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100 Teaching Ideas that Transfer and Transform Learning: Expanding your Repertoire [Minkštas viršelis]

3.00/5 (2 ratings by Goodreads)
  • Formatas: Paperback / softback, 188 pages, aukštis x plotis: 229x152 mm, weight: 281 g, 20 Line drawings, black and white; 20 Illustrations, black and white
  • Išleidimo metai: 10-Feb-2022
  • Leidėjas: Routledge
  • ISBN-10: 1032126647
  • ISBN-13: 9781032126647
Kitos knygos pagal šią temą:
100 Teaching Ideas that Transfer and Transform Learning: Expanding your RepertoireDidesnis paveikslėlis
  • Formatas: Paperback / softback, 188 pages, aukštis x plotis: 229x152 mm, weight: 281 g, 20 Line drawings, black and white; 20 Illustrations, black and white
  • Išleidimo metai: 10-Feb-2022
  • Leidėjas: Routledge
  • ISBN-10: 1032126647
  • ISBN-13: 9781032126647
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032126647.html
Raktažodžiai:
Expand your teaching repertoire with this unique collection of instructional ideas. Author Frank T. Lyman Jr., esteemed educator and creator of the Think-Pair-Share model, offers ways to help students think critically, encounter puzzling phenomena and seek explanations, think before responding, listen to responses from others, create their own questions, visualize a scene, employ problem-solving strategies, and more.

Appropriate for teachers of all grades and subjects, the ideas address the pursuit of true learningwanting to learn, how to learn, and enabling to learnand can easily be adapted and applied to a wide variety of contexts.

The books format allows you to pick and choose activities for your own professional development journey and make them your own, so you can expand your teaching toolbox and bring more students to deeper levels of learning.

Recenzijos

"Dr. Frank Lyman is the creator of the widely applied Think-Pair-Share technique, and it is a symbol of his genius. In this book, he shares a treasure trove of educational nuggets, compiled over a 60-year career. Beginning teachers and veteran educators will benefit equally from his remarkable insights about the craft of teaching."--Jay McTighe, Author and consultant, Co-author of the Understanding by Design® series

"This is a MUST HAVE book for all teachers. Dr. Lyman has worked tirelessly to compile this comprehensive book that covers everything for teachers. It is filled with information, strategies, and ideas that every teacher needs. It is structured in a user-friendly format that allows the teacher to select topics that pertain to his/her specific need. Whether you are new to the field of education or you are a seasoned educator, you need this book! Dr. Lyman KNOWS how to reach and inspire teachers."--Sharon Olson, Student Intervention Support Teacher, Annapolis, Maryland

"I have known and worked with Frank Lyman for forty years, a period when he explored and wrote about ways to help teachers and students work collaboratively and think critically. 100 TEACHING IDEAS is the result of what he has learned in his quest, and it is MUST in every teachers library. This book contains a set of tested principles and activities for teachers at all levels who want to help their students "learn how to learn" and to use all aspects of their brains to think more effectively."--Richard Arends, Professor of Educational Leadership and Dean Emeritus, Connecticut State University

"This book is for the thinking teacher who desires to make a difference in the effectiveness of students' learning. The contents will benefit the beginning teacher as well as the one who has taught for forty years. Each section of the book stands alone, encouraging the teacher to read, think deeply and apply the ideas presented."--John Strebe, Educational Consultant, Former Secondary Math Teacher, and Author of Engaging Students Using Cooperative Learning (Routledge, 2017).

"As I once learned from the concept of metacognition, 'a teachers goal is to help create critical thinkers and independent learners.' The abundance of ideas in this book can assist any curious educator in achieving that goal."--Francis M. Baranson, Former Middle School Science Teacher, Maryland

"Frank Lyman has already transformed the landscape of teaching with, among many other contributions, the introduction of his Think/Pair/Share model. Here he provides teachers (of all skill levels) with an invaluable resource, an easy-to-read, easy-to-access "toolbox" of a book, chock-full of ways to engage, instruct, and, ultimately, transform students into lifelong learners. Ideal for teacher readings groups."--David Michael Slater, author of We're Doing It Wrong: 25 Ideas in Education That Just Don't Work--And How to Fix Them

