Teaching Science: Foundation to Senior Phase connects theory to practice through in-depth scientific investigations.

Part 1 focuses on the theoretical knowledge of teaching natural sciences from Foundation Phase through to the Intermediate and Senior Phases, with an array of activities for pre-service teachers to practise. Part 2 includes five experiments: each covers multiple learning areas, is adjustable for older and younger learners, and clearly links back to the theory in Part 1.

A special edition matched to the curriculum requirements of Unisa.

Based on the popular Teaching Foundation Phase mathematics - A guide for South African students and teachers.

Life skills is a critically important subject to teach at the Foundation Phase level as it is at this unique time in a young learner’s development that an important grounding for later life can be established. Never will teachers have a better opportunity to shape learners’ knowledge, skills and values and to prepare them for the challenges and successes that lie ahead. Teaching life skills in the Foundation Phase equips teachers to support learners’ holistic development, both as citizens of South Africa and participants in a global community.

Teaching life skills in the Foundation Phase is based on sound pedagogical principles, providing many practical ideas to Foundation Phase teachers and student teachers (grades R–3). For easy reference between classroom practice and formal studies, this book is structured according to the CAPS Foundation Phase curriculum and focuses on the following knowledge areas:

• Beginning knowledge (the teaching of natural sciences, technology and social sciences)
• Creative arts education (the teaching of visual and performing arts)
• Physical education (movement)
• Personal and social well-being (addressing social issues such as sexuality education, health education, violence and abuse)

Teaching life skills in the Foundation Phase is aimed at teachers, school managers and parents.

Teaching Strategies for Quality Teaching and Learning: Concise version is a practical guide to quality teaching and learning in South African schools and provides an introduction to the principles of effective teaching and learning.

This concise version gives detailed guidelines for using selective teaching strategies that have proven to be effective across all phases of school.

An ASCD Bestseller! In this stirring follow-up to the award-winning Fostering Resilient Learners, Kristin Van Marter Souers and Pete Hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a ""nest""-a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation. Drawing from their extensive experience working with schools, students, and families throughout the country, the authors: Explain how to create a culture of safety in which everyone feels valued, important, and capable of learning. Describe the four areas of need-emotional, relational, physical, and control-that drive student behaviors and show how to meet these needs with interventions framed around the new three Rs. Illustrate trauma-invested practices in action through real scenarios that identify students' unmet needs, examine the situation from five stakeholder perspectives, and suggest interventions to support students and their families. Offer opportunities to challenge your beliefs and develop deeper and different ways of thinking about your role in your students' lives. Educators have a unique opportunity to influence students' learning, attitudes, and futures. This book will invigorate your practice and equip you to empower those you serve-whatever their personal histories.

Winner of AM&P EXCEL Bronze Award Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to: Establish a school culture that champions equity and inclusion. Rethink the long-standing structure of least restrictive environment and the resulting service delivery. Leverage the strengths of all educators to provide appropriate support and challenge. Collaborate on the delivery of instruction and intervention. Honor the aspirations of each student and plan accordingly. To realize authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book-written not for ""special educators"" or ""general educators"" but for all educators-addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead. Real-life examples of empowerment and success illustrate just what's possible when educators commit to the belief that every student belongs to all of us and all students deserve learning experiences that will equip them to live full and rewarding lives.

Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study. Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stake-holders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers, and senior managers and administrators.

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigateDespite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they're entitled to? In this practical reference, David F. Bateman-bestselling author of A Principal's Guide to Special Education-and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include: The pre-referral, referral, and evaluation processes. Individualized education programs (IEPs) and the parties involved. Accommodations for students who do not quality for special education, including those covered by Section 504. Transition from preK to K-12 and from high school to postschool life. Classroom management and student behavior. Educational frameworks, instructional strategies, and service delivery options. Assessment, grades, graduation, and diplomas. The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K-12 teachers need to successfully instruct and support students receiving special education services. It's an indispensable resource for every general education classroom.

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue-childhood trauma-and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors-a mental health therapist and a veteran principal-provide proven, reliable strategies to help you: Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. Build strong relationships and create a safe space to enable students to learn at high levels. Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and-most assuredly-learn at high levels.

