174 Activities for Applying Them in Your Classroom
'It is an excellent resource not only for new teachers entering the profession but also for the more experienced to access a range of strategies in dealing with and recognizing children's way of learning. It nurtures a Can Do attitude that celebrates success' - Nurturing Potential The authors have written this book to provide teachers with a toolbox to help them know their students in an in-depth and personal way. With this knowledge, classrooms can celebrate the gifts of every student. It is important for teachers to develop relationships with students and aid them in developing a sense of connectedness with a group. Traditional IQ tests measure language and mathematical abilities, but empirical studies designed by multiple intelligence pioneer Howard Gardner identify other ways in which people are intelligent. Gardner identifies eight intelligences: verbal//linguistic, mathematical//logical, visual//spatial, musical//rhythmic, bodily//kinesthetic, naturalist, interpersonal, and intrapersonal. By using strategies that foster these intelligences, teachers can help students recognize their innate strengths and talents, and how they learn best. The authors offer more than a dozen activities specifically tailored to each of the eight multiple intelligences, for a total of 174 classroom activities in all. These activities will serve as a guide for teachers who know the value of using Gardner's "intelligences" as teaching and learning strategies in the classroom.
`The authors clearly explain the "why" or alternative assessment and support this with lots of "how-to" information throughout the book. It is hard to imagine a teacher or administrator who wouldn't gain valuable new skills for reading this book - Victor Nolet, Author, Accessing the General Curriculum (Corwin Press 2000) The authors of this book are determined to put the phrase "all students can learn" at the top of every school's list of principals, and show how, via alternate assessments, this motto can become a measurable reality. This book offers a big picture of high expectations, assessment, and accountability for students with significant disabilities. The authors guide the reader through the process of alternate assessment from beginning to end, based on their understanding of and beliefs about best practices as they currently stand. Several chapters include examples of worksheets and forms that have worked for some teachers, and in some settings, as well as the authors' best insights into how they can be used to help disabled students. Combining real-life stories and examples with hard data, including federal and state laws, requirements and guidelines, and state status reports, the authors make alternate assessment come alive for readers. This book is for general and special educators at all levels, parents of students with disabilities, advocates, education policy leaders and others concerned about the inclusion of ALL students in educational reform efforts.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
In this book the author explains how educators have used the Quality Philosophy to guide strategic planning, communicate more effectively with parents, improve students' learning strategies, and build a community of learners based on mutual respect and clearly defined aims. The many Quality tools in the book are designed to help educators establish processes that foster continuous improvement for everyone involved in schooling.
Making the Transition From Traditional Instruction and Communication Strategies
Whether you are a secondary or post-secondary teacher, a trainer, a seminar leader, or a team leader designated to bring an idea to the executive committee, this book is for you. The contents of each chapter will be of considerable value to individuals who are preparing for teaching online at any level of instruction - middle school, secondary school, or college, or for training individuals in the work environment. Many experienced teachers and trainers may find that the various techniques provide criteria for technical decisions they must make regarding classroom instruction. An effort has been made to provide a general and, to some extent, conceptual analysis of practices in teaching and presenting online. The authors focus on several examples that they have come to value for their versatility and effectiveness while teaching at a university and making presentations or conducting workshops in the business community that incorporate some online learning experiences.
Praise for the First Edition: `This book is particularly well timed as the Teacher Training Agency is moving towards the provision of training for serving headteachers.... For headteachers who would welcome guidance about the way a portfolio approach could help them develop professionally, this book can be thoroughly recommended' - School Leadership & Management In recent years, principals have begun to recognize the merits of portfolios and to use portfolios for professional growth, evaluation, and career advancement. More recently, portfolios have been used to promote and document academic growth in administrator preparation programmes. Although portfolio use results in several positive outcomes, the major benefit for principals is that the self-assessment and reflection inherent in portfolio development promotes administrator growth, which leads to improved performance and, ultimately, to improved schools and learning. In the first chapters, the authors describe the concept of the principal portfolio, explain why it is needed, and provide an overview of what should be included in the principal portfolio. Later chapters present the importance of reflection for professional growth, explain how to develop reflective practice, and show how to use the principal portfolio for evaluation. Finally, the authors specify how one should develop and use the principal portfolio for career advancement.
This book seeks to provide researched-based literature focused on high-school-level educational reform-an area not addressed very well by the current literature on school reform. The authors place the notion of "the productive high school" in a historical context, address research on productive high school classrooms, and link organizational structures and routines with enhanced learning.
This book seeks to provide researched-based literature focused on high-school-level educational reform-an area not addressed very well by the current literature on school reform. The authors place the notion of "the productive high school" in a historical context, address research on productive high school classrooms, and link organizational structures and routines with enhanced learning.
