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Using Understanding by Design: In The Culturally and Linguistically Diverse Classroom
by Amy J. Heineke; Jay McTigheHow can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. <p><p> Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.
Using Video Games to Level Up Collaboration for Students: A Fun, Practical Way to Support Social-emotional Skills Development
by Matthew HarrisonUsing Video Games to Level Up Collaboration for Students provides a research-informed, systematic approach for using cooperative multiplayer video games as tools for teaching collaborative social skills and building social connections. Video games have become an ingrained part of our culture, and many teachers, school leaders and allied health professionals are exploring ways to harness digital games–based learning in their schools and settings. At the same time, collaborative skills and social inclusion have never been more important for our children and young adults. Taking a practical approach to supporting a range of learners, this book provides a three-stage system that guides professionals with all levels of gaming experience through skill instruction, supported play and guided reflection. A range of scaffolds and resources support the implementation of this program in primary and secondary classrooms and private clinics. Complementing this intervention design are a set of principles of game design that assist in the selection of games for use with this program, which assists with the selection of existing games or the design of future games for use with this program. Whether you are a novice or an experienced gamer, Level Up Collaboration provides educators with an innovative approach to ensuring that children and young adults can develop the collaborative social skills essential for thriving in their communities. By using an area of interest and strength for many individuals experiencing challenges with developing friendships and collaborative social skills, this intervention program will help your school or setting to level up social outcomes for all participants.
Using Video to Develop Teaching
by Niels BrouwerThe introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils’ learning and behaviour. Based on extensive literature reviews this book provides an overview of "visual teacher learning" and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author’s empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research.
Using Video to Foster Teacher Development: Improving Professional Practice through Adaptation and Reflection
by Marte Blikstad-Balas Inga Staal JensetFeaturing an international team of education researchers and practitioners, this edited volume demonstrates various ways in which the use of video recordings can shed light on and improve teaching processes in the classroom environment.Providing a novel and global approach to this burgeoning area of research, chapters highlight how authentic video clips can be used systematically in both teacher education and professional development programs to ensure lifelong professional reflection and growth for teachers. Through detailed insight into research projects where teachers and teacher educators use video to improve practice, the book provides a research-based response to why and how videos can be used to raise instructional quality and discuss key issues in the field.Exploring findings from empirically based research combined with everyday practices, the volume will ultimately serve as a solid and inspiring introduction to the growing body of research on the use of video in teacher learning for educational researchers and educators interested in teaching and teaching practices, as well as practitioners in the fields of teacher education and teachers’ professional development.
Using Virtual Worlds in Educational Settings: Making Learning Real
by Lisa JackaThe building of communities outside of the traditional brick-and-mortar base of a school or university is at a significant point in time; virtual worlds bridge the gap between 2D web spaces online and 3D physical spaces of the classroom, providing teachers and students alike with opportunities to connect and collaborate in ways that were previously unimaginable. Providing insight into this new age of teaching, Using Virtual Worlds in Educational Settings presents a collection of practical, evidence-based ideas that illustrate the capacity for immersive virtual worlds to be integrated successfully in higher education and school settings. Examining research and stories from more than 1,000 students and six faculty members who introduced virtual worlds into their teaching and learning, this book contains practical examples of how virtual worlds can be introduced and supported, as well as reflections from faculty and students about their response to virtual worlds. This research will help teachers understand how to approach such a fundamental shift in pedagogy, how to liberate themselves from teacher-focused instruction and how to help students to develop their skills through collaboration. Outlining how and why virtual worlds could be the shift in pedagogy that teachers have been waiting for, Using Virtual Worlds in Educational Settings is an accessible, practical resource for educators to support their use of virtual worlds in teaching.
Using Visual Technology in Educational Ethnography: Theory, Method and the Visual (Qualitative and Visual Methodologies in Educational Research)
by Rita Chawla-DugganIntroducing readers to debates underpinning the uses of visual technology in educational ethnography, this book takes actual research projects across different country contexts to discuss how research designs can use visual technology in educational ethnography; to show connections between theory, method and research problems.The book begins by introducing readers to three epistemological positions underpinning the use of visual technology in social science and educational research: the scientific realist, reflexive, and dialectic. It illustrates the uses of visual technology in the form of digital film and photographs, and how as a source of data, it has potential in developing ethnographic knowledge and representation in a range of educational contexts. The ideas are illustrated through three research projects in the context of classrooms, home environments and intervention work with practitioners. With clear practical applications, this resource considers the part theory plays in research designs, which use visual technology to investigate educational problems.Using Visual Technology in Educational Ethnography is ideal reading for anyone seeking to learn more about the benefits and practicalities of using visual technology within their ethnographic practice.
