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Teaching Advanced Learners in the General Education Classroom: Doing More With Less!
by Joan F. Smutny Sarah E. von FremdLow-stress tips for challenging high-ability learners Many teachers ask: “What do I do for students who finish their work before everyone else?” If you would like to do more for gifted students and need simple strategies that you can use tomorrow, this book is for you. Inside are helpful methods for challenging students who need more than the regular curriculum can provide. The authors provide practical tools, including: Tips for using existing resources and potential A progression from simpler to more complex adjustments for advanced learners Specific lessons for language arts, math, science, social studies, and the arts
Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools
by Sky H. Marietta Emily Phillips Galloway PhD Nonie K. LesauxIn our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school, this book guides school leaders to design and implement advanced literacy instruction through four key shifts: strengthening the instructional core, giving data a central role, using a shared curriculum, and providing supportive and tailored professional development. Reproducible forms and templates facilitate planning and implementation of schoolwide initiatives. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Teaching Africa
by George J. Sefa DeiWritten from the perspective of a knowledge base and educational practice that are both African-centred, this volume uses a discursive pedagogy that is anti-colonial in origin. It theorizes colonial - and re-colonial - relations and the implications of imperial structures on knowledge production and use; the understanding of indigenousness; and the pursuit of agency, resistance and subjective politics. Using a refined definition of colonial, less as 'foreign' or 'alien' but more 'imposed and dominating', the author shows us how colonialism is domesticated and how those who have been oppressed by dominant/hegemonic discourses may find it difficult to step out of them, let alone challenge or resist them. The book is a call for a critical interrogation of dominant knowledge about Africa in order to help the contemporary learner come to grips with the challenges and possibilities of knowing about the African world and the African human condition. The author's anti-colonial discursive platform addresses distorted Eurocentric views of Africa, raises ontological and epistemological questions about teaching methods and methodologies relating to Africa, and highlights knowledge indigenous to Africa. At the same time, it shows what the rest of the world can learn from this knowledge.
Teaching Africa: A Guide For The 21st-century Classroom
by Brandon D. Lundy Solomon NegashTeaching Africa introduces innovative strategies for teaching about Africa. The contributors address misperceptions about Africa and Africans, incorporate the latest technologies of teaching and learning, and give practical advice for creating successful lesson plans, classroom activities, and study abroad programs. Teachers in the humanities, sciences, and social sciences will find helpful hints and tips on how to bridge the knowledge gap and motivate understanding of Africa in a globalizing world.
Teaching African American Literature Through Experiential Praxis: African American Writers in Europe
by Jennifer L. HayesThis book focuses on teaching African American literature through experiential praxis. Specifically, the book presents several canonical African American literature authors in a study abroad context. The book chapters consider the historical implications of travel within the African American literature tradition including slave narratives, migration narratives, and expatriate narratives. The book foregrounds this tradition and includes activities, rhetorical prompts, and thematic discussion that support instruction.
Teaching African American Literature: Theory and Practice (Transforming Teaching Ser.)
by Maryemma Graham Sharon Pineault-Burke Marianna White DavisThis book is written by teachers interested in bringing African American literature into the classroom. Documented here is the learning process that these educators experienced themselves as they read and discussed the stories & pedagogical.
Teaching Age-Appropriate Purposeful Skills Part 3 Appendices
by Debra Sewell Rona Pogrund Heidi Anderson Lisa Calaci [et al.]An Orientation & Mobility Curriculum for Students With Visual Impairments 3rd Edition
Teaching Age-Appropriate Purposeful Skills: Comprehensive Initial and Ongoing Evaluation
by Debra Sewell Rona Pogrund Heidi Anderson Lisa CalaciA comprehensive evaluation tool is designed to be used by trained orientation and mobility specialists to identify a student's current functioning level in all areas of orientation and mobility in order to determine student needs for programming
Teaching Age-Appropriate Purposeful Skills: Street Crossings for Travelers Who Are Visually Impaired
by Linda Myers Wendy SchiffersIt helps travelers lower the inherent risk in crossing streets. Travelers who learn and apply this information will be safer and better able to travel independently in familiar and unfamiliar areas with less need for mobility instruction in the future.
Teaching America to the World and the World to America
by Richard Garlitz Lisa JarvinenA fresh analysis of the study of American foreign relations history, this book shows the ways in which international education has shaped the US relationship with the world.
