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This workbook contains over sixty activities for
learning-through-play. The activities were created by
teacher-candidates, retired educators, and student-learners. They
include interdisciplinary activities for first through twelfth
grade levels. Each activity includes how-to-implement instructions
along with applicable learning standards.
Learners are multi-faceted, unique people. Discovering the whole
individual is incumbent upon realizing the teaching/learning
environments, common social and societal realities, and belief and
value systems respective of academic and socio-societal factors
that establish who one is as a learner and teacher. In Learning and
Teaching, the authors offer practical strategies for interactive
instruction to facilitate optimum learning. This book addresses
theoretical framework that includes the relationship between
thoughts and feelings, the effect of past esperiences on present
and future behaviors, universal connectivity, and a strong
understanding of who one is as a teacher and learner.
This book is for all types of learners and teachers at any grade
level, K-12. The book is excellent for any classroom, including
those addressing special education, differentiated instruction, and
interactive learning, or where there's active engagement and
attention to varied perceptual preferences and learning
differences. A classroom that optimizes student achievement through
collaborative relationship building is given a good deal of
attention with activities focusing on mindfulness and determination
through persistence. The book's premise is the classroom, for
optimum learning, needs to be a place of comfort. Modeling/living
the six international traits of a person of good character (caring,
fair, responsible, trustworthy, respectful and good citizenship) is
vital, especially in the educational setting. Practical strategies
for character building and conversing with others are provided.
Living by two ideas: No put downs, only lift ups for oneself and
others, and realizing "being enough," is exactly what you are.
This book is for all types of learners and teachers at any grade
level, K-12. The book is excellent for any classroom, including
those addressing special education, differentiated instruction, and
interactive learning, or where there's active engagement and
attention to varied perceptual preferences and learning
differences. A classroom that optimizes student achievement through
collaborative relationship building is given a good deal of
attention with activities focusing on mindfulness and determination
through persistence. The book's premise is the classroom, for
optimum learning, needs to be a place of comfort. Modeling/living
the six international traits of a person of good character (caring,
fair, responsible, trustworthy, respectful and good citizenship) is
vital, especially in the educational setting. Practical strategies
for character building and conversing with others are provided.
Living by two ideas: No put downs, only lift ups for oneself and
others, and realizing "being enough," is exactly what you are.
At the onset, this book provides explanations/definitions for what
it is to be "creative." Research-based viewpoints and personal
perspectives on creativity lead to an introduction of an
Interactive Methodology (IM) and interactive instructional
strategies focused on The Interactive Book Report (IBR).
Learning-through-play is emphasized. Special needs students,
learning styles, thinking and feeling, a psychologist and
scientist's perspectives, effect and affect of the IM and IBR with
leadership building are presented. Differentiated instruction
activities, mindfulness, neuroplasticity, five case studies
involving classroom use of the book's creative cognition operatives
are given explicit attention.
At the onset, this book provides explanations/definitions for what
it is to be "creative." Research-based viewpoints and personal
perspectives on creativity lead to an introduction of an
Interactive Methodology (IM) and interactive instructional
strategies focused on The Interactive Book Report (IBR).
Learning-through-play is emphasized. Special needs students,
learning styles, thinking and feeling, a psychologist and
scientist's perspectives, effect and affect of the IM and IBR with
leadership building are presented. Differentiated instruction
activities, mindfulness, neuroplasticity, five case studies
involving classroom use of the book's creative cognition operatives
are given explicit attention.
This book is primarily for teachers of student learners with
special needs, different abilities or who require a methodology for
retention of curriculum and are at any grade, age level. A
preference for the teaching of thinking and memory acquisition
through lessons that are experience-based would also qualify as for
whom this book is appropriate. Additionally, it’s for those
interested in establishing learners or one’s own sense of
self-efficacy and reliance through means developing and/or
enhancing one’s memory and attention to different abilities.
Preventing School Violence: Guidelines for Teaching Civility and
School Harmony, is an amazing resource that reminds the reader of
the importance of establishing and maintaining meaningful
relationships among the school community: teachers, administrators,
students, families, and the community at large. As educators, we
are responsible for modeling civility in our schools, by creating
significant connections with others. This book provides the reader
with profound scenarios, approaches and strategies to promote
civility and encourage school harmony, and to explore what dignity
for all really means.
This book is primarily for teachers of student learners with
special needs, different abilities or who require a methodology for
retention of curriculum and are at any grade, age level. A
preference for the teaching of thinking and memory acquisition
through lessons that are experience-based would also qualify as for
whom this book is appropriate. Additionally, it’s for those
interested in establishing learners or one’s own sense of
self-efficacy and reliance through means developing and/or
enhancing one’s memory and attention to different abilities.
This book describes the Interactive Method (IM) for teaching
different abilities, special needs, and all learners. It involves
hand’s-on techniques for retention of curriculum and the teaching
of thinking; from the elementary through college years. Types of
comprehension are defined along with how memory works. Chapters
address types of special needs and defines the term and different
abilities, in conjunction with creating lessons that result in
memory acquisition and transference to personal success on tests or
exams, as well as daily situations regarding experiential learning.
Also offered are entry level means of instruction for developing a
sense of self-confidence, efficacy, reliance and skills necessary
for future learning challenges. In conjunction with this is the
Reciprocal Thinking Skills Cognition to Metacognition Chart for
identification and application of what one is thinking when engaged
in the aforementioned IM. A few examples of this are provided
through a listing and explanation of the values of this method,
lesson objectives and application of these. Personal narratives are
provided by teachers and/or parents of children with different
abilities before the author’s closing comments respective of
one’s being enough and practice of providing lift-up statements
to encourage student learners in the academic and social cognition
environments.
This book describes the Interactive Method (IM) for teaching
different abilities, special needs, and all learners. It involves
hand’s-on techniques for retention of curriculum and the teaching
of thinking; from the elementary through college years. Types of
comprehension are defined along with how memory works. Chapters
address types of special needs and defines the term and different
abilities, in conjunction with creating lessons that result in
memory acquisition and transference to personal success on tests or
exams, as well as daily situations regarding experiential learning.
Also offered are entry level means of instruction for developing a
sense of self-confidence, efficacy, reliance and skills necessary
for future learning challenges. In conjunction with this is the
Reciprocal Thinking Skills Cognition to Metacognition Chart for
identification and application of what one is thinking when engaged
in the aforementioned IM. A few examples of this are provided
through a listing and explanation of the values of this method,
lesson objectives and application of these. Personal narratives are
provided by teachers and/or parents of children with different
abilities before the author’s closing comments respective of
one’s being enough and practice of providing lift-up statements
to encourage student learners in the academic and social cognition
environments.
Preventing School Violence: Guidelines for Teaching Civility and
School Harmony, is an amazing resource that reminds the reader of
the importance of establishing and maintaining meaningful
relationships among the school community: teachers, administrators,
students, families, and the community at large. As educators, we
are responsible for modeling civility in our schools, by creating
significant connections with others. This book provides the reader
with profound scenarios, approaches and strategies to promote
civility and encourage school harmony, and to explore what dignity
for all really means.
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