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Teaching for deeper learning : tools to engage students in meaning making
Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. In \"Teaching for Deeper Learning,\" renowned educators and best-selling authors Jay McTighe and Harvey F. Silver propose a solution: teaching students to make meaning for themselves. Contending that the ability to \"earn\" understanding will equip students to thrive in school, at work, and in life, the authors highlight seven higher-order thinking skills that facilitate students' acquisition of information for greater retention, retrieval, and transfer. These skills, which cut across content areas and grade levels and are deeply embedded in current academic standards, separate high achievers from their low-performing peers. Drawing on their deep well of research and experience, the authors: (1) Explore what kind of content is worth having students make meaning about; (2) Provide practical tools and strategies to help teachers target each of the seven thinking skills in the classroom; (3) Explain how teachers can incorporate the thinking skills and tools into lesson and unit design; and (4) Show how teachers can build students' capacity to use the strategies independently. If our goal is to prepare students to meet the rigorous demands of school, college, and career, then we must foster their ability to respond to such challenges. This comprehensive, practical guide will enable teachers to engage students in the kind of learning that yields enduring understanding and valuable skills that they can use throughout their lives.
eBook
Upgrade Your Teaching
How can educators leverage neuroscience research about how the human brain learns? How can we use this information to improve curriculum, instruction, and assessment so our students achieve deep learning and understanding in all subject areas? Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design® (UbD®), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall. Readers will learn: (1) How the brain processes incoming information and determines what is (or is not) retained as long-term memory; (2) How brain science reveals factors that influence student motivation and willingness to put forth effort; (3) How to fully engage all students through relevance and achievable challenge; (4) How key components of UbD, including backward design, essential questions, and transfer tasks, are supported by research in neuroscience; (5) Why specific kinds of teaching and assessment strategies are effective in helping students gain the knowledge, skills, and deep understanding they need to succeed in school and beyond; and (6) How to create a brain-friendly classroom climate that supports lasting learning. Authors Jay McTighe and Judy Willis translate research findings into practical information for everyday use in schools, at all grade levels and in all subject areas. With their guidance, educators at all levels can learn how to design and implement units that empower teachers and students alike to capitalize on the brain's tremendous capacity for learning.
eBook
Teaching for Transfer
Empower students to become creative, well-rounded citizens who are prepared to meet and overcome real-world challenges. With Teaching for Transfer, you'll discover a road map for reconfiguring K-12 classroom instruction to ensure learners can expertly apply their knowledge and skills to new contexts. The resource includes ample practices and protocols you can begin using today to cultivate essential transfer-level skills in students.
Use this resource to introduce students to varied perspectives and instances of perplexity:
* Study the three levels of complexity: (1) surface, (2) deep, and (3) transfer.
* Understand how foundational knowledge and skills can be leveraged to create transfer-level learning experiences and increase student engagement and problem-solving skills.
* Learn specific teaching strategies and protocols for incorporating perspective and perplexity in the classroom to mimic real-world challenges.
* Use end-of-chapter reflection questions individually and collaboratively, with other teachers, to build students' transferable skills.
Contents:
Acknowledgments
Table of Contents
About the Author
Introduction
Chapter 1: Laying Foundations: Building Surface-and-Deep Networks
Chapter 2: Co-constructing Learning Intentions at Transfer: Building Transfer Networks
Chapter 3: Introducing Change in the Learning Experience: Leveraging Perspective and Perplexity
Chapter 4: Engaging Students in Transfer-Level Learning
Chapter 5: Creating the Right Conditions for Transfer in the School Context: Transitioning and Teaming
Epilogue
Appendix A: Resources for Foundational Learning
Appendix B: Resources for Transfer-Network Development
Appendix C: Resources for Engagement in Transfer-Level Work
References and Resources
Index
eBook
حل 25 مشكلة في تخطيط الوحدات : كيف أحسن وحداتي التعليمية كي أعزز تعلم الطلاب ؟
في هذا الكتاب يحدد المؤلفان ويصفان الـ 25 مسألة الأكثر شيوعا عند تصميم الوحدات الدراسية ويوصيانك كيف تصححها وتتجنبها عند تخطيط وحدات دراسية جديدة. يساعدك McTighe وWiggins مبتكرا إطار التخطيط العكسي على استخدام عملية التخطيط العكسي لاستكشاف الأخطاء في وحداتك الدراسية وإصلاحها وكيف تصبح خططك أكثر تواؤما وكيف تركز على أولويات التعلم وسواء كنت تعمل بمعايير محلية أو وطنية أو بأهداف تعلمية أخرى تستطيع أن تعتمد على حلولهم العملية والمثبتة لتعزز تعلما أعمق وأفضل لطلابك.
BOOK
Moving Beyond Busy
With foreword by Jay McTighe
Break the cycle of endless busywork to achieve sustainable change. With the support of Moving Beyond Busy by Greg Curtis, you will learn how to commit to a few clear, learning-focused goals -- and then act on them -- using the input-output-impact (I-O-I) framework. This accessible framework simplifies the process of transformation, helping you bridge the gap between your school's mission and vision and real student-centered teaching and learning.
Use this change-management book to develop your strategic plan for school improvement:
* Examine traditional approaches to change management in schools and why they have often been ineffective.
* Study the why-what-how sequence of change and how it provides a path to greater goal clarity and effectiveness.
* Become familiar with the input-output-impact (I-O-I) framework, and understand how to use it to achieve lasting, transformational change.
* Learn key methods for strategic planning in schools and how to enact change in your school.
* Identify ineffective actions to eliminate in order to reduce teacher burnout and free up time and resources for practices that align with the school's mission and vision.
Contents:
Foreword by Jay McTighe
Introduction
Chapter 1: Why -- Identifying Problems With the Current Approach to Change
Chapter 2: What -- Realigning Thought and Action
Chapter 3: How -- Putting Impacts at the Center
Chapter 4: How -- Assessing for Impacts
Chapter 5: How -- Designing Systems Around Impacts
Chapter 6: How -- Facilitating Change
Epilogue
Appendices
eBook
الفهم عن طريق التخطيط : كتاب التطبيقات الخاص بالنمو المهني
يوضح هذا الكتاب ما الذي تعنيه كلمة الفهم ومالفرق بين الفهم والمعرفة وكيف تعرف أن طلابك فهموا الدرس الذي درستهم إياه وكيف تستطيع أن تخطط لخبرات تعليمية تجعل طلابك يستوعبون محتواها ويستطيعون تطبيقها بطرق ذات معنى وكيف. وكيف تحدد الأفكار الرئيسية التي تريد من طلابك أن يفهموها ويتذكروها. وكيف تصوغ الأسئلة الأساسية التي تشكل القاعدة التي يقوم عليها منهاجك والتي ستقيم الطلاب على أساسها. في هذا الكتاب القيم تجد الإجابات عن هذه الأسئلة وتتعرف على العديد من الاستراتيجيات التي تمكنك من زيادة فهم طلابك لما يدرسونه وزيادة تحصيلهم ورفع كفائتهم في مختلف المواد الدراسية.
BOOK
Designing Authentic Performance Tasks and Projects
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.
eBook