What are the secrets to unlocking student success? And what can teachers do to get better at helping students develop deep understanding of content, attain higher-order thinking skills, and become secure, confident, and capable learners? In this book, teacher and professor Jeff Marshall showcases how teaching with intentionality answers these questions. Specifically, he introduces the Teacher Intentionality Practice Scale (TIPS), a framework for both supporting and measuring effective teaching. Taken together, the framework's seven TIPs provide a research-based, classroom-tested guide to help teachers: Create coherent, connected lessons. Use strategies and resources, including technology, that truly enhance learning. Organize a safe, respectful learning environment. Develop challenging and rigorous learning experiences. Promote interactive, thoughtful learning. Nurture a creative, problem-solving classroom culture. Deliver feedback and formative assessment that inform teaching and learning. Marshall's needs-assessment instrument can help teachers, working independently or in a cohort, determine the best starting point for improving their practice. Practical, straightforward rubrics for each TIP describe the various levels of teacher proficiency. Based on his own teaching experience and observations in hundreds of classrooms, Marshall also offers action tips for each framework component and a list of resources for further study. Written for teachers and leaders at all levels and in all content areas, The Highly Effective Teacher is a guidebook for thoughtful, intentional teaching with one goal: success for all students, in every classroom.

Packed with practical strategies you can use to create a culture of self-motivation in your school!Teachers use traditional incentive and reward systems with the best of intentions. We're trying to support students' positive behavior and learning. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work. But in the long term, they do not foster intrinsic motivation or a love of learning. In fact, they often have the opposite effect. In Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems, award-winning educator and best-selling author Mike Anderson explains * The damage done by extrinsic motivation systems and why they are so hard for us to give up. * What intrinsic motivation looks like and the six high-impact motivators-autonomy, belonging, competence, purpose, fun, and curiosity-that foster it. * How to teach the self-management and self-motivation skills that can make a difference for kids. * How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away-no matter what grade level or subject area you teach.

Participation in a short sensory motor circuit prepares children to engage effectively with the day ahead. Behavioural clues such as fidgeting, poor concentration, excessive physical contact or overall lethargy can indicate that a child is finding it difficult to connect with the learning process. "Sensory Circuits" are a great way to energise or settle children into the school day.

The recent imperative for online teaching has brought many educational challenges to the fore. Featuring current topics such as accessibility, diversity, and mobile access, this guide contains everything a teacher needs to make a great online course in one read. The author provides step by step instructions for coding classes, appendices with relevant laws and a copyright checklist, a resource list for online course design and a bibliography of theory and applied pedagogy. In addition, she shares techniques to improve engagement for both students and instructors. Professors, instructors, and librarians in higher education teaching online, hybrid or flex courses that are looking for ways to build interesting classes for a diverse student body will find inspiration and direction in Creating Inclusive and Engaging Online Courses.

Today's teachers are expected to meet the needs of a range of diverse and multicultural learners in their classrooms, ensuring that they create favourable conditions for learning. This can be a daunting task, particularly for beginners, as it is only through teaching practice that student teachers develop important professional knowledge about themselves, fellow teachers, learners, their communities and the teaching profession as a whole. Teaching practice in an African context is an essential guide for both students and experienced teachers, providing the insight and skills they need to navigate South African schools. Teaching practice in an African context is informed by the principles of Africanisation and ubuntu, and is written in a clear, conversational style. It encourages reflection on the various practical aspects of teaching, leading to better education practice and thus improving performance. Teaching practice in an African context is aimed at undergraduate education students as well as qualified teachers already in practice.

What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should start doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results? Enter Achievement Teams. This is not another program that's here today and gone tomorrow; it's a timeless approach that any school or district can replicate that focuses on the most significant variable in student achievement: teaching. In Achievement Teams, Steve Ventura and Michelle Ventura offer a framework based on John Hattie's Visible Learning research that makes teacher collaboration more efficient, rigorous, satisfying, and effective. Think of it as a systematic treasure hunt for best practices using real data on your students. The authors walk you through the Achievement Teams four-step meeting protocol: In Step 1, teams focus on the evidence from a pre-assessment to provide specific feedback to students and teachers about concepts and skills that students did and did not learn. In Step 2, teams use that evidence to establish SMART goals for both teachers and students. In Step 3, teams summarize the collected data and make inferences around students' mastery levels. In Step 4, teachers select high-impact strategies directly targeted to student needs. A post-assessment reveals what did and didn't work. The authors provide a plethora of resources along the way, including reflection activities to extend your thinking and a variety of helpful downloadable templates designed to facilitate the work. If you're a teacher or leader who is interested in maximizing student achievement, this book is for you.

A clear and comprehensive guide to evaluating and supporting instructional coaches and coaching programs, including how to recruit, hire, and retain effective coaches. With sound practices in place to evaluate coaching programs, instructional coaches will become better partners, teachers will become better mentors, and students will become better learners.Few evaluation systems are specifically geared toward coaching roles. Ensuring that school districts have accurate information about both coaches and coaching programs is crucial to guide improvement in supporting classrooms, as well as in ensuring accountability. With sound evaluation processes in place, districts can effectively evaluate instructional coaches and coaching programs and use data to set goals. A joint publication of ASCD and One Fine Bird Press.

