop, and my instincts. Lacking in my professional development plans were opportunities for teachers to grapple with new content and for teachers to create and analyze assessments for effectiveness of implementation. Dr. Ray’s system for working, implementing, and assessing new information provided insight into how to solve this problem. Particularly helpful were the author’s conversations at the end of each section with “Annie”, who tended to ask the very same questions about the system as I did. -- Rebecca N. Reed, MAEEE, Social Studies Supervisor, Red Clay Consolidated School District, Wilmington, Delaware
I have read and re-read the chapters and made design tasks for the teachers to use this summer in their teacher training program. The classroom-centered tasks are an eye opener for teacher-centric to child-centric and the relevance to ecosystem processing connection in a class of (40-45) students which we follow. This book is going to be a treat and a helpful guide to teachers and the community. -- Veena Purwar, Director Versatile Scholars, Co-director Education Partners in India
Table of ContentsDedication Epigraph Foreword Preface Acknowledgement Introduction Part One: The Big Picture 1: Stopping the Insanity 2: Making Existing Models Obsolete 3: What Nobody Has Thought Yet 4: Providing Conditions for Learning Part Two: Classroom-Centered Tasks 5: Selecting Entry Points 6: Personalizing Professional Learning 7: Determining Best Fit Part Three: Learning-Centered Tasks 8: Reinforcing Resiliency 9: Beyond What You Have Mastered 10: The Other Side of Fear Part Four: Understanding-Centered Tasks 11: Influencing Teachers’ Emotions 12: Seeing Where You Have Been 13: Testing What You Think You Know Part Five: Progress-Centered Tasks 14: Fulfilling Teachers’ Needs 15: Moving Closer to the Truth 16: Imposing a Coherence of Their Own Part Six: Influencing Teachers’ Emotions (An Excerpt) 17: Unleashing a New Form of Energy Appendices A: Identifying and Defining Connections B: Selecting Focal Points C: Developing Instructional Goals D: Linking Students’ Learning Outcomes to Teachers’ Professional Learning E: Measuring Teachers’ Sense of Efficacy F: The Geneva Emotion Wheel G: Teacher Motivation for Professional Development Glossary About the Author
