This bestseller describes alternatives to lecturing, traditional questioning, and individual pencil and paper tasks. It offers practical advice on how teachers can harness the potential of the extended period.

"It is not unusual for teachers to feel overwhelmed when their school shifts from a traditional bell schedule to a 90-minute block. Sejnost guides teachers from feelings of apprehension and nervousness to those of confidence and excitement by giving them tools and research-based strategies to reach their students in new and challenging ways." —Nancy W. Sindelar, Instructor and Consultant California State University, San Bernardino "Sejnost presents strategies that enable students to locate, synthesize, evaluate, retain, and utilize information as successful adolescent learners and as successful adults in our fast-paced, knowledge-driven society." Nancy K. MaGill, Program Director, Our American Voice Barat Education Foundation Effectively use extended class periods to enhance student achievement! Roberta L. Sejnost offers an alternative to the usual lecture format to help teachers create coherent, effective lessons for extended blocks of instructional time, no matter what the subject or grade level. This book provides teachers with a four-phase lesson planning framework and numerous teaching strategies to build higher-level thinking skills and increase student learning. Teachers can use practical, research-based methods and tools such as cooperative learning, quality questioning, and graphic organizers to reach secondary students. The author includes reproducible blackline masters for classroom use, plus activities for: Preparing students for learning by fostering their prior knowledge, helping them set a purpose for reading and learning, and teaching the vocabulary necessary for understanding Helping students actively interact with and process what they have learned Clarifying and reinforcing content and taking learning to the next level Tools for Teaching in the Block enables educators to take advantage of block scheduling to promote reading, writing, and critical thinking in adolescents.

Provides detailed instructional strategies, sample lesson plans, and sample assessments which can be adapted in your classroom to help create better readers and more effective writers.

This bestseller describes alternatives to lecturing, traditional questioning, and individual pencil and paper tasks. It offers practical advice on how teachers can harness the potential of the extended period.

Provides detailed instructional strategies, sample lesson plans, and sample assessments so that mathematics teachers can make the best use of the additional time.

In Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes: Block One, Social and Emotional Learning details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others. Block Two, Inclusive Instructional Practice includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms. Block Three, Systems and Structures suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms. The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom--including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.

"This book shares a vision of project-based learning that is rooted in systemic understandings of social change and provides a pragmatic framework and tools for teachers to develop their practice in creative and sustaining ways. It demonstrates how to support different learners to produce intellectually rigorous and creative work by centering students' lives and experiences and offers the realistic perspective of a teacher working in an urban public high school. The text includes many classroom scenes and examples of curriculum design strategies"--