In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and ""homework gap"" issues based on shifting demographics have affected the homework controversy; and what recent research as well as common sense tell us about the effects of homework on student learning. She also explores how the current homework debate has been reshaped by forces including the Common Core, a pervasive media and technology presence, the mass hysteria of ""achievement culture,"" and the increasing shift to standards-based and formative assessment. The best way to address the homework controversy is not to eliminate homework. Instead, the author urges educators to replace the old paradigm (characterized by long-standing cultural beliefs, moralistic views, and behaviorist philosophy) with a new paradigm based on the following elements: Designing high-quality homework tasks. Differentiating homework tasks. Deemphasizing grading of homework. Improving homework completion. Implementing homework support programs. Numerous examples from teachers and schools illustrate the new paradigm in action, and readers will find useful new tools to start them on their own journey. The end product is homework that works-for all students, at all levels.

An indispensable resource from the foremost expert on differentiation From pre-assessments of students' needs, interests, and learning profiles, to instructional strategies and on-going assessment ideas, to task cards, rubrics, and final assessments, everything you need to successfully differentiate is here. Full of classroom-tested tips and tools for preparing the classroom, establishing routines, setting goals with students, selecting teaching approaches, making and managing flexible groups, choosing and managing materials, and more, this is the go-to guide for managing a differentiated classroom. For use with Grades K-8.

How does a teacher meet the needs of all learners amid the realities of day-to-day teaching? Patti Drapeau shows us how in this practical book. She offers several strategies, including pacing instruction, varying the depth of content, widening or narrowing the breadth of topics, and altering the complexity of questions. She also shows teachers how to make them work, through tiered task cards, differentiated learning centers, and more. For use with Grades 3-6.

Modern societies tend to demand innovative learning modalities in which foreign languages are used to teach content subjects from very early educational stages. Education authorities in different geographical areas of the world are currently working to determine how bilingual teaching should be developed depending, along with many other factors, on the initial training of bilingual education teachers. On this basis, it is necessary to review how tertiary education institutions deal with the theoretical foundations and practical approaches necessary for this learning modality to train bilingual education teachers for primary schools. Training Teachers for Bilingual Education in Primary Schools includes international experiences of teacher training for bilingual education in primary schools in which educators should be able to recognize themselves and identify concrete working formulas to apply in their daily work. Covering key topics such as teacher training, language learning, and primary education, this reference work is ideal for administrators, teacher trainers, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

Education has undergone a series of changes based on the new technologies, strategies, and best practices that have been developed in recent years. Specifically, the way various subjects are taught has developed considerably as education turns toward a more digital approach. Geography education is no different and has had to adjust to these innovative practices in order to provide students with the best possible curricula. Didactic Strategies and Resources for Innovative Geography Teaching presents educational strategies and resources to promote cross-disciplinary approaches to teaching geographic knowledge and skills. The book also discusses how geography education boosts essential cognitive and attitudinal processes in personal development, fosters critical thinking, and builds a society committed to its environment. Covering key topics such as mobile learning, natural learning environments, and geographic information systems, this reference work is ideal for teachers, geographers, researchers, scholars, academicians, practitioners, instructors, and students.

Memory is inextricable from learning; there's little sense in teaching students something new if they can't recall it later. Ensuring that the knowledge teachers impart is appropriately stored in the brain and easily retrieved when necessary is a vital component of instruction. In How to Teach So Students Remember, author Marilee Sprenger provides you with a proven, research-based, easy-to-follow framework for doing just that. This second edition of Sprenger's celebrated book, updated to include recent research and developments in the fields of memory and teaching, offers seven concrete, actionable steps to help students use what they've learned when they need it. Step by step, you will discover how to: Actively engage your students with new learning. Teach students to reflect on new knowledge in a meaningful way. Train students to recode new concepts in their own words to clarify understanding. Use feedback to ensure that relevant information is binding to necessary neural pathways. Incorporate multiple rehearsal strategies to secure new knowledge in both working and long-term memory. Design lesson reviews that help students retain information beyond the test. Align instruction, review, and assessment to help students more easily retrieve information. The practical strategies and suggestions in this book, carefully followed and appropriately differentiated, will revolutionize the way you teach and immeasurably improve student achievement. Remember: By consciously crafting lessons for maximum ""stickiness,"" we can equip all students to remember what's important when it matters.

In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include: Persisting. Managing impulsivity. Listening with understanding and empathy. Thinking flexibly. Thinking about thinking (metacognition). Striving for accuracy. Questioning and posing problems. Applying past knowledge to new situations. Thinking and communicating with clarity and precision. Gathering data through all senses. Creating, imagining, innovating. Responding with wonderment and awe. Taking responsible risks. Finding humor. Thinking interdependently. Remaining open to continuous learning. This volume brings together-in a revised and expanded format-concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a ""thought-full"" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.

The definitive guide to creating and using experiential exercises in the classroom. For anyone interested in continuously improving their teaching practice, this book provides an overview of the theory and empirical evidence for active learning and the use of experiential exercises. Using a prescriptive model and checklist for creating, adapting or adopting experiential exercises in the classroom, the authors demonstrate evidence-based best practices for each step in the development and use of experiential exercises, including tips, worksheets and checklists to facilitate use of these practices. In addition, the book provides rich examples which illustrate how educators have used this model and practices in their own classrooms, and resources to help find experiential exercises, learn more about effectively using them, and connect with organizations, journals, and people dedicated to the use of experiential exercises in the classroom. Higher education educators seeking to improve their teaching practice, to increase effectiveness and to learn how to develop and use experiential exercises as well as doctoral students learning how to develop and use experiential exercises will find direction and inspiration in Experiential Exercises in the Classroom.