Using Web and Paper Questionnaires for Data-Based Decision Making: From Design to Interpretation of the Results
by Susan J. ThomasOffering suggestions for successfully using both Web-based and paper-based questionnaires, this practical handbook provides authoritative guidance for planning a survey project, and communicating the results to a variety of audiences.
Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach
by Maureen M. Gillis Margaret M. Thombs Dr Alan S. CanestrariThis unique guide offers practical strategies for using WebQuests to optimize learning in social studies, foster student inquiry and higher-level thinking, and promote greater intercultural understanding.
Using Wikis for Online Collaboration
by Margaret L. West James A. WestHow can online instructors and course designers' instruction harness the popular Web 2. 0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.
Using Young Adult Literature to Work through Wobble Moments in Teacher Education: Literary Response Groups to Enhance Reflection and Understanding (Routledge Research in Teacher Education)
by Dawan Coombs Jon OstensonThis volume offers a novel approach to exploring how literary response groups can be used as part of teacher education programs to help preservice teachers navigate "wobble" moments. Focusing uniquely on the potential of young adult literature (YAL), the text draws on the first-hand experiences of teacher candidates and uses a range of well-known books to demonstrate how narrative-based inquiry and analysis of fictional depictions of teaching and learning can support reflection on a range of common challenges. The volume presents how YAL literary response groups are shown to enhance participants’ ability to reflect on practice, build resilience, and develop deeper understanding of pedagogical principles by offering a shared dialogical space. These insights ultimately contribute to teacher education program improvement by enhancing teacher candidates’ understanding of pedagogy. This text will benefit researchers, doctoral students, and academics in the fields of teaching, teacher mentoring, and teacher education more specifically. Those interested in literature studies and young adult literature (YAL) more broadly will also benefit from this volume.
Using Your Voice Effectively in the Classroom
by Jonathan Savage William EvansAs a teacher, you are required to use your voice more than any other professional! Your voice is the most important tool that you have at your disposal to inspire students and help them learn effectively. Using your voice powerfully and effectively is the key to becoming an outstanding teacher. Developing a strong vocal presence in the classroom influences everything else that you do, helping to build your confidence and positive interactions with students. If you neglect your voice as a teacher, you are more likely to end up stressed, have a shorter teaching career and suffer from vocal health issues. This book explores how you can learn to use your voice effectively in the classroom, linking together basic theory about vocal production and teacher identity with numerous practical tips, tricks and exercises which you can apply to your own teaching. Covering all aspects of the voice and its employment both inside the classroom and its importance to daily life outside, the book tackles topics such as: the philosophy of the voice, how it develops and its role in creating your own identity the mechanical and mental skills required to develop a teaching voice acquiring confidence and an exploration of body language to underpin your vocal production the relationship between the student’s voice and the teacher’s voice the importance of practice for a teacher the practicality of caring for one’s voice. Using Your Voice Effectively in the Classroom offers a much-needed exploration and thorough examination of the voice in the classroom and will be an indispensable guide for trainee teachers, as well as valuable reading for all practising teachers.
Using a Competency Development Process Model in Higher Education: A Practical Guide
by Nancy Latham Johnna Darragh Ernst Tiffany Freeze Stephanie Bernoteit Bradford WhiteWhat if educational programs designed curriculum with the end in mind, teaching and assessing only the knowledge and skills necessary for success in the workplace and broader life applications? Competency-Based Education (CBE) provides an answer to questions such as this one that key stakeholders such as employers, learners, parents, and educators are asking. In this book, the authors offer a Competency Development Process Model (CDPM) with unique features that emphasize the interdependence of competencies, assessments, and a robust learning journey within a fully developed career pathway. Two case examples are used throughout the book to contextualize the CDPM. There are seven steps of the model: ·Step 1: Define the Problem·Step 2: Establish the Competency Framework·Step 3: Draft the Competency Statements·Step 4: Establish Competency Measurability·Step 5: Develop Competency Assessments·Step 6: Adopt and Implement Competencies in Learning Journey and Credentialing Systems·Step 7: Evaluate Impact Over TimeThe model addresses the importance of situating competencies within a professional learning context using a backward design approach. In doing so, the model aims to elevate the work of designing competencies from merely developing a list of expectations to in-depth analysis and design, with the goal of developing competencies that can be readily used for assessment and career pathway development.Each step in the CDPM is treated as a chapter, and each chapter identifies the central question that must be answered, provides an overview of the tasks in the step, and illustrates the steps in action through the two case examples. Each chapter concludes with “Your Turn”—guiding questions for the reader to apply the step to their own context.
