books by Association for Supervision & Curriculum Development
 
 



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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 ...
  
  











  



  
Understanding by Design: Professional Development Workbook
Jay McTighe

Association for Supervision and Curriculum Development, 2004

Understanding by Design Professional Development Workbook extends the ideas presented in Understanding by Design (UbD) by focusing on professional development and the practical matters of curriculum design. The Workbook is a guide for Understanding by Design workshops and undergraduate and graduate courses, as well as further independent exploration. It provides a valuable resource to educators in developing curricula and assessments with a ...
  
  











  



  
The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson

Association for Supervision & Curriculum Development, 1999

Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. Yet she offers much more than theory, filling the pages with real-life ...
  
  











  



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

Association for Supervision & Curriculum Development, 2007

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment ...
  
  











  



  
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.
  
  











  



  
Focus: Elevating the Essentials to Radically Improve Student Learning
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 ...
  
  











  



  
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 ...
  
  











  



  
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 ...
  
  











  



  
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' ...
  
  











  



  
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd ...
Douglas Fisher, Nancy Frey

Association for Supervision & Curriculum Development, 2013

In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: 1. ...
  
  











  



  
Hanging In: Strategies for Teaching the Students Who Challenge Us Most
Jeffrey Benson

Association for Supervision & Curriculum Development, 2014

Many students arrive at school with unique mixtures of family histories, traumatic experiences, and special needs that test our skills and try our patience. In Hanging In: Strategies for Teaching the Students Who Challenge Us Most, veteran educator Jeffrey Benson shows educators the value of tenacity and building connections in teaching the students who most need our help. This essential guide includes * Detailed portraits based on real-life ...
  
  











  



  
Causes & Cures in the Classroom: Getting to the Root of Academic and Behavior Problems
Margaret Searle

Association for Supervision & Curriculum Development, 2013

Whether students leave the classroom confident and goal-directed or frustrated and aimless depends on our ability to do two things: diagnose their needs and deliver support. This challenge can be daunting when students come to school with weak vocabulary, poor planning and organization skills, and problems with memory, impulse control, and attention span. Causes & Cures reveals new neurological research about the root causes of these obstacles ...
  
  











  



  
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 ...
  
  











  



  
Discipline With Dignity: New Challenges, New Solutions
Richard L. Curwin, Allen N. Mendler, ...

Association for Supervision & Curriculum Development, 2008

Discipline with Dignity details an affirming approach to managing the classroom that promotes respect for self and others. This completely updated 3rd edition offers practical solutions that emphasize relationship building, curriculum relevance, and academic success. The emphasis is on preventing problems by helping students to understand each other, work well together, and develop responsibility for their own actions, but the authors also ...
  
  











  



  
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 ...
  
  











  



  
Using Technology with Classroom Instruction That Works, 2nd Edition
Howard Pitler, Elizabeth R. Hubbell, ...

Association for Supervision & Curriculum Development, 2012

Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance ...
  
  











  



  
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 ...
  
  











  



  
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 ...
  
  











  



  
How Teachers Can Turn Data into Action
Daniel R. Venables

Association for Supervision & Curriculum Development, 2014

From state and Common Core tests to formative and summative assessments in the classroom, teachers are awash in data. Reviewing the data can be time-consuming, and the work of translating data into real change can seem overwhelming. Tapping more than 30 years' experience as an award-winning teacher and a trainer of PLC coaches, Daniel R. Venables, author of The Practice of Authentic PLCs: A Guide to Effective Teacher Teams, soothes the ...
  
  











  








   



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