Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential Review

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Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential ReviewThe second updated edition of Mandia Mentis, Marilyn Dunn-Bernstein, and Martene Mentis's MEDIATED LEARNING: TEACHING, TASKS, AND TOOLS TO UNLOCK COGNITIVE POTENTIAL offers a host of important intervention techniques to increase student motivation and improve problem-solving skills, and is a recommended pick for any college-level teaching or education collection. Case studies blend with coverage of meta-learning and meta-teaching techniques to promote more effective teaching skills and encourage thinking in students. The inclusion of worksheets makes for a practical resource, offering reproducible fill-in checkpoints for success.Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential OverviewFeatures an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

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Reading to Learn in the Content Areas Review

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Reading to Learn in the Content Areas ReviewTo quote the "official" reviewer, "She has experience teaching at the elementary, middle, high school and adult levels." Not sure if that means the author was a really good teacher (seems she moved around a lot) or not.
Much of the content in this text is/was of the "common sense" variety recognized by most experienced teachers. The main theme of the text centers on a "P A R" framework (Preparation, Assistance, Reflection) approach to reading/literacy; reminding this reviewer of the teacher's adage, "Tell them what you're going to tell them, TELL THEM, and tell them what you told them."
Younger teachers, however, may find the techniques to be new and useful to them. BUT (always a "but" - right?), many of the studies cited in this "latest edition" are 20 +/- years old (unreasonable for such a highly priced book).
I'm not sure that our "younger" teachers can afford this book, nor should they, for a work partly based on studies done at the time they were still in elementary school.Reading to Learn in the Content Areas OverviewWith READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors' unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.

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Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms Review

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Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms ReviewFor people who want to become more effective in using discussion in teaching, especially with adults, this book is an excellent choice. It explains clearly and honestly the value and the limits of using discussion in teaching. From the opening chapter, in which dispositions of discussion are introduced, to chapters on preparing for discussion, sparking discussion, and keeping discussion going, the book remains engaging, practical, and genuinely helpful to those of us striving to become better facilitators of discussion.Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms Overview

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Burke, War, Words: Rhetoricizing Dramatism (Studies in Rhetoric/Communication) Review

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Burke, War, Words: Rhetoricizing Dramatism (Studies in Rhetoric/Communication) ReviewThis book deserves a much wider audience. It is, first and foremost, a history of aesthetics in the 20th century--about the battle between art for art's sake (New Criticism) and Kenneth Burke's prescient argument that no art is without value judgements, without cultural and sociological biases and blind spots. The New Critics argued that ambiguity or extreme tension made art above politics, always even-handed because it was always ambivalent. This isn't a complete picture because, first of all, only a populace well-situated in terms of material goods and civil rights (well-fed, and with a sense of ease it took for granted because it assumed that sense of ease was universal)could write or read poetry and fiction as mere objects of art. New Criticism also made art hopelessly poised, or equipoised, which is to say inert. And yet Burke WAS a New Critic in his insistence on complexity and irony. He just argued for a more dynamic view of irony: for the fact that even complexity is persuasive; that even a lament or endorsement can be complex, not one-dimensional. Burke's ideas constitute a cultural poetics, and it's a more intellectually sound and generative cultural poetics than the strident New Historicism which emerged decades later. Besides being a history of aesthetics in the 20th century, this book also serves as a biography of Burke--a biography valuable in itself, because Burke will increasingly be seen as one of the most important philosophers of the 20th century. The level of research here is mind-boggling, but it's always effortlessly deployed. The book is a serious and seriously good.Burke, War, Words: Rhetoricizing Dramatism (Studies in Rhetoric/Communication) OverviewIn Burke, War, Words, M. Elizabeth Weiser reinserts Kenneth Burke's theory of dramatism into the social milieu from which it originated, fostering a new understanding of how this concept of motivation was itself motivated by war and criticism. Weiser's model of a new approach to historiography contextualizes
Dramatism was a direct response to the global crisis wrought by World War II and to Burke's then-ongoing debates with New Critics, sociolinguists, political activists, and government propagandists over the role of language and communication to affect the world. Central to Burke's germinal volume A Grammar of Motives, dramatism was a call to action advocating informed social dialogue at a time when an allied victory seemed dependent instead on rallying behind a single strong voice in a unity not unlike that mandated by fascism itself. Weiser contends that Burke conceived dramatism as an alternative to New Criticism and as a blueprint for a dialectical resolution that was an antifascist rhetorical response to war.
Weiser draws from published and unpublished communications between Burke and the diverse and divergent literati of his era as well as from Burke's scholarly, political, and even poetic writings of the time. From this context she is able to map the complex arc of formulating A Grammar of Motives in Burke's larger wartime discourse. For Weiser establishing the origins of dramatism offers a model for enhancing our understanding of other rhetorical theories as well as a specific renewal of purpose for dramatism as an action-oriented tool to engage intellectuals in our conflicted age as Burke had envisioned in his.


