* Features ready-to-use activities and lesson plans that will inspire and delight students * Addresses the interests of Gen Z and GenAlpha, with activities on creating gadgets, TV simulations, Pokemon parodies, smartphone responses, and more * Standards- and grade-level aligned

This practical guide introduces "Teacher Talk," an easy-to-use tool for teachers to help improve elementary students' vocabulary. When students are exposed to extensive vocabularies, they are better prepared to build their receptive and productive language and succeed academically. Through many inviting examples and real-world guidance, Rowe and Haase explain how to be reflective and intentional about the language you use and how to use elevated or substitutionary language to model different registers of speech for elementary students. The various "Teacher Talk" strategies in this book cover key topics, including disciplinary vocabulary, modelling academic discourse, addressing state and national standards, and meeting individual student needs across grades K-6. With many charts, activities, and tools that are ready for use, this book equips teachers with many methods for bolstering students' academic language in the classroom and beyond.

Focusing on the concept of secondary education, and discussing global assessment with over 50 participating countries/economies Examining several contextual factors from perspectives of different disciplines Using authoritative data from PISA by OECD to conduct multinational analysis Applying machine learning including SVM, SVM-RFE and other algorithms in a mass global educational database Providing insights into education effects of PISA and comparisons between the OECD countries

It is essential that middle- and high-school students develop argument skills. This rich resource provides a clear, step-by-step approach that achieves this goal. The method is rooted in peer dialog and makes use of readily available technology. The authors document impressive gains in students' skills in producing and interpreting both dialogic and written arguments. The method can be used in English or content-area classes, or even be implemented as a stand-alone class or as part of a debate program. This curriculum helps students become critical thinkers prepared for the demands of college, careers, and citizenship. Book Features: Background on why students should develop argument skills and what these skills consist of The nuts and bolts of how to implement the curriculum in your own classroom Alignments to the Common Core State Standards and Next Generation Science Standards Accessible video material showing both teacher's instructions and students' activities Samples of students' written work Assessment tools that you can use or modify to fit your own needs An appendix with additional guides, examples, suggested topics, and classroom-ready reproducibles. New to the second edition is a chapter on how you can incorporate this approach into an existing curriculum if you are unable to implement the full program.The techniques are designed to be flexible and adaptable, and work with students of all ability levels-especially with those who are less motivated and engaged in school. This enhanced edition is also accompanied by free bonus eResources, such as suggested readings on different topics and full lesson plans, which you can download and print from our website, www.routledge.com/9781138911406.

By integrating the best of current research and practice in curriculum planning this book presents that comprehensive topic in a manageable form. Examples throughout are representative of different grade levels and subjects areas. It should be understood at the outset that the content offered for curriculum planning is not a rigid prescriptive formula but a careful and purposeful thought process that must be considered to obtain optimal results. In addition to developing knowledge about curriculum and instructional planning (what teachers should know), this book offers an innovative method for translating that knowledge into performance (what teachers are able to do). Knowledge is implemented by the use of coaching rubrics, sets of criteria for developing performance. Though readers will receive a thorough background in the planning process just from the content itself, its potential will be fully realized when readers also use the coaching rubrics.

This book, based on extensive qualitative research carried out among teachers in Australia, New Zealand and the UK, explores a new approach to teaching virtues, values and ethics in the twenty-first century. Drawing on both education studies and philosophy, the author uses inductive methods of analysis and synthesis to construct a renewed theory of education founded on teaching thinking skills. This theory, based on Donald E. Ingber's work on tensegrity, is complemented by practical pedagogical tools which can enhance students' thinking skills and support both personal and professional decision-making in a democratic classroom setting.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for supporting children and young people with Down's Syndrome. Fully updated with the 2014 SEND Code of Practice, this text describes the different types of difficulties experienced by pupils with Down's Syndrome and helps practitioners to understand their diverse needs. The wide-ranging chapters explore a variety of topics, including: Defining the profile of a pupil with Down's Syndrome Guidelines for working with pupils Addressing behaviour issues The use of ICT Home/school liason Assessment It provides guidance and practical strategies for SENCOs, teachers and other professionals and parents, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. It also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable resources.

Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.

What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

The book focuses on the most difficult aspect of learning/teaching Chinese as an additional language-literacy acquisition. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. Geographically, the authors/contributors are from different parts of the world: North America, Europe and Asia. Their participants/subjects/students in these studies have diverse backgrounds. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in the book. In terms of technology, the book includes discussion on how the use of computers, the Internet and social media impacts students' Chinese literacy acquisition. The book also presents some findings on how to use technology to teach different subskills of CAL reading.

