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| convergent vs divergent questions: Concept-Based Curriculum and Instruction for the Thinking Classroom H. Lynn Erickson, 2007 This indispensable guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas. |
| convergent vs divergent questions: First Time in the High School Classroom Mary C. Clement, 2005 Offers ten of the best teaching methods, practical tips on group work and teaching with technology, and chapters on classroom management, communication, and success strategies that will make you look like pros your first year teaching. |
| convergent vs divergent questions: Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship , 2020-07-30 The second edition of this exhaustive work (ECIIE) comprehensively covers the broad spectrum of topics relating to the process of creativity and innovation, from a wide variety of perspectives (e.g., economics, management, psychology, anthropology, policy, technology, education, the arts) and modes (individual, organization, industry, nation, region). This edition includes some 400 topical entries, definitions of key terms and concepts and review essays, from a global array of more than 250 researchers, business executives, policymakers, and artists, illuminating the many facets of creativity and innovation and highlighting their relationships to such universal concepts as knowledge management, economic opportunity, and sustainability. Entries feature description of key concepts and definition of terms, full-color illustrations, case examples, future directions for research and application, synonyms and cross-references and bibliographic references. |
| convergent vs divergent questions: Teaching 101 Jeffrey Glanz, 2015-08-18 The noble profession of teaching plays a vital role in inspiring students to achieve excellence. This new edition of one of the most comprehensive introductions to teaching available provides essential knowledge and actively engages new teachers in practice to become an exceptional teacher. Easy to understand and practical, this wide-ranging guide provides tools such as questions and activities at the end of each chapter, Web sites and vital readings for further study, and a self-assessment instrument to help readers succeed in their first year. The second edition includes more information on curriculum development and technology, more sample lesson plans, a new section on bullying, new activity sheets, and many checklists with immediate application procedures. The book is packed with helpful suggestions on topics such as: Lesson planning Classroom management Differentiating instruction Standards Assessment and grading Literacy Cooperative learning Inclusion National Board certification Teaching 101 is an invaluable resource that teachers can reference throughout their careers to expand their skills and perspectives. |
| convergent vs divergent questions: The Musician's Way : A Guide to Practice, Performance, and Wellness Gerald Klickstein, 2009-08-06 In The Musician's Way, veteran performer and educator Gerald Klickstein combines the latest research with his 30 years of professional experience to provide aspiring musicians with a roadmap to artistic excellence. Part I, Artful Practice, describes strategies to interpret and memorize compositions, fuel motivation, collaborate, and more. Part II, Fearless Performance, lifts the lid on the hidden causes of nervousness and shows how musicians can become confident performers. Part III, Lifelong Creativity, surveys tactics to prevent music-related injuries and equips musicians to tap their own innate creativity. Written in a conversational style, The Musician's Way presents an inclusive system for all instrumentalists and vocalists to advance their musical abilities and succeed as performing artists. |
| convergent vs divergent questions: Divergent Mind Jenara Nerenberg, 2020-03-24 AUDIBLE EDITOR'S PICK A paradigm-shifting study of neurodivergent women—those with ADHD, autism, synesthesia, high sensitivity, and sensory processing disorder—exploring why these traits are overlooked in women and how society benefits from allowing their unique strengths to flourish. As a successful Harvard and Berkeley-educated writer, entrepreneur, and devoted mother, Jenara Nerenberg was shocked to discover that her “symptoms”--only ever labeled as anxiety-- were considered autistic and ADHD. Being a journalist, she dove into the research and uncovered neurodiversity—a framework that moves away from pathologizing “abnormal” versus “normal” brains and instead recognizes the vast diversity of our mental makeups. When it comes to women, sensory processing differences are often overlooked, masked, or mistaken for something else entirely. Between a flawed system that focuses on diagnosing younger, male populations, and the fact that girls are conditioned from a young age to blend in and conform to gender expectations, women often don’t learn about their neurological differences until they are