This title provides general and special education teachers with specific strategies for classroom use, adaptations and modifications for inclusion, ways to address the multiple intelligences of their students, and valuable cooperative learning structures to differentiate instruction in social studies.

This book focuses on effective strategies for achieving the standards such as: skills in strategies of writing & reading processes, the speaking and listening process as tools for learning, and strategies to motivate students into, through and beyond literature.

Part of a series on Learning Forward’s seven Standards for Professional Learning, this volume offers creative strategies for prioritizing, monitoring, and coordinating the resources required for educator learning and student success. This book includes: An original essay on how school systems can reconfigure people, time, technology, and money to improve and sustain educator growth Implementation strategies, practical tools, and specific examples for maximizing resources—especially time—for teacher learning A case study of how Dearborn Public Schools, Michigan, shifted existing resources to drive professional learning despite tough economic times

The ultimate collection for building a world-class professional learning program This groundbreaking 7-book series, co-developed by Learning Forward and Corwin, closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standards for Professional Learning. Each volume tackles an individual standard, providing: Original essays written by leading experts in the field to promote deeper understandings of the meaning of each standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning

This practical guidebook demonstrates how to integrate six critical elements—reflection, individual achievement, collaboration, higher-order thinking, emotional realms, and social skills—into robust cooperative learning tasks.

How to Reach and Teach All Children Through Balanced Literacy offers you a handbook for teaching literacy to diverse students in grades 3-8. The balanced literacy method combines the best practices of phonics and other skill-based language instruction with the holistic, literature-based approach in order to help you teach reading, writing, and speaking in a clear and approachable format. This dynamic resource offers an easily accessible research-based approach to balanced literacy that is grounded in the innovative ideas developed by authors Sandra F. Rief and Julie A. Heimburge. The book includes detailed descriptions of what a balanced literacy classroom looks like and shows how to create a program from the ground up or give your existing program a boost. The book can be used across content areas and is filled with reproducible worksheets, activities, and other handy classroom tools. Some topics covered include: Shared book experiences Reading aloud Oral language and vocabulary development Guided reading for comprehension Modeled writing Reading and writing conferences Book clubs Content area reading and writing Ongoing assessments Enhancing literacy through technology

Sandra Rief offers myriad real-life case studies, interviews, and student intervention plans for children with ADD/ADHD. In addition, the book contains best teaching practices and countless strategies for enhancing classroom performance for all types of students. This invaluable resource offers proven suggestions for: Engaging students' attention and active participation Keeping students on-task and productive Preventing and managing behavioral problems in the classroom Differentiating instruction and addressing students' diverse learning styles Building a partnership with parents and much more.

Developing a positive attitude towards science and mathematics is essential to developing proficiency in these subjects. Recognizing this, Bringing Science and Mathematics to Life for All Learners provides interesting teaching methods and connects them to recent pedagogical approaches that span the scientific and mathematical curricula. It builds upon the expanding knowledge of what works in classrooms, and suggests how new approaches to teaching and learning can transform science and mathematics instructions.The book is designed to help students in learning science and mathematics. It has many research-based and standards-driven activities, lesson plans, and active learning techniques to reach diverse student groups. Active group engagement and continuity in scientific and mathematical experiences are stressed as motivating factors for students. Presented in a creative manner, the ultimate goal of this book is to deepen the collective conversation, challenge existing ways of thinking, and provide up-to-date tools for educators so that they can help improve the science and mathematics skill levels of others.

When teachers use data effectively, students see results. Part of a series on Learning Forward’s seven Standards for Professional Learning, this volume guides teachers and school leaders toward successful data-based decision making—an essential component of effective professional learning and school development. The book’s features include: An original “think piece” by Thomas Guskey on using data in deliberate and thoughtful ways Specific implementation strategies that focus on analyzing student, educator, and system data and assessing progress A detailed case study of one district’s journey to successful use of data and how it led to measurable improvement in student achievement

This book provides an introduction to the nature of collaborative action research, explains how to engage in the action research process, and offers readers insights into how collaborative action research may be embedded in everyday classroom practice. The latter objective will be accomplished by engaging the reader with four case studies about teachers who took part in collaborative action research. Each case study focuses on teacher beliefs about science teaching and learning, how school-based teams of teachers develop and implement plans of action in their classrooms, and how action research results in changes teacher learning and classroom practice. This book will be of interest to anyone who wishes to develop an understanding of or engage in collaborative action research, especially practitioners and teacher educators.