teaching

Discusses the importance of professional conversations in improving teaching and learning environments, covering power and leadership in schools, the big ideas that shape professional conversations, topics, conversation skills, and implementation issues, and including conversation activities.

A thematic unit designed to teach students about slavery, including literature selections, planning guides, curriculum connections, group projects, literature-related activities, enrichment and culminating activities, a bibliography, resource materials, and reproducible pages.

"A . . . guide to improve teaching based on . . . research in neuroscience"--Provided by publisher.

Provides twenty-six different kinds of activities and resources--one for each letter of the alphabet--for teaching grades five through nine about states of matter, such as science projects, games and puzzles, and a bibliography.

"A year-in-the-life account of three teachers, combined with reporting that reveals what's really going on behind school doors"--Front dust jacket.

Provides strategies and activities for learning, preparing to use, and practicing the sixty-three essential techniques of teaching like a champion.

Provides teachers with concrete, age-appropriate strategies for doing anti-bias and anti-racist work in their classrooms and schools. Discusses the challenges educators face and the questions they have, and provides personal stories, sample lessons, student work, anchor charts, conversation prompts, tips for working with parents and administrators, teacher and activist accounts, and online resources including templates, organizers, assessments, and planners.

Presents a guide to practical classroom strategies for improving the questioning ability of young students, providing suggestions for encouraging them to explore, invent, and discover.

"The concept of personalized professional learning has gained a good deal of traction over the past decade. Much in the way that classroom instruction has shifted from a twentieth century factory model (at least in theory), the notion of one-size-fits-all professional development has been widely discredited. A recent blog post (http://blog.edmentum.com/5-best-practices-personalized-professional-development) makes the following case: Gathering all of a school's teachers in a room for one day and offering strategies with the intention of universal classroom application doesn't work anymore-'one size fits all' is no longer an effective option. Instead, attention must be paid to the broader context of each teacher's classroom world. The subject(s) they teach, the technology they utilize, as well as the ages and specific challenges of their students, all must be taken into account. Moreover, technological advances have dramatically improved access to individualized PL options. But while the idea that teachers can tailor their professional learning to unique needs is inherently appealing, there remains a central paradox: most experts are in agreement that the most impactful professional leaning experiences take place in collaboration with other teachers. The authors of the proposed title believe that powerful professional learning can be grouped into three distinctive categories: (1) Learning from students; (2) Learning from peers; (3) Learning from the world"--.