A real time-saver for teachers, this book contains printable, often-used classroom forms, report card comments, spelling activities, practical teacher tools, worksheets and other teaching materials that improve classroom management and save teachers months of valuable time.
Designing and Teaching the Elementary Science Methods Course (Teaching and Learning in Science Series)
Designing and Teaching the Elementary Science Methods Course is grounded in the theoretical framework of pedagogical content knowledge (PCK), which describes how teachers transform subject matter knowledge into viable instruction in their discipline. Chapters on science methods students as learners, the science methods course curriculum, instructional strategies, methods course assessment, and the field experience help readers develop their PCK for teaching prospective elementary science teachers.
Teaching for Student Learning: Becoming an Accomplished Teacher
Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning.
Teaching English Creatively (Learning to Teach in the Primary School)
What does it mean to teach English creatively to primary school children?
How can you successfully develop pupils’ engagement with reading and writing skills?
Teaching English Creatively demonstrates the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Underpinned by theory and research, it also offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching.
Creativity in Primary Science (Exploring Primary Science and Technology)
How do primary teachers incorporate all the facets of science in their teaching? * How do primary teachers plan and replan their science teaching in the light of how children are learning? * How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum?
