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Instructional Design For Teachers

Author: Alison A. Carr-Chellman
Publisher: Routledge
ISBN: 1317680219
Size: 34.28 MB
Format: PDF, ePub
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Instructional Design for Teachers, Second Edition focuses on the instructional design (ID) process specifically for K-12 teachers. The first edition introduced a new, common-sense model of instructional design to take K-12 teachers through the ID process step by step, with a special emphasis on preparing, motivating, and encouraging new and ongoing use of ID principles. This second edition includes new material on design in gaming, cybercharters, online classrooms, and flipped classrooms, as well as special considerations for the Common Core. Each chapter contains framing questions, common errors, easy-to-use rules of thumb, clearly stated outcomes, and examples showing ID in action. The basic model and its application within constructivism and user-design will help teachers adapt from a behavioral approach to a more open, student-centered design approach. Combining basics with strategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recent research-based approaches to learning. Instructional Design for Teachers shows how ID principles can impact instructional moments in positive and practical ways. The book can be used for basic ID courses and introductory curriculum courses, and is accessible to in-service as well as pre-service teachers.

Teaching First Year College Students

Author: Maggie Murphy
Publisher: Rowman & Littlefield
ISBN: 1538116987
Size: 65.40 MB
Format: PDF, ePub, Mobi
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The “first-year experience” is an emerging hot topic in academic libraries, and many librarians who work with first-year students are interested in best practices for engaging and retaining them. Professional discussion and interest groups, conferences, and vendor-sponsored awards for librarians working with first-year students are popping up left and right. A critical aspect of libraries in the first-year experience is effective information literacy instruction for first-year students. Research shows that, despite growing up in a world rife with technology and information, students entering college rarely bring with them the conceptual understandings and critical habits of thinking needed for finding, evaluating, and ethically using information in both academic and real-world contexts. Faculty in upper-level courses expect students to learn about the research process in their first year of college, and instructors in the first-year curriculum expect librarians to teach this to their students. Despite all this, designing, teaching, and evaluating effective information literacy instruction specifically for first-year students is not necessarily intuitive for instruction librarians. That is why Teaching First-Year College Students: A Practical Guide for Librarians is a comprehensive, how-to guide for both new and experienced librarians interested in planning, teaching, and assessing library instruction for first-year students. The book: Examines the related histories of library instruction and first-year experience initiatives Summarizes and synthesizes empirical research and educational theory about first-year students as learners and novice researchers Establishes best practices for engaging first-year students through active learning and inclusive teaching Features excerpts from interviews with a number of instruction librarians who work with first-year students in a range of positions and instructional contexts Includes examples of activities, lesson plans, and assessment ideas for first-year library instruction for common first-year course scenarios Includes a template to use for library instruction lesson planning Written by a library instruction coordinator with a graduate degree in First-Year Studies and a first-year instruction librarian, Teaching First-Year College Students: A Practical Guide for Librarians is the first comprehensive, how-to guide for both new and experienced librarians interested in planning, coordinating, teaching, and assessing library instruction for first-year students.

Improving Classroom Practice Through Culturally Transformative Teaching

Author: Maxine Newsome
ISBN: 0983949638
Size: 62.30 MB
Format: PDF
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Culturally-transformative teaching restores teaching excellence to prominence in classroom practice through its systematic approach to precise teaching. It develops the pedagogical and cultural competence of both beginning and experienced teachers with learners in all instructional settings from the primary grades through university levels. Comprehensive explanations and examples throughout the volume help teachers get better and better at designing and conducting effective lessons so that all students have an equal opportunity to learn regardless of their cultural backgrounds or status in American society. The lesson framework and principles of the teaching model have been field-tested to serve as a growth-oriented university, school, or district-wide teacher development and evaluation system.

How Chinese Teach Mathematics And Improve Teaching

Author: Yeping Li
Publisher: Routledge
ISBN: 0415896010
Size: 48.17 MB
Format: PDF, ePub
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How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer a truly systematic examination of some important and distinctive features of mathematics classroom instruction. Viewing classroom instruction as part of teachers' instructional practices, this book goes beyond teachers' in-classroom instructional practice by also examining Chinese teachers' approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction.

