Teaching the Way Children Learn

Building on his bestselling resource The Vocabulary Book, Michael Gravess new book describes a practical program for teaching individual words in the K8 classroom.

Author: Beverly Falk

Publisher:

ISBN:

Category: Education

Page: 198

View: 263

Helping students master a broad range of individual words is a vital part of effective vocabulary instruction. Building on his bestselling resource The Vocabulary Book, Michael Gravess new book describes a practical program for teaching individual words in the K8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. Get ready to bridge the vocabulary gap with this user-friendly teaching tool!

The Children You Teach

The Children You Teach is a book of stories about students and teachers. But it is also a book about children's development. Each chapter tells the true story of a child or teacher facing a dilemma.

Author: Susan Engel

Publisher: Heinemann Educational Books

ISBN: 9780325098173

Category: Education

Page: 165

View: 126

The Children You Teach is a book of stories about students and teachers. But it is also a book about children's development. Each chapter tells the true story of a child or teacher facing a dilemma. Weaving in research from psychological science, Susan Engel shows how to look at children through a developmental lens, which can change what happens in the classroom, and transform the craft of teaching. Drawing on her many years as a developmental scientist and classroom teacher, Susan applies theories and studies from developmental psychology to the lives of real children. She summarizes the research and data to help teachers understand the way children think, and then shows how teachers can use that knowledge in the classroom. No plan book or curriculum guide can replace the power and usefulness of thinking about children from a developmental perspective. You can take concrete steps to make child development integral to your daily work with children. Learn to think differently about the children you teach and let your insights guide you as you help them grow.

Teaching Children to Learn

This exciting book fosters the skills involved in learning, providing a framework for developing active learning in every community, classroom, and school. This new edition suggests more ways to create powerful learning environments.

Author: Robert Fisher

Publisher: Nelson Thornes

ISBN: 9780748794423

Category: Education

Page: 175

View: 205

This exciting book fosters the skills involved in learning, providing a framework for developing active learning in every community, classroom, and school. This new edition suggests more ways to create powerful learning environments. Teaching Children to Learn has been revised and enlarged, giving more practical ideas to develop creative learning skills. It includes new sections on learning styles, accelerated learning, and ways to motivate learning.

What If We Taught the Way Children Learn

I also believe they'd learn a lot more—certainly a lot more of what matters. ...
There are 31 essays, divided among four categories: “Teaching With Children's
Nature in Mind,” “Teaching With the Body in Mind,” “Teaching With Children's
Futures ...

Author: Rae Pica

Publisher: Corwin Press

ISBN: 1071803026

Category: Education

Page: 216

View: 646

Strengthen the connection between child development and learning To help students experience joy and discovery, while also preparing them for future schooling, we need to understand the connection between how they develop and how they learn. Pica brings decades of experience in education to advocate for this change. Written as a follow-up to the bestselling What If Everybody Understood Child Development?, this book includes: · 31 easy-to-read chapters on topics including disruptive behavior, creativity, self-regulation, screen time, and mental health · Suggested next steps and resources in every chapter · Real-life examples from the author's and others’ experiences · Evidence from brain science research · Easy-to-read format perfect for PLCs, book studies, and parents

The Ways Children Learn Music

How do children learn music? And how can music teachers help children to become independent and self-sufficient musical thinkers? Author Eric Bluestine sheds light on these issues in music education.

Author: Eric Bluestine

Publisher: GIA Publications

ISBN: 9781579991081

Category: Music

Page: 207

View: 173

How do children learn music? And how can music teachers help children to become independent and self-sufficient musical thinkers? Author Eric Bluestine sheds light on these issues in music education.

How Children Learn

This book tries to describe children -- in a few cases, adults -- using their minds well, learning boldly and effectively.

Author: John Caldwell Holt

Publisher: Topeka Bindery

ISBN:

Category: Education

Page: 189

View: 889

This book tries to describe children -- in a few cases, adults -- using their minds well, learning boldly and effectively. Some of the children described are in school; most are not yet old enough. It is before they get to school that children are likely to do their best learning. I believe, and try to show here, that in most situations our minds work best when we use them in a certain way, and that young children tend to learn better than grownups (and better than they themselves will when they are older) because they use their minds in a special way. In short, children have a style of learning that fits their condition, and which they use naturally until we train them out of it. We like to say that we send children to school to teach them to think. What we do, all too often, is to teach them to think badly, to give up a natural and powerful way of thinking in favor of a method that does not work well for them and that we rarely use ourselves. - Foreword.