Teaching And Its Predicaments
by Nicholas BurbulesTeaching is a complex and challenging endeavour. Teachers are continually faced with difficult choices in which competing values are set in tension with one another. The interests of all students, and of other groups and constituencies, can rarely be served at the same time. Different educational goals, each desirable in and of itself, often place
Teaching Anglophone Caribbean Literature (Options for Teaching #34)
by Grant Farred Nicole N. Aljoe Giselle Liza Anatol Albert Braz Elaine Savory John C. Hawley Elizabeth Way Alisa K. Braithwaite Jennifer P. NesbittThis volume in the Options for Teaching series recognizes that the most challenging aspect of introducing students to anglophone Caribbean literature--the sheer variety of intellectual and artistic traditions in Western and non-Western cultures that relate to it--also offers the greatest opportunities to teachers. Courses on anglophone literature in the Caribbean can consider the region's specific histories and contexts even as they explore common issues: the legacies of slavery, colonialism, and colonial education; nationalism; exile and migration; identity and hybridity; class and racial conflict; gender and sexuality; religion and ritual. While considering how the availability of materials shapes syllabi, this volume recommends print, digital, and visual resources for teaching.The essays examine a host of topics, including the following: the development of multiethnic populations in the Caribbean and the role of various creole languages in the literatureoral art forms, such as dub poetry and reggae musicthe influence of anglophone literature in the Caribbean on literary movements outside it, such as the Harlem Renaissance and black British writingCarnivalreligious rituals and beliefsspecific genres such as slave narratives and autobiographyfilm and dramathe economics of rumMany essays list resources for further reading, and the volume concludes with a section of additional teaching resources.
Teaching Anglophone South Asian Women Writers (Options for Teaching #52)
by Edited by Deepika Bahri and Filippo MenozziGlobal and cosmopolitan since the late nineteenth century, anglophone South Asian women's writing has flourished in many genres and locations, encompassing diverse works linked by issues of language, geography, history, culture, gender, and literary tradition. Whether writing in the homeland or in the diaspora, authors offer representations of social struggle and inequality while articulating possibilities for resistance.In this volume experienced instructors attend to the style and aesthetics of the texts as well as provide necessary background for students. Essays address historical and political contexts, including colonialism, partition, migration, ecological concerns, and evolving gender roles, and consider both traditional and contemporary genres such as graphic novels, chick lit, and Instapoetry. Presenting ideas for courses in Asian studies, women's studies, postcolonial literature, and world literature, this book asks broadly what it means to study anglophone South Asian women's writing in the United States, in Asia, and around the world.
Teaching Anti-fascism: A Critical Multicultural Pedagogy For Civic Engagement (Multicultural Education Ser.)
by James A. Banks Michael VavrusThis timely book examines how fascist ideology has taken hold among certain segments of American society and how this can be addressed in curriculum and instruction. Vavrus presents middle, secondary, and college educators and their students with a conceptual framework for enacting a critical multicultural pedagogy by analyzing discriminatory discourse and recommending civic anti-fascist steps people can take right now. For teacher education programs and policymakers, anti-fascist civic assessment rubrics are provided. To help clarify contemporary debates over what can be taught in public schools, an advance organizer highlights contested and misunderstood terminology. Featuring historical and contemporary patterns of fascist politics, this accessible text is organized in four parts: “Good Trouble,” Unpacking Ideological Orientations, Indicators of Colonial Proto-Fascism and U.S. Fascist Politics, and An Anti-Fascist “Reading the World.” Readers will come away with a deeper knowledge base that marshalls a century of anti-fascist actions in response to contemporary acts of racism, anti-Semitism, Islamophobia, gender and sexuality discrimination, bias against Latinx and migrant populations, and other actions that undermine our democracy and harm marginalized students and their families and communities. Book Features: A groundbreaking framework for incorporating anti-fascist pedagogical concepts into multicultural education Descriptions of common characteristics of historical fascism, far-right extremism, and anti-fascism. Anti-fascist assessment rubrics for teacher educators. Guidance to assist classroom teachers in contextualizing current anti-democracy events. Recommended and annotated anti-fascist background readings informed by critical, theoretical, and intersectional perspectives.
