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Archive for September, 2011

Making Thinking Visible

Posted by terryjamesresourcecentre on September 16, 2011

Multimedia Text Sets: Changing the Shape of Engagement and Learning by Janice Marcuccilli Strop and Jennifer Carlson.

Organized around a set of nested metaphors, each of which is important to understanding and appreciating its message.  Luke and Freebody’s Four Resources Model provides the structure for dividing the book into chapters.  There are separate chapters on the reader as decoder, reader as meaning maker, reader as text user, and reader as text critic.  The focus is on helping  provide students with the tools they need to understand why authors write what they do the way they do, so students are able to articulate both the transparent and hidden meanings of the messages they encounter in a variety of text forms.

Link to Catalogue

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence For All Learners, by Ron Ritchhart, Mark Church, Karin Morrison.

Offers research-based solutions for creating classrooms as places of intellectual stimulation where learning is viewed in the development of individuals who can think, plan, create, question, and engage independently as learners.  Inside diverse learning environments shows how thinking can be made visible at any grade level and across all subject areas through the use of effective questioning, listening, documentation, and facilitative structures called thinking routines.  By applying these processes thinking becomes visible as learners’ ideas are expressed, discussed, and reflected upon.  Includes a DVD of instructive video clips.

Link to Catalogue

Thinking Through Quality Questioning:  Deepening Student Engagement, by Jackie Acree Walsh and Beth Dankert Sattes.

The framework and accompanying strategies and tools are appropriate for all K-16 classrooms and all content areas.  It consists of five component behaviors, each of which, in turn, consist of a set of contributing behaviors.  A source of questioning techniques offering practical tools for crafting questions worth thinking about.

Link to Catalogue

Reach Out and Teach: Helping Your Child Who Is Visually Impaired Learn and Grow, New Edition by Kay Alicyn Ferrel.

Reflects the increasing knowledge about the development of young visually impaired children, the growing body of literature about early intervention, and the changes in the existing laws and services.  Written for parents, by parents.

The original premise-giving parents the tools to communicate with professionals and to make decisions about their children’s early education –  remains at the heart of this book.  This book presumes that visual impairment changes how children learn, not what children learn.  The goal is to demystify professional practice, so families understand why a particular strategy or intervention is recommended, why it might be important, and why they might wish to utilize it.

Link to Catalogue 

Schools For All Kinds of Minds:  Boosting Student Success By Embracing Learning  Variation, by Mary-Dean Barringer, Craig Pohlman and Michele Robinson.

Based on cutting-edge brain research this groundbreaking book offers a dynamic approach to closing the ever-widening achievement gap in schools.  The focus – which recognizes kids’ learning strengths, not just deficits – can lead to school success even for struggling students.  Includes reflection exercises and accompanying online resources that can facilitate the use of the model within school-based professional learning communities and other staff development activities.

Link to Catalogue

The Kinesthetic Classroom: Teaching and Learning Through Movement, by Traci Lengel and Mike Kuczala.

Discover the link between physical activity and academic success.  Shows how to integrate movement with classroom teaching and learning to increase attention span and help the brain master new information.  Readers will learn how to use short activity breaks to refocus students and movement games to reinforce the academic curriculum.

Link to Catalogue

Differentiating the Curriculum For Gifted Learners, by Wendy Conklin and Shelby Frei.

Take the mystery out of teaching gifted children by addressing effective research-supported ways to differentiate instruction, as well as how curriculum can be extended, accelerated, and enriched for gifted children.  Find additional resources at the end of each chapter with professional readings for further research. 

Link to Catalogue

Environmental Print For Early Childhood Literacy Skills, by Jennifer Prior and Maureen R. Gerard, provides dynamic lessons that use the words that young children see in their everyday experiences to build literacy skills.  Lessons focus on building phonological awareness, fluency, comprehension, and vocabulary, while making connections to content areas and to literacy experiences at home and at school.  Includes strategies for working with English language learners, extension ideas for family involvement, and center ideas.

Link to Catalogue

 

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Problem Solving To Brain Breaks

Posted by terryjamesresourcecentre on September 7, 2011

Problem solving in mathematics Grades 3-6: powerful strategies to deepen understanding, by Alfred S. Posamentier and Stephen Krulik.  

Each chapter begins with a problem posed for the teacher. Compare your solution with that suggested.  Work out several problems intended for students.   Compare the teacher solution with those intended for the students.  Teaching notes included.

The book is divided into nine strategies: organizing the data; intelligent guessing and testing; solving a simpler, equivalent problem;  acting it out/simulating the action; working backwards;  finding a pattern;  logical reasoning;  making a drawing;  adopting a different point of view.

Link to Catalogue

Brain breaks for the classroom Grades K-5 : quick and easy breathing and movement activities that help students reenergize, refocus, and boost brain power- any time of the day! by Michelle Gay.

Each activity pairs simple step-by-step directions with an imaginative prompt to enhance students movement experience.  Variations and tips are provided to offer easier modifications and more rigorous challenges.  Choose one brain break to do during a short transition or put together a series of exercises for alonger break.  Fosters individual and group focus.

Link to Catalogue

Teaching the female brain: how girls learn math and science, by Abigail Norfleet James.

Taking the position that both biology and environment influence how girls learn, the focus is on making sure that teachers recognize and understand the cognitive gender differences and social influences that affect how girls learn.

Dr. James establishes a broad understanding of gender differences and an awareness of the many ways to influence positively girls’ confidence in math and science.  Specific strategies for math (ch. 4) and science (ch.5) are covered.  Some boys who approach the learning process in ways similar to girls will also benefit from the approaches discussed.  Finally suggestions are included for developing schoolwide programs to help all students.

Link to Catalogue

Teaching numeracy: 9 critical habits to ignite mathematical thinking, by Margie Pearse and K.M. Walton; foreword by Arthur Hyde.

Each of the chapters in Part I is devoted to one of the nine habits.  The appendix contains sample numeracy-based lesson plans such as the introduction to division (Grades 2-3), elapsed time (Grades 5-6) ; surface area of a right rectangular prism (Grades 7-8). Part II focus is on the how, and the style of lesson planning.  Five essential components of a numeracy based mathematics lesson are developed.

Transform mathematics learning from “doing” to “thinking.”  Applications throughout the book show how to monitor and repair students’ understanding; represent mathematics nonlinguistically; develop students’ mathematics vocabulary; create numeracy-rich lesson plans.

Link to Catalogue

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