A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK–12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning. *Chapters offering fresh, expanded perspectives on writing and vocabulary. *Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts.

A concise and easy-to-read K-12 methods text that covers practical information all teachers need to be effective The Fourth Edition of Effective Instructional Strategies: From Theory to Practice provides thorough coverage of the strategies and essential skills that every teacher needs to know. This text applies the latest research findings and useful classroom practices to the instructional process by presenting a Theory to Practice approach to instruction, emphasizing the intelligent use of teaching theory and research to improve classroom instruction. Logically and precisely providing information about how to be an effective classroom teacher, this text has been carefully designed to maximize instructional flexibility and to model established principles of instruction. It was further designed to expand the pedagogical teaching knowledge of teachers and their instructional repertoires.

Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the Internet in instruction is addressed, and exemplary approaches to teaching English-language learners and students with special needs are discussed. The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes.

An accessible, engaging primer on the eight science practices at the heart of the Next Generation Science Standards (NGSS), providing K–8 instructional leaders with the grounding they need to ensure excellent science instruction in every classroom. The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by "thinking like scientists" and engaging in discrete science practices. However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science? Although a content-neutral approach to supervision—one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management—is undoubtedly beneficial, the best instructional leaders know that content-specific approaches are necessary to achieve real excellence. We therefore need to go deeper if we want to engage both teachers and students with the science practices. We need science-specific supervision. With that in mind, the authors provide vignettes and examples of the science practices in use, advice on observing science classrooms, concrete look-fors, and guidance on fostering ongoing teacher learning. They also offer a rich compendium of research- and evidence-based resources, including sample lessons, FAQs, and more than a dozen downloadable tools to facilitate classroom observation, feedback sessions, and professional development. This is an essential guide for any K–8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive and noncognitive skills students will need to thrive in more advanced courses, work, and society.

Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions