books by Association for Supervision & Curriculum Development
 
 



Suche books:   






  
Essential Questions: Opening Doors to Student Understanding
Jay McTighe, Grant Wiggins

Association for Supervision & Curriculum Development, 2013

What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students discussions and promote a deeper understanding of the content. ...
  
  











  



  
Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement
Eric Jensen

Association for Supervision & Curriculum Development, 2013

In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' ...
  
  











  



  
The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction
Robert J. Marzano

Association for Supervision & Curriculum Development, 2007

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction , author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of ...
  
  











  



  
Teaching the Critical Vocabulary of the Common Core: 55 Words That Make or Break Student Understanding
Marilee Sprenger

Association for Supervision & Curriculum Development, 2013

Your students may recognize words like determine, analyze, and distinguish, but do they understand these words well enough to quickly and completely answer a standardized test question? For example, can they respond to a question that says "determine the point of view of John Adams in his 'Letter on Thomas Jefferson' and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson"? Students from ...
  
  











  



  
Total Participation Techniques: Making Every Student an Active Learner
Persida Himmele, William Himmele

Association for Supervision & Curriculum Development, 2011

Providing easy-to-use alternatives to the stand and deliver approach to teaching that causes so many students to tune out--or even drop out--Total Participation Techniques presents dozens of ways to engage K 12 students in active learning and allow them to demonstrate the depth of their knowledge and understanding. The authors, Persida Himmele and William Himmele, explain both the why and the how of Total Participation Techniques (TPTs) as they ...
  
  











  



  
Enhancing Professional Practice: A Framework for Teaching, 2nd Edition
Charlotte Danielson

Association for Supervision & Curriculum Development, 2007

This acclaimed framework for successful teaching practice--a benchmark for thousands of school systems and educators around the world--is now fortified with applications for state standards, formative assessments, and school specialists. Use the book's 22 components of successful teaching practice to support novice teachers who are concerned with day-to-day survival, experienced teachers who want to improve their effectiveness, and highly ...
  
  











  



  
Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn
Myron Dueck

Association for Supervision & Curriculum Development, 2014

All the talk of closing the achievement gap in schools obscures a more fundamental issue: do the grades we assign to students truly reflect the extent of their learning? In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student ...
  
  











  



  
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition (Professional Development)
Carol Ann Tomlinson

Association for Supervision & Curriculum Development, 2001

In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity.
  
  











  



  
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition
Ceri B. Dean, Elizabeth Ross Hubbell, ...

Association for Supervision & Curriculum Development, 2012

In 2001, Classroom Instruction That Works inspired more than a million teachers to refine their approach to teaching by asking and answering these questions: What works in education? How do we know? How can educational research find its way into the classroom? How can we apply it to help individual students? This all-new, completely revised second edition of that classic text pulls from years of research, practice, and results to reanalyze and ...
  
  











  



  
Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do about It
Eric Jensen

Association for Supervision & Curriculum Development, 2009

In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It , veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can ...
  
  











  



  
How to Design Questions and Tasks to Assess Student Thinking
Susan M. Brookhart

Association for Supervision & Curriculum Development, 2014

With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess ...
  
  











  



  
Checking for Understanding: Formative Assessment Techniques for Your Classroom
Nancy Frey

Association for Supervision & Curriculum Development, 2007

Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective. A second edition of this book will be released on December 15, 2014.
  
  











  



  
Authentic Learning in the Digital Age: Engaging Students Through Inquiry
Larissa Pahomov

Association for Supervision & Curriculum Development, 2014

How can you create an authentic learning environment one where students ask questions, do research, and explore subjects that fascinate them in today s standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy--a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov ...
  
  











  



  
The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
Carol Ann Tomlinson

Association for Supervision & Curriculum Development, 2014

Although much has changed in schools in recent years, the power of differentiated instruction remains the same and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her ...
  
  











  



  
How to Create and Use Rubrics for Formative Assessment and Grading
Susan M. Brookhart

Association for Supervision & Curriculum Development, 2013

What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two ...
  
  











  



  
Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success
Regie Routman

Association for Supervision & Curriculum Development, 2014

Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead. Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on ...
  
  











  



  
Never Work Harder Than Your Students and Other Principles of Great Teaching
Robyn R. Jackson

Association for Supervision & Curriculum Development, 2009

If it ever feels like teaching is just too much hard work, here's a guide that helps you develop a more fluid and automatic way to respond to students and deliver great teaching experiences every time. Using a short set of basic principles and classroom examples that promote reflection, Robyn R. Jackson explains how to develop a master teacher mindset. Find out where you are on your own journey to becoming a master teacher, which steps you need ...
  
  











  



  
Building Academic Vocabulary: Teacher's Manual
Robert J. Marzano, Debra J. Pickering

Association for Supervision & Curriculum Development, 2005

In Building Academic Vocabulary: Teacher s Manual, Robert J. Marzano and Debra J. Pickering give teachers a practical way to help students master academic vocabulary. Research has shown that when teachers, schools, and districts take a systematic approach to helping students identify and master essential vocabulary and concepts of a given subject area, student comprehension and achievement rises. In the manual, readers will find the following ...
  
  











  



  
Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom
Robyn R. Jackson

Association for Supervision & Curriculum Development, 2013

Any teacher can be a master teacher. So says Robyn R. Jackson, author of the best-selling Never Work Harder Than Your Students and Other Principles of Great Teaching. In this book for school leaders, Jackson presents a new model for understanding teaching as a combination of skill and will and explains the best ways to support individual teachers ongoing professional development. Here, you'll learn how to meet your teachers where they are and ...
  
  











  



  
Focus: Elevating the Essentials to Radically Improve Student Learning (The Leadership & Learning Center)
Mike Schmoker

Association for Supervision & Curriculum Development, 2011

Bestselling author Mike Schmoker describes a plan for radically improving student learning that is built on three core elements: a focused and coherent curriculum (what we teach); clear, prioritized lessons (how we teach); and purposeful reading and writing, or authentic literacy. With this "less is more" philosophy, educators can help students learn content at a deeper level, develop greater critical thinking skills, and discover more clearly ...
  
  











  








   



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