Practical, touching and funny, David Sherrin’s Authentic Assessment in Social Studies: A Guide to Keeping It Real offers a multitude of innovative approaches while reminding us that student potential lies at the heart of everything we teachers do, writes Sarah Cooper.
Whatever grade you teach, you will find lots to use in Berit Gordon’s The Joyful Teacher, says reviewer Linda Biondi. Her expertly chosen resources, complete lessons, ideas for class environment, independent practice, assessment and more will help you and your students thrive.
The authors of the Social Studies Teacher’s Toolbox have constructed a research-based “honest, human guide” to helping students understand and care about what they learn. You will dig through and dog-ear it, and your students will be the richer for it, writes Sarah Cooper.
Assessment of Gifted and High-Ability Learners is a guide to classroom assessment for instructional decisions, using the authors’ framework, Dynamic Teaching. The book presents a good foundation of three common assessment tools, writes gifted education specialist Kate Boonstra.
Based on the first edition’s core concepts for improving daily literacy learning and assessment, The CAFÉ Book has added teacher feedback, hands-on work with students and teachers, and research to strengthen the original practice, writes teacher educator Linda Biondi.
Teachers need to learn what our students know and understand, but assessment can be difficult if language is a barrier for English learners. EL specialist Valentina Gonzalez offers tips to recognize unconscious bias, support learning with formative assessment, and more.
This year with help from the ideas illustrated in (re)Designing Narrative Writing Units, ELA teacher and coach Rebecca Crockett has faith that her 7th and 9th grade students will know what good narrative writing looks like and produce some quality writing of their own.
To foster social studies students who are more curious, collaborative and invested, Katie McGrath worked with a district team to hone essential questions and develop a process of “micro-progression” that leads each student to understanding. Steps and examples included!
Limiting feedback to final drafts means lots of teacher work and little student learning. What if, Sarah Cooper wondered, she could give students enough scaffolding – using an outline organizer and peer response – that their rough drafts included everything she wanted?
Thanks to Literacy and Learning Centers for the Big Kids, secondary teachers across the content areas won’t need to tweak elementary guides and hope things work with older kids. Instructional coach Janice Rustico finds the start-to-finish help just what her teachers need.