Using a Multisensory Environment: A Practical Guide for Teachers
by Paul PaglianoThis book provides teachers and therapists with a user-friendly bank of practical ideas and suggestions to use in the MSE for pupils with profound and multiple learning difficulties. These include equipment and resources that can be used to engineer the environment to promote particular outcomes; a set of photocopiable, fast, easy to complete observation and assessment forms; a selection of practical strategies and methods that can be used in the MSE; and ideas to help teachers integrate environment, assessment and instruction to maximize individual programs.
Using a Person-Centred Approach in Early Years Practice: A Therapeutic Guide for Students
by Amanda NormanUsing a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being. This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides: an overview and rationale to using a person-centred approach its association to emotions, health and well-being the role of therapeutic play in early years communities, from child, parents and wider team how a person-centred approach can impact leadership and teamwork its increasing necessity to supporting a child’s physical and emotional development during the pandemic and beyond With informed practice examples, case studies and thought-provoking questions regarding a PCA, this book will be essential and informative reading for students studying early years or early childhood courses and to practitioners looking to improve and enhance their practice.
Using an ISA Mobile App for Professional Development
by Graham Passmore Julie PrescottBuilding on our prior ISA-based Palgrave pivot, the aims of the book are twofold. One, to showcase a newly developed App as a tool in the use of Identity Structure Analysis (ISA) for researchers interested in identity. Second, the book will focus on the use, of a counselling supervision ISA instrument in order to highlight the benefits of ISA for professional development (PD) for any profession. The idea is that any researcher interested in professional and or personal development would be able to use the proposed book to aid them in either a supervision style process of development or the more standard one-to-one annual/biannual approach to PD. Through using ISA in PD, the book and its attendant analyses will encourage discussion, facilitate openness, and highlight potential issues that may lead to burnout, mental health issues, leaving a profession or additional risks. That is, the book will be oriented to informing researchers as to the potential ISA, the App, and the supervision instrument hold for directing PD.
Using an Inclusive Approach to Reduce School Exclusion: A Practitioner’s Handbook (nasen spotlight)
by Tristan Middleton Lynda KayClear and accessible, Using an Inclusive Approach to Reduce School Exclusion supports an inclusive approach to teaching and learning to help schools find ways to reduce exclusion and plan alternative approaches to managing the pathways of learners at risk. Offering a summary of the contemporary context of DfE and school policy in England, this book considers: Statistics and perspectives from Ofsted The literature of exclusion and recent research into effective provision for learners with SEN The key factors underlying school exclusion Case studies and practical approaches alongside theory and research The impact of exclusion on learners at risk Written by experienced practitioners, Using an Inclusive Approach to Reduce School Exclusion encourages a proactive approach to reducing exclusion through relatable scenarios and case studies. An essential toolkit to support the development of inclusive practice and reduce exclusion, this book is an invaluable resource for SENCOs, middle and senior leaders.
Using and Applying Mathematics at Key Stage 1: A Guide to Teaching Problem Solving and Thinking Skills
by Elaine Sellers Sue LowndesAll pupils - able children included - need to be taught strategies to enable their thinking skills to progress. They also need help with developing different approaches to problem solving. A sustained piece of work that requires perseverance, logical strategies, and refinement of method and extension of the original task is not the same as a straightforward quick-fix type problem. Both types of problem solving need to be taught. This book presents a series of activities that can be used with whole classes to provide a curriculum for the teaching of problem solving and the development of thinking skills. Each tried and tested investigation is clearly explained with ideas on how to introduce the task to a class, full solutions and resource sheets. Activities include making 10p: a task to encourage systematic listing; tables and chairs: working systematically and spotting patterns; polygons and polyhedra: investigating diagonals, triangles, faces, edges and vertices; hidden faces: investigating different shapes and sizes of dice; and pond borders: investigating area and perimeter.
