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The New Classroom Instruction That Works
The book that inspired millions of educators to refine their approach to teaching returns for an all-new third edition. Built on a more rigorous research base and updated to emphasize student diversity, equity, and inclusion, \"The New Classroom Instruction That Works\" offers a streamlined focus on the 14 instructional strategies proven to promote deep, meaningful, and lasting learning: (1) Cognitive interest cues; (2) Student goal setting and monitoring; (3) Vocabulary instruction; (4) Strategy instruction and modeling; (5) Visualizations and concrete examples; (6) High-level questions and student explanations; (7) Guided initial application with formative feedback; (8) Peer-assisted consolidation of learning; (9) Retrieval practice; (10) Spaced and mixed independent practice; (11) Targeted support; (12) Cognitive writing; (13) Guided investigations; and (14) Structured problem solving. These strategies--all of which are effective and complementary--are presented within a framework geared toward instructional planning and aligned with how the brain learns. For each strategy, you'll get the key research findings, the important principles of classroom practice, and recommended approaches for using the strategy with today's learners. Both new and veteran teachers will finish this book with a better understanding of how effective teaching boosts student achievement and a clearer idea of what to do, when to do it, and why. [This book was written with Cheryl Abla, Karen Baptiste, Tonia Gibson, and Michele Kimball.]
eBook
Study Guide
Written to accompany the third edition of Todd Whitaker's bestselling title, What Great Teachers Do Differently, this study guide can be used by facilitators and participants in workshops, webinars, book study groups, or other professional development events.
eBook
The Power of Assessment for Learning
Enrich, grow, and sustain AfL in your classroom. Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher's and the student's perspectives, this book is a 'sounding board' for educators to explore and reflect on their own AfL practices and beliefs.
eBook
Owning It
With foreword by Harry K.Wong Change is coming at us from all angles: technological, cultural, social, and environmental.This presents a great challenge (and a great opportunity) in schools and in the teaching profession.
eBook
How to Look at Student Work to Uncover Student Thinking
Student work is the primary means of learning in most if not all classroom lessons and the primary source of evidence about that learning. Yet research shows that many educators look at student work more to ascertain its correctness rather than to delve into what it reveals about students' thought processes and understanding. \"Are you picking up all your students' work is trying to tell you?\" In \"How to Look at Student Work to Uncover Student Thinking,\" assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You'll learn to view students' assignments not as a verdict on right or wrong but as a window into what students \"got\" and how they are thinking about it. The insight you'll gain will help you: (1) Infer what students are thinking; (2) Provide effective feedback; (3) Decide on next instructional moves; and (4) Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.
eBook