Teaching Content Outrageously

A powerful instructional method for "hooking" students on academic learning Drawing from a teaching model designed to banish boredom and student apathy, this book explains how dramatic practices can serve as powerful tools for enlivening lessons and captivating students, even the most resistant learners. Filled with intriguing classroom examples, Pogrow shows how any teacher can make use of dramatic techniques, such as surprise, humor, fantasy, role plays, games, and simulations to create standards-based content lessons that are riveting, effective, and meaningful. The author explains how to design such lessons into any content area. Stanley Pogrow (San Francisco, CA), a noted authority on teaching practices for disadvantaged students, is professor of educational leadership at San Francisco State University, where he coordinates the Educational Leadership for Equity Program.

Hundreds of thousands of professors claim Christian as their primary identity, and teaching as their primary vocational responsibility. Yet, in the contemporary university the intersection of these two identities often is a source of fear, misunderstanding, and moral confusion. How does being a Christian change one's teaching? Indeed, should it? Inspired by George Marsden's 1997 book The Outrageous Idea of Christian Scholarship, this book draws on a survey of more than 2,300 Christian professors from 48 different institutions in North America, to reveal a wide range of thinking about faith-informed teaching. Placing these empirical findings alongside the wider scholarly conversation about the role of identity-informed teaching, Perry L. Glanzer and Nathan F. Alleman argue that their Christian identity can and should inform professors' teaching in the contemporary pluralistic university. The authors provide a nuanced alternative to those who advocate for restraining the influence of one's extra-professional identity and those who, in the name of authenticity, promote the full integration of one's primary identity into the classroom. The book charts new ground regarding how professors think about Christian teaching specifically, as well as how they should approach identity-informed teaching more generally.

Discover research-based tips and strategies to improve literacy from upper elementary to secondary school classrooms. Teachers, preteachers, and teacher preparation institutions will find this an invaluable resource for helping students master assignments in reading, writing, speaking, and listening, as encouraged by the Common Core State Standards. Topics include teaching close reading and writing, engaging students, making literacy instruction meaningful, and more.

The 3rd Edition of Literacy & Learning in the Content Areas helps readers build the knowledge, motivation, tools, and confidence they need as they integrate literacy into their middle and high school content area classrooms. Its unique approach to teaching content area literacy actively engages preservice and practicing teachers in reading and writing and the very activities that they will use to teach literacy to their own studentsin middle and high school classrooms . Rather than passively learning about strategies for incorporating content area literacy activities, readers get hands-on experience in such techniques as mapping/webbing, anticipation guides, booktalks, class websites, and journal writing and reflection. Readers also learn how to integrate children's and young adult literature, primary sources, biographies, essays, poetry, and online content, communities, and websites into their classrooms. Each chapter offers concrete teaching examples and practical suggestions to help make literacy relevant to students' content area learning. Author Sharon Kane demonstrates how relevant reading, writing, speaking, listening, and visual learning activities can improve learning in content area subjects and at the same time help readers meet national content knowledge standards and benchmarks.

Teaching teachers the importance of social connection in the classroom. Human brains are social, and a student's ability to learn is deeply influenced by the quality of his or her attachment to teachers and peers. Secure attachment relationships not only ensure our overall well-being, but also optimize learning by enhancing motivation, regulating anxiety, and triggering neuroplasticity. This book presents a classroom model of secure attachment, exploring how teacher-student rapport is central to creating supportive, "tribal" classrooms and school communities.

The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. Flipped Instruction: Breakthroughs in Research and Practice is a comprehensive reference source for the latest scholarly perspectives on promoting flipped learning strategies, tools, and theories in classroom environments. Featuring a range of extensive coverage across innovative topics, such as student engagement, educational technologies, and online learning environments, this is an essential publication for educators, professionals, researchers, academics, and upper-level students interested in emerging developments in classroom and instructional design.

"Teaching is an adventure that stretches the imagination and calls for creativity every day! In P is for pirate, husband and wife team Dave and Shelley Burgess encourage and inspire educators to make their clasrooms fun and exciting places to learn" -- page 4 cover.

Shift classroom structures to enhance student success. By becoming learning partners with their students, teachers can help them develop enthusiasm for learning and employ deep learning goals. Discover how to cultivate a classroom environment in which students can apply what they’ve learned, teach it to their teacher and fellow students, and understand how their knowledge will be useful beyond the classroom.