Instructional Process And Concepts In Theory And Practice

Author: Celal Akdeniz
Publisher: Springer
ISBN: 9811025193
Size: 63.74 MB
Format: PDF, Docs
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This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables. It approaches instructional models, strategies, methods, techniques, tactics and planning from a new perspective and shares effective tips to help readers better understand the instructional process and its theoretical elements. The book addresses the following questions: What is the nature of the instructional process? What are the classifications of contemporary models and strategies developed within the instructional process? Which groups yield the most effective methods and techniques, and how can they best be practically implemented? What are the instructional tactics teachers need to take into consideration, in which groups are they collected, and which tips can help us employ each tactic? Additionally, readers can adapt the book’s ready-to-use sample activities to their own educational settings. Overall, this book offers an enlightening discussion on contemporary practices related to the teaching process, a broad and holistic theoretical framework, and an ideal reference source for all students and scholars who are interested in the educational sciences.

Lesson Study

Author: Bill Cerbin
Publisher: Stylus Publishing, LLC.
ISBN: 1579227228
Size: 42.11 MB
Format: PDF, Docs
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Why do students stumble over certain concepts and ideas—such as attributing causality to correlation; revert to former misconceptions, even after successfully completing a course—such as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminology—such as conflating negative reinforcement with punishment? This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily basis—the lecture hall, seminar room, studio, lab, and the online classroom management system – lesson study involves several instructors jointly designing, teaching, studying, and refining an individual class lesson in order to explore student learning problems, observe how students learn, and analyze how their instruction affects student learning and thinking. The primary purpose is to help teachers better understand how to support student learning and thinking. By observing how students learn through lesson study teachers can improve their own teaching and build knowledge that can be used by other teachers to improve their practice. Lesson study grew out of the collective efforts of classroom teachers in Asia—most notably in Japan—to improve their teaching. Subsequently imported, tested, and implemented by a group of instructors of biology, economics, English, and psychology at the University of Wisconsin-La Crosse, the process proved so valuable that the university has since established the College Lesson Study Project, of which the author of this book is Director. Focusing on a single lesson enables participants to examine in detail every step of the teaching process, from vision and goals, to instructional design, to implementation, to observation and analysis of student performance, and then evidence-based improvement. It enables faculty to explore learning problems that matter most to them, learn alternative ways to teach from one another, and co-design new course materials. This book introduces lesson study practices to college teachers, providing the necessary guidance, tools, examples, models, and ideas to enable teachers to undertake lesson study in their own classes. It also explores the underlying rationale for lesson study practices and how to realize the full potential of lesson study to advance teaching and learning. A Joint Publication with the National Teaching and Learning Forum An ACPA / NASPA Joint Publication

Co Teaching Strategies To Improve Student Outcomes

Author: Marilyn Friend
Publisher: National Professional Resources Inc./Dude Publishing
ISBN: 1935609815
Size: 53.35 MB
Format: PDF, Kindle
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Co-teaching is a popular service delivery model for students who are entitled to special education or other specialized services, such as support services for English learners. Evidence shows that the implementation of co-teaching is significantly associated with improved student outcomes. However for co-teaching to be effective, teachers need to thoroughly understand what the arrangement entails and what it takes to make co-teaching work. In this quick-reference laminated guide, Dr. Marilyn Friend, a renowned authority on co-teaching, provides educators with an overview of the fundamental “what,” “why,” and “how” of co-teaching, including an overview of the six co-teaching approaches, along with recommended frequency of use and variations for each.

Instructional Design

Author: R. Neal Shambaugh
Publisher: Pearson College Division
Size: 60.78 MB
Format: PDF, ePub, Docs
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This book guides students through the Instructional Design process using a systematic approach to developing instruction through a cycle of teaching questions familiar to teachers. This text is meant for pre-service and in-service teachers and presents Instructional Design as a systematic tool to help teachers make clear teaching decisions, in terms of learning outcomes, assessment, teaching, and technology, and to reflect on these decisions. Teachers using this text will actively design units of instruction in an organized fashion aided by structured tasks (Design Activities), numerous examples and sample lesson plans. This text includes coverage of key topics such as designing instruction for classes that include exceptional students, diverse populations and increased use of technology. Specific discussion of Needs Assessment and Program Evaluation, in a way that makes sense for teachers, is also included.