β Scribed by Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick
No coin nor oath required. For personal study only.
An authoritative guide for improving teaching, learning, and literacy in content area classrooms
This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also shows how school instructional leaders can support teachers in learning and using this instructional approach.
π SIMILAR VOLUMES
Content: <br>Chapter 1 Engaging Content Teachers in Literacy Development (pages 1β13): Stephanie M. McConachie and Anthony R. Petrosky<br>Chapter 2 Disciplinary Literacy: A Principle?Based Framework (pages 15β31): Stephanie M. McConachie<br>Chapter 3 Disciplinary Literacy in the History Classroom (p
An authoritative guide for improving teaching, learning, and literacy in content area classroomsThis book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by ac
This book attempts to present a state-of-the-art review of the theory, research, and practice related to academic reading in four core curriculum content areasβliterature, history, science, and mathematics. It demonstrates that contrary to popular beliefs, the task of learning to read is by no means
This book is a fictionalized account of how a licensed school teacher developed, implemented, and refined the application of Lean principles and applied them to her classroom instructional practice to complete the delivery of her assigned curriculum while at the same time ensuring her students achie
This book is a fictionalized account of one teacher s effort in applying process improvement principles to her teaching practices. Lisa s story is based on actual practice, and resulted in an innovative application of the lean waste-elimination approach to classroom teaching and learning. It also re
Httner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants' educational outcomes. The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acqui