adults, if at all. As a result, potentially millions live with undiagnosed or misdiagnosed neurodivergences, and the misidentification leads to depression, anxiety, low self-esteem, and shame. Meanwhile, we all miss out on the gifts their neurodivergent minds have to offer. Divergent Mind is a long-overdue, much-needed answer for women who have a deep sense that they are “different.” Sharing real stories from women with high sensitivity, ADHD, autism, misophonia, dyslexia, SPD and more, Nerenberg explores how these brain variances present differently in women and dispels widely-held misconceptions (for example, it’s not that autistic people lack sensitivity and empathy, they have an overwhelming excess of it). Nerenberg also offers us a path forward, describing practical changes in how we communicate, how we design our surroundings, and how we can better support divergent minds. When we allow our wide variety of brain makeups to flourish, we create a better tomorrow for us all. |
| convergent vs divergent questions: Divergent Series Godfrey H. Hardy, 2024-06-14 Review of the original edition: This is an inspiring textbook for students who know the theory of functions of real and complex variables and wish further knowledge of mathematical analysis. There are no problems displayed and labelled “problems,” but one who follows all of the arguments and calculations of the text will find use for his ingenuity and pencil. The book deals with interesting and important problems and topics in many fields of mathematical analysis, to an extent very much greater than that indicated by the titles of the chapters. It is, of course, an indispensable handbook for those interested in divergent series. It assembles a considerable part of the theory of divergent series, which has previously existed only in periodical literature. Hardy has greatly simplified and improved many theories, theorems and proofs. In addition, numerous acknowledgements show that the book incorporates many previously unpublished results and improvements of old results, communicated to Hardy by his colleagues and by others interested in the book. —Mathematical Reviews |
| convergent vs divergent questions: Make Just One Change Dan Rothstein, Luz Santana, 2011-09-01 The authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students. They also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them. Make Just One Change features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners. |
| convergent vs divergent questions: Classroom Communication and Diversity Robert G. Powell, Dana L. Powell, 2015-09-16 Classroom Communication and Diversity provides a useful framework for helping both new and experienced teachers and instructors navigate the communication challenges in today’s diverse classroom. It encourages teachers to reflect on how their personal cultures influence their expectations regarding classroom communication. This textbook is distinctive in its distillation of research from numerous sources to provide the best viewpoint and systems for focusing on the needs of the individual learner. Dana L. Powell and Robert G. Powell draw on research in both the communication and education disciplines, and provide useful strategies for improving teaching practices alongside theoretical models regarding diversity in the classroom. Much of the information found in this text is also inspired by the authors’ direct experience in schools and from the experience they have gleaned from other first-line instructors as well as from parents and children. Among the many updates to this Third Edition are: Expanded coverage of students with diverse needs Discussion on working effectively with parents Coverage of cultural influences and the impact of race and ethnicity on disciplinary actions Examination of the role of social media and its impact on instructional communication The increase of educational technology use. Teachers and scholars in the communication and education fields will find this text practical and valuable for their teaching efforts, and it is appropriate for instructional communication courses in both disciplines. |
| convergent vs divergent questions: Challenging Coaching John Blakey, Ian Day, 2012-03-14 A real-world, timely, and provocative book which provides a wakeup call to move beyond the limitations of traditional coaching |
| convergent vs divergent questions: Better Questioning for Better Learning Benjamin Stewart Johnson, 2021-08-10 Learn how to ask deeper questions and develop better questioning habits with this important resource. Author Benjamin Stewart Johnson takes you step by step through the key considerations and brain- based research to keep in mind when developing questions. He begins with an overview of why it’s important to understand participants’ thought process when being asked questions. He then shows how to set expectations for virtual questions and face- to- face questions; how to plan authentic, higher- order questions; how to scaffold and differentiate questions; and how to avoid zombie questions. In addition, he debunks myths such as wait time and points out the best ways to help learners support their answers, use questions to check for understanding, and more. Each section concludes by helping you create an action plan to improve your skills in a given area. Appropriate for teachers, instructional coaches, training facilitators, and specialists, the book can be used independently or in schoolwide book studies to help educators of all subjects and grades improve the depth and quality of their questioning. |