How Children Learn

Here was a really great teacher, who for years had been working with young
children trying to find ways to have them experience and ... But the only way
children can learn to get meaning out of symbols, to turn other people's symbols
into a ...

Author: John Holt

Publisher: Hachette UK

ISBN: 0786746904

Category: Education

Page: 320

View: 225

This enduring classic of educational thought offers teachers and parents deep, original insight into the nature of early learning. John Holt was the first to make clear that, for small children, “learning is as natural as breathing.” In this delightful yet profound book, he looks at how we learn to talk, to read, to count, and to reason, and how we can nurture and encourage these natural abilities in our children.”

Helping Children Learn Mathematics

... have included recommendations for effective mathematics teaching that reflect
what we know about how children best learn maths. They include making
mathematics more meaningful and teaching mathematics through problem
solving.

Author: Robert Reys

Publisher: John Wiley & Sons

ISBN: 0730369285

Category: Education

Page: 744

View: 963

The third edition of Reys’ Helping Children Learn Mathematics is a practical resource for undergraduate students of primary school teaching. Rich in ideas, tools and stimulation for lessons during teaching rounds or in the classroom, this edition continues to provide a clear understanding of how to navigate the Australian Curriculum, with detailed coverage on how to effectively use Information and Communications Technology (ICT) in the classroom. This is a full colour printed textbook with an interactive eBook code included. Great self-study features include: auto-graded in-situ knowledge check questions, video of teachers demonstrating how different maths topics can be taught in the classroom and animated, branched chain scenarios are in the e-text.

Merged Evolution

The way children learn is very different from the way they are taught, according to
the theories of Dewey and the experimental work of ... The role of the ideal
teacher would be to guide the learning child in a gentle way through his play
world.

Author: Susantha Goonatilake

Publisher: Routledge

ISBN: 113438985X

Category: Computers

Page: 282

View: 334

Merged Evolution charts the implications of two major forces of change, information technology and biotechnology, combined with a third force, that of 'artifactual' information, which is handed down dichronically from computing device to computing device. Through developments anticipated in the near future, Dr. Goonatilake describes the merging of these three systems, a convergence which will profoundly affect the biological, social, and technical fields much more than previous studies have implied. Together these changes yield an entirely different history - and a different future of the world for life, nature and civilization. This book addresses the broader issue arising from these important developments using the unifying perspective of general evolutionary theory to yield a fresh and profound insight.

What Should I Do Confronting Dilemmas of Teaching in Urban Schools

Pasi Sahlberg The Networked Teacher: How New Teachers Build Social
Networks for Professional Support Kira J. ... Mace Teaching the Way Children
Learn Beverly Falk Teachers in Professional Communities: Improving Teaching
and ...

Author: Anna Ershler Richert

Publisher: Teachers College Press

ISBN: 0807771023

Category: Education

Page: 142

View: 932

“Have you ever been waiting for THE book? This is that book. Anna Richert has held on to this book for many years because she wanted it to honor the profession and the work of teaching. It satisfies on two important levels—that of those who study teaching and those who do the teaching. At a time when the profession is suffering from a lack of support and criticism on all fronts, Richert elevates it without valorizing it. These are real dilemmas that real teachers struggle with everyday. We owe Anna Richert a big thank you for What Should I Do?” —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison What Should I Do? is a practical guide to the everyday dilemmas of the urban classroom. It offers a lifeline to both beginning teachers who are struggling to be successful and to the teacher educators who are trying to prepare them for these challenges. The author uses narratives of practice, written by novice teachers, to help readers experience a variety of dilemmas they are likely to encounter in the classroom. By engaging with and analyzing the cases, readers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution, thus reducing the potential for frustration and despair often felt by teachers. This practical resource will empower teachers to transform the unpredictable world of troubled schools into places of learning and hope, for both themselves and their students. As a former teacher said, “I wish I had read this book and realized that I wasn’t expected to have all the answers. I would probably still be teaching.” Anna Ershler Richert is a professor in the School of Education at Mills College in Oakland California where she is Director of the Master of Arts in Education with an Emphasis on Teaching (MEET) Program and Faculty Director of the Mills Teacher Scholars.

Defending Childhood

Her research, teaching, and policy work focus on issues of school restructuring,
teacher quality, and educational equity. ... recent work includes Teaching the
Way Children Learn (Teachers College Press, 2008) and Listening to Their
Voices: ...

