All the Classroom's a Stage
All the Classroom's a Stage

Author: Michael Flanagan

Publisher: Rowman & Littlefield

Published: 2020-10-28

Total Pages: 224

ISBN-13: 1475853696

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All the Classroom’s a Stage reveals how teachers can apply theater skills to the craft of teaching and enhance their ability to engage and motivate students, cultivate collaborative learning, and become stronger and more dynamic ‘performers’ in the classroom. This bookillustrates how to use theater techniques to invigorate the craft of teaching in college classrooms across multiple disciplines. The book shows readers how to explore and apply improvisation, actor-training, and directing techniques to their classroom. By using discipline-specific examples, case studies, and a breadth of theater and teacher-training experience, the book reveals how theatre can strengthen teaching and learning, improve attendance, retention, and students’ commitment to their education and to each other. Whether a new teacher navigating the job for the first time or an experienced veteran hungry for new teaching methods, All the Classroom’s a Stage will transform a traditional classroom into a dynamic creative space built on collaborative sharing of the educational experience.

Theatre in the Classroom, Grades 6-12
Theatre in the Classroom, Grades 6-12

Author: Jim Patterson

Publisher: Waveland Press

Published: 2016-07-14

Total Pages: 184

ISBN-13: 1478634022

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This latest edition, Theatre in the Classroom, Grades 6–12, equips prospective theatre teachers with key instructional methods and proven strategies for student learning. Building on the previous edition’s strengths, Patterson extensively modified and updated the entire text, incorporating the most recent theatre standards by the National Coalition for Core Arts Standards. This indispensable guide, whose theoretical and philosophical underpinnings and practical classroom applications endow it with a lifetime of use, includes ideas for resource portfolios, checklists, rubrics, and other assessment tools. Of additional value are discussions concerning managing the classroom, linking school play production with classroom learning, and recognizing and responding to classroom diversity. Patterson details important considerations and resources for planning productions, ranging from those available from professional organizations to those found within the community to those generated by students. He believes theatre learning must go beyond the study and performance of established play scripts and stresses the importance of productions written, directed, designed, and managed by students. End-of-chapter sections include: “Extension Activities”—ways to help prospective teachers further explore the subject in the college-level methods course; “Stay Connected”—websites for additional resource and research materials; and “Professional Development”—suggestions for expanding personal and career development.

What School Could Be
What School Could Be

Author: Ted Dintersmith

Publisher: Princeton University Press

Published: 2018-04-10

Total Pages: 261

ISBN-13: 069118061X

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An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.

Understanding by Design
Understanding by Design

Author: Grant P. Wiggins

Publisher: ASCD

Published: 2005

Total Pages: 383

ISBN-13: 1416600353

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What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

Promoting Positive Learning Experiences in Middle School Education
Promoting Positive Learning Experiences in Middle School Education

Author: Gaines, Cherie Barnett

Publisher: IGI Global

Published: 2021-01-15

Total Pages: 335

ISBN-13: 1799870677

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Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but middle school education, as a whole, has been left behind. For this reason, there is the need for current research on all aspects and topics that may contribute to middle school student success. Promoting Positive Learning Experiences in Middle School Education focuses on the ideal conditions for maximizing student success and engagement in middle school education. The chapters take a deeper look into the modern tools, technologies, methods, and theories driving current research on middle school students, their teachers, their classroom environment, and their learning. Highlighting topics such as curriculum reform, instructional strategies and practices, effective teaching, and technology in the modern classroom, this book is ideally intended for middle school teachers, middle school administrators, and school district administrators, along with practitioners, stakeholders, researchers, academicians, and students interested in middle school education and student success.

Teaching Classroom Drama and Theatre
Teaching Classroom Drama and Theatre

Author: Martin Lewis

Publisher: Routledge

Published: 2012

Total Pages: 202

ISBN-13: 0415665299

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Teaching Classroom Drama and Theatre will be an essential text for anyone teaching drama in the modern classroom. It presents a model teachers can use to draw together different methodologies of drama and theatre studies, exemplified by a series of contemporary, exciting practical units.

The Classrooms All Young Children Need
The Classrooms All Young Children Need

Author: Patricia M. Cooper

Publisher: ReadHowYouWant.com

Published: 2010-10-21

Total Pages: 398

ISBN-13: 1459605853

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Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. She is also recognized for exposing racism and exclusion in the early childhood classroom. Surprisingly, until now no one has attempt...

How to Differentiate Instruction in Mixed-ability Classrooms
How to Differentiate Instruction in Mixed-ability Classrooms

Author: Carol A. Tomlinson

Publisher: ASCD

Published: 2001

Total Pages: 128

ISBN-13: 0871205122

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Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.

Achievement for All in International Classrooms
Achievement for All in International Classrooms

Author: Sonia Blandford

Publisher: Bloomsbury Publishing

Published: 2017-06-29

Total Pages: 199

ISBN-13: 1474254349

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The organisation Achievement for All engaged in international projects in England, Latvia, Lithuania, Norway, South Korea, the United States of America and Wales with the aim of raising the aspirations, access and achievements of vulnerable and disadvantaged children and young people. These projects were united in bringing Special Educational Needs and Disability (SEND) back into the classroom by focusing on the relationship between parents, leaders, teachers and wider professionals. Achievement for All in International Classrooms examines these projects, looking at the context of each and the research findings, before considering how this could enhance knowledge and understanding in other international settings. Sonia Blandford examines the policy implications needed to bring SEND into the classroom, understanding of the scale of the issue, moral purpose, belief, commitment, collaboration and determination, through evaluation, research and practice. She also considers what it takes to change practice, bringing Achievement for All and SEND into the classroom, looking in particular at the implications for: - Leadership - Teaching and learning - Parent and carer engagement - Wider outcomes and opportunities - Professional development for all staff Drawing on her wealth of experience and expertise, Blandford then makes recommendations on what it would take to introduce Achievement for All in policy to bring SEND into the classroom, with particular reference to changes at national, regional and school level, as well as parental and carer engagement and a desire to improve outcomes for all children and young people.