Учебная литература
Различные книги в жанре Учебная литератураResearch-Based Methods of Reading Instruction for English Language Learners, Grades K-4
What can we do to help ELL students understand English? In Research-Based Methods of Reading Instruction for English Language Learners, Grades K–4, Sylvia Linan-Thompson and Sharon Vaughn provide over 60 field-tested classroom lessons for ensuring English fluency among young nonnative speakers. Each chapter focuses on research and activities in one of the following areas:
* Phonemic awareness * Phonics and word study * Fluency * Vocabulary * Comprehension
In addition to the many step-by-step activities and lesson plans, the book includes in-depth explications of linguistic concepts, a glossary of terms, and lists of relevant online resources.
The sooner students grasp the principles of English language acquisition, the better off they are. In this book, you will find everything you need to get elementary-level ELLs reading—and learning—successfully in English.
Getting Started with English Language Learners
“It’s been six months, and I STILL can’t get my English language learners to participate in class!” “How can I help my newcomers feel more comfortable around other students?” “Am I doing enough to help my English language learners succeed?”
Have you had these thoughts? Take heart, you are not alone. As schools and districts swell with growing numbers of English language learners, and as administrators and teachers wrestle with federal guidelines for educating these students, many educators are faced with these same challenges and much more. To meet these challenges, it is imperative for educators to learn about and use the theories and teaching strategies that will help English language learners succeed in the classroom. In Getting Started with English Language Learners: How Educators Can Meet the Challenge, Judie Haynes provides a practical resource to help educators who are new to the field of English as a Second Language understand the needs of English language learners. From learning how students acquire a second language to differentiating instruction to exploring practical strategies for teaching newcomers, this book will help educators learn how to create effective learning environments for English language learners. Real-life scenarios from actual classrooms are presented throughout the book. The book also includes a brief overview of different types of ESL programs used in the United States and a helpful glossary of common ESL terminology. New teachers, veteran educators working with English language learners for the first time, and administrators can all use this book to increase their knowledge, improve their practice, and, most importantly, effectively educate and inspire English language learners.
Judie Haynes has taught in elementary ESL classrooms for the past 26 years. She is the author and coauthor of four books on helping classroom teachers with English language learners, and she is the co-founder of the award-winning Web site everythingESL.net.
Beyond Discipline
What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as “logical consequences.” But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult’s expectations. Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom “management,” when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don’t do what they’re told; instead, it may be necessary to reconsider what it is that they’ve been told to do–or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer “positive reinforcement” when they obey. Just as memorizing someone else’s right answers fails to promote students’ intellectual development, so does complying with someone else’s expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behavior, with an approach in which we work with students to create caring communities where decisions are made together. Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book’s central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving–and beyond discipline. Alfie Kohn is the author of many other books about education and human behavior, including Punished by Rewards, The Schools Our Children Deserve, and Unconditional Parenting. A former teacher, he now works with educators and parents across the United States and maintains a Web site at www.alfiekohn.org.
Activating the Desire to Learn
The research is indisputable: Students are less disruptive and do better academically in schools that cultivate the internal motivation of students. In Activating the Desire to Learn , veteran educator Bob Sullo shows how to apply lessons from the research on motivation in the classroom. According to the author, we are all driven to fulfill five essential needs: to connect, to be competent, to make choices, to have fun, and to be safe. Studies show that when these needs are met in schools, good behavior and high achievement tend naturally to ensue. Written as a series of candid dialogues between the author and K–12 students, teachers, counselors, and administrators, Activating the Desire to Learn covers everything you need to know to change the dynamics of learning in your classroom or school: * A comprehensive overview of the research on internal motivation; * Case studies of strategies for activating internal motivation at the elementary, middle, and high school levels; * Suggestions on how to assess degrees of student motivation; and</P* Guidelines for integrating the principles of internal motivation with standards-based instruction. Motivating students is not the issue—the hunger to learn is ever-present. Yet schools continue to insist on the traditional reward-punishment model, to the detriment of student achievement. Clearly it’s time for change. This engaging and thought-provoking book will help you create a culture of achievement by building on the inherent drive to succeed that students bring to the classroom every day.
Learning-Driven Schools
Many teachers are trained to approach their work with a set of teaching strategies and lessons that changes little over time. Because they are focused on how they teach, rather than on how their students learn, they use the same techniques day after day, making no adjustments for students' different learning needs. In Learning-Driven Schools: A Practical Guide for Teachers and Principals , Barry Beers shows how teachers can plan, teach, and assess for student learning–and how principals can support teachers in their efforts. The book includes * An overview of the research on knowledge retention;* Real-life samples of lesson plans that address state and local standards;* Strategies on accurately assessing student learning;* Advice for teachers on addressing the needs of struggling, intermediate, and advanced students at the same time; and* Advice for administrators on conducting effective classroom observations. A rallying cry and how-to guide rolled into one, this book is an invaluable resource for anyone passionate about learning. Having served as a veteran teacher and principal himself, Barry Beers brings his own experience and understanding to bear on the essential task of ensuring that student learning remains the clear focus of our schools.
The Essentials of Science, Grades K-6
Learn about best practices in elementary science, from curriculum planning and ongoing assessment to student motivation and professional development for teachers.
