This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.The book is organized into seven chapters:Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.)Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.)Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language)Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.)Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.

    Throughout, the emphasis is on promoting a plain English style. This little book can help you communicate more effectively by showing you how to enliven your sentences.

     When we tell kids to complete an assignment, we get compliance. When we empower kids to explore and learn how to make an impact on the world, we inspire problem solvers and innovators. This required change in education involves more than providing training for administrators and teachers to implement new curriculum or programs and resources; it demands that we, as teachers and leaders, create an environment where learners at every level are empowered to take risks in pursuit of learning and growth rather than perfection. This book is for you if you are wondering . . . What if learners were valued for their diverse talents and not just our traditional model of “smart”? What if I could create new and better experiences for those I serve? What if I could inspire students to learn, to discover their passions, and to share their ideas with the world? “This must-read book will inspire you to create experiences that develop learners, workers, and citizens who will thrive in a changing world.” —Linda Darling-Hammond, president, Learning Policy Institute “Katie not only provides an analysis of what's (glaringly) wrong in education, she also paints a bright vision for what's possible and provides a practical roadmap for how we might get there.” —Kaleb Rashad, director, High Tech High, San Diego “In Learner-Centered Innovation, Martin eloquently shares evidence-based, practical ways to ignite curiosity, develop passions, and unleash student genius through the types of learning experiences that today’s modern learners need to thrive in tomorrow’s world.” —Thomas C. Murray, director of innovation, Future Ready Schools “Learner-Centered Innovation is an inspirational call to action for all educators who dream of a brighter future for our children.” —Devin Vodicka, chief impact officer, AltSchool

    In addition to explaining the basic moves, this book provides writing templates that show students explicitly how to make these moves in their own writing.

    An authoritative reviewer in her own right, Kathleen Horning provides practical guidelines for reading critically, evaluating an initial response, answering questions raised during the first reading, putting a response into words, balancing description with criticism, and writing reviews for a particular audience.

    Jay Withgott and new co-author Matt Laposata present the latest coverage of environmental science and introduce new FAQ sections to address common student misconceptions. Note: This is the standalone book if you want the book/access card order the ISBN below: 0321752546 / 9780321752543 Essential Environment: The Science behind the Stories Plus MasteringEnvironmentalScience with eText -- Access Card Package Package consists of: 0321752902 / 9780321752901 Essential Environment: The Science behind the Stories 0321754077 / 9780321754073 MasteringEnvironmentalScience with Pearson eText -- Valuepack Access Card -- Essential Environment: The Science behind the Stories (ME component) "

    The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

    . . but many are also avid readers. What motivates some of these "typical teens" to become lifelong readers and others to slide by with the minimum amount of assigned reading? Teri Lesesne says the key is finding the books that get them hooked in the first place.In Making the Match she focuses on three distinct areas that will assist teachers and librarians in steering students to the literature they love:Knowing the readers: discussion of important theories in the development of adolescents (mentally, physically, morally, socially) and how that information helps educators to reach these kids with books. This background information is brought home through the book's “snapshots” which profile many of the adolescents the author has worked with.Knowing the books: examination of the various forms, formats, and genres that YA literature has to offer, as well as what special challenges educators face when selecting quality nonfiction or realistic fiction, and the role picture books can play in this process.Knowing the strategies: an overview of concrete ideas for motivating students to read as well as follow-up activities for post-reading assessment. Strategies discussed include reading aloud, booktalking, alternatives to traditional book reports, and literature circles.A delightful feature of the book that will help inspire teachers and students alike—as well as underscore the concepts contained in the text—is a series of vignettes by popular, award-winning YA authors that offer glimpses into their own feelings and memories of books and reading. Authors include: Sharon Creech, Jack Gantos, Chris Crutcher, Mel Glenn, Paul Janeczko, and others.The book concludes with an invaluable set of appendices providing an FAQ on YA literature, bibliographies of professional materials, books by the vignette authors, and over twenty booklists with hundreds of books organized by genre or topic, all with suggested grade levels.

    "A thought-provoking and practical new vision for inclusion built on five disruptions to the status quo necessary to move inclusive schooling practices to the next level and realize the promise of meaningful educational experience for all students, including students with disabilities"--

    This book, like the work of the TCRWP itself, is deeply research-based and principled, while also absolutely practical and real-world tested.

    Using classic examples, Megan asks kids to think about why the trim size of Ludwig Bemelman's Madeline is so generous, or why the typeset in David Wiesner's Caldecott winner,The Three Pigs, appears to twist around the page, or why books like Chris Van Allsburg's The Polar Express and Eric Carle's The Very Hungry Caterpillar are printed landscape instead of portrait. The dynamic discussions that result from this shared reading style range from the profound to the hilarious and will inspire adults to make children's responses to text, art, and design an essential part of storytime.

    Stories help children manage their emotions, empathize with others, and better understand the complex world we live in. More importantly, storytelling cultivates a rich and meaningful bond between storyteller and listener, building intimacy and trust between parent and child. In this delightful book, Silke Rose West and Joseph Sarosy—early childhood educators with thousands of storytelling hours between them—distill the key ingredients of storytelling into a surprisingly simple method that can make anyone an expert storyteller. Their intuitive technique uses events and objects from your child’s daily life to make storytelling easy and accessible. By shifting the focus from crafting a narrative to strengthening your relationship with your child, this book will awaken skills you never knew you had. Complete with practical advice, helpful prompts, and a touch of science to explain how stories enrich our lives in so many ways, How to Tell Stories to Children is a must-read for parents, grandparents and educators.

    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.

    This easy-to-use guide is updated and expanded to include new computer and technology signs and offers a fast and simple approach to learning. Includes:- Vocabulary reviews- Fingerspelling exercises- Sign matching and memory aids- A complete glossary and a comprehensive index- Clear instructive drawings

    The author employs insights from contemporary linguistic theories and builds them into a coherent system firmly rooted in traditional models. Focusing on the idea that students learn grammar by actually doing grammar, he provides down-to-earth explanations about the composition of English sentences, illustrating them at every step with diagrams and other visual models. The author constructs a sensible, even hospitable, approach to grammar. Doing Grammar, 3/e, features real, provocative, and intelligent sentences as examples and exercises. This new edition offers expanded coverage of parts of speech, using both traditional and descriptive explanations to provide definitions of nouns, verbs, adjectives, adverbs, and prepositions. It also features updated sentence exercises, clear diagrams, and an appendix containing answers to half the exercises.