Author: Beverly Falk

Publisher: Teachers College Press

ISBN: 080777099X

Category: Education

Page: 289

View: 411

“These pages make clear that the way to foster effective teaching is not with curriculum mandates and pacing guides but with professional learning opportunities that prepare expert educators to take advantage of and create teachable moments.” —From the Foreword by Linda Darling-Hammond, Stanford University This book brings together a group of extraordinary educators and scholars who offer important insights about what we can do to defend childhood from societal challenges. The authors explain new findings from neuroscience and psychology, as well as emerging knowledge about the impact on child development of cultural and linguistic diversity, poverty, families and communities, and the media. Each chapter presents experiences and suggestions, from the perspectives of different disciplines, about what can be done to ensure that all children gain access to the supports they need for optimal physical, social, intellectual, and emotional development. Defending Childhood features: New knowledge about how children learn from the neurobiological, behavioral, and social sciences. Effective teaching strategies that support learning and provide for the needs of the whole child. Examination of a broad range of issues that affect childhood, including violence, media and technology saturation, and a school culture of endless testing. Suggestions for policies and practices for an equitable educational system. Contributors include: Barbara Bowman, Nancy Carlsson-Paige, Delis Cuéllar, Tiziana Filippini, Matia Finn-Stevenson, Eugene García, Howard Gardner, Roberta Michnick Golinkoff, James J. Heckman, Kathryn Hirsh-Pasek, Mara Krechevsky, George Madaus, Ben Mardell, Sonia Nieto, Valerie Polakow, Aisha Ray, Robert L. Selman, Jack P. Shonkoff, M.D., Edward Zigler Beverly Falk is professor and director of the Graduate Programs in Early Childhood Education at The School of Education, The City College of New York, and author of Teaching the Way Children Learn.

How Children Learn at Home

This book will be of interest to education practitioners, researchers and all parents, whether their children are in or out of school, offering as it does fascinating insights into the nature of children's learning.

Author: Alan Thomas

Publisher: Continuum

ISBN: 9780826479990

Category: Education

Page: 168

View: 383

In his Educating Children at Home, Alan Thomas found that many home educating families chose or gravitated towards an informal style of education, radically different from that found in schools. Such learning, also described as unschooling, natural or autonomous, takes place without most of the features considered essential for learning in school. At home there is no curriculum or sequential teaching, nor are there any lessons, textbooks, requirements for written work, practice exercises, marking or testing. But how can children who learn in this way actually achieve an education on a par with what schools offer? In this new research, Alan Thomas and Harriet Pattison seek to explain the efficacy of this alternative pedagogy through the experiences of families who have chosen to educate their children informally. Based on interviews and extended examples of learning at home the authors explore: - the scope for informal learning within children's everyday lives - the informal acquisition of literacy and numeracy - the role of parents and others in informal learning - how children proactively develop their own learning agendas. Their investigation provides not only an insight into the powerful and effective nature of informal learning but also presents some fundamental challenges to many of the assumptions underpinning educational theory. This book will be of interest to education practitioners, researchers and all parents, whether their children are in or out of school, offering as it does fascinating insights into the nature of children's learning.

Connecting Emergent Curriculum and Standards in the Early Childhood Classroom

CHAPTER 3 If we want children to truly own what they learn, there is really no
other choice for teachers than to focus on enhancing children's understandings.
Beverly Falk, Teaching the Way Children Learn, p. 63 Children's minds should be
 ...

Author: Sydney Schwartz

Publisher: Teachers College Press

ISBN: 0807771414

Category: Education

Page: 209

View: 429

The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre–K and Kindergarten classrooms. The book includes lists of key content ideas—coordinated with learning standards in science, mathematics, social studies, and the communication arts—to guide teacher observations of, and interactions with, young children. Chapters focus on ways to extend children’s emerging use of content in the block, manipulative, sand and water, drama, expressive arts, and literacy centers, as well as link to the development of themes. Book features include: Lists of key ideas in the content areas. Examples of conversations that nurture children’s emerging content understandings. Vignettes from the field illustrating teachers’ experiences of embedding content into center activities, along with photographs. Sample forms for documenting children’s learning as they meet the standards in a variety of contexts. Sydney L. Schwartzis a Professor Emerita of Queens College of the City University of New York.Sherry M. Copelandis an experienced early childhood teacher, teacher trainer, advocate, and director of early childhood programs.