| convergent vs divergent questions: The Nousenoumena Questions David L. Stice, 2010-05-12 |
| convergent vs divergent questions: Early Childhood Workshops that Work! Nancy P. Alexander, 2000 Effective training and workshops are easier than you think. |
| convergent vs divergent questions: The Teacher Toolkit Guide to Questioning Ross Morrison McGill, 2023-09-14 The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, this book highlights the importance of questioning in challenging pupils, checking for understanding, identifying gaps in knowledge, improving recall and ultimately encouraging learners to analyse, evaluate and actively engage in learning. By simplifying the theory and offering original ideas proven to have an impact in the classroom, The Teacher Toolkit Guide to Questioning provides teachers with an invaluable resource to refine this key element of their practice. The Teacher Toolkit Guide to Questioning was Highly Commended in the Assessment category at the Teach Secondary Awards 2023. ------------------ The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. Each book in the Teacher Toolkit Guides series explores a key principle of teaching and learning, and offers research-based techniques to transform classroom practice. Each book includes a bespoke version of Ross's renowned Five Minute Lesson Plan, as well as ready-to-use templates and worked examples. Supported by infographics, charts and diagrams, these guides are a must-have for any teacher, in any school, and at any level. The Teacher Toolkit: Guide to Memory and Guide to Questioning are available now. |
| convergent vs divergent questions: The Art of Discussion-Based Teaching John Henning, 2007-10-18 Opening Up the Conversation leads practicing and preservice K-12 teachers through the process of creating more open, student-centered discourse in their classrooms. Readers are first introduced to types of teacher questions, student responses, and teacher follow-up moves that are associated with both open and closed discourse. Author John Henning then helps readers identify the most likely places for open and closed classroom discourse by examining an entire unit of instruction and by looking closely at three distinct types of discussions—framing, conceptual, and application. Readers are introduced to specific discourse moves, the patterns of discussion, the amount of preparation, and the types of accountability strategies needed to construct each of these discussions. The final chapter of the book shows readers how to videotape and analyze their classroom interactions in a teacher study group. |
| convergent vs divergent questions: Teaching and Learning Strategies Diana Whitton, 2015-09-17 Teaching and Learning Strategies is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons are effective and lead to successful outcomes. The text outlines a variety of teaching strategies that can be used to facilitate classroom learning and engagement. Strategies and methods covered include discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Teachers will be able to integrate the strategies in this book with any content area and any age group or activity level. Teaching and Learning Strategies is a useful resource for teachers during the practicum component of their course and throughout their teaching career. |
| convergent vs divergent questions: The Backyard Play Revolution Jason Sperling, 2016-01-19 In this eye opening, easy-to-follow, action-oriented book, Jason Runkel Sperling explains how to use screen-free, unstructured outdoor play and toys to increase early-age child learning opportunities and improve happiness for the whole family.You'll learn:* How to encourage your child to enjoy active, outdoor, screen-free play * How to foster unstructured, child-led playtime * The secret to making risky play work for your child* Practical advice on how to pick the right toys and transform your backyard* How to set up your backyard playspace and not break the bank* And much, much more... Follow one father's entertaining and informative experiments to find play and toys that inspire his children to play outside, offline, and independently-like children of past generations. Author Jason Runkel Sperling shares his six-year journey discovering the history of play, playgrounds, toys, and the role of adults in their children's experiences, culminating in a revolutionary approach to backyard