Preface xiv
Meet the Author xvi
Acknowledgments xvii
SECTION I Learning to Learn---the Student as Aware and Persevering Thinker
1(36)
1 Inspire to Inquire
3(1)
2 Connectors of the Mind
4(1)
3 Enfranchise Student Minds
5(1)
4 Teach Them Metacognition
6(1)
5 A Cognitive Path to Solutions
7(2)
6 Linking the Thinking
9(1)
7 Student Experts
10(2)
8 Students as Knowledge Makers
12(2)
9 Decisions---Rationales and Consequences
14(2)
10 Ask Me a Question
16(2)
11 Mind Hopping
18(1)
12 The Learning Theory Lab
19(2)
13 Work on Attitude
21(1)
14 The Seemly Side
22(2)
15 Habits of Mind and Conscience
24(2)
16 Metastrategics
26(2)
17 Not the Answer but the Plan
28(1)
18 Teach Students How to Teach
29(1)
19 Let Students Be Rule Makers
30(1)
20 Student Test Making
31(2)
21 Note Making
33(2)
22 Hear It, See It, Say It, Beat It, Write It, Drop It
35(1)
23 Spell With Two L's
36(1)
SECTION II Literacy---The Student as Reader, Writer, Speaker, and Listener
37(58)
24 Unfluff Their Brains; Read to Them
39(2)
25 Reading as Seeing With Hearing
41(1)
26 Comprehension or Memory?
42(1)
27 Novel Beginnings
43(2)
28 Verse Power
45(2)
29 Poetry and Memory
47(2)
30 Books---the Classroom Currency
49(2)
31 Book Reports
51(2)
32 Teach Through Stories
53(1)
33 Biblioallusions
54(2)
34 The Reading Wheel
56(2)
35 Repeat for Fluency
58(1)
36 Character Relationship Analogies
59(2)
37 People Links
61(2)
38 The Story Theater Chain
63(1)
39 "Why Not Let Them All Act?"
64(1)
40 What to Write About: A Personal Question
65(1)
41 History Writing
66(2)
42 Use Parallel Plots
68(1)
43 "Transprose" to Poetry
69(2)
44 Problem-Centered Story Design
71(1)
45 Teach Craft Through Models in Expository Writing
72(2)
46 The Verve of the Verb
74(2)
47 Recreating Scenes
76(2)
48 See It, Be It, Feel It
78(2)
49 Metaphor Training
80(2)
50 Essay Essence
82(2)
51 Essay Design
84(2)
52 Model Quality by Excerpt Publishing
86(2)
53 Let Words Define Themselves
88(1)
54 See the Sentence
89(1)
55 Deconstruct and Reconstruct
90(1)
56 The Handwriting Game
91(1)
57 Foreign Language Interest
92(3)
SECTION III The Voice of the Student---Honoring and Motivating the Individual
95(34)
58 Relevance
97(2)
59 Class Building Through Weird Facts
99(2)
60 Cooperative Learning
101(2)
61 Be Charlotte to Their Wilbur
103(1)
62 Every Morning an Itinerary
104(2)
63 Bring Forward the Big Ideas
106(1)
64 Response-in-Kind
107(2)
65 When Students Talk, Take Notes
109(1)
66 Conversations That Last
110(2)
67 Affect, Its Effect
112(1)
68 Catch Correctness and Goodness
113(1)
69 Test for What They Know, Not for How Well They Decipher the Question
114(1)
70 Assessment Through Visuals
115(1)
71 Make Math Talk Concrete
116(1)
72 Walk a Mile in Another's Shoes
117(2)
73 Mistake Collecting
119(2)
74 Bridge In and Out
121(1)
75 Schoolwork at Home
122(2)
76 Know Thyself
124(2)
77 Avoiding the Deadly Intersection
126(2)
78 Beware of Myths
128(1)
SECTION IV Banks of the River---Classroom Flow for the Engagement of All Students
129(32)
79 A River Needs Banks to Flow
131(1)
80 Every-Student-Response
132(2)
81 Planning by Template
134(2)
82 Allow Think Time After a Question; This Isn't "Jeopardy"
136(1)
83 All the Wait Times
137(2)
84 Setting of the Cornerstone
139(2)
85 Whole Before Part
141(1)
86 Think-Pair-Share
142(2)
87 Put it Into Hands
144(1)
88 Be Neither Concrete nor Abstract: Be Connected
145(1)
89 Translate
146(1)
90 Wake the Kingdom: Make Expectations Clear
147(1)
91 Student Learning Seconds Lost
148(1)
92 Metering
149(2)
93 Ride the Wave
151(1)
94 Keep the Horse in the Barn
152(1)
95 Old-Fashioned Seating, With a Twist
153(2)
96 The Nine A.M. Letter
155(1)
97 Notice Students at Beginnings, Endings, and Outside
156(1)
98 Outside of Business
157(2)
99 Punish Not All for the Sins of the Few
159(1)
100 When All Else Has Failed
160(1)
Appendix
161(20)
Figure A.1 Classroom Motivation Wheel
161(1)
Figure A.2 Problem-Solving Action Research Flow Chart
162(1)
Figure A.3 Problem-Solving Action Research Thinking
163(1)
Figure A.4 Problem-Solution Template A
164(1)
Figure A.5 Problem-Solution Template B
165(1)
Figure A.6 Mapping Designs
166(1)
Figure A.7 Concentric Circle ThinkLink
167(1)
Figure A.8 Class Theory of Think Time
168(1)
Figure A.9 Decision-Making Organizer
169(1)
Figure A.10 Class Theory of Learning
170(1)
Figure A.11 ThinkTrix Science
171(1)
Figure A.12 ThinkTrix Social Studies
172(1)
Figure A.13 ThinkTrix Language Arts
173(1)
Figure A.14 The Reading Wheel
174(1)
Figure A.15 HOT! Handwriting
175(1)
Figure A.16 Concept and Skill Development Planning Template
176(1)
Figure A.16a Planning Considerations
177(1)
Figure A.17 The B Wheel
178(1)
Figure A.18 B Wheel Explanation
179(1)
Figure A.19 Transactional Signals
180(1)
Epilogue 181(1)
Postscript 182(1)
Glossary 183
Frank T. Lyman Jr. is an award-winning educator and author. He was an elementary school teacher in Massachusetts and Maryland and a field-based University of Maryland, College Park Teacher Education Center Coordinator for both university students and classroom teachers. He discovered and collaborated in the development of teaching strategies such as Think-Pair-Share, cognitive mapping, and the ThinkTrix. His recognitions include the National Association of Teacher Educators Clinician of the Year, the University of Maryland Presidential Award for Outstanding Service to the Schools, and the University of Maryland College of Education Alumni Association Outstanding Professional Award.