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Author: Bronwyn Parker Publisher: ISBN: 9781925132519 Category : Languages : en Pages :
Book Description
With many students falling behind their peers, struggling to decode and draw inferential meanings from text, Teaching with Intent 2 describes a highly effective approach to teaching language and literacy that's anchored in storytelling. Parkin and Harper developed their version of this literature-based program over years of professional practice in the classroom with marginalised students. It involves a sequence of pedagogic strategies that allow teachers to carefully build their students' knowledge about text, language, reading and writing - thoroughly explained in this book, with practical guidance to help you apply the ideas successfully in your own classroom.
Author: Bronwyn Parker Publisher: ISBN: 9781925132519 Category : Languages : en Pages :
Book Description
With many students falling behind their peers, struggling to decode and draw inferential meanings from text, Teaching with Intent 2 describes a highly effective approach to teaching language and literacy that's anchored in storytelling. Parkin and Harper developed their version of this literature-based program over years of professional practice in the classroom with marginalised students. It involves a sequence of pedagogic strategies that allow teachers to carefully build their students' knowledge about text, language, reading and writing - thoroughly explained in this book, with practical guidance to help you apply the ideas successfully in your own classroom.
Author: Debbie Miller Publisher: Taylor & Francis ISBN: 1003842380 Category : Education Languages : en Pages : 178
Book Description
Effective, intentional teaching begins with a strong set of beliefs, but even the best teachers -- including author Debbie Miller -- struggle to make sure that their classroom practice consistently reflects their core convictions. In Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5, Miller defines her actions to ensure that children are the true beneficiaries of her teaching. As Peter Johnston writes, Through this book we have Debbie's teaching mind on loan. She engages us in the details of a teaching life from inside her mind, showing the thinking behind her teaching and the consequences of her actions.Teaching with Intention brings us into classrooms of teachers and children Miller has met over the last five years in her work as a literacy consultant. From setting up the classroom environment to the intentional use of language, from comprehension instruction to lesson design, Miller is explicit about what she does and why. At the same time, she encourages teachers to develop their own belief statements concerning teaching and learning and includes key questions to guide them in this important process.In an environment where the handing down of scripted programs and foolproof curricula is increasingly the norm, Teaching with Intention offers a compelling reminder that truly transformative teaching is built from the ground up, and is rebuilt every year, by every teacher, in every classroom, with every new group of students.
Author: Debbie Miller Publisher: Stenhouse Publishers ISBN: 1571103872 Category : Education Languages : en Pages : 163
Book Description
"I believe in the power of collaborative classroom communities where everyone's ideas are valued and respected. But had you been in my classroom that day, you'd have never known it. You'd have thought I believed that I was the one with all the answers." Effective, intentional teaching begins with a strong set of beliefs, but even the best teachers -- including Debbie Miller -- struggle to make sure that their classroom practice consistently reflects their core convictions. In Teaching with Intention, Debbie shares her process of defining beliefs, aligning practice, and taking action to ensure that children are the true beneficiaries of her teaching. As Peter Johnston writes, "Through this book we have Debbie's teaching mind on loan. She engages us in the details of a teaching life from inside her mind, showing the thinking behind her teaching and the consequences of her actions." While Debbie's previous book, Reading with Meaning, chronicled a year in her own classroom, Teaching with Intention brings us into classrooms of teachers and children she has met over the last five years in her work as a literacy consultant. From setting up the classroom environment to the intentional use of language, from comprehension instruction to lesson design, Debbie is explicit about what she does and why. At the same time, she encourages teachers to develop their own belief statements concerning teaching and learning, and includes key questions to guide them in this important process. In an environment where the handing down of scripted programs and "foolproof" curricula is increasingly the norm, Teaching with Intention offers a compelling reminder that truly transformative teaching is built from the ground up, and is rebuilt every year, by every teacher, in every classroom, with every new group of students.
Author: Robyn Cox Publisher: ACER Press ISBN: 1742866603 Category : Education Languages : en Pages : 186
Book Description
Leading improvement in literacy teaching and learning provides a framework for a set of high-impact strategies that individually and together can be the focus of teacher professional learning, school improvement and student literacy achievement.
Author: Sian Bayne Publisher: MIT Press ISBN: 0262539837 Category : Education Languages : en Pages : 274
Book Description
An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “The Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education’s traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations. The book groups the twenty-one statements (“Openness is neither neutral nor natural: it creates and depends on closures”; “Don’t succumb to campus envy: we are the campus”) into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics “recode” educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.
Author: Anne Thwaite Publisher: Taylor & Francis ISBN: 1000876969 Category : Education Languages : en Pages : 312
Book Description
Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.
Author: Margaret M. Plack Publisher: SLACK Incorporated ISBN: 1556428723 Category : Medical Languages : en Pages : 290
Book Description
Teaching students about professionalism just before an anatomy midterm or presenting a mandatory in-service to clinicians at the end of a busy summer Friday? --
Author: Kenneth D. Moore Publisher: SAGE Publications ISBN: 1412998220 Category : Education Languages : en Pages : 337
Book Description
Featuring a wealth of reflection activities and connections to standards, this concise, easy-to-read teaching methods text equips students with the content knowledge and skills they need to become effective K–8 teachers. The book maximizes instructional flexibility, reflects current educational issues, highlights recent research, and models best pedagogical practices. Current and realistic examples, a section in each chapter on using technology in the classroom, and material on differentiating instruction for diverse learners—including students with special needs and English language learners—make this a must-have resource for any K–8 teacher.
Author: Donalyn Miller Publisher: John Wiley & Sons ISBN: 0470372273 Category : Education Languages : en Pages : 244
Book Description
Turn any student into a bookworm with a few easy and practical strategies Donalyn Miller says she has yet to meet a child she can’t turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. In the book, you’ll find: Hands-on strategies for managing and improving your own school library Tactics for helping students walk on their own two feet and continue the reading habit after they’ve finished with your class Data from student surveys and end-of-year feedback that proves how well the Miller Method works The Book Whisperer includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read.
Author: Bronwyn Parker
Author: Bronwyn Parker
Author: Debbie Miller
Author: Debbie Miller
Author: Robyn Cox
Author: Sian Bayne
Author: Anne Thwaite
Author: Paulo Freire
Author: Margaret M. Plack
Author: Kenneth D. Moore
Author: Donalyn Miller