Thus it would seem obvious that an understanding of the brain - the organ of learning - would be critical to a teacher's readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student -regardless of zip code or school type-will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.

    Signposted for coverage of FENTO standards, with full coverage of the C&G 7407, 7302, and Cert Ed courses. Retaining the unique style of the previous editions, this is an essential text for students and qualified teachers.

    When we were foragers, food was scarce. During the agrarian age, it was land. Following the industrial revolution, capital became scarce. With digital technologies scarcity is shifting once more. We need to figure out how to live in a World After Capital in which the only scarcity is our attention.

    Barbara Marx Hubbard issues a call to action for the current generation to fulfill its creative potential. Hubbard asserts that we must quickly become capable of wise and ethical guidance of evolution itself, if life on Earth is to survive.

    He argues that the anthropocene - the age in which humans acquired planetary-scale technologies - is, after 300 years, coming to an end. A new age - the novacene - has already begun.New beings will emerge from existing artificial intelligence systems. They will think 10,000 times faster than we do and they will regard us as we now regard plants - as desperately slow acting and thinking creatures. But this will not be the cruel, violent machine takeover of the planet imagined by sci-fi writers and film-makers. These hyper-intelligent beings will be as dependent on the health of the planet as we are. They will need the planetary cooling system of Gaia to defend them from the increasing heat of the sun as much as we do. And Gaia depends on organic life. We will be partners in this project.It is crucial, Lovelock argues, that the intelligence of Earth survives and prospers. He does not think there are intelligent aliens, so we are the only beings capable of understanding the cosmos. Maybe, he speculates, the novacene could even be the beginning of a process that will finally lead to intelligence suffusing the entire cosmos. At the age 100, James Lovelock has produced the most important and compelling work of his life.

    We are committed to our job and want to be good at what we do. We are neither lazy nor unwilling. But we do not always work effectively - we work hard but not always smart. To increase performance many people believe they need to do more. We spend less time with our loved ones, neglect our health and put our passions and hobbies on the back burner. And we end up frustrated, out of control and stressed. Work Smarter: Live Better will transform your life - learn simple and practical tools to be in control at work, learn how to gain an extra two hours per day, and learn how to make room for what is important to you! This journey will challenge your way of thinking about work. You will learn how to work smarter and more importantly, live better.

    In this delightful classic -- now translated into English for the first time -- Rodari presents numerous and wonderful techniques for creating stories. He discusses these specific techniques in the context of the imagination, fairy tales, folk tales, children's stories, cognitive development, and compassionate education. Gianni Rodari was one of the founders of the innovative educational approach that began in Reggio Emilia, Italy, and is now making itself felt throughout the U.S. The Grammar of Fantasy grew out of a series of informal workshops that Rodari conducted for the teachers of Reggio Emilia.

    Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

    THE SUNDAY TIMES BESTSELLERThe brilliant new book from the multiple Sunday Times bestselling author that will explain the principles behind maintaining a healthy mind and body.The mind and body are often talked about as separate entities, but it’s only when they work in harmony with one another that one can truly push oneself to the highest heights.In his new book, Ant Middleton lays out and explains the principles that he lives by to best keep his mindset and body as strong as they can possibly be.

    After a brief overview of current issues in the field, the book discusses crucial topics in the field, including the characteristics of gifted students, strategies for identification, considerations in planning sound gifted and talented programs, contemporary program models, varieties of acceleration, differentiated curriculum models, problems of underachievement of disadvantaged, twice-exceptional, and female gifted students, and the evaluation of gifted programs. The authors also address affective needs, leadership, and counseling. A chapter on parenting gifted children includes a section on advocating for gifted education and communication with schools. The sixth edition has been thoroughly revised, most notably with the latest research on acceleration, curriculum models, underachievement, culturally and economically disadvantaged students, gender issues, and dual exceptionalities. The content is further supported and enhanced by the inclusion of numerous practical strategies that can be implemented in the classroom, case studies that help teachers identify student needs, summaries of research on effective programs, emphasis on pedagogy and on social-emotional needs, heightened awareness of less visible sub-groups within gifted populations, and an amusing, witty writing style that adds to the appeal of this best-selling book.

    Dylan Wiliam faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning. While there are many possible ways in which we could seek to develop the practice of serving teachers, attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes. Wiliam s view of formative assessment differs from the popular view in that he regards formative assessment as a process rather than a tool.Wiliam outlines what formative assessment is, and what it is not, and presents the five key strategies of formative assessment:1. Clarifying, sharing, and understanding learning intentions and criteria for success2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning3. Providing feedback that moves learning forward4. Activating learners as instructional resources for one another5. Activating learners as owners of their own learningThe book presents a summary of the research evidence that shows the impact of each strategy and offers a number of practical techniques that teachers have used to incorporate the strategy into their regular classroom practice.

    Today’s "machine-learning" systems, trained by data, are so effective that we’ve invited them to see and hear for us?and to make decisions on our behalf. But alarm bells are ringing. Recent years have seen an eruption of concern as the field of machine learning advances. When the systems we attempt to teach will not, in the end, do what we want or what we expect, ethical and potentially existential risks emerge. Researchers call this the alignment problem.Systems cull résumés until, years later, we discover that they have inherent gender biases. Algorithms decide bail and parole?and appear to assess Black and White defendants differently. We can no longer assume that our mortgage application, or even our medical tests, will be seen by human eyes. And as autonomous vehicles share our streets, we are increasingly putting our lives in their hands.The mathematical and computational models driving these changes range in complexity from something that can fit on a spreadsheet to a complex system that might credibly be called “artificial intelligence.” They are steadily replacing both human judgment and explicitly programmed software.In best-selling author Brian Christian’s riveting account, we meet the alignment problem’s “first-responders,” and learn their ambitious plan to solve it before our hands are completely off the wheel. In a masterful blend of history and on-the ground reporting, Christian traces the explosive growth in the field of machine learning and surveys its current, sprawling frontier. Readers encounter a discipline finding its legs amid exhilarating and sometimes terrifying progress. Whether they—and we—succeed or fail in solving the alignment problem will be a defining human story.The Alignment Problem offers an unflinching reckoning with humanity’s biases and blind spots, our own unstated assumptions and often contradictory goals. A dazzlingly interdisciplinary work, it takes a hard look not only at our technology but at our culture—and finds a story by turns harrowing and hopeful.

    -- M. Carolyn Clark, Department of Educational Human Resource Development, College of Education, Texas A&M University Since Merriam's definitive Case Study Research in Education first appeared in 1988, significant advances have occurred in the field of qualitative research. To meet the demand for a book that reflects these important changes, Merriam has completely revised and updated her classic work.Timely, authoritative, and approachable, Qualitative Research and Case Study Applications in Education is a practical resource that offers the information and guidance needed to manage all phases of the qualitative and case study research process.

    And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:examples of how teachers can model their reading process for students;ideas for supplementing and enhancing the use of required textbooks;detailed descriptions of specific strategies taught in context;stories from different high school classrooms to show how reading instruction varies according to content;samples of student work, including both struggling readers and college-bound seniors;a variety of “comprehension constructors”: guides designed to help students recognize and capture their thinking in writing while reading;guidance on assessing students;tips for balancing content and reading instruction.Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.