play. Full of humor, parenting insight, and in-depth research, Sperling's book will change how you think about raising children, and how you organize your home.If you're like the majority of parents today, you may have noticed the differences in modern childhood. Unlike every other generation, your children spend more time indoors, glued to screens, and are less active and free to roam than in any time in history. You likely have come across countless articles on the epidemic of child obesity and behavioral problems today, and perhaps you've heard that getting children to play outside is an easy and inexpensive remedy. You may already want to get your children to play outside, but nothing seems to motivate them. Or maybe you're frozen with fear that they might get hurt if they go out. Plus, your backyard is manicured for adult enjoyment. So instead of heading outside, your children stay indoors, damaging their health, and driving you up the walls.You may have tried lawn games, sports equipment, remote control toys, or backyard arts and crafts, but nothing seems to hold their attention. And when you do spend time in the backyard, you always have to play with them. Or, perhaps you can't stand the thought of your children not getting ahead-so the children's schedule is jam-packed with adult-led, goal-based activities outside the home. In other words, you've turned into the family chauffeur. Whatever happened to go outside and play? Raising children today is harder than ever before, but children haven't changed all that much.The best way to get children to develop their imagination and creativity, motor and sensory skills, emotional and social intelligence, and every other physical and mental ability, is to get them to go outside and play with open-ended, child-led play that can be enjoyed in the backyard. There are proven, evidence-based approaches for the role parents should take in facilitating this kind of play. And you can learn them quickly and apply them tomorrow. This doesn't mean getting rid of every after-school activity, throwing away every toy in the house, or putting the kibosh on screen time forever. But it does mean making sure that children have active playtime necessary to prevent physical and psychological maladies. It's vital, especially with early-age children, to give them the environment and support they need to develop. You don't have to play with children every second, you just need to know the right kind of play and toys to provide and how to gently guide them.The Backyard Play Revolution is for parents from every background, regardless of location or income level, and is appropriate for backyards of any size.This book isn't hundreds of pages long. You can read the whole thing the day you get it and take action the next day. Are you ready to profoundly impact your child's life? Scroll up to the top of the page and get your copy of The Backyard Revolution now. |
| convergent vs divergent questions: Health Facility Surveyor Training United States. Health Standards and Quality Bureau, 1990 |
| convergent vs divergent questions: ICOCIT-MUDA 2019 Ismail Suardi Wekke, Suyatno Ladiqi, Peter John Wanner, Rustamadji, Robbi Rahim, 2020-05-07 The First International Conference on Science, Technology and Multicultural Education (ICOCIT-MUDA), initiated by Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong. It was July 25th-26th, 2019, in Sorong, West Papua, Indonesia. Currently, the Rector of UNIMUDA Sorong is Rustamadji, Ph.D; he is the first rector of the university. He encouraged the Institute of Research, and Community Service to run the academic event. Then, the committee usefully run The First ICOCIT-MUDA as the premier event since the university convert from college to university. The First International Conference ICOCIT-MUDA was the collaboration with Universitas Muhammadiyah Surakarta, Universitas Prof. Dr. Moestopo (Beragama) and Forum Dosen Indonesia, West Papua. The conference was supported by generosity of Badan Pemeriksa Keuangan RI attend as Keynote Speaker, Prof. Dr. Bahrullah Akbar. Prof. Dr. Joko Harun (Universitas Muhammadiyah Surakarta, Indonesia) presents a paper as a Keynote Speaker. Moreover, he leads the scientific committee during the paper publication preparation. Dr. Andrianysah (Vice Rector Universitas Prof. Dr. Moestopo (Beragama), also presented a paper on plenary session). The collaboration was supported by Universiti Sultan Zainal Abidin, Malaysia (Prof. Dr Dato Yahaya Ibrahim), and Universiti Brunei Darussalam (Prof. Dr. Gamal Abdul Nasir). Both universities send their academician to present paper as keynote speakers. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Muhammadiyah Sorong was established on August 19, 2004. Then, July 5, 2018 converted to Universitas Pendidikan Muhammadiyah Sorong. The Rector explained that the short name is UNIMUDA where the civitas academia is always young and the only one that they have spirit as young people. |