Learning on Display
The story of the civil rights movement. The characteristics of Japanese art and culture. The importance of innovation. The history of your community. No matter the subject area or the grade level, a school museum project can improve learning and teaching. Unlike science fairs or art shows, which highlight the work of individuals, school museums are collaborative, multifaceted projects that build understanding. As students engage in meaningful work and deepen their knowledge of a specific topic, teachers gain insight into best instructional practices. Through photographs and classroom examples, former curriculum director, teacher, and museum educator Linda D'Acquisto shows how school museums inspire students' curiosity and creativity; encourage responsibility and teamwork; and strengthen writing, communication, research, and problem-solving skills. You will learn the process for developing your own exhibition, including strategies for * incorporating academic content standards* assessing learning and understanding* guiding research, writing, and design* promoting partnerships among students, colleagues, parents, and the community* using the completed museum as a teaching tool With its step-by-step approach and practical resources, Learning on Display will help you transform your curriculum into motivating museum projects that make class work rigorous, memorable, and fun. Note: This product listing is for the reflowable (ePub) version of the book.
Concept-Rich Mathematics Instruction
Have you ever wondered why students too often have only a rudimentary understanding of mathematics, why even rich and exciting hands-on learning does not always result in «real» learning of new concepts? The answer lies in whether students have actually learned mathematical concepts, rather than merely memorizing facts and formulas. Concept-Rich Mathematics Instruction is based on the constructivist view that concepts are not simply facts to be memorized and later recalled, but rather knowledge that learners develop through an active process of adapting to new experiences. The teacher's role is critical in this process. When teachers prompt students to reflect on their experiences and report and answer questions verbally, students must re-examine and even revise their concepts of reality. Meir Ben-Hur offers expert guidance on all aspects of Concept-Rich Mathematics Instruction, including * Identifying the core concepts of the mathematics curriculum.* Planning instructional sequences that build upon concepts that students already understand.* Designing learning experiences that provoke thoughtful discussions about new concepts and prepare students to apply these concepts on their own.* Identifying student errors, particularly those caused by preconceptions, as important sources of information and as key instructional tools.* Conducting classroom dialogues that are rich in alternative representations.* Using a variety of formative assessment methods to reveal the state of students' learning.* Incorporating problem-solving activities that provoke cognitive dissonance and enhance students' cognitive competence. Concept-Rich Mathematics Instruction is grounded in the belief that all students can learn to think mathematically and solve challenging problems. If you're looking for a powerful way to improve students' performance in mathematics and move closer to fulfilling the NCTM standards, look no further: this approach provides the building blocks for constructing a first-class mathematics program. Note: This product listing is for the reflowable (ePub) version of the book.
The Essentials of Mathematics, K-6
Using national and state standards to guide your math program is just a start. You still have to decide how to apply the standards in your curriculum, determine when students should learn different content, and decide which programs and textbooks will help you make math come alive in the classroom. That's where this new ASCD resource comes in. Priorities in Practice: The Essentials of Mathematics K-6 explores how educators–from classroom teachers to central office administrators–are tackling these major challenges in math education: * Emphasizing algebraic thinking, problem solving, and communication*Relying on research to guide the implementation of new teaching practices* Connecting math activities to larger purposes and everyday experiences* Differentiating instruction based on students' learning styles, interests, and readiness levels* Helping teachers use classroom assessment to guide instruction* Improving math teaching practices through teacher professional development and analysis of student work. Whether you're working with an established math curriculum or rethinking your whole approach, here's an opportunity to see where your program stands in the context of current trends. This is the first volume in a new series from ASCD that explores tested methods of teaching and administrating curriculum in the major content areas. Note: This product listing is for the reflowable (ePub) version of the book.
Supervision for Learning
Traditional methods of supervision and evaluation focus on teachers' inputs: their lesson plans, instruction, and classroom management practices. But what matters most is the outcome they achieve: learning . This book introduces Performance-Based Supervision and Evaluation (PBSE), a data-driven and teacher-directed approach proven to build educators' analytical and instructional capacity to address the learning needs of their students. It's a move away from disconnected annual goals and outside-in improvement initiatives, and toward the full integration of teacher evaluation, strategic professional development, and school improvement planning. Supervision for Learning is an important resource for school leaders looking to * Honor the judgment of teachers while targeting student performance in areas of essential knowledge and skills articulated in standards;* Empower all teachers to use performance data as the basis for instructional decisions and monitor the effectiveness of these decisions through action research;* Develop meaningful collaborative relationships with and among teachers; and* Acquire authentic evidence of teacher and student growth. Authors James M. Aseltine, Judith O. Faryniarz, and Anthony J. Rigazio-DiGilio explain the best-practice foundations of their approach and provide guidelines for its implementation. Sample artifacts and illustrative vignettes bring the PBSE process to life, clarifying the supervisor's role, the teachers' responsibilities, and the students' gains. You'll also find a planning and monitoring tool that maps milestones within the development and evaluation cycle, along with strategies for reconciling this approach with district reporting requirements and budget realities. Note: This product listing is for the reflowable (ePub) version of the book.