This isn't your average book about pastoral care - it is a no-nonsense exploration of the knowledge base that excellent pastoral practitioners, be they aspiring, new, or experienced, need to excel in their roles. Written for teaching and non-teaching pastoral leaders alike, this book combines theory, evidence, and research with best practice and on-the-job experience to help you on the way to becoming the very best pastoral leader that you can be. It is written for pastoral leaders by a current pastoral leader, reflecting the reality of our roles - the extraordinary pressures and challenges that we face, sometimes in just getting through the day.

There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer's cognitive theory of multimedia learning and John Sweller's cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.

Teaching Enslavement in American History provides classroom teachers with the resources necessary to navigate one of the most difficult topics in any history course. This volume is the product of a collaboration between three university professors and a team of experienced middle and high school teachers. Its nine chapters include the context for topics like the middle passage, the Constitution's position on enslavement, African cultural retention, and resistance to enslavement. The resources include 18 lesson plans and dozens of short primary and secondary sources modeled on document-based questions and the inquiry design model. Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union.

Promoting Children's Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children's active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries.

"Good lesson plans have an almost mysterious power; they declare that all information can be interesting, that every skill acquired broadens our potentials to make a better world, and that all impassioned activity leads to learning. Our best teachers have shown us over and over that life is not a struggle against boredom and compliance; it is a wonder to be apprehended. Every bit of SEL you can integrate into your planning will not only begin to heal the wounds of passivity, racism, and inequity, but also give students an experience today, in your classroom, of that better world." Jeffrey Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K-12 lesson planning-without imposing a separate SEL curriculum. The book identifies SEL skills in three broad categories: skills for self, interpersonal skills, and skills as a community member. It offers research-based strategies for seamlessly integrating these skills into every section of lesson plans, from introducing a topic in a way that sparks students' interest, to accessing prior knowledge, providing direct instruction, allowing time for experimentation and discovery, using formative assessment, and closing a lesson in a purposeful rather than haphazard manner. In addition to practical advice on lesson planning that can lead to improved student motivation and achievement, Benson offers inspiration, urging both new and veteran teachers to seize every opportunity to develop caring, joyful communities of learners whose experiences and skills can contribute to a better, more equitable world both inside and outside the classroom.

This publication will offer a panoramic view of the Socratic Method and expound upon the theoretical and practical aspects and implications of this teaching approach. Traditionally understood as an ancient teaching method arguably conceived and practiced by the philosopher Socrates, scholars in education have boldly explored the definitions, philosophical underpinnings, assumptions, and uses of Socratic dialogue in various learning situations and educational settings. Along with remaining true to Socrates' apparent learning processes and outcomes for his interlocutors - the experiences of aporia (perplexity) in the learning process, the use of one's cognitive resources, and contending with concepts such as virtue and justice, the publication will also investigate the Socratic method's impact on leadership, critical thinking skills, e-learning, adult education, and social emotional learning. By exposing educators to the current and emerging literature on the Socratic Method, there can be a renewed sense of how this instructional strategy can improve students' and teachers' abilities to think and discuss issues and subject-matter carefully and deeply, resulting in student achievement, quality instruction, and human flourishing. This book will be appropriate for teachers (high school and college-level), curriculum directors, instructional designers, and other school leaders. The publication will also equip trainers with information on how to incorporate Socratic discussion in adult training and professional development workshops.

As modern society gives great importance to scientific and technological literacy and new technology, it follows that the educational process must play a central role in development of the respective skills. STEAM is the approach to learning that uses concepts from natural sciences, technology, engineering, arts, and mathematics like springboards for the development of the skills of exploration, cooperation, communication, creativity, and critical thinking. The desired result is that pupils who participate in experiential learning develop critical thinking skills, work together, and explore the environment within the context of a creative process. Practical Approaches to Integrating ICTs in STEAM Education includes the current research focusing on development of STEAM and ICT educational practices, tools, workflows, and frameworks of operation that encourage science skills, but also skills related to the arts and humanities such as creativity, imagination, and reflection on ethical implications. Covering topics such as early childhood education, machine learning education, and web-based simulations, this premier reference source is an essential resource for engineers, educators of both K-12 and higher education, education administration, libraries, pre-service teachers, computer scientists, researchers, and academicians.

In this digital age, faculty, teachers, and teacher educators are increasingly expected to adopt and adapt pedagogical perspectives to support student learning in instructional environments featuring online or blended learning. One highly adopted element of online and blended learning involves the use of online learning discussions. Discussion-based learning offers a rich pedagogical context for creating learning opportunities as well as a great deal of flexibility for a wide variety of learning and learner contexts. As post-secondary and, increasingly, K-12 institutions cope with the rapid growth of online learning, and an increase in the cultural diversity of learners, it is critical to understand, at a detailed level, the relationship between online interaction and learning and how educationally-effective interactions might be nurtured, in an inclusive way, by instructors. The Handbook of Research on Online Discussion-Based Teaching Methods is a cutting-edge research publication that seeks to identify promising designs, pedagogical and assessment strategies, conceptual models, and theoretical frameworks that support discussion-based learning in online and blended learning environments. This book provides a better understanding of the effects and both commonalities and differences of new tools that support interaction, such as video, audio, and real-time interaction in discussion-based learning. Featuring a wide range of topics such as gamification, intercultural learning, and digital agency, this book is ideal for teachers, educational software developers, instructional designers, IT consultants, academicians, curriculum designers, researchers, and students.

Perfect to use alone or in layers, these straight borders come in a pack of twelve 3' x 3" strips for a total length of 36 feet The strips are great for framing your bulletin boards and windows or for complementing charts and class creations, and their straight edges ensure design continuity. Borders are available in a variety of colors, styles, sizes, and prints to suit any classroom theme --(TM) & (C) 2009 Eric Carle LLC. Licensed by Chorion Rights Limited.

This guidebook is designed to be the elementary school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school. A sample of U.S. elementary school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group. Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using-it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.