Leading Educational Change

PASI SAHLBERC The Networked Teacher: How New Teachers Build Social
Networks for Professional Support KIRA J. ... MACE Teaching the Way Children
Learn BEVERLY FALK Teachers in Professional Communities: Improving
Teaching ...

Author: Helen Janc Malone

Publisher: Teachers College Press

ISBN: 080777264X

Category: Education

Page: 148

View: 373

“You won’t find a better book on whole-system change that covers so much ground in such an accessible form than Leading Educational Change!” —From the Foreword by Michael Fullan, Professor Emeritus, OISE, University of Toronto “This book tackles critical issues and conundrums about how to create productive educational systems by a group of exceptionally knowledgeable thought leaders from the U.S. and around the world. Both policymakers and practitioners will benefit from these valuable insights.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University, author of The Flat World and Education “A well-edited and fascinating anthology with a wide variety of prescriptions, from the powerful to the improbable.” —Sir Michael Barber, Chief Education Advisor, Pearson “This book provides exactly what we need at this moment in the education enterprise: clear-eyed and far-reaching analyses from our brightest minds on the problems and potential solutions to delivering better educators and education amid a vastly changing, globally competitive, and interconnected 21st century.” —Gregory A. Patterson, Managing Editor, Phi Delta Kappan Magazine This collection features original essays from international superstars in the field of educational change. Each “think piece” draws on the latest knowledge from research, policy, and practice to provide important insights for creating systemic, meaningful reform. The authors directly address contemporary challenges, misconceptions, and failed strategies, while also offering solutions, ideas, and guiding questions for examination. Unique in its breadth of ideas and diversity of voices, Leading Educational Change is must-reading for education decision makers on all levels, frontline practitioners, and everyone involved with children and adolescent learning. Together with the online companion Instructor’s Guide, this is also a perfect text for educational leadership and policy courses. Contributors: Mel Ainscow, Stephen E. Anderson, Rukmini Banerji, Gabriel Cámara, Maria Helena Guimarães de Castro, Madhav Chavan, Amanda Datnow, Sherry L. Deckman, Lorna Earl, Patrick Griffin, Silvina Gvirtz, Andy Hargreaves, Alma Harris, Jonathan D. Jansen, Elena Lenskaya, Ann Lieberman, Helen Janc Malone, Barry McGaw, Pak Tee Ng, Pasi Sahlberg, Andreas Schleicher, Dennis Shirley, James P. Spillane, Louise Stoll, Esteban Torre, Yong Zhao Helen Janc Malone, Ed.D., is an educational researcher dedicated to connecting research, policy, and practice in support of student learning and positive development. Her work centers on educational change, whole-system reform, expanded learning, and K–16 pathways.

Improving Children s Learning

Teachers generally establish classroom rules either by stating them explicitly or
by the way they react to the way children behave. Pollard (1985:161) suggests
that rules, 'develop through incident and case law as the teacher and children ...

Author: Joan Dean

Publisher: Routledge

ISBN: 1134702140

Category: Education

Page: 200

View: 971

How can teachers improve what they do in the primary classroom? Which teaching methods will help you and your pupils to perform effectively? These are the questions that every teacher will be asking him or herself in today's climate of targets and tables. Much research over recent years has focused on the role of the teacher and how effective classroom practice is achieved. The book discusses many areas of topical importance including: teaching methods motivating learners and matching work to children how to structure children's learning classroom control and organisation teaching literacy teaching children with special education needs working with parents. It also looks at the increasing role of the teacher as a researcher and how colloborative practices are providing a way for teaches to appraise both their own progress and that of their colleagues. This book should be of particular interest to the classroom teacher who is looking for ways to develop his or her teaching but has limited time to explore the research. It sets out to translate the findings of research into practical terms which teachers can easily use.

Failing at School

PASI SAHLBERG The Networked Teacher: How New Teachers Build Social
Networks for Professional Support KIRA J. ... MACE Teaching the Way Children
Learn BEVERLY FALK Teachers in Professional Communities: Improving
Teaching ...

Author: Camille A. Farrington

Publisher: Teachers College Press

ISBN: 0807772747

Category: Education

Page: 192

View: 625

Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.

The Power of Protocols

Joseph P. McDonald New York University Seeing Through Teachers' Eyes:
Professional Ideals and Classroom ... MACE Teaching the Way Children Learn
BEVERLY FALK Teachers in Professional Communities: Improving Teaching and
 ...