Teaching Architecture: The New Age of Digital Design (Routledge Focus on Design Pedagogy)
by Sadiyah GeyerIn the post-COVID era, understanding the profound impact of digital technologies on design pedagogy is crucial. This book delves into experimental design education, showcasing projects utilising technology to transform creative and analytical processes.Emphasising the potential for digital-era technologies to create novel educational opportunities, the book addresses recent global events and their role in minimising educational disruptions in the evolving hybrid educational landscape. Each chapter offers case studies exploring digital technology's influence across architectural education, spanning interior design, urban planning, parametric digital design, architectural conservation, and design analysis. Contributors envision the hybrid virtual design studio’s future and discuss the collaborative role of digital technologies in urban design projects. The book analyses contemporary parametric design processes and machine learning through innovative historical case studies, examining new technologies in architectural conservation.With case studies from diverse locations, including South Africa, Turkey, the UK, and the United States, the book provides a global perspective on the influences and potential futures of digital technologies in architecture. Essential for those interested in the future of spatial design education, this book illuminates the pivotal role of technology in shaping its trajectory.
Teaching Arguments: Rhetorical Comprehension, Critique, and Response
by Jennifer FletcherNo matter wherestudents' lives lead after graduation, one of the most essential tools we can teach them is how to comprehend, analyze, and respond to arguments. Students need to know how writers' and speakers' choices are shaped by elements of the rhetorical situation, including audience, occasion, and purpose. In Teaching Arguments: Rhetorical Comprehension, Critique, and Response , Jennifer Fletcher provides teachers with engaging classroom activities, writing prompts, graphic organizers, and student samples to help students at all levels read, write, listen, speak, and think rhetorically.Fletcher believes that, with appropriate scaffolding and encouragement, all students can learn a rhetorical approach to argument and gain access to rigorous academic content. Teaching Arguments opens the door and helps them pay closer attention to the acts of meaning around them, to notice persuasive strategies that might not be apparent at first glance. When we analyze and develop arguments, we have to consider more than just the printed words on the page. We have to evaluate multiple perspectives; the tension between belief and doubt; the interplay of reason, character, and emotion; the dynamics of occasion, audience, and purpose; and how our own identities shape what we read and write. Rhetoric teaches us how to do these things.Teaching Arguments will help students learn to move beyond a superficial response to texts so they can analyze and craft sophisticated, persuasive arguments-;a major cornerstone for being not just college-and career-ready but ready for the challenges of the world.
Teaching Arguments: Rhetorical Comprehension, Critique, and Response
by Jennifer FletcherNo matter wherestudents' lives lead after graduation, one of the most essential tools we can teach them is how to comprehend, analyze, and respond to arguments. Students need to know how writers' and speakers' choices are shaped by elements of the rhetorical situation, including audience, occasion, and purpose. In Teaching Arguments: Rhetorical Comprehension, Critique, and Response, Jennifer Fletcher provides teachers with engaging classroom activities, writing prompts, graphic organizers, and student samples to help students at all levels read, write, listen, speak, and think rhetorically.Fletcher believes that, with appropriate scaffolding and encouragement, all students can learn a rhetorical approach to argument and gain access to rigorous academic content. Teaching Arguments opens the door and helps them pay closer attention to the acts of meaning around them, to notice persuasive strategies that might not be apparent at first glance. When we analyze and develop arguments, we have to consider more than just the printed words on the page. We have to evaluate multiple perspectives; the tension between belief and doubt; the interplay of reason, character, and emotion; the dynamics of occasion, audience, and purpose; and how our own identities shape what we read and write. Rhetoric teaches us how to do these things.Teaching Arguments will help students learn to move beyond a superficial response to texts so they can analyze and craft sophisticated, persuasive arguments - a major cornerstone for being not just college-and career-ready but ready for the challenges of the world.
Teaching Arithmetic in Primary Schools: Audit and Test (Transforming Primary QTS Series)
by Mr Richard EnglishThere is a new and increasing emphasis on the importance of teaching arithmetical skills in primary schools. This text outlines what is meant by arithmetic and enables trainee teachers to build their own confidence in teaching arithmetic. It covers all aspects of arithmetic including recall of number facts and traditional pen and paper methods. Each arithmetical approach is illustrated with detailed examples and readers can access their own learning in each area. Guidance on when and where to use different approaches to enhance children's learning is included and interactive activities highlight essential links between theory and practice. Abouth the Transforming Primary QTS series This series reflects the new creative way schools are begining to teach, taking a fresh approach to supporting trainees as they work towards primary QTS. Titles provide fully up to date resources focused on teaching a more integrated and inclusive curriculum, and texts to draw out meaningful and explicit cross curricular links.