The book includes the traditional foci of philosophy, sociology, psychology, and teaching and learning, and emphasises how these foci influence the practice of teaching. Classic theories, that informed and continue to inform teacher education, have dominated the engagement within education but this book shifts focus to current research and innovative theories that have evolved to promote teaching and learning in a challenging and complex educational context. Hence, this book makes a deliberate attempt to map out influential classical theories that have informed the study of Education as a backdrop to explore how contemporary theories are currently influencing teaching and learning.

Barack Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice.

How do you take the passion and chatter that K-5 students bring to the classroom and turn it into conversation skills that make them better learners? Academic conversation can help hone speaking and listening, critical thinking, and social-emotional skills, as well as deepen content knowledge. But despite its effectiveness, this kind of purposeful, student-led discussion is rarely taught or used at the elementary level. The mystery for teachers is how to support students at various stages of development and build an environment of trust that lets them cultivate these skills. In Demystifying Discussion, veteran teacher Jennifer Orr gives elementary school teachers a primer on teaching students to engage in student-led academic conversation. The strategies, sample assessments, and example conversations in this book show you how to help young learners get better at sharing, exploring, and synthesizing their individual and collective thinking. You'll also learn how to manage different perspectives and disagreements among students. This is a book to use all year long to improve classroom discussion, hone students' skills (and your own), and enhance students' overall learning throughout their time in school and beyond.

There are particular challenges involved in teaching social work. As with other professional disciplines, it is not simply a matter of passing on the key elements of the knowledge base; there is also the need to equip students to be able to make use of that knowledge in practice and in the context of relevant professional values. This book offers broad insights into effective social work education. It provides insightful guidance to 50 aspects of the social work curriculum and warns of common pitfalls and obstacles to learning. Practical suggestions for exercises and activities are presented in a clearly written, successful blend of theory and practice. Neil Thompson is a distinguished, international scholar and brings over 30 years of experience to a wide range of case studies and transferable skills that will provide a foundation for future social workers everywhere. This guide will be essential for academics teaching social work, practice educators and workforce and freelance development officers.

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by: Designing group experiences and tasks that encourage dialogue. Fostering the relational conditions that advance academic, social, and emotional development. Providing explicit instruction on goal setting and opportunities to practice progress monitoring. Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills. Teaching students to seek, give, and receive feedback that amplifies their own and others' learning. Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K-12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough-or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth.

We want students to master academic standards, and we want them to be confident, adaptive, and socially responsible. Above all, we want them to find meaning and satisfaction in their lives. Achieving these goals requires a concerted focus on the social-emotional skills that empower students in and beyond the classroom. In Teaching to Empower, Debbie Zacarian and Michael Silverstone explore what an empowered student looks like in our increasingly diverse contemporary schools and prompt educators to examine their own relationship to empowerment. The book's evidence-based strategies and authentic examples show you how to foster an inclusive culture of agency, self-confidence, and collaboration that will give each of your students-regardless of race, culture, language, socioeconomic status, abilities, sexuality, or gender-the opportunity, responsibility, and tools to become an active learner, thoughtful community member, and engaged global citizen. Whether you're a preservice teacher, a classroom novice, or a veteran, you'll find the practical guidance you'll need to: Create inclusive and empowering physical learning spaces. Set up self-directed learning and promote positive interdependence. Promote student self-reflection. Teach the skills of collaboration. Foster the self-advocacy that fuels deeper, more autonomous learning. Partner more effectively with families and the community to support student empowerment.

A guide to the intersection of trauma and special needs, featuring strategies teachers can use to build resilience and counter the effects of trauma on learning and behavior. Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked to developmental disabilities. Add in the fact that Black children are four times more likely to be classified with intellectual disabilities and five times more likely than white students to be classified with an emotional or behavioral disorder, and the already daunting complexity of effectively serving kids with an individualized education program (IEP) becomes overwhelming.This is a whole school problem that requires a whole school solution. All educators in both general and special education should learn how trauma affects the brain and how any resulting atypical neurological and psychological development affects learning and behavior. In Trauma-Informed Teaching and IEPs, trauma expert Melissa Sadin presents strategies for supporting the most vulnerable students in general or special education settings, across grade levels, and across the curriculum. You'll learn to * Understand the effects of childhood trauma on the brain, learning, and behavior. Weave caring into trauma-informed instruction. Apply a trauma-informed lens to crafting IEPs. Conduct trauma-informed functional behavior assessments. Once you understand the effects of trauma on learning and development, you will explore classroom strategies and IEP goals and modifications that can actually help to heal your students.With rich examples and helpful strategies, Trauma-Informed Teaching and IEPs gives teachers the most effective tools to help build resilience for every student, no matter their needs.