In this lively and practical book, seasoned educator Jonathan Cassie shines a spotlight on gamification, an instructional approach that's revolutionizing K-12 education. Games are well known for their ability to inspire persistence. The best ones feature meaningful choices that have lasting consequences, reward experimentation, provide a like-minded community of players, and gently punish failure and encourage risk-taking behavior. Players feel challenged, but not overwhelmed. A gamified lesson bears these same hallmarks. It is explicitly gamelike in its design and fosters perseverance, creativity, and resilience. Students build knowledge through experimentation and then apply what they've learned to fuel further exploration at higher levels of understanding. In this book, Cassie covers: What happens to student learning when it is gamified. Why you might want to gamify instruction for your students. The process for gamifying both your classroom and your lessons. If you want to see your students engaged, motivated, and excited about learning, join Jonathan Cassie on a journey that will add a powerful new set of ideas and practices to your teaching toolkit. The gamified classroom-an exciting new frontier of 21st century learning-awaits you and your students. Will you answer the call?

Now firmly established as one of the leading economics principles texts in the UK and Europe, the sixth edition of Economics has been fully updated. Much revered for its friendly and accessible approach, emphasis on active learning and unrivalled support resources, this edition features a brand-new chapter on sustainability economics as well as exciting coverage on modern monetary theory, digitization, Industry 4.0 and the costs and benefits of globalization. This title is available with MindTap, a flexible online learning solution that provides students with all the tools they need to succeed including an interactive eReader, engaging multimedia, practice questions, assessment materials, revision aids, and analytics to help you track their progress.

Problems that face teachers and educators today include the lack of a sound culture of teaching and learning in the classroom, the lack of student discipline and poor classroom management skills. This edition presents a new approach to the ever-important subject of the teacher's task in the classroom and meets the new criteria for teacher education in classroom management, as set out in the Cotep document.

An effective second grade workbook that provides daily social and emotional learning (SEL) activities to help students explore emotions, actions, relationships, and decision making. The daily activities connect to the CASEL competencies, mindfulness, and key affective education initiatives. This SEL workbook makes at-home learning, whole class instruction, or small group support, quick and easy. Help students build self-awareness, analyze relationships, discover diverse perspectives, and apply what they have learned with engaging lessons. The use of fiction and nonfiction text allows for self-reflection and growth. Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, and build connections between home and school. Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect to introduce SEL topics for discussion.

In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call ""today's lesson""-or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book: Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

How can you create an authentic learning environment-one where students ask questions, do research, and explore subjects that fascinate them-in today's standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy, a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov outlines a framework for learning structured around five core values: inquiry, research, collaboration, presentation and reflection. For each value, she presents: A detailed description of how the value can transform classroom practice and how a ""digital connection"" can enhance its application. A step-by-step outline for how to implement the value, with examples from teachers in all subject areas. Solutions to possible challenges and roadblocks that teachers may experience. Suggestions for how to expand the value beyond the classroom to schoolwide practice. Anecdotes from students, offering their perspectives on how they experienced the value in the classroom and after graduation. The framework is a guide, not a prescription, and middle and high school teachers-individually or as a team-can use it to structure whatever content and skills their current school or district requires. The book also includes suggestions for how to integrate technology into inquiry-based education, but the principles and approaches it describes can be applied successfully even in places without abundant technology. Both practical and inspiring, Authentic Learning in the Digital Age is an indispensable handbook for reinvigorating teaching and learning in a new era.

It is not difficult to argue that the social sciences are in a period of transition. Our day-to-day lives have been marked by uncertainty as our social lives have vacillated wildly between highs and lows, tensions between fellow citizens have heightened along ideological fault lines, and educators have been placed squarely at the center of public discourses about what-and how-we should be teaching. By any measure, we are living in a time where every moment seems to be rife with high stakes realities that must be navigated. Ladson-Billings (2020) called on educators to reimagine education and contest the notion of a "return to normal." In the current highly polarized context where we see multiple competing narratives, rather than promoting a "return to normal" or "business as usual" approach, we argue that educators must use the lessons of the last two years, as well as draw on what we have learned from history and the social sciences. By asking ourselves how we might interrogate and inform current social landscapes and the challenges that arise from them, we have the opportunity to take leadership in fostering innovation, building solidarity, and re-imagining the teaching and learning of history and the social sciences. We recognize that humans live in multiple complex communities that include intersectional identities; relationships with power, agency, and discourses; and lived realities that are as unique as they are divergent. Consequently, the task of educators, and the goal of this volume, is to provide a clarion voice to a dynamic, relational, and undeniably human social world.

In a changing world, what is the social purpose of higher education? Combining a critique of contemporary universities, a manifesto for the future and a provocation to stimulate change, The New Power University examines how higher education can flourish in the 21st century. Using the framing of 'new power', Jonathan Grant illustrates how a different purpose for universities is necessary, through the application of a new set of values that puts social responsibility at the core of the academic mission, allowing the university to become an advocate of the policy and political issues that matter to its communities. The New Power University offers both a warning against the complacency of old power and a voice for many who see the opportunity and necessity for radical change in higher education. 'Jonathan Grant examines the trends and urges the shedding of old shibboleths in order to embrace a new future. Insightful and engaging, this book will spur and shape the urgent debates learning communities need to have and resolve to avoid being left behind.' Julia Gillard, Former Australian Prime Minister and Minister for Education; Chair-elect of the Wellcome Trust 'A must-read for anyone interested in the transformative power of higher education.' Ed Byrne, Former President King's College London; co-author of The University Challenge 'The New Power University is essential material for anyone wondering what universities are for and how they can help provide the answers to the most pressing challenges of our times.' Jo Johnson, Chairman of Tes Global; former UK Minister for Universities, Science and Innovation