Written to address all grade levels, this book provides teachers with strategies and suggestions to support their culturally and linguistically diverse students. With the influx of cultural diversity in schools, teachers can use the strategies in this resource to improve on the following five pedagogical areas: classroom management, use of text, academic vocabulary, and situational appropriateness; all addressed throughout the book.
In this exciting, new edition of Supervision That Improves Teaching, the authors have taken their reflective clinical supervision process to a new level and focused on the demands that diversity and technology have placed on the supervision cycle. The authors recognize that if supervision of instruction is to be successful, we must address these needs. Therefore, they have built this third edition around the context of diversity within a technological environment. Our new scenarios describe teaching and learning dilemmas for English Language Learners. An additional case study also highlights English Language Learners within the context of “Critical Friends” groups and new observation tools center on the diversity of our schools. Finally, suggestions abound for use of the book within a technological environment – from blogs and wikis to strategies for teaching a hybrid or completely online course.
Sullivan and Glanz have also addressed the dilemmas of preserving meaningful supervision in an era of high-stakes testing and local, state, and national standards. The authors’ reflective clinical supervision model encourages and prepares educators to be thoughtful collaborators in improving classroom instruction. And they have extended the options for teacher observation to a thorough but manageable set of tools for standards-based supervision.
Outstanding additions to the third edition include:
– New scenarios, cases and tools focus on the need for differentiated instruction for diverse and exceptional populations in the schools
– Use of this book to evaluate the technological environment in schools in areas such as distance learning, online training, blogging and research
– The authors draw a clearer distinction between evaluation and supervision in this 3rd edition
– The timeline for the Supervision cycle in Chapter 1 has been updated and revised
– Observation Instruments in Chapter 3 have been revised to be more reader and user friendly
– Strategies and observation tools for maintaining reflective supervision in a standards-based environment
This bestselling approach continues to offer interpersonal tools for initiating and providing feedback on classroom observations, alternative approaches to common supervision practices, and the tools necessary for present and future educational leaders to develop dynamic conversations about learning between and among educators-the essence of what effective supervision is really about.
Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of a range of teaching techniques, from lectures to role plays to student-directed investigations. It provides a practical guide for considering when to use what strategy, how to determine that students meet learning objectives with a particular strategy, and how to keep the learning environment positive.
Special features include:
- Clear, step-by-step descriptions of the seven categories of instructional strategies that social studies teachers need most to engage all students and promote student learning.
- Practical ways to manage the learning environment and assess student learning for each of the instructional strategies.
- Rich, detailed and social studies-specific examples to illustrate each concept or teaching method described.
- Guidelines for deciding how each strategy might allow for diverse learners and differentiated learning environments.
- Clear and concrete guidelines for setting course goals and objectives as well as writing unit plans and lesson plans.
For any aspiring social studies teacher who wants to make the most informed decisions about day-to-day instructional strategies, the unique integration and contextualization of curriculum, instruction, assessment, and classroom management that this textbook offers will make this an invaluable resource.
Outdoor Education: Methods and Strategieswill show students how to
-use physical, cognitive, and affective methods to teach lessons in different settings to different audiences;
-link educational theories to teaching methods and choose the best method for each setting; and
-implement strategies with easy-to-use forms and lesson plans.
Outdoor Education: Methods and Strategiesprovides all the necessary information and tools for teaching outdoor education. It applies educational theories to outdoor teaching methods and helps educators choose the instructional strategy that will work best for their audience, whether they’re in a school, nature center, adventure center, camp, environmental learning center, government agency, or university. This text includes the following features:
-Easy-to-use forms for designing, implementing, and evaluating outdoor lesson plans
-Six highly detailed sample lesson plans, representing a variety of settings for different age groups and abilities and using physical, cognitive, and affective methods
-Teaching tips, real-life case studies, and interactive exercises to apply concepts in each chapter
Outdoor Education: Methods and Strategiescontains practical lesson plans and examples that go beyond the normal scope of a text. It includes key concepts, objectives, and summaries for each chapter, and it presents an extensive set of educational methods and applications to foster optimal learning.