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Academic Language Academic Literacy: A Guide for K-12 Educators Review

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Academic Language Academic Literacy: A Guide for K-12 Educators ReviewEli R. Johnson's ACADEMIC LANGUAGE! ACADEMIC LITERACY! A GUIDE FOR K-12 EDUCATORS packs in 36 strategies in a research guide to help teachers make connections between academic language, literacy and student achievement. Strategies explain how to give students the tools and skills needed to understand academic language, offering descriptions and collaborative protocols to help with academic language in different disciplines. Word lists for different grade levels blend with clear instructions to make for an excellent guide.Academic Language Academic Literacy: A Guide for K-12 Educators OverviewThis practical guide provides 36 hands-on strategies for helping ELLs learn the necessary skills to decipher academic language in reading, writing, listening, and speaking.

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Teaching Literacy in Fourth Grade (Tools for Teaching Literacy) Review

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Teaching Literacy in Fourth Grade (Tools for Teaching Literacy) ReviewI am a fourth grade teacher and just finished my first year. I bought this book hoping it would have some specific lessons and ideas for teaching literacy to fourth graders that I could implement next year. This book seems more intended to be a college textbook. If you've taken college literacy classes in the last decade, you probably know most of the information in this book. Overall, I didn't think it was worth the money because of the lack of take-away strategies.Teaching Literacy in Fourth Grade (Tools for Teaching Literacy) OverviewFourth grade is a momentous year for literacy learning. Having left the primary grades behind, students must grapple with more demanding texts and content material--and effective, motivating instruction can help them succeed. This book helps teachers vanquish the dreaded "fourth-grade slump" by creating an energized and organized learning environment in which all students can improve their reading and writing strategies. Taking readers into the classroom of an exemplary fourth-grade teacher, the book includes useful assessment tools, differentiation techniques, minilessons, unit plans, reproducibles, and examples of student work. Special attention is given to meeting the challenges of high-stakes testing without sacrificing instructional quality.


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Reading and Writing in Science: Tools to Develop Disciplinary Literacy Review

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Reading and Writing in Science: Tools to Develop Disciplinary Literacy ReviewMaria C. Grant and Douglas Fisher's READING AND WRITING IN SCIENCE: TOOLS TO DEVELOP DISCIPLINARY LITERACY helps students develop literacy tools for critical thinking in science, and provides middle to high school teachers with specific tools for building students through science. From developing science reading skills to using graphic organizers and writing-to-learn, this packs in many insights.Reading and Writing in Science: Tools to Develop Disciplinary Literacy OverviewWritten by a science educator and a literacy expert, this resource gives secondary science teachers an approach for developing students' disciplinary literacy so they can access science content.

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Teaching Literacy through the Arts (Tools for Teaching Literacy) Review

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Teaching Literacy through the Arts (Tools for Teaching Literacy) ReviewThis book is set up as a text book, with anticipatory guides, questions and activities for the reader to do. I was expecting a book with too many ideas, but instead this book is for those that aren't familiar with the arts or how to incorporate them into the classroom. There are better books out there, and this is more of a stroking of the authors' worth than anything else. I was very disappointed with this book.
If you have no clues about what art is or how to use it in your lessons, than this book is for you, but if you have any background using art at all, ignore this book.Teaching Literacy through the Arts (Tools for Teaching Literacy) OverviewAccessible and hands-on yet grounded in research, this book addresses the "whats," "whys," and "how-tos" of integrating literacy instruction and the arts in grades K-8. Even teachers without any arts background will gain the skills they need to bring music, drama, visual arts, and dance into their classrooms. Provided are a wealth of specific resources and activities that other teachers have successfully used to build students' oral language, concepts of print, phonemic awareness, vocabulary, fluency, comprehension, and writing, while also promoting creativity and self-expression. Special features include reproducible worksheets and checklists for developing, evaluating, and implementing arts-related lesson plans.

