Chủ Nhật, 26 tháng 11, 2017

Talking Teaching Implementing Reflective Practice in Groups - Innovations in Education Series

This work is the product of a three-year grant-supported induction year program. College faculty from an associated group of colleges joined staff developers from a growing suburban district in creating an entire year's curriculum for beginning teachers.
 
 
If you are looking for a book that provides concrete advice for establishing group reflection, this is the perfect choice.
 

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Psychology for the Classroom - Constructivism and Social Learning

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching.
 
 
The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia.
 
 
Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate:
the history of constructivist and social learning theory and key thinkers
pedagogical implications
practical strategies for the classroom
constructivist theory and e-learning.
 
 
 
Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking for provide effective teaching and learning within a constructivist framework.


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Psychology for the Classroom - Behaviourism by John Woollard

Behaviourism is a theory of animal and human learning that focuses upon the behaviour of the learner and the change in behaviour that occurs when learning takes place. Learning in the context of behaviourism can be defi ned as the acquisition of a new behaviour or the modifi cation of behaviour as a result of teaching, training or tutoring. Learning is demonstrated by the behaviour of the learner in their actions or reactions to further stimulus.
 
 
Behaviourism has been a strong force in education from the early twentieth century through until the mid-1970s when the infl uence of constructivism and the social constructivist explanation of learning became vogue. Behaviourism remains an important focus of research, theory of learning, underpinning of pedagogy and the basis of classroom strategies.
 
 
This book will place current practice and innovative ideas in the light of the behaviourist view of learning and show how the principles derived through the work of Ebbinghaus, Pavlov, Watson, Thorndike, Skinner and others remains an important infl uence in current teaching. This account of behaviourism is being made in the twenty-fi rst century and can refl ect upon the work taking place some 100 years previously. The importance and relevance of the work of those early educational psychologists can be seen in current and innovative practice in today’s schools


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MACMILLAN 700 Classroom Activities by David Seymour and Maria Popova

700 Classroom Activities provides a huge instant repertoire of teaching ideas - including both classroom classics that all ELT teachers come to know and love - and fresh new activities at a range of levels from elementary to upper intermediate.
 
 
The clear organisation of the book makes it easy to cross-refer and supplement your course book or syllabus. All the activities have been classroom-tested - and none of them require photocopying.


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Learning to Pronounce English Students Book by Lionel Thompson

This book aims to help learners of English first to identify and then to say the sounds of the language correctly.


The author stresses the importance of intensive listening, to enable the student to recognize similarities and differences between sounds, and to place a sound in its particular group.


Practice drills for the student cover the repetition of minimal pairs and using the problem sounds in words and sentences, both in isolation and contrast.


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Language Usage and Practice Grade 7 - Steck Vaughn School Supply

Language Usage and Practice uses a variety of strategies within a consistent format to make practice simple and engaging for your students. Whether it's focused practice for a new skill or extra practice for individual students, Language Usage and Practice is the ideal resource for customized practice in your classroom.
 
 
The easy-to-follow format allows students to work independently, saving you time while ensuring each student gets the language support they need. Language Usage and Practice also includes: Assessment-Determine the skills your students need to practice, Unit Tests-Measure student progress and prepare students for standardized tests, Language Terms-Introduce students to important vocabularym, Center Activities-Worksheets can double as learning center activities to give students the opportunity to work cooperatively.


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GLENCOE Journalism Matters Student Edition

Journalism Matters creates classrooms of budding journalists and conscientious consumers of news-media.
 
 
It teaches journalism techniques through creative, hands-on activities, analyzes media techniques with an eye towards developing independent thinkers, and imparts the importance of journalistic ethics and community-building activities.
 
 
 
CONTENTS
 
PREFACE
SECTION 1: THINKING LIKE A JOURNALIST
CHAPTER 1 — COMMUNITY VOICES
CHAPTER 2 — MAKING ETHICAL CHOICES
CHAPTER 3 — WHAT IS NEWS?
 
SECTION 2: GATHERING THE NEWS
CHAPTER 4 — SEARCHING FOR SOURCES
CHAPTER 5 — INTERVIEWING
 
SECTION 3: WRITING THE NEWS
CHAPTER 6 — WRITING A NEWS STORY
CHAPTER 7 — WRITING WITH QUOTATIONS
CHAPTER 8 — WRITING IN JOURNALISTIC STYLE
CHAPTER 9 — IN-DEPTH REPORTING
 
SECTION 4: BEYOND PAGE ONE
CHAPTER 10 — WRITING FEATURES
CHAPTER 11 — EDITORIALS
CHAPTER 12 — COLUMN WRITING AND REVIEWING
CHAPTER 13 — SPORTS WRITING
 
SECTION 5: PRODUCING THE NEWS
CHAPTER 14 — PHOTOJOURNALISM
CHAPTER 15 — NEWSPAPER DESIGN 
CHAPTER 16 — TYPOGRAPHY, HEADLINES, AND INFOGRAPHICS
CHAPTER 17 — ADVERTISING
 
SECTION 6: MIXED MEDIA
CHAPTER 18 — YEARBOOKS AND MAGAZINES
CHAPTER 19 — BROADCAST NEWS
CHAPTER 20 — NEW MEDIA IN JOURNALISM
CHAPTER 21 — PUBLIC RELATIONS
 
THE STYLEBOOK
THE EDITOR’S HANDBOOK
GLOSSARY
GLOSSARY
INDEX

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Effective Teaching in Gifted Education Using a Whole School Approach by Wendy Robinson and Jim Campbell

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.
 
 
Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including;
 
 
Differentiated teaching and learning in an urban City Technology College
Gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
School ethos, student voice and motivation in a girls' grammar school
Curricular depth, enrichment and interactive teaching in a boys' grammar school
Learning in a residential summer school for gifted students
 
 
Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.
 
 
This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.


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Developing Teacher Assessment

This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.
 
 
The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems.
 
 
In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"
There is coverage of key professional learning dimensions including:
The purposes of assessment
The need for evidence to support innovation
The process and steps to develop new practice
Perceptions of what counts as quality assessment in schools
The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.
This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.
 
 
Table of contents
Contents
Acknowledgements
Developing teacher assessment: an introduction
Part I Lighting the fuse
1 Assessment to support learning
2 What is quality teacher assessment?
3 What is happening in the UK?
Part II Spreading the word, widening the practice
4 What is innovative about teacher assessment?
5 Moving beyond the classroom
6 Professional learning to support teacher assessment
7 Teachers as self-agents of change
Part III Keeping it going
8 Making a difference: evaluating the impact of innovations in assessment
9 Embedding and sustaining developments in teacher assessment
Appendix 1 Projects examined and members of the core group and advisory committee of the Nuffield Foundation-funded Analysis and Review of Innovations in Assessment (ARIA) Study, 2006/8
Appendix 2 A professional development template
References
Index


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