Part Idefines what outdoor education is and details the professional expectations of an outdoor educator. It also explores educational theories that support outdoor education, including developmental stages, learning stages, and constructivism.
Part IIcovers teacher preparation, including understanding the backgrounds and abilities of participants, creating a successful learning environment, teaching effectively in a variety of outdoor settings, and designing lesson plans.
In part III, the authors explore methods and delivery of outdoor education. They examine the uses of physical, cognitive, and affective methods for teaching, and they provide six ready-to-use sample lessons. They also help readers reflect on, evaluate, and improve their lesson plans through experimentation.
Outdoor Education: Methods and Strategieswill benefit all educators, new or veteran, in enhancing their audience’s awareness, appreciation, and knowledge of the outdoors. Ultimately, it will advance educators’ abilities to increase people’s enjoyment and understanding of the environment.
The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences.
A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
One of the most influential teaching guides ever—updated!
Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away.
The first edition of Teach Like a Champion influenced thousands of educators because author Doug Lemov’s teaching strategies are simple and powerful. Now, updated techniques and tools make it even easier to put students on the path to college readiness. Here are just a few of the brand new resources available in the 2.0 edition:
- Over 70 new video clips of real teachers modeling the techniques in the classroom
- A selection of never before seen techniques inspired by top teachers around the world
- Brand new structure emphasizing the most important techniques and step by step teaching guidelines
- Updated content reflecting the latest best practices from outstanding educators
With the sample lesson plans, videos, and teachlikeachampion.com online community, you will be teaching like a champion in no time. The classroom techniques you’ll learn in this book can be adapted to suit any context. Find out why Teach Like a Champion is a “teaching Bible” for so many educators worldwide.
There is little agreement among school leaders on what constitutes quality teaching and how best to support teachers in improving lessons, assessments, and classroom instruction. This book will show how principals and other school leaders can ‘grow’ the expertise of teachers to deliver high quality instruction that serves all students well. It introduces principals to a five-part model of effective instruction. It then shows leaders how to make use of this framework for guiding new and veteran teachers on improving lessons, instruction, and other aspects of classroom practices.
Demographic changes that are occurring across the country have created a need to examine curriculum outcomes and teaching of diverse learners in urban school environments. Students in physical education programs in particular reflect these cultural and racial changes. Physical education is an appropriate subject for teachers to introduce culturally responsive pedagogy into the learning environment. The purpose of this study was to examine methods of instruction that African American and Caucasian American elementary physical education teachers use in urban schools. A second goal was to add to existing literature regarding the instruction of students from diverse backgrounds in physical education. In this qualitative study, I.M.P.A.C.T. survey instrument (Culp & Chepyator-Thomson, 2004) was used as a guide to gauge urban physical education teachers’ methods of instruction. The sample of teachers who participated in the study came from 52 elementary schools in a large southeastern urban city in the United States. Grounded theory served as the method that guided the examination of the themes from the survey. Constant comparison analysis (Glaser & Strauss, 1967) was used to determine themes that emerged from the data. The major findings from the study include the following themes: (a) role modeling, (b) intrinsic and extrinsic satisfaction, (c) promotion of lifelong activities to students, (d) enthusiasm and (e) life experiences. Strategies for teaching centered on the adherence to rules and guidelines, teacher and student modeling and inclusion of students in activities. Teachers reported little multicultural training in their teacher preparation. Lesson and curriculum outcomes did not significantly represent exposure to multicultural concepts. Methods of communication teachers used related primarily to language, not non-verbal or verbal communication. Recommendations for improvement included (1) reconfiguring current multicultural training in schools; (2) utilizing physical education teachers’ input in curriculum construction, (3) instituting more multicultural concepts and experiences in PETE programs and (4) creating a more inclusive academic atmosphere for students of racial, cultural and social backgrounds. Research of this nature can be tailored to specific school systems in order to evaluate existing programs and determine if they are worthy of reform.