Author: Joseph P. McDonald

Publisher: Teachers College Press

ISBN: 0807772666

Category: Education

Page: 124

View: 790

The use of protocols has spread from conferences and workshops to everyday school and university settings. Featuring seven protocols, this teaching and professional development tool is useful for those working with collaborative groups of teachers on everything from school improvement to curriculum development to teacher education at all levels.

Improving the Odds

Developing Powerful Teaching Practice and a Culture of Learning in Urban High
Schools Thomas Del Prete ... Mace Teaching the Way Children Learn Beverly
Falk Teachers in Professional Communities: Improving Teaching and Learning ...

Author: Thomas Del Prete

Publisher: Teachers College Press

ISBN: 0807771546

Category: Education

Page: 192

View: 188

A much-needed counterpoint to the sweeping rhetoric of reform, this important book offers a nuanced depiction of the challenges and possibilities at the school and classroom level. Through the experiences of urban high school teachers who partner with their local university, Del Prete provides unique insight into teaching and learning in the midst of reform. He effectively illustrates why focusing on teaching practice and school cultures—more than standards and accountability—is a more fruitful way to achieve real and lasting change. With powerful portraits from classrooms serving diverse and low-income students, this book: Depicts the daily concerns and small victories of teachers determined to support all students in meaningful learning, and prepare them for postsecondary education. Characterizes the importance of a coherent school learning culture, based on one of the most effective small urban schools in the country. Illustrates the potential of university-school partnerships to support the development of teaching practices that will help close the achievement gap. Thomas Del Preteis Director of the Jacob Hiatt Center for Urban Education, and Chair of the Education Department at Clark University in Worcester, Massachusetts. He has worked for more than two decades on teacher education, university-school partnership, and school reform. “Tom Del Prete presents a fascinating case study of teachers at three high schools that really get it right when it comes to engaging all students in challenging content and higher-order thinking. In the process, he makes a compelling argument for creating high school–college partnerships that lead to a ‘culture of learning’ that engages teachers and improves student performance dramatically.” —David Conley, CEO, Educational Policy Improvement Center, Director, Center for Educational Policy Research, and Professor, University of Oregon "School-University collaboration is a phrase far easier to roll trippingly off one's tongue than it is to accomplish with effectiveness and integrity. In this fine volume, we read an account that rings true and can guide others hoping to pull off similar difficult collaborations. It is a book well worth reading and deserves to be studied with care.” —Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching "Del Prete provides a richly detailed account of how a team of teachers grows and nurtures a collectively built body of knowledge and practice that enables them to achieve remarkable results—year after year—with students from one of the lowest income urban communities in the state. If you want to know why we need to build a collaborative learning culture in schools, read this book. If you want to know how to do it, read it again." —Tom Carroll, President, National Commission on Teaching and America’s Future (NCTAF) "Del Prete has written a book that describes what it means to prepare for and teach in an urban high school setting. At the same time, he masterfully weaves the contexts of policy, content area, and school culture into a compelling story that outlines what high-quality teaching should look like." —Lee Teitel, Harvard University Graduate School of Education

Art 7 11

YOUR OWN STARTING POINT Your thoughts on how teachers teach art and
how children learn about it will reflect the way that you, as a person, deal with
new experiences. You may be the sort of person who operates in a very logical
way, ...

Author: Linda Green

Publisher: Routledge

ISBN: 1134795947

Category: Education

Page: 152

View: 943

Aimed at non-specialist primary teachers, this book offers support for the two attainment targets of the national cuuriculum in art: investigating and making, and knowledge and understanding. It uses examples and materials to explore various areas of children's development in art making and understanding, and also aims to equip teachers with strategies for developing their own understanding and appreciation of the subject. Units included cover such areas as: * children's motivation to make art * developing co-operative work with artists in schools * learning about art from other cultures * learning about art from different historical periods * 2D and 3D art * assessing children's art

Teaching Children Physical Education

The third reason is the most important : If a teacher is unable to create a positive ,
effective learning environment , then most ... And just as parents insist that their
children learn how to behave in church , the effective physical education teacher
 ...

Author: George Graham

Publisher: Human Kinetics

ISBN: 9780736062107

Category: Education

Page: 242

View: 431

Contains brief vignettes of elementary school physical education teachers demonstrating some of the teaching skills described in the book.