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Integrating Literacy and Technology: Effective Practice for Grades K-6 (Tools for Teaching Literacy) Review

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Integrating Literacy and Technology: Effective Practice for Grades K-6 (Tools for Teaching Literacy) Review"Integrating Literacy And Technology: Effective Practice For Grades K-6" is the collaborative project of literacy education researchers and consultants Susan Watts Taffe (a former special education teacher and reading diagnostician) and Carolyn B. Gwinn (who is currently an elementary curriculum specialist for one of the largest school districts in Minnesota). Specifically organized and designed for maximum accessible for elementary school classroom teachers for whom in-service training time is a premium, "Integrating Literacy And Technology" will enable an teacher in grades K to 6 through a step-by-step instructional process involving ongoing cycles of planning, teaching, and assessment in a technology-rich environment that includes the utilization of the internet, reading and writing software, and more to teach core literacy skills to their students, as well as help those children to develop new reading and communication competencies for the digital age. Enhanced with a wealth of specific tools and tips to support professional development, and also available in a hardcover format, "Integrating Literacy And Technology" is a welcome and invaluable addition to any teacher in-service training curriculum in the field of literacy education.Integrating Literacy and Technology: Effective Practice for Grades K-6 (Tools for Teaching Literacy) OverviewAn accessible resource for busy teachers, this informative book sets the stage for using technology effectively in the literacy classroom. The authors take the reader step by step through the ongoing cycle of planning, teaching, and assessment in a technology-rich environment. They demonstrate how to use the Internet and reading and writing software not only to teach core literacy skills, but also to help children develop new reading and communication competencies for the digital age. Vivid classroom examples illustrate specific strategies for explicit instruction, teacher modeling, think-alouds, and interactive demonstration. The book also offers tools and tips to support professional development, including reproducible materials for use by individual teachers or study groups.

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Linguistic Perspectives on Language and Education: Review

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Linguistic Perspectives on Language and Education: ReviewThe text was required for my historical linguistics class. The book is actually smooth and not a burden to read. I think it is relevant for people thinking of teaching a second language to students.Linguistic Perspectives on Language and Education: Overview

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Language Teacher Supervision: A Case-Based Approach (Cambridge Language Teaching Library) Review

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Language Teacher Supervision: A Case-Based Approach (Cambridge Language Teaching Library) ReviewThis book is very comprehensive and offers lots of practical advice. Its nice in that it also provides readers with some theoretical background. A worthwhile buy!Language Teacher Supervision: A Case-Based Approach (Cambridge Language Teaching Library) OverviewLanguage Teacher Supervision illuminates an under-explored area of the language teaching profession. Using case studies of actual teaching situations, the book explores such issues as teacher evaluation, autonomy, authority and awareness and attitude.It contains a wealth of practical detail on gathering data and providing feedback in post-observation conferences with teachers. A variety of cases, together with a comprehensive review of the literature, offers valuable insights into the dynamic, interactive process of language teacher supervision.Follow-up discussion questions, development tasks, and suggestions for further reading afford avenues for further exploration.

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More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction Review

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More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction ReviewThis book gives you many ideas to make literacy and content come alive by offering interactive activities. It provides relevant, brain-friendly strategies. Ignite your students' natural live for learning and buy this book today!More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction OverviewThese ready-to-use, brain-friendly strategies, standards-based activities, planning templates, and reproducibles helpteachers boost literacy development and teach with the brain in mind.

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Teaching Literacy in Second Grade (Tools for Teaching Literacy Series) Review

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Teaching Literacy in Second Grade (Tools for Teaching Literacy Series) ReviewIt is helpful for teacher more than useful for parents who want to do some extra curriculum work with their kids at homeTeaching Literacy in Second Grade (Tools for Teaching Literacy Series) OverviewSecond-grade classrooms are exciting places to visit. Children are consolidating their growing reading and writing expertise, exploring new genres, and becoming more effective communicators. This book takes the reader into several exemplary second-grade classrooms to demonstrate what teachers can do to optimize literacy learning for their students. Highlights include how to set appropriate short- and long-term goals for individual students, ways to plan instruction to meet those goals, and innovative ideas for partnering with parents.

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