This book helps mentors working with beginning teachers of religious education to develop their own mentoring skills and provides the essential guidance their mentee needs as they navigate the roller coaster of their first years in the classroom. Offering tried-and-tested strategies, it covers the knowledge, skills and understanding every mentor needs. Practical tools offered include approaches for developing subject knowledge and lesson planning, as well as guidance for the effective use of pre- and post-lesson discussion, observations and target setting to support beginning religious education teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding religious education teachers. Key topics covered include the following: Models of mentoring Your knowledge, skills and understanding as a mentor Developing mentees' religious literacy through classroom practice Supporting the planning of effective and creative RE lessons Developing mentees' knowledge and skills in the RE curriculum Supporting the delivery and evaluation of lessons Observations and pre- and post-lesson discussions and regular mentoring meetings Helping new religious education teachers develop their professional practice Filled with the key tools needed for the mentor's individual development, this book offers an accessible guide to mentoring religious education teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.

Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.

Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.

"This timely and innovative book encourages us to 'flip the classroom' and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science." Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science "Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers." Professor Tom Russell, Queen's University, Ontario, Canada "This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts." Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK Student-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students' media making over the last 10 years, it provides a theoretical background, case studies, and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other- podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implementation and evidence of engagement as learners use digital tools to learn science content, develop communication skills, and create science explanations. A student team's music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements, and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated. Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the 21st century.

Surviving the Move and Learning to Thrive: Tools for Success in Secondary Schools, Grades 6-12 is collection of seven chapters that provide tools for all students, especially struggling and reluctant learners, to find a better path to learning while moving through middle and high school. Each chapter addresses critical areas of need from learning styles to parent involvement in a way that is easy to understand and implement. This text helps students and parents move with teachers from grade level to grade level with a greater ease and higher capability to secure success.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with Autistic Spectrum Disorders (ASD). This fully updated text describes the different types of difficulties experienced by pupils with ASD and helps practitioners to understand their diverse needs. This fully updated new edition explores key topics, including: organizing the classroom and support staff home-school liaison and working with siblings transition to adulthood independence skills whole school implications. Now fully updated in line with the SEND 2014 Code of Practice, this invaluable guide provides guidance and practical strategies for teachers and other professionals, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. For professional development, this book also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable/downloadable resources.

Who am I?" This is the question that many adolescents ask during the turbulent middle and high school years. In Worth Writing About: Exploring Memoir with Adolescents, Jake Wizner addresses how searching for the answer to this question leads his students to reflection, to reading, and ultimately to deeper, more meaningful writing. Based on his experience teaching eighth-grade English for nearly two decades, Jake believes that a well-designed memoir unit not only aligns with the Common Core State Standards but also forges community in the classroom, encourages kids to read nonfiction, and works wonders with students who struggle with their writing -- or with their lives. Worth Writing About addresses the most common challenges teachers face when teaching memoir writing: How do you help students who say that nothing interesting has happened in their lives? How do you help students balance what is meaningful with what is too personal to share? How do you help students overcome the "I don't remember" syndrome? Jake -- who has published a young-adult novel and often shares his own writing with his students -- also delves into the craft of writing, from using mentor texts to crafting leads and memorable endings. He uses student models from his own classroom to show the deep, important work his students produce during the memoir unit. The memoir unit gets kids to write about real stuff -- the things that matter to them. In the process, Jake believes, they learn more about themselves, their relationships, the way they view the world, and how they want to move forward into the future.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition supports teachers in making good provision for children and young people with a range of co-ordination difficulties. Offering practical tips and strategies on how to meet the needs of children and young people with dyspraxia and other coordination difficulties in a range of educational settings, this book features timesaving checklists, templates and photocopiable resources to support professional development. The wide-ranging and accessible chapters explore topics including: Identification of different types of motor co-ordination difficulties Implications for classroom practice Understanding core skill development Assessment practices Written by practitioners, for practitioners, it also contains a wealth of tried and tested strategies and provides clear best-practice guidance for developing outstanding provision in inclusive settings. Susan Coulter - Senior Support Teacher for the Education Service for Disability at Hull City Council, UK Lesley Kynman - Senior Support Teacher for the Education Service for Disability at Hull City Council. UK Elizabeth Morling - SEN consultant and series editor Rob Grayson - Team Leader, Integrated Physical and Sensory Services at Hull City Council, UK Jill Wing - Senior Support Teacher, Integrated Physical and Sensory Services at Hull City Council, UK