| convergent vs divergent questions: Instructional Strategies for Middle and High School Social Studies Bruce E. Larson, 2016-08-10 Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educator Bruce E. Larson offers detailed descriptions of a range of instructional strategies, along with guidelines for deciding how and when to use each. Part I offers the foundations for teaching and learning in a social studies classroom, and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the classroom. Part II delivers a range of comprehensive strategies for providing instruction that is appropriate for particular lessons, student abilities, and classroom environments. The practical strategies in Part II build upon the learning theories described in Part I, positioning Instructional Strategies for Middle and High School Social Studies to be the go-to, all-inclusive teacher’s guide to the social studies classroom. New to this Edition A list of goals before each chapter presents an overview of the chapter’s content focus, and provides an outline for the chapter review. Extensively revised Part I (chapters 1–4) provides an updated review of national standards developed for teaching history, geography, civics, and economics. In-depth applications of the Common Core State Standards for the social studies are also explored. New Reality Check feature provides directions for integrating field-based experiences into the chapters, and contextualizes the ideas in the book for a classroom setting. Each chapter in Part II (chapters 5–11) has been expanded to include a section labeled Enhancing Student Learning with Technology, offering websites, links, and other resources for integrating recent technologies into the classroom. Chapters 5–11 include a new Making Your Lesson More Meaningful for ELLs feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy. Expanded discussion of the Understanding by Design model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning. |
| convergent vs divergent questions: The Questioning Process: Its Role in Mathematics Learning Mahesh Sharma, To be an effective teacher in mathematics, one should ask effective questions. This book teaches how to become a better teacher by asking good questions. Questions to inform, assess, conceptualize, to master and to become proficient in the learning process. Good questions help a teacher to create a cooperative and inquiring class. the examples selected are from Kindergarten to high school and beyond. |
| convergent vs divergent questions: Understanding and Using Reading Assessment, K-12 , |
| convergent vs divergent questions: Your Science Classroom M. Jenice Goldston, Laura Downey, 2012-01-18 Your Science Classroom: Becoming an Elementary / Middle School Science Teacher, by authors M. Jenice Dee Goldston and Laura Downey, is a core teaching methods textbook for use in elementary and middle school science methods courses. Designed around a practical, practice-what-you-teach approach to methods instruction, the text is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. |
| convergent vs divergent questions: Changing the Way You Teach, Improving the Way Students Learn Giselle O. Martin-Kniep, Joanne Picone-Zocchia, 2009-05-19 Looking at curriculum design, assessment, and instructional practices, this book describes how teachers can optimize teaching and learning strategies no matter what grade level or subject they teach. |
| convergent vs divergent questions: An Investigation of Teachers’ Questions and Tasks to Develop Reading Comprehension Ghazali Mustapha, 2020-02-03 Teachers are constantly seeking ways to improve their teaching and thereby enhance the learning of their students. One method of doing this is to bring critical and creative thinking skills to the forefront of the curriculum. This has been emphasized by the Malaysian Ministry of Education via the KBSM syllabus in order to teach critical and creative thinking by considering the use of programs like Bloom’s taxonomy of educational objectives in classroom practice. This study demonstrates how the higher-order skills can be integrated into the secondary school reading curriculum. The main aim of the study is to investigate how teachers design reading comprehension questions (RCQs) and reading comprehension tasks (RCTs) in relation to the demands of higher-order thinking to produce students with critical minds. It focuses primarily on the use of COGAFF taxonomy (a cognitive-affective taxonomy adapted from Bloom’s and Krathwohl’s) to formulate higher-order reading questions and tasks as a means to develop critical and creative thinking skills. In a pilot study in Britain (with forty Malaysian teachers) and in the main field study in Malaysia, 150 subjects (teachers and student teachers) have yielded about one thousand RCQs and one thousand RCTs. In line with many research findings of question and task design, 91.2% of the RCQs and 83.6% of RCTs produced during the pretest were of low-order types. Subjects attended a workshop emphasizing question and task designing using the COGAFF taxonomy. Dramatically, during the posttest, 74.4% of the RCQs and 80.6% of the RCTs were transformed into higher-order inferential forms. The other major thrust of the study is to demonstrate how higher-order questions can be used to design equally higher-order tasks that can be utilized as a thinking skills approach in the teaching of reading comprehension lessons in secondary schools. Thinking tools and strategies as suggested by Beyer, Guilford, Gardner, and several others and their implications for the teaching of reading comprehension and training of teachers in Malaysia are also discussed. |
