Planning Powerful Instruction, Grades 2-5

7 Must-Make Moves to Transform How We Teach--and How Students Learn
1. Auflage 2020
ISBN: 978-1-5443-4281-8
Verlag: SAGE Publications Inc

Buch, Englisch, 320 Seiten, Format (B × H): 278 mm x 216 mm, Gewicht: 898 g

Reihe: Corwin Literacy

Are you ready to plan your best lessons ever?

With so many demands and so much content available for teachers, we need to put a higher value on an often-overlooked skill: planning learning experiences that will both engage and inspire our students, by design, over time.

Planning Powerful Instruction is your go-to guide for transforming student outcomes through stellar instructional planning. Its seven-step framework—the EMPOWER model—gives you techniques proven to help students develop true insight and understanding. You’ll have at your fingertips:

- the real reasons why students engage—and what you must do to ensure they do
- a framework to help you create, plan, and teach the most effective units and lessons in any subject area
- more than 50 actionable strategies to incorporate right away
- suggestions for tailoring units for a wide range of learners
- downloadable, ready-to-go tools for planning and teaching

Whether you are a classroom teacher, an instructional leader, or a pre-service teacher, Planning Powerful Instruction will forever change the way you think about how you teach and the unique value you bring to your learners.

Autoren/Hrsg.

Fachler, Adam

Wilhelm, Jeffrey D.

Butts, Christopher

Miller, Jackie

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Acknowledgments
About the Authors
Introduction
PART 1: TRANSFORMATIVE PLANNING AND INSTRUCTION
Chapter 1. What’s at Stake? Teaching Toward Expertise With a Sense of Urgency
Chapter 2. Making the Shift From Informational to Transformational Teaching
Chapter 3. Introducing the EMPOWER Canvas
PART 2: ENVISIONING AND MAPPING
Chapter 4. Envisioning the Destination Through Principled Planning Protocols
Chapter 5. Mapping the Path to Mastery Through Task Deconstruction
PART 3: PRIMING AND ORIENTING
Chapter 6. Priming Learners Through a Caring Community and Collaborative Classroom Culture: A Prerequisite for Inquiry as Cognitive Apprenticeship (ICA)
Chapter 7. Priming and Orienting Learners Through Essential Questions
Chapter 8. Priming and Orienting Learners Through Frontloading
PART 4: WALKING THROUGH, EXTENDING, AND EXPLORING
Chapter 9. Walking Learners Through With Visualization Strategies
Chapter 10. Walking Learners Through With Think-Aloud Strategies
Chapter 11. Walking Learners Through With Questioning
Chapter 12. Extending Expertise With Collaborative Group Structures
Chapter 13. Extending Expertise by Promoting Deep Discussion
PART 5: REFLECTING
Chapter 14. Reflecting Through Formative Assessments and to Cultivate a Spirit of Transfer
Chapter 15. Putting It All Together: Pursuing Real-World Culminating Projects and Performance-Based Summative Assessments
Concluding Thoughts: What’s Next? An EMPOWERed Vision of Our Future Teaching and Learning
References
Index

Über Autor(innen)

Butts, Christopher
Christopher Butts has worked in education since 2003. He spent the first ten years at the elementary level as a paraprofessional with English Learners and a classroom teacher for third and fourth graders. During that his grade level team created a community garden. He also taught at a migrant summer school and English classes for parents in the evenings. As a Teacher Consultant with the Boise State Writing Project Chris co-designed and co-facilitated online courses about informational and argument texts. He also provided local Idaho districts training around the Common Core Standards. Starting in 2013, Chris worked with Teacher Consultants from the National Writing Project and the Idaho State Department of Education to establish the Idaho Coaching Network, an organization that provides training in literacy instruction and teacher leadership. Since 2016-17, he has been a Title I Coach at the alternative school for the Boise School District, Frank Church High School, where he enjoys co-teaching various levels of math and English

Wilhelm, Jeffrey D.
A classroom teacher for fifteen years, Jeffrey D. Wilhelm is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project.

Fachler, Adam
Adam Fachler is a strategist, coach, and consultant for Pre-K-12 teachers and educational leaders throughout New York. Formerly a middle school teacher, staff developer, and intern principal, he left the classroom in 2014 to co-found the School in the Square, a public charter school in Washington Heights. In addition to creating the EMPOWER framework, Adam is also a leading expert in Thinking Maps®—a visual language for learning—and leads acclaimed regional certification workshops in the methodology. In all his work, Adam strives to provide educators with the engaging professional development that they deserve. Adam lives with his wife Liz in Brooklyn, NY.