Help teachers understand and close the provision gap for culturally and linguistically diverse learners, effecting greater opportunities for academic success. Written by Dr. Almitra Berry, this completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students. This professional resource guides you through a data-driven approach to determine whether your curriculum and instruction are meeting the needs of culturally diverse students. Educators will learn how to evaluate the effectiveness of curriculum, identify and implement instructional practices that are proven effective, monitor progress, and provide intensive small group instruction to help learners succeed. This timely book provides a collection of practical resources such as planning templates, data analysis forms, and reflective questions for each step of the process.

Collaborative teaching, or co-teaching, is a powerful way to support the learning of students with diverse learning needs. But how do you know when you're doing it right? And if you're not, what can you do about that? Authors Wendy W. Murawski and Wendy W. Lochner introduce the Collaborative Teaching Improvement Model of Excellence (CTIME), a continuous improvement model that embraces personalized professional learning to ensure that teachers meet the core competencies for co-teaching without burning out along the way. Incorporating a systematic application of collaborative groups, data analysis, microteaching, feedback, and collegial support, CTIME is the culmination of the best research in the field. As Murawski and Lochner walk you through their data-driven, no-fail model of co-teaching, you'll learn about: The CTIME process and how it works. Co-teaching core competencies measured schoolwide and at the classroom level. Assessment of progress toward mastery. Co-teaching action plans. Professional learning communities and schoolwide improvement. Co-teaching facilitation, feedback, and reflection. Offering a practical approach to achieving mastery of the co-teaching core competencies, this book provides dozens of strategies, resources, and templates that can be used by district-level administrators, principals, and co-teaching teams. If you're ready to examine your co-teaching practices to make sure you're achieving the best possible outcomes for your students, then Beyond Co-Teaching Basics is for you.

Richard A. Villa and Jacqueline S. Thousand provide an in-depth, research-based guide for ensuring that your school provides the federally guaranteed ""least restrictive environment"" for students no matter the severity of the challenges they face. Leading an Inclusive School: Access and Success for ALL Students offers administrators, teachers, and other educators working to promote inclusion a wealth of information about: The history and research base of inclusive education in the United States, including pivotal amendments to and reauthorizations of the EHCA, landmark court cases, and the philosophical underpinnings of the movement. Essential curricular and instructional practices for inclusive schools, such as heterogeneous grouping, creative problem solving, and co-teaching. Powerful organizational structures such as Multitiered System of Support and Schoolwide Positive Behavior Supports to help optimize the benefits of differentiation for all students. A conceptual framework for coordinating educational initiatives and best practices for educating all students in general education. Also included are vivid personal stories of students with disabilities that illustrate how these students flourish when they learn alongside their general education peers. Educators who are serious about committing to the success of learners at all levels of perceived physical, intellectual, communication, and social/emotional ability will find the examples, advice, and tools in this book indispensable for planning, implementing, and promoting inclusion in their schools.

The last two decades have seen a marked increase in efforts to ensure accessibility at all levels of education, especially for people who traditionally may have been excluded, such as those with disabilities and special needs, immigrants/refugees, and those coming from different cultural, racial, religious, socioeconomic, gender and sexual backgrounds. Inclusion in education means that the educational needs of all learners are met and requires all stakeholders to work collaboratively. Strengthening inclusive education from ECD to post-school education addresses the inequalities still prevalent in many countries and discusses how to overcome them. Strengthening inclusive education from ECD to post-school education takes the view that diversity is not a problem but rather an opportunity to learn. It analyses, assesses and critiques many of the current issues surrounding inclusive education, and provides suggestions for better practice in order to mitigate them.