Using and Applying Mathematics at Key Stage 2: A Guide to Teaching Problem Solving and Thinking Skills
by Sue Lowndes Elaine SellarsAll pupils - able children included - need to be taught strategies to enable their thinking skills to progress. They also need help with developing different approaches to problem solving. A sustained piece of work that requires perseverance, logical strategies, and refinement of method and extension of the original task is not the same as a straightforward quick-fix type problem. Both types of problem solving need to be taught. This book presents a series of activities that can be used with whole classes to provide a curriculum for the teaching of problem solving and the development of thinking skills. Each tried and tested investigation is clearly explained with ideas on how to introduce the task to a class, full solutions and resource sheets. Activities include prisoners: a fun way of generating square numbers; handshakes: exploring arithmetic progressions; T-shape: an activity to lead pupils from numerical calculations to algebraic generalizations; frogs: encouraging systematic working and listing; and opposite corners: an advanced piece of work for independent learners.
Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners
by Joyce Vantassel-BaskaUsing the Common Core State Standards in English Language Arts With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes--and demonstrates with specific examples from the CCSS--what effective differentiated activities in English language arts look like for top learners. It shares how educators can provide both rigor and relevance within the new standards as they translate them into meaningful experiences for gifted and advanced learners.
Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners
by National Assoc For Gifted ChildrenUsing the Common Core State Standards for English Language Arts With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in English language arts look like for top learners. It shares how educators can provide both rigor and relevance within the new standards as they translate them into meaningful experiences for gifted and advanced learners.
Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners
by National Assoc For Gifted Children Linda J. SheffieldUsing the Common Core State Standards for Mathematics With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in mathematics look like for top learners. It shares how educators can provide rigor within the new standards to allow students to demonstrate higher level thinking, reasoning, problem solving, passion, and inventiveness in mathematics. By doing so, students will develop the skills, habits of mind, and attitudes toward learning needed to reach high levels of competency and creative production in mathematics fields.
Using the Decoding The Disciplines Framework for Learning Across the Disciplines: New Directions for Teaching and Learning, Number 150 (J-B TL Single Issue Teaching and Learning)
by Janice Miller-Young Jennifer BomanDecoding the Disciplines, a program designed to help instructors increase learning in their courses, provides a framework for identifying and remedying course elements that are most problematic for students. Decoding is a seven-step process in which instructors:1. identify a bottleneck of learning, 2. make explicit the mental operations required to overcome the obstacle, 3. model the required steps for students,4. give them practice at these skills, 5. deal with emotional bottlenecks that interfere with learning, 6. assess the success of their efforts, and7. share the results. Providing detailed information so that readers may develop effective models of practice, this volume provides examples and evidence of the ways the framework has been applied across disciplines and used to inform teaching, curriculum, and pedagogical research initiatives. It outlines how various communities of practice got started, describes the analyses of three different collections of Decoding interviews, extends the Decoding framework using different theoretical lenses, and connects the learning to practical applications for teachers and scholars in higher education.This is the 150th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Using the Expressive Arts with Children and Young People Who Have Experienced Loss: A Pocket Guide (Supporting Children and Young People Who Experience Loss)
by Juliette TtofaThis guidebook has been created to be used alongside the storybook, The Girl Who Lost the Light in Her Eyes. Using a relational approach, it explores the themes of the story and offers guidance to the adult as they use expressive arts to give the child or young person a creative outlet for their emotions. The gentle guidance offered makes this an ideal tool for non-specialists working with children experiencing loss or bereavement. It guides the adult to respond appropriately and sensitively to the grief of the child, whilst helping them journey through the grieving process. This book must be used alongside the illustrated storybook, The Girl Who Lost the Light in Her Eyes. Both books are available to purchase as a set, Supporting Children and Young People Who Experience Loss. The full set includes: • The Girl Who Lost the Light in Her Eyes, a colourfully illustrated and sensitively written storybook, designed to encourage conversation and support emotional literacy. • Using the Expressive Arts with Children and Young People Who Experience Loss, a supporting guidebook that explores a relational approach and promotes creative expression as a way through loss or bereavement. Perfectly crafted to spark communication around a difficult topic, this is an invaluable tool for practitioners, educators, parents, and anybody else looking to support a child or young person through loss or bereavement.
Using the Internet in Secondary Schools
by James Hargrave Mike Farmer Eta de CicoWhether a novice or a seasoned surfer, this practical, down-to-earth and straightforward guide should help readers to get to grips with the Internet in all aspects of teaching. It offers practical suggestions for improving the use of the Internet, online resources and ICT in teaching and planning.
Using the Language Experience Approach With English Language Learners: Strategies for Engaging Students and Developing Literacy
by Denise D. Nessel Carol N. DixonPacked with lessons, sample texts, and strategies, this book helps teachers use ELL students' personal experiences to improve their oral language, reading comprehension, and writing skills.