| convergent vs divergent questions: Teaching Inquiry Science in Middle and Secondary Schools Anton E. Lawson, 2010 This textbook provides an introduction to inquiry-oriented secondary science teaching methods. |
| convergent vs divergent questions: Creating Excellence Vernon G. Smith, 2018-02-16 Creating Excellence: Becoming an A+ School is intended to be used by first year principals who have inherited a school that is failing or not achieving to a desired level, as well as by seasoned principals who are struggling to improve their school’s academic performance. It can also be used effectively as a textbook for graduate students preparing for a career in educational leadership. The book is straightforward in its presentation of practices and strategies supported by research and theory. It has been written to share the knowledge base, impart the technical skills, and highlight the interpersonal skills recommended to enable educational leaders to create excellence and enable their school to become an A+ school. Within the chapters, tools, techniques, and concrete examples are offered. Educational leaders are encouraged to select, revise, and adjust proposed actions based on their own judgement and according to their local conditions, faculty, staff and other stakeholders. Regardless, improving instruction in order to increase student learning must be the focus. |
| convergent vs divergent questions: Longman Dictionary of Language Teaching and Applied Linguistics Jack C. Richards, Richard W. Schmidt, 2013-11-04 This best-selling dictionary is now in its 4th edition. Specifically written for students of language teaching and applied linguistics, it has become an indispensible resource for those engaged in courses in TEFL, TESOL, applied linguistics and introductory courses in general linguistics. Fully revised, this new edition includes over 350 new entries. Previous definitions have been revised or replaced in order to make this the most up-to-date and comprehensive dictionary available. Providing straightforward and accessible explanations of difficult terms and ideas in applied linguistics, this dictionary offers: Nearly 3000 detailed entries, from subject areas such as teaching methodology, curriculum development, sociolinguistics, syntax and phonetics. Clear and accurate definitions which assume no prior knowledge of the subject matter helpful diagrams and tables cross references throughout, linking related subject areas for ease of reference, and helping to broaden students' knowledge The Dictionary of Language Teaching and Applied Linguistics is the definitive resource for students. |
| convergent vs divergent questions: Mentoring Science Teachers in the Secondary School Saima Salehjee, 2020-12-14 This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include: • Roles and responsibilities of mentors • Developing a mentor—mentee relationship • Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes • Observations and pre- and post-lesson discussions and regular mentoring meetings • Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices • Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills • Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils • Developing autonomous science teachers with an attitude to promote the learning of science for all the learners Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike. |
| convergent vs divergent questions: Handbook on Teaching Social Issues Ronald W. Evans, David W. Saxe, 2007-10-01 There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and effective teacher education are fully explored. With its teaching ideas and useful resource section, this book is an indispensable addition to your library! Contributors include: Shirley Engle, Anna Ochoa-Becker, Jack Nelson, Carole Hahn, Byron Massialas, Jeff Passe, Jesus Garcia, Gloria Ladson-Billings, Merry Merryfield, Patricia Avery, Sam Totten, Bill Wraga, Walter Parker, and James Shaver. |