Teaching Art & Design in the Primary School
by Gloria Callaway Abigail Leach Mary KearFirst Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Teaching Art Creatively (Learning to Teach in the Primary School Series)
by Penny HayTeaching Art Creatively is packed with ideas and inspiration to enrich teachers' knowledge and understanding of art and design in the primary classroom. It synthesises the philosophical and practical elements of teaching, encouraging a move away from traditional didactic approaches to contemporary classroom pedagogies to develop children’s creative potential. With an emphasis on recognising the value of children’s art and how to support children’s creative and artistic processes, key topics explored include improving your own creativity, competence and confidence helping children become independent artists starting points and imaginative contexts for art and design individual, group and whole class work art inside and outside the classroom how to develop visual literacy the value of working alongside artists the contribution of art and design to children’s overall creative development Teaching Art Creatively offers a new model of visual arts education in the primary years. Illustrated throughout with examples of exciting projects, children’s work and case studies of good practice, it will be essential reading for every professional who wishes to embed creative approaches to teaching in their classroom.
Teaching Art to Young Children
by Rob BarnesHow can teachers develop best practice in art teaching? This fully updated third edition of Rob Barnes’ classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and ‘best practice’ this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes’ unique approach encourages teachers to develop and think about art as part of a rich curriculum of learning, highlighting how it shouldn’t be taught in isolation but with purposeful links to other areas of the curriculum.
Teaching Art: (Re)Imagining Identity (Common Threads)
by Laura HetrickA student's personal identity constantly changes as part of the lifelong human process to become someone who matters. Art educators in grades K-16 have a singular opportunity to guide important phases of this development. How can educators create a supportive space for young people to work through the personal and cultural factors influencing their journey? <P><P>Laura Hetrick draws on articles from the archives of Visual Arts Research to approach the question. Juxtaposing the scholarship in new ways, she illuminates methods that allow educators to help students explore identity through artmaking; to reinforce identity in positive ways; and to enhance marginalized identities. <P><P>A final section offers suggestions on how educators can use each essay to engage with students who are imagining, and reimagining, their identities in the classroom and beyond. Contributors: D. Ambush, M. S. Bae, J. C. Castro, K. Cosier, C. Faucher, K. Freedman, F. Hernandez, L. Hetrick, K. Jenkins, E. Katter, M. Lalonde, L. Lampela, D. Pariser, A. Pérez Miles, M., and K. Schuler. Laura Hetrick is an assistant professor of art education at the University of Illinois, Urbana-Champaign, and the coeditor of the journal Visual Arts Research.
Teaching Artist Handbook, Volume One: Tools, Techniques, And Ideas To Help Any Artist Teach
by Nick Jaffe Barbara Hackett Cox Rebecca BarniskisTeaching Artist Handbook is based on the premise that teaching artists have the unique ability to engage students as fellow artists. In their schools and communities, teaching artists put high quality art-making at the center of their practice and open doors to powerful learning across disciplines. This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment. Instead of offering rigid formulas, this book is centered on practice―the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
Teaching Artist Handbook: Tools, Techniques and Ideas to Help any Artist Teach
by Nick Jaffe Becca Barniskis Barbara Hackett Cox"Teaching Artist Handbook" is based on the premise that teaching artists have the unique ability to engage students as fellow artists. In their schools and communities, teaching artists put high quality art-making at the center of their practice and open doors to powerful learning across disciplines. This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The "Handbook" addresses three core questions: "What will I teach?" "How will I teach it?" and "How will I know if my teaching is working?" It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment. Instead of offering rigid formulas, this book is centered on practice--the actual doing and making of teaching artist work. Experience-based and full of heart, the "Teaching Artist Handbook" will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
Teaching As A Reflective Practice: The German Didaktik Tradition (Studies in Curriculum Theory Series)
by Ian Westbury Stefan Hopmann Kurt RiquartsThis volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.