At the heart of education are two fundamental questions: What should we teach? and How should we teach it? Educators striving to design and deliver the best-possible learning experiences can feel overwhelmed by the possibilities. To help them make these critical decisions, Angela Di Michele Lalor identifies five key priorities of a curriculum that matters-practices, deep thinking, social and emotional learning, civic engagement and discourse, and equity. Emphasizing the importance of schools' determining their own path forward, Lalor provides a framework for action by * Describing how each element contributes to a rigorous, meaningful curriculum, * Providing strategies for incorporating each element into daily instruction and assessment, and * Offering reflection activities to identify strengths, needs, and possible next steps. With insightful observations, research-based background information, and real-world examples from a variety of schools and districts, Making Curriculum Matter presents teachers and administrators with a path for reaching their most important overall goal: to provide comprehensive, meaningful learning to all students.

Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning-in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to: Create authentic tasks and projects to address both academic standards and 21st century skills. Apply task frames to design performance tasks that allow voice and choice for students. Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. Incorporate performance-based instructional strategies needed to prepare students for authentic performance. Differentiate tasks and projects for all students, including those needing additional support or challenge. Effectively manage the logistics of a performance-based classroom. Use project management approaches to facilitate successful implementation of tasks and projects. Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.

In Forces of Influence, Fred Ende and Meghan Everette contend that schoolwide success starts with relationships-not only between students and adults, but also among all adults up and down the education hierarchy. It's by leveraging these relationships that educators can influence outcomes and effect real change. But how can educators make sure they exert their influence astutely and sensitively, navigating education's priorities and pressures while keeping their work focused on the mission? This thought-provoking book helps readers navigate this tricky terrain, introducing four ""forces,"" or levels, of influence and explaining how educators can use them to support one another's practice and push for positive outcomes for all learners. The authors: Explore each of the four forces-the pull, the push, the shove, and the nudge-and explain why they work and what research shows about their effectiveness. Introduce the Forces of Influence Leadership Matrix (FILM), a framework that identifies how the four forces connect and helps readers determine when to use which force, with whom, and how. Provide advice on how to course-correct by switching and layering the forces for positive results-and how to recover from setbacks. Offer copious tools to support this work, including role-plays, self-assessments, templates, and questions to spur reflection and action taking. Everything educators do requires them to build, sustain, and leverage relationships. With this guide, they no longer have to wing it.

Just how should we teach entrepreneurship? This important book provides many of the answers to this challenging question. In developing the first signature pedagogy for entrepreneurship education, Colin Jones unites the contexts of enterprise and education at the intersection of scholarship, transformational learning and student engagement. Good teaching for entrepreneurship is shown to emerge both from the educator and the students' interest. For the educator, a process of scholarly leading is required to support student interest - from the alternate perspective, students require a willingness to welcome uncertainty and challenge the existing boundaries to effectively develop a capacity for self-negotiated action. A key guide for all entrepreneurship lecturers and tutors, written for all teaching contexts, this book will challenge you to teach 'who you are', as well as what you know.

History and Geography are dynamic and diverse disciplines, but disciplines that always displayed integrative abilities and potential because human actions in spaces and places matter in both. In History, the human past concerns time and space. In Geography, space and spatiality dominate and can include humanity. Teaching and learning History and Geography in the South African classroom is the first textbook to consider History and Geography as interconnected disciplines in the South African education context. This book guides readers through developments in the History and Geography fields, new focus areas and some refreshed teaching and learning possibilities unlocked by technology. Drawing on prodigious research, experts in these fields impart recommendations for teaching, understanding, learning and assessing these subjects purposefully. Teaching and learning History and Geography in the South African classroom is aimed at educators and prospective educators in the Social Sciences, History and Geography programmes. Elize van Eeden is a professor at North-West University, and chairs the subject group History at the Vaal Triangle Campus. She served as chairperson of the South African Society for History Teaching (20092017) and is editor or assistant editor of three peer-reviewed journals accredited by the Department of Higher Education. She has authored more than 80 peer-reviewed articles, and has contributed chapters in 18 books as either co-writer or editor. Elize has authored 12 History books, one being the textbook, Didactical guidelines for teaching history in a changing South Africa (1999). Her main research interest is regional history in multidisciplinary research environments and its application in regional history in teaching. Pieter Warnich is a senior lecturer in History and Social Sciences Education at the North-West University. He is chairperson of the subject group History and Social Sciences Education at the Potchefstroom Campus. His main areas of specialisation are teaching, learning and assessment and History education curriculum studies development. Pieter has published widely in these fields where he authored peer-reviewed articles and chapters in books. He is co-editor of the book Outcomes-based assessment for South African teachers (2012). Currently he is editor of the accredited open-access History teaching journal, Yesterday&Today.

If you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fifth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues. The fifth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, and model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fifth edition builds on previous editions as it continues to investigate critical issues in designing, implementing, and assessing experiential learning techniques in the field of entrepreneurship. This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2023 is a must-have book for any entrepreneurship professor, scholar, or program director dedicated to advancing entrepreneurship education in the US and around the world.

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.