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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. Offers an innovative approach for improving literacy, thinking, and content learning in secondary students Includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines Features chapters on each of the content areas-math, science, language arts, and social sciences Provides leadership guidance in implementing the method Foreword written by internationally acclaimed educator and cognitive scientist Lauren Resnick
This book explains the content of nine areas in social studies. If teachers know what history, biographical studies, and the United States Constitution mean for instruction, they can increase the probability of better-focused content in their social studies instruction.
Trade schools, universities, and programs for international students have begun to experiment with Content and Language Integrated Learning (CLIL) as a viable pedagogy for instruction, as the pedagogy of CLIL increasingly gains recognition as a practical form of language and content education in Europe and beyond, and its application in instructional settings becomes more diverse. Corresponding with CLIL’s growth, this book focuses on foreign language use during peer interactions in a new CLIL setting. It particularly concentrates on how to conduct research when the focus is on learner interactions. The theoretical background, research methods, and research instruments are explained in a brief and understandable manner. This book is intended for those interested in CLIL and peer interactions and includes a framework and ideas for investigating new CLIL contexts in a practical manner allowing undergraduate and graduate students to conduct their own research in these settings.
The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners' appropriation of a foreign language as a medium of learning.
A laser-beam focus on improving instruction to improve learning If we want to change how students write, compute, and think, then teachers must transform the old “assign-and-assess” model into engaging, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions. Unlike other books that stop at evaluating teachers and instruction, this work demonstrates how to grow schools’ instructional capacities with a three-step process that involves: Envisioning what good teaching looks like Measuring the quality of current instruction against this standard Working relentlessly to move the quality of instruction closer and closer to the ideal

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