A new concept on human diversity has emerged over the past 10 years that promises to revolutionize the way educators provide services to students with special needs: neurodiversity. Just as we celebrate diversity in nature and cultures, so too do we need to honor the diversity of brains among our students who learn, think, and behave differently. In Neurodiversity in the Classroom, best-selling author Thomas Armstrong argues that we should embrace the strengths of such neurodiverse students to help them and their neurotypical peers thrive in school and beyond. This innovative book focuses on five categories of special needs: learning disabilities, attention deficit hyperactivity disorder, autism, intellectual disabilities, and emotional and behavioral disorders. For each category, Armstrong provides an in-depth discussion of: The positive attributes associated with that category. Acclaimed neurodiverse adults who have excelled in their chosen fields. Computer programs and applications that allow students with special needs to overcome obstacles and achieve success. Rich networks of human resources both inside and outside of school that educators can draw upon to support the social and emotional lives of neurodiverse students. Innovative learning strategies that are tailored to each student's unique strengths. Future career paths for which a student's particular gifts might be a good fit. Modifications in the school environment that allow for seamless inclusion of neurodiverse students in the regular classroom. Timely information about how to integrate the strategies and assessments for each category with the Common Core State Standards. It's time that we focused on celebrating rather than pathologizing our students with special needs so that they can fully realize their potential in school and life. This practical and thought-provoking book will inspire teachers and administrators everywhere to make sure that all students with special needs get the support and strength-based instruction they deserve.

Based on years of experience teaching English to non-native speakers, this insightful How To guide describes not only the particular challenges that multilinguals face compared to native English speakers but also the unique benefits of working in multiple languages. Throughout this engaging and practical book, Shai Dothan explores the mastery of the English language, reflecting on the common problem of perfecting your English whilst also practicing and refining other languages. This book serves as a guide to improving writing styles and presentation skills, especially of non-native English speakers by providing techniques for improved public speaking, reading, and writing. With an accessible approach, chapters teach a wide range of useful skills including how to excel in exams, publish in multiple languages, and develop your 'inner ear'. Designed for multilinguals who wish to improve their English, this guide will be an invaluable and invigorating resource for students and researchers who are seeking to hone their English language skills. It can be used to accompany English language courses in an academic or professional setting and can also be read individually as a self-help book. Researchers, students, and professionals working in the field of law will find the book particularly relevant.

Helping bring mathematics and engineering to life, these challenging lessons give teachers an exciting tool for engaging advanced learners through creativity and hands-on products. Units are driven by standards and invite students to become baseball field architects, create flying jellyfish, make a gnome hat parachute, scale skyscrapers, and more! Each project includes step-by-step lesson plans with reproducible templates, time estimates, and a materials list. While centered on STEAM (science, technology, engineering, arts, and mathematics) competencies, true to real-world experiences, these hands-on projects span the curriculum-including writing and public speaking-and while they suit entire classrooms and smaller groups, they can also be easily adapted to individual projects for independent study and home school.

Within today's multilingual communities, a growing percentage of students are emergent bilinguals-bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to ensure that all students are prepared for college, career, and civic engagement. In Learning in a New Language, author Lori Helman offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity. Helman discusses: Changing demographics that require educational leaders to enlarge and enhance their approaches. The importance of engaging families in forming a cohesive school community that contributes to student success. Fundamental approaches to creating equity for linguistically diverse students in the school change process. The role of language in academic learning and what makes learning in a new language unique. Evidence-based strategies for literacy and content-area classrooms. Practical tips for where to start in supporting emergent bilinguals in the classroom, and presents dozens of online resources for further exploration. The responsibilities of educational leaders continue to expand as they work toward managing school sites and ensuring equity of student opportunity and achievement. Helman provides a one-stop resource for the foundational knowledge and practical guidance needed to strategically take on these responsibilities.

How do you fit in and stand out when you feel different to everyone around you? "I loved Frankie's story and could really identify with her character. This is such an amazing graphic novel that represents neurodiversity really realistically." Libby Scott "Aoife Dooley captures Frankie's autistic experience with great care, humour and love." Lizzie Huxley-Jones "A fun and relatable read about awkwardness, self-acceptance, family and friendship." Sarah McIntyre "Unique and often funny ... I cheered Frankie on through her journey." Sue Cheung Frankie knows she's not like anyone else in her class: she's different, but she can't quite figure out why. Is it the new freckle on her nose, or the fact she's small for her age? Or that she has to go to the hospital sometimes? Everyone else seems to think she's weird too, and they make fun of her at school. Frankie's dad left when she was a baby - maybe he was different too? It would explain why she always feels like an alien. So she and her best-friend Sam, embark on a mission to track him down. A graphic novel offering a unique perspective on Autism, told with humour and heart. Brought to life with glorious colour artwork in a distinctive blue and orange palette. Perfect for fans of Raina Telgemeier.