AIDS has humbled us. Thus observes editor Mark Blechner in introducing readers to this powerful collection of essays on psychodynamic approaches to AIDS. It is the disease, Blechner tells us, that "has forced us to rethink our relation to sickness and health, mortality, sexuality, drug use, and what we consider valuable in life." In the chapters that follow, experienced clinicians shatter myths about the inapplicability of psychoanalysis to work with AIDS patients. In addition to setting forth general principles involved in working with patients with serious illness, Hope and Mortality explores the wide range of therapeutic issues that have arisen in the wake of AIDS. Among the topics of individual chapters: working with children whose parents have AIDS; working with AIDS patients in an inner-city hospital; disability, dementia, and other realities of late-stage AIDS; treating someone who becomes HIV-positive while in therapy; leading a support group for gay men with AIDS; confronting fears of HIV in the "worried well"; and coming out of the closet as a heterosexual while running a bereavement group for gay men. Most poignant of all are chapters in which therapists examine how they have been transformed by treating people with AIDS. Here contributors candidly discuss how their attitudes toward death have shaped, and in turn been shaped by, their clinical work. They tell of recovering near-death memories, of questioning their reliance on traditional medicine, and of feeling the numbing effects of multiple loss with their patients. The AIDS epidemic has become so widespread that every clinician must learn about the disease and the psychological issues it raises. Hope and Mortality provides an illuminating exploration of these issues and raises profound questions about the overall aims of psychotherapy. It will instruct and challenge all mental health professionals, and provide hope and enlightenment to anyone dealing with a life-threatening condition.

Every day, teachers face the challenge of motivating struggling learners. In this must-have book, Barbara R. Blackburn, author of the bestseller Rigor Is Not a Four-Letter Word, shares how you can finally solve this problem and make your classroom a rigorous place where all students want to succeed. You'll learn practical strategies for... understanding extrinsic and intrinsic motivation; building a trusting relationship with students; using praise and positive feedback effectively; empowering students and helping them own their learning; moving students toward a growth mindset; communicating high expectations for students; engaging all students in your lessons; scaffolding so all students will want to improve; helping students be resilient and not fear failure; and celebrating diverse groups of students. Each chapter is filled with a variety of examples and tools that you can use immediately. Bonus: Many of the tools are also available as free eResources on our website, www.routledge.com/9781138792432, so you can easily download and print them for classroom use.

This collection of essays demonstrates that using fiction, poetry, and drama in the classroom provides students with the best opportunity to learn about thinking, writing, and life at their deepest levels. Several of the contributors have worked or studied at Ridgeview Classical School in Fort Collins, Colorado. E. D. Hirsch, in The Making of Americans, has said of this school that its success "stands as a sharp rebuke to the anti-intellectual pedagogy of most American schools". Within this volume, readers will also encounter essays by teachers who have not worked at Ridgeview but utilize the same approach to teaching, illustrating that these methods can be used with students at all levels of education, from rural schools to major universities. Included in the appendices are course descriptions, syllabi, and study questions to provide examples of how these teaching concepts can be applied in the classroom. Ultimately, these authors provide readers with new insight, in this era of supposed practicality, by illuminating literature as a down-to-earth vehicle whereby students can learn to read, write, think, and feel in ways that empower them both as learners and as human beings.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

Despite its importance, youth policy is an often-ignored area of Government planning and legislation, and policy initiatives seem to lack any guiding theme or relevance to the needs of young people. In Youth Policy in the 1990s originally published in 1992, the editors brought together prominent experts in the key areas of youth policy at the time. They provide a critical review of the major issues which implicitly or explicitly affect the world of adolescents and examine to what extent they paint a picture of existing youth policy. The aim was to provide a baseline for a policy on youth in the 1990s. The book recommends the introduction of a Minister for Young People and the use of youth impact statements at national and local level and seeks to provide information and argument for those seeking to plan policy for young people from a corporate or inter-agency perspective. The contributors are all recognized experts in their fields. They tackle their topic first by examining the historical perspective, with a special concentration on the previous decade. Each has paid regard to particular themes - ethnicity, class and gender, and where possible, has brought in material from other countries and cultures. They have then put forward suggestions for future policy.

No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. _______________ The use of assessment for learning (AfL) to provide valuable and continuous formative feedback continues to be a vital skill for every classroom teacher. This book will help secondary teachers to develop a broader understanding of the impact that effective AfL can have in the classroom and the key reasons for using it to improve teaching and learning. It also provides easy to implement strategies and tips to help you plan and evaluate your provision. By using the AfL techniques in this book you will sharpen your teaching, increase pupil autonomy and ensure rapid and sustained progress is taking place for every pupil. Key topics covered are questioning and dialogue, written and verbal feedback, as well as improving behaviour using AfL strategies and explaining its importance to parents. Each idea includes step-by-step instructions to help you implement the techniques in the classroom as well as practical tips and taking it further ideas. This book is a must-have for every secondary teacher looking to improve their AfL provision and transform their pupils into outstanding learners.