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Explores multiple intelligences in a way which puts the full range of your abilities to work.  Through practical exercises and colorful anecdotes, this book shows many different ways to be smart, and how they can be applied to your personal and work life.

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Fran Haraway and Barbara Geldersman

A collection of motivating and skill building units on topics with “kid appeal.”  Each unit contains activities for math, science, language arts, and history.

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A collection of sixty creative, innovative, and user-friendly Active Learning lesson plans which will influence student behavior and attitudes for a lifetime.  This teaching strategy is part of the educational trend which promotes cooperation, collaboration, problem solving, critical thinking, and experiential learning.  The Active Learning approach has worked with urban as well as suburban, elementary as well as secondary, and at-risk as well as gifted students.

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This book will help caregivers of children learn how to enhance their powers of observation, know each  child as a unique individual, discover ways to build trust between children and adults and between non-parent caregivers and parents, design aesthetically pleasing, intellectually stimulating, safe, and comfortable learning environments, understand and respect the importance of children’s play, explore the role of communication between caregiver and child and its significance to the learning process, and evaluate childcare facilities and staff.

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David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec, Patricia Roy

Association for Supervision and Curriculum Development

Looks at why cooperative learning is important, the relevance of research on cooperative learning, implementing cooperative learning, teaching students cooperative skills, supervising teachers’ use of cooperative learning, and myths about cooperative learning.

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A one of a kind resource book filled with imaginative content activities designed for elementary ESL students.  Using the Natural Approach stages of preproduction, early production, speech emergence and intermediate fluency, each self-contained lesson develops critical thinking skills along with language.  All students, regardless of language ability, are able to participate and to demonstrate their creativity.

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This collection is intended as a ready reference for educators – both for understanding and incorporating environmental education into classrooms, curricula, and programs and as a handbook for finding valuable resources for environmental education “across the curriculum.” Many of these resources are referenced to the ERIC and ENC collections.  The extensive ERIC and ENC collections, funded by the U.S. Department of Education, often are overlooked by classroom teachers; but they literally are treasure troves for instruction.  This book helps to highlight them.

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Inspiring Active Learning: A Handbook for Teachers

Association for Supervision and Curriculum Development

In this book, Merrill Harmin has gathered practical, commonsense strategies many teachers have successfully used to help students become active, responsible learners.  In general, these strategies are centered on mutual respect, not bossiness; collaboration, not isolation; commitment to learning, not fear of failure; and the dignity of all, not praise or rewards for a few.

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Multiple Intelligences: The Complete MI Book

Kagan Cooperative Learning

Includes 160 MI strategies, 12 ready-to-do MI activities, step by step planning for MI lessons, assessment forms and reproducibles, and more resources

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Multiple Intelligences in the Classroom

Association for Supervision and Curriculum Development

Describes how educators can bring Howard Gardner’s theory of multiple intelligences into the classroom every day.

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Seven Ways of Teaching

IRI/Skylight Publishing

Shows you how to create lessons the draw upon the many ways of knowing you and your students possess – and how to transform your classroom into a place where fun and learning take place at the same time.

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Seven Ways of Knowing

IRI/Skylight Publishing

Develop seven ways of knowing – not just one!  This book surveys research on the theory of multiple intelligences and its relevance for today’s teachers.  It gives you practical strategies for awakening the full spectrum of intelligences, techniques for developing and nurturing them, and tools to structure lessons that incorporate multiple intelligences.

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Question Manipulatives

Kagan Cooperative Learning

A collection of game cards for cooperative learning.  Includes 527 colorful pieces.

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Portfolios in the Classroom: A Teacher’s Sourcebook

Scholastic

Portfolio assessment is a process of collecting useful and meaningful examples of students’ ongoing work in school.  These can be used to better assess a student’s growth and development over time.  Everyone can benefit from portfolio assessment – parents, teachers, administrators, and students.  In addition, portfolio assessment supports the ultimate goal of helping students become independent, lifelong learners.

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Strategies That Work

Stephanie Harvey, Anne Goudvis

Stenhouse Publishers

A child may be a great decoder, but that’s only one step toward becoming a fluent reader.  Reading implies thinking and understanding, and teachers can help children develop strategies for comprehension.  Children need to know how to make connections and ask questions, how to visualize and infer, how to extract important ideas and to synthesize information. 

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Take Part Art

Collaborative Art Projects

For Teachers, Group Leaders, Parents, and Kids.  Imaginations and spirits will soar when your group gets going on any of these 74 collaborative art projects.  No matter which artworks your group creates, you can be sure that they’ll lead to new discoveries about art and about working together – and to a whole lot of fun!

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The Case for Constructivist Classrooms

Jacqueline Grennon Brooks, Martin G. Brooks

Association for Supervision and Curriculum Development

The activities that transpire within the classroom either help or hinder students’ learning.  Any meaningful discussion of educational reform, therefore, must focus explicitly and directly on the classroom and on the teaching and learning that occurs within it.  This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts.

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The Giant Encyclopedia of Theme Activities For Children 2 to 5

Kathy Charner

Gryphon House

The result of a nationwide competition, The Giant Encyclopedia gives you 600 activities developed and tested by classroom teachers.  The activities are full of zestful learning – and all are developmentally appropriate.

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The Kid’s Guide to Social Action

Barbara A. Lewis

Free Spirit Publishing

Includes real stories about real kids and teens who are making a difference at home and around the world, step-by-step guides to social action Power Skills, ideas for working with government, real social action tools, and an up-to-date resource guide with addresses, phone numbers, and web sites for other social action groups, designed for kids to use on their own and at their own pace.

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The Learner-Centered Classroom and School

Barbara L. McCombs, Jo Sue Whisler

Jossey-Bass Publishers

Shows educators and administrators how they can create classrooms and schools that foster student motivation, learning, and achievement.  The learner-centered approach provides a dual focus on both learner and learning.  It focuses on learners by respecting them, trusting them to be responsible for their own learning, and designing practices that are sensitive to individual needs.

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The Learning Gap

Harold W. Stevenson and James W. Stigler

Simon & Schuster

Explains why our schools are failing and what we can learn from