About this product: Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need.
Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum--even an elegant one--to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning.
In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.
Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
For courses in Computers in Education and Educational Technology.
Integrating Educational Technology into Teaching, 4th edition, by M.D. Roblyer, provides hands-on practice with technology tools to illustrate how to integrate technology into the curriculum to support and shape learning. The author’s five-part Technology Integration Planning Model (TIP Model) shows teachers how to create an environment in which technology can effectively enhance learning.
For this 4th edition, the author has developed a cohesive, comprehensive technology integration framework that builds on the strong research, the TIP model, and the numerous integration strategies of previous editions, and includes powerful classroom video clips of effective use of technology to shape learning.
About this product: This title covers up-to-date topics in computer concepts, Internet and digital media integration, interactivity, extraordinary visual drawings and photographs, and unprecedented currency.
About this product: Integrating Technology for Meaningful Learning, 5/e, provides a unique, inviting approach to introducing the use of technology in the K-12 classroom. Offering an abundance of authentic, hands-on projects, the text provides future classroom teachers with the essential information and motivation to use technology as an everyday tool. The authors strike an important balance between practical applications and theoretical issues so that teachers can concentrate on the connections between learning tasks and the mental activities of students. This new edition offers expanded coverage of the Internet as a tool for communication and inquiry and includes updated coverage of all emergent technologies.
About this product: The market-leading text for the Elementary School Music Methods course, INTEGRATING MUSIC IN THE ELEMENTARY CLASSROOM was the first to emphasize the theme of integrating music throughout the school day. Anderson and Lawrence show future educators how to make music an effective part of the entire elementary curriculum. The text introduces the songs, instruments, sources of age-appropriate music, and methods of making music in a multicultural environment--making the text perfect for students with no prior knowledge of the fundamentals of music. With easy-to-use techniques for teaching young children how to sing, play instruments, move to music, create music, listen to music, and understand music, this text relates music to all subject areas. Notably, the authors provide sample lesson plans for kindergarten through grade six, along with more than 150 songs from different cultures and historical periods.
About this product: This volume is a comprehensive introduction to the field of quality management, integrating the emerging body of knowledge in the areas of quality theory, quality assurance, and quality control. The author's practical approach provides examples, allowing readers to participate in and manage quality improvement in manufacturing, government, and service organizations. The volume examines differing perspectives on quality, quality theory, global quality and quality standards, strategic quality planning, the voice of the customer and the market, quality in product and process design, designing quality services, managing supplier quality in the supply chain, the tools of quality and implementing quality, statistically based quality improvement for variables, six sigma management and tools, implementing and validating the quality system. For quality control managers and other interested in greater quality management
About this product: For courses in Computers in Education and Instructional Media and Technology. This computers in education textbook is constructed around a constructivist lesson-planning model. This text helps prospective teachers understand the potential of using computers in the classroom and develop new methods for using computers. The authors provide a rationale for integrating computers into the classroom curriculum by usign them as tool, rather than just an instructional delivery device. Accessible even for students with minimal computer skills--using a mouse, using menus, and opening/creating/saving documents. Coverage is aligned with ISTE guidelines and structured around the ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them.
About this product: ORGANIZATIONAL BEHAVIOR presents a concise yet thorough overview of essential organizational behavior theories and concepts. The goal of this book is to show the power of organizational behavior theory and concepts for helping people understand their behavior and the behavior of others in an organization. Although firmly grounded in behavioral science theory and research, the text is not a compendium of research findings. Champoux carefully selected topics and built them into frameworks that are useful for explaining, analyzing, and diagnosing organizational processes. The concise format allows the text to be used as a primer or to be supplemented with additional cases, readings, or exercises.
About this product: Teachers have always used the school calendar to plan instruction. Now, using a standard computer word-processing program, they can collect real-time information about what is actually taught to create "curriculum maps." These maps provide a clear picture of what is happening in their classes at specific points during the school year.
The benefits of this kind of mapping are obvious for integrating curriculum: when curriculum maps are developed for every grade level, educators see not only the details of each map, but also the "big picture" for that school or district. They can see where subjects already come together--and where they don't, but probably should.
In Mapping the Big Picture, Heidi Hayes Jacobs describes a seven-step process for creating and working with curriculum maps, from data collection to ongoing curriculum review. She discusses the importance of asking "essential questions" and of designing assessments that reflect what teachers know about the students in their care. She also offers a viable alternative to the "curriculum committees" that are part of almost every school district in the United States.
The book concludes with more than 20 sample curriculum maps from real schools, all of which were developed using the process described in this book.
About this product: This book is designed to assist pre-service and in-service classroom teachers in weaving music, visual arts, drama, and movement into the elementary/middle school curriculum in order to stimulate the learning process, enrich other subject areas, and provide opportunities for creative expression and self-fulfillment. By providing the basic tools and activities that teachers will need, Gelineau helps teachers gains confidence in using the arts in the their elementary classrooms. The content of the book is informed by the National Standards for the Arts.
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