Accessible and practical, this book helps teachers incorporate executive function processes—such as planning, organizing, prioritizing, and self-checking—into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also shows how to differentiate instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations. More than a dozen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference. Purchasers also get access to a Web page where they can download and print the reproducible materials. See also Meltzer's edited volume, Executive Function in Education, Second Edition, which presents state-of-the-art knowledge on the role of EF in learning across the content areas.
Author: Lynn Meltzer
Publisher: Guilford Press
Now in a Second Edition, this evidence-based guide provides a current and concise overview of the field of school neuropsychology with practical guidance on how to apply neuropsychological assessment principles in school settings. The Second Edition features new coverage of major neuropsychological tests batteries for children, including NEPSY-II, WISC-IV Integrated, and D-KEFS. A new accompanying CD-ROM includes helpful tools such as sample case studies and searchable databases of neuropsychological tests.
Author: Daniel C. Miller
Publisher: John Wiley & Sons
Peer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.
Enhancing Learning and Social Skills
Author: Karen R. Harris,Lynn Meltzer
Publisher: Guilford Publications
Frank McCourts Erinnerungen an seine Jahre als Lehrer Dreißig Jahre lang hat Frank McCourt, der Amerikaner mit der unglücklichen irischen katholischen Kindheit, in New Yorker Schulen unterrichtet. Jetzt erzählt er, was er von seinen insgesamt zwölftausend Schülern gelernt hat – als Lehrer, als Geschichtenerzähler, als Schriftsteller. Ein Buch, wie man es liebt, aber selten findet: voll Witz und Charme, voll Verzweiflung, Ironie und Lebensweisheit.
Author: Frank McCourt
Publisher: Luchterhand Literaturverlag
A reference for teachers interested in the uses of ICT as a tool to promote the inclusion of learners with special educational needs. It considers the role of technology in overcoming barriers of access to the curriculum and offers examinations of ICT asa teaching tool to raise standards for all.
A Tool for Inclusion
Author: Florian, Lani,Hegarty, John
Publisher: McGraw-Hill Education (UK)
Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.
selbständiges Lernen im Alltag
Author: John Caldwell Holt
What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
ASHE Higher Education Report, Volume 40, Number 6
Author: Katrina A. Meyer
Publisher: John Wiley & Sons
Covering development from early childhood through high school in an easy-to-follow format, this book provides future teachers with authentic, research-based strategies and guidelines for their classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. A strong emphasis on diversity among children is reflected throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping future teachers be better prepared to create an environment that promotes optimal development in children. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: Christi Crosby Bergin,David Allen Bergin
Publisher: Cengage Learning
Author: John Hattie
Category: Effective teaching
Erste Ergebnisse von PISA 2003
Publisher: OECD Publishing
Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Author: Robyn M. Gillies,Adrian Ashman,Jan Terwel
Publisher: Springer Science & Business Media
With new forms, techniques, and checklists, this second edition provides 101 strategies for using learners' prior knowledge.
101 Proven Strategies for Student and Teacher Success
Author: Linda Campbell,Bruce Campbell
Publisher: Corwin Press
Die Wissenschaft hat in den letzten Jahrzehnten vieles über den Haufen geworfen, was wir darüber zu wissen glaubten, wie das Gehirn Informationen aufnimmt und verarbeitet. Fest steht: Wir lernen von Geburt an schnell, effizient und automatisch. Weil wir diesen Vorgang unbedingt systematisieren wollen, betrachten wir Vergessen, Schlafen und Tagträumen als hinderlich. Dabei sind sie wertvolle Hilfsmittel, die den Eigenarten unseres Gehirns Rechnung tragen. Benedict Carey erklärt, mit welchen Methoden wir uns Stoffe leichter einprägen und unser problemlösendes Denken verbessern können und wie wir die Potenziale des Unbewussten möglichst effizient nutzen – lernen, ohne nachzudenken. Nebenbei erfahren wir, dass Ablenkung zu Unrecht verteufelt wird, Wiederholung keineswegs immer weiterhilft und es sinnvoll ist, sich zu Themen testen zu lassen, über die man noch gar nichts weiß. Ein äußerst unterhaltsam geschriebenes Buch voller überraschender Erkenntnisse, das zeigt: Lernen muss keine Qual sein.
Warum Faulheit und Ablenkung dabei helfen
Author: Benedict Carey
Publisher: Rowohlt Verlag GmbH
This updated edition expertly guides teachers to be effective helpers when called upon to respond quickly and appropriately to students' interpersonal, social, and emotional needs.
Author: Jeffrey A. Kottler,Ellen Kottler
Publisher: Corwin Press
This volume focuses on divergent perspectives and innovative interventions known to maximize the fullest potential of people with exceptionalities. Emphasizing that intervention strategy objectives must always be to meet individual learners unique needs, contributions reflect where we are and where we are going in the field of special education.
Author: Festus E. Obiakor,Jeffrey P. Bakken
Publisher: Emerald Group Publishing
This book offers practical strategies to help primary and secondary educators coach and mentor their students to become co-teachers, decision-makers, and advocates. In this unique resource for educators who are attempting to meet the needs of a diverse student population in mixed-ability classrooms, Richard A. Villa, Jacqueline S. Thousand, and Ann I. Nevin anchor practical examples within the current theories of learning and evidence-based research on these non-traditional student roles. Readers will find: - Practical, hands-on resources - Assessment tools - Lesson plans in user-friendly formats - Many personal case studies Collaborating With Students in Instruction and Decision Making provides easy-to-implement methods that can be used in classrooms, school buildings, or across school districts. The book′s content is ideal for staff development personnel and school district curriculum specialists as well as faculty in colleges of education dedicated to the development of the teaching, decision making, and the advancement of students′ advocacy skills.
The Untapped Resource
Author: Richard A. Villa,Jacqueline S. Thousand
Publisher: Corwin Press
This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.
An Action Guide for Educators
Author: Jennifer York-Barr,William A. Sommers,Gail S. Ghere,Jo Montie
Publisher: Corwin Press
Language students learn best when given the opportunity to communicate meaningful content in realistic settings. Providing those realistic contexts hasn't always been easy, but as this book emphatically demonstrates technology can help. Current Internet- and software-based technologies offer authentic, individualized interactions with members of the target language community - precisely the kind of interaction that leads to the biggest gains in proficiency. Months' worth of lesson plans and activities show you how to use the best of these technology tools to build content-based curricula for all ages and languages, and simultaneously address critical technology and content area standards. FEATURES Dozens of lesson plans on CD-ROM that can be used as stand-alone activities or month-long curriculum plans Introductory essays on technology integration and foreign language standards, performance assessment, and distance learning Interdisciplinary links, teaching tips, lesson extenders, and assessment rubrics for each unit Also available: Teachers as Technology Leaders: A Guide to ISTE Technology Facilitation and Technology Leadership Accreditation - ISBN 1564842266 Transforming Classroom Practice: Professional Development Strategies in Educational Technology - ISBN 1564842460
Author: Carl Falsgraf
Publisher: ISTE (Interntl Soc Tech Educ
This easy-to-use guide features 75 research-based strategies for teachers of students in Grades K–12. Engage your students' creativity and build their science literacy.
75 Research-Based Strategies
Author: Neal A. Glasgow,Michele Cheyne,Randy K. Yerrick
Publisher: Corwin Press