| convergent vs divergent questions: General Pedagogy Martha M. A. Zama, Margaret Nalova Endeley, 2023-02-24 General Pedagogy: A Guide to Effective Teaching demystifies the scientific art of teaching by providing facts, principles and concrete examples in real life situations such that neither the novice teacher who peruses it will stutter in front of students on the first day of school, nor will the experienced teacher write and execute the same old lesson plans on that day. “The best teachers are those who show you where to look but don’t tell you what to see,” is a popular quote attributed to Alexandra K. Trenfor, which aptly summarises the kind of teachers this book intends to produce when used as a teacher training resource. Real teachers facilitate learning; they do not simply tell learners the answers to their questions and concerns. Accordingly, the authors take the readers through well-researched themes in the academic discipline of teaching wherein they present, analyse and discuss pertinent issues. Although they provide useful suggestions for teaching success, the authors encourage teachers to interpret facts, ideas and suggestions presented against the sociocultural contexts of their practice. The materials are presented creatively while adding a personal touch, intended to facilitate effective and efficient learning. For coherence and better comprehension, the book has been carefully crafted in eighteen chapters lodged in six parts. The first part introduces the reader to the concepts of teaching and teaching effectiveness. The theoretical underpinnings of these concepts are brought out in the second part which paves the way for the third part that describes generic teaching approaches, strategies and methods. Part four and five comprise essential teaching skills and teaching tools for the 21st century while part six wraps up with the transition from teacher training laboratories to classrooms in the real world. The last two chapters intentionally prepare the teacher to overcome challenges of professional work in contemporary African classrooms. |
| convergent vs divergent questions: Observation Skills for Effective Teaching Gary D. Borich, 2016-01-08 Thoroughly updated for the new era of Common Core Standards, this seventh edition of Observational Skills for Effective Teaching is vital in this time of educational change. It offers a detailed, yet easily accessible, handbook for teachers to prepare for and design their first classroom experiences. Updated with the newest research on effective teaching and learning, the book cogently introduces such topics as learning climate, classroom management, and lesson clarity with the newest findings that lead to desirable cognitive, social, and emotional outcomes in learners. |
| convergent vs divergent questions: Creativity in the Classroom Alane Jordan Starko, 2017-08-16 Creativity in the Classroom, sixth edition, helps teachers link creativity research and theory to the everyday activities of classroom teaching. This foundational textbook is relevant for any course dealing wholly or partially with creativity and teaching. The sixth edition has been revised and updated throughout, informed by cutting-edge research on neurobiology, curiosity and imaginative play, questioning, and motivation, particularly the relationships among creativity, intrinsic motivation, and motivation to learn. |
| convergent vs divergent questions: Great Teaching Robert C. Di Giulio, 2004-04-02 Great Teaching offers a compass for teachers seeking direction, reorientation, and renewal. DiGiulio strips away the distractions and has put together an exceedingly readable, valuable, and affirming guide for preservice and classroom teachers to reflect upon their practice. Alan Canestrari, Assistant Professor of Education Roger Williams University Discover what makes you a great teacher--and what makes teaching great! Did you know that you are a great teacher? Amid the parents and the paperwork, the assessments and accountability, the evaluations and the e-mail, many teachers can′t find time to reflect on, much less assess, their own teaching. This concise guide brings teaching back to its fundamental roots, proving that how you teach is just as important as what you teach. Great Teaching focuses on the core skills and qualities of great teachers--like caring, enthusiasm, clarity, and questioning--and then shows teachers how to find those skills and qualities within themselves. Drawing on his 33 years of experience, DiGiulio has developed specific techniques for: Assessing yourself and identifying your strengths Distilling your workload to the essentials and fundamentals Learning from your colleagues and planning cooperatively Using an 8-step framework to redefine your view of teaching Get back to basics, realize that less is more, and flourish as you develop the skills and qualities that make you the great teacher that you are! |
| convergent vs divergent questions: Effective Strategies for Teaching in K-8 Classrooms Kenneth D. Moore, Jacqueline Hansen, 2011-01-28 An essential repertoire of practical teaching and classroom management strategies Featuring a wealth of reflection activities and connections to standards, this concise, easy-to-read teaching methods text equips students with the content knowledge and skills they need to become effective K–8 teachers. The book maximizes instructional flexibility, reflects current educational issues, highlights recent research, and models best pedagogical practices. Current and realistic examples, a section in each chapter on using technology in the classroom, and material on differentiating instruction for diverse learners—including students with special needs and English language learners—make this a must-have resource for any K–8 teacher. |
| convergent vs divergent questions: What's Happening in Teacher Testing Lawrence M. Rudner, 1987 |
| convergent vs divergent questions: The Educator′s Field Guide Edward S. Ebert II, Christine Ebert, Michael L. Bentley, 2011-04-07 Everything a teacher needs to survive—and thrive! The Educator′s Field Guide helps teachers get off to a running start. The only book that covers all four key cornerstones of effective teaching—organization, classroom management, instruction, and assessment—this handy reference offers a bridge from college to classroom with a hearty dose of practical guidance for teachers who aspire to greatness. At a time when school leaders are pressed to hire and retain high-quality teachers, this guidebook is indispensable for defining and nurturing the qualities teachers strive for and students deserve. Helpful tools include: Step-by-step guidance on instructional organization, behavior management, lesson planning, and formative and summative assessment User-friendly taxonomic guides to help readers quickly locate topics The latest information on student diversity, special needs, and lesson differentiation Teacher testimonials and examples Explanations of education standards and initiatives Each key concept is addressed in a resource-style format with activities and reproducibles that can be customized. Teachers will also find lesson plan templates, graphs, charts, quizzes, and games—all in one easy-to-use source. |
| convergent vs divergent questions: Design Thinking Research Christoph Meinel, Larry Leifer, 2023-09-19 Extensive research conducted at the Hasso Plattner Design Thinking Research Program at Stanford University in Palo Alto, California, USA, and at the Hasso Plattner Institute in Potsdam, Germany, has yielded valuable insights on why and how design thinking works. The participating researchers have identified metrics, developed models, and conducted studies, which are featured in this book and in the previous volumes of this series. This volume provides readers with tools to bridge the gap between research and practice in design thinking, together with a range of real-world examples. Several different approaches to design thinking are presented, while acquired frameworks are employed to understand team dynamics in design thinking. The contributing authors introduce readers to new approaches and fields of application and show how design thinking can tap the potential of digital technologies in a human-centered way. The book also presents new ideas on neuro-design from Stanford University and the Hasso Plattner Institute in Potsdam, inviting readers to consider newly developed methods and how these insights can be applied to different domains. Design thinking can be learned. It has a methodology that can be observed across multiple settings. Accordingly, readers can adopt new frameworks to modify and update their current practices. The research outcomes gathered here are intended to inform and provide inspiration for all those seeking to drive innovation – be they experienced design thinkers or newcomers. It is the last in a series of 14 volumes published over the past 14 years, reflecting the successes of the HPI-Stanford Design Thinking Research Program. Many thanks to the Hasso Plattner Foundation for its valued support. |
| convergent vs divergent questions: World Music Pedagogy, Volume II: Elementary Music Education J. Christopher Roberts, Amy C. Beegle, 2018-04-09 World Music Pedagogy, Volume II: Elementary Music Education delves into the theory and practices of World Music Pedagogy with children in grades 1-6 (ages 6-12). It specifically addresses how World Music Pedagogy applies to the characteristic learning needs of elementary school children: this stage of a child’s development—when minds are opening up to broader perspectives on the world—presents opportunities to develop meaningful multicultural understanding alongside musical knowledge and skills that can last a lifetime. This book is not simply a collection of case studies but rather one that offers theory and practical ideas for teaching world music to children. Classroom scenarios, along with teaching and learning experiences, are presented within the frame of World Music Pedagogy. Ethnomusicological issues of authenticity, representation, and context are addressed and illustrated, supporting the ultimate goal of helping children better understand their world through music. |
| convergent vs divergent questions: Answering and Asking Questions William E. Cashin, Stephen Crawford Brock, Richard E. Owens, 1976 |
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