1593 Chapters
Medium 9780982259269

8 - Which One Doesn't Belong?

Carleton, Lindsay; Marzano, Robert Marzano Resources ePub

For lower elementary through high school language arts, math, science, and social studies

Design

This game is modeled after the one played on the children's television show Sesame Street, though it is more versatile as described here. It can be played in elementary through high school classes in any of the four major subject areas (language arts, math, science, and social studies), and can be tailored to students who have very little knowledge of the content terms and phrases, students who are practicing and deepening their knowledge, or students who have a firm grasp of the vocabulary. The idea, as the name implies, is that students look at a group of terms or phrases and pick out the one that does not belong.

Materials

You will be splitting the class into pairs or teams, and each team will need a flag (or something to signify when they are ready to provide an answer). You will also need a chalkboard or whiteboard.

Set Up

Prepare the sets of terms or phrases beforehand, with each set consisting of three terms that share some common theme or link, and one term that “does not belong.” For example, if you choose the terms yellow, green, and blue, you would choose a fourth term that is not a color word, such as one or coin. You need between ten and thirty sets, depending on how familiar the students are with the terms and phrases you have chosen and how challenging you want the game to be.

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Medium 9781935542629

Chapter 4 Self-Awareness

Angela Maiers Solution Tree Press ePub

CHAPTER 4

Self-Awareness

Knowing others is wisdom, knowing yourself is enlightenment.

— LAO TZU

As lifelong learners, our growth should never cease. Part of our growth is improving our understanding of self—why we feel what we feel, how we behave, and why we behave. This understanding affords us opportunity and independence in changing ourselves, allowing us to create the life we desire. Yet without fully knowing ourselves—who we are, what we believe, why we make certain choices—self-acceptance and change are all the more difficult. Let’s review the definition of the habitude of self-awareness:

Self-awareness provides a system of checks and balances that equips individuals to understand themselves and to make conscious choices and deliberate decisions about the direction and quality of their lives.

The quest for self-knowledge goes beyond articulating what we want from life or who we want to become. Self-awareness is the ability to simultaneously exist both inside and outside of ourselves. With this intimate knowledge, we’re able to recognize our strengths and limitations and use that awareness proactively as well as retrospectively. Self-awareness can act as an advance alert system when there are conflicts that exist between our true nature and what we are actually doing or thinking. We may not always know how to reach our destination, and may from time to time become lost, but at the very least, we’ll understand when we’re off track and be able to search mindfully for a new route.

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Medium 9780253008152

9 The Importance of the Regional Concept: The Case for an Undergraduate Regional Geography Course of Sub-Saharan Africa \ Matthew Waller

Edited by Brandon D Lundy and Solomon N Indiana University Press ePub

The regional concept in geography and outside the discipline has been promoted, criticized, or completely abandoned over the past century. Its importance within geography should appear evident, but certain geographic scholars see it as outdated and others see it as simply flawed (Eliot-Hurst 1985; Gilbert 1988; Kimble 1951; Pudup 1988; Schaefer 1953). Outside the discipline of geography, proponents of globalization make similar claims (Friedman 2005; O’Brien 1992; Ohmae 1990). However, when looking at specific world regions such as Africa, these critiques lose their merit. Regional geography has withstood the test of time as evidenced by the popularity of regional courses in higher education (Unwin and Potter 1992; Wei 2006). Geographic training in a course such as the Geography of Sub-Saharan Africa demonstrates that the “region” is not only alive and well but a critical concept for transmitting many crucial geographic concepts and skills (Murphy 2006; Murphy and O’Loughlin 2009; Wade 2006; Wei 2006).

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Medium 9781935542056

Chapter 10 The Engagement Toolbox

Mary Kim Schreck Solution Tree Press ePub

Whenever I begin a workshop for new teachers, I give them the following advice: you will be offered many varied and rich opportunities for professional development during your teaching career, and the mindset you assume when acting on these opportunities will determine how valuable they will be for you. If you can come away with a few new ideas or with a few strategies that you can incorporate in your class instruction, you have had a successful session. Not every idea or strategy will be appropriate for you. Pick those that seem to be a good fit.

I suggest that you read this chapter with much the same mindset. Many tools are highlighted here; pick the ideas and strategies that seem to be a good fit for you and your class.

First Thoughts on the Engagement Toolbox

This chapter covers a wide variety of tools—tangible and abstract—that help the teacher to grab and hold his or her students’ attention. What do you keep in your cabinets? An inventory might tell you a lot about your teaching style and your attitude toward multisensory engagement. Sometimes we think we appear one way or another, but our cabinets tell us otherwise. Many of you might not realize just how much you do try to make your lessons more alive and understandable. What is your cabinet telling you about your teaching?

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Medium 9781942496311

Chapter 4: Making School Different

William M. Ferriter Solution Tree Press ePub

Chapter 4

Making School Different

Like every educator, I care deeply about the kids who roll through the door of my classroom each day. They are at once funny, creative, determined, and hopeful—and they serve as a constant reminder that learning is an inherently joyful act worthy of celebration. But for many years, there has been little worth celebrating in our schools. Instead, we’ve let coercive policies designed to “hold schools accountable” completely destroy our learning spaces. Our classrooms have moved from places of discovery and inspiration to places driven by mastery and memorization. Schooling really has become a distant cousin to learning.

In many ways, even I am ashamed of what my classroom has become. The strain of balancing what I know matters the most for my students with the need to produce results on simplistic (yet essential) end-of-grade exams has left me professionally broken. And as the stakes get higher—like many states, North Carolina’s legislature has moved to tie employment, evaluation, and compensation decisions directly to the scores students produce on end-of-grade exams (Hui, 2013)—I catch myself making more and more questionable instructional choices. It is difficult to find time to let my students wonder, explore, and question when I am held accountable for little more than their ability to remember and recite.

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