How to teach adults using a learner-centered, dialogue approach, plus how to design lessons, workshops, and programs.

An eminently practical guide, Teaching as Story Telling shows teachers how to integrate imagination and reason into the curriculum when planning classes in social studies, language arts, mathematics, and science. In his innovative book, Kieran Egan refashions the ancient function of the storyteller with such clarity that any teacher can step into the role with confidence. Not only does Egan's book make the reader look anew at what is too often taken for granted about the ways in which children learn, it opens up a range of critical questions about our orientation to "objectives" and to either/ors when it comes to the affective and the cognitive. - Back cover.

Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.

"Presents concrete methods of incorporating storytelling by students of all ages into classroom practice to help teachers meet U.S. education standards of reading, writing, speaking, listening, viewing, and visually representing"--Provided by publisher.

In this insightfully honest and moving memoir about the realities of teaching in an inner-city school, Ed Boland "smashes the dangerous myth of the hero-teacher [and] shows us how high the stakes are for our most vulnerable students" (Piper Kerman, author of Orange is the New Black). In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them. Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.

“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.

This invaluable resource book includes everything teachers and librarians need to know for using storytelling in their classrooms with ready to tell tales correlated to the Common Core Standards.

Certified flight instructors are rarely educators. Many see instruction as a stepping-stone to the next level of their flight careers and assume that merely telling is the equivalent of teaching. This mistake is detrimental to both students and the aviation industry. Telling a student something has no bearing on actual learning. True teaching requires a much deeper level of communication. Veteran flight instructor and educator Mike Thompson applies principles of educational psychology to the FAA-H-8083-9A Aviation Instructor's Handbook. Using simple, down-to-earth language, Thompson examines how to enable genuine teaching by developing the student-instructor relationship. Teaching is a human endeavor requiring an investment from student and instructor alike. Initially, it takes time to build a relationship with students, but once it's established, rates of engagement and retention increase. True learning is then achieved. Despite advances in educational technology, the human brain continues to learn as it always has. Thompson applies his knowledge of how people really learn and how to build effective student-teacher relationships to provide flight instructors with skills they can use to encourage deep and advanced learning. While primarily aimed at the aviation industry, Thompson's no-nonsense discussion of teaching and educational psychology is applicable in any instructional arena.

Unleash powerful teaching and the science of learning in your classroom Powerful Teaching: Unleash the Science of Learning empowers educators to harness rigorous research on how students learn and unleash it in their classrooms. In this book, cognitive scientist Pooja K. Agarwal, Ph.D., and veteran K–12 teacher Patrice M. Bain, Ed.S., decipher cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute—without additional prepping, grading, or funding! Research demonstrates that these powerful strategies raise student achievement by a letter grade or more; boost learning for diverse students, grade levels, and subject areas; and enhance students’ higher order learning and transfer of knowledge beyond the classroom. Drawing on a fifteen-year scientist-teacher collaboration, more than 100 years of research on learning, and rich experiences from educators in K–12 and higher education, the authors present highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition. With Powerful Teaching, you will: Develop a deep understanding of powerful teaching strategies based on the science of learning Gain insight from real-world examples of how evidence-based strategies are being implemented in a variety of academic settings Think critically about your current teaching practices from a research-based perspective Develop tools to share the science of learning with students and parents, ensuring success inside and outside the classroom Powerful Teaching: Unleash the Science of Learning is an indispensable resource for educators who want to take their instruction to the next level. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom.

Rundown, vermin-infested buildings. Rigid, slow-to-react bureaucratic systems. Children from broken homes and declining communities. How can a teacher succeed? How does a student not only survive but also come to thrive? It can happen, and As Bad as They Say? tells the heroic stories of Janet Mayer’s students during her 33-year tenure as a Bronx high school teacher. In 1995, Janet Mayer’s students began a pen-pal exchange with South African teenagers who, under apartheid, had been denied an education; almost uniformly, the South Africans asked, “Is the Bronx as bad as they say?” This dedicated teacher promised those students and all future ones that she would write a book to help change the stereotypical image of Bronx students and show that, in spite of overwhelming obstacles, they are outstanding young people, capable of the highest achievements. She walks the reader through the decrepit school building, describing in graphic detail the deplorable physical conditions that students and faculty navigate daily. Then, in eight chapters we meet eight amazing young people, a small sample of the more than 14,000 students the writer has felt honored to teach. She describes her own Bronx roots and the powerful influences that made her such a determined teacher. Finally, the veteran teacher sounds the alarm to stop the corruption and degradation of public education in the guise of what are euphemistically labeled “reforms” (No Child Left Behind and Race to the Top). She also expresses optimism that public education and our democracy can still be saved, urgently calling on all to become involved and help save our schools.