Description
Book SynopsisThis book is designed for teachers, administrators, and staff development coordinators who are interested in a resource that provides an overview of current issues and the answers to some difficult educational questions. Through the use of case studies, current information, and reader exercises, this collection provides a manageable developmental resource for effective instructional practices and promotes the understanding of special topics and questions faced by the classroom teacher. The contributing authors address such diverse topics as developmentally appropriate instruction, special education, ESL, the culturally responsive classroom, integrative supportive technology, and professional communication.
Trade ReviewThe phrase: 'Try it; you'll like it' is an appropriate description of The Classroom Facilitator. Classroom teachers are constantly in search of ways to improve their teaching and to assist their students. The Classroom Facilitator offers a practical guide to reach students and offers activities that are doable in the student-centered classroom. To meet twenty-first-century goals teachers want a how-to book that offers realistic approaches to teaching; The Classroom Facilitator presents useful integration of methodology and pedagogy to meet these needs. -- Betty Wells Brown, professor, Department of Professional Leadership, School of Education, University of North Carolina Pembroke
In a real world of information clouds, the question is not whether to use social media, web 2.0, and new technologies to enhance reflective learning but how to use them. Had Dewey had these tools at his disposal, surely he would have found useful and productive methods to maximize his theories on reflection. As learning managers, we seek to develop students as skilled critical thinkers. Classroom teachers will find valuable tools in The Classroom Facilitator. -- Skip Sparkman, director of distance learning, Volunteer State Community College, Gallatin, Tennessee
This volume contends that teachers are facilitators who create student-centered and activity-based classrooms where students are held responsible for their own learning. Houff (education, U. of Mary Washington) assembles nine chapters around questions teachers, administrators, and staff development coordinators have about special issues related to students and facilitating learning, from the impact of social and emotional learning to teaching gifted and talented students. Education academics and practitioners from the US address developmentally appropriate instruction, special education, English as a second language, the culturally responsive classroom, teaching students with autism, and using technology in reflection, assessment, and instruction. * Book News, Inc. *
Table of ContentsChapter 1 Introduction Chapter 2 How Does Social and Emotional Learning Impact on the Classroom? Chapter 3 What is Culturally Responsive Instruction? Chapter 4 Where Do These Children Come From? Chapter 5 What is Special about Special Education? Chapter 6 How Do I Teach the Student with Autism Spectrum Disorder? Chapter 7 How Do I Teach the Student Identified as Talented and Gifted? Chapter 8 How Can I Use Technology to Support Reflection? Chapter 9 How Can I Use Technology in Student Assessment? Chapter 10 How Can I Use and Integrate Instructional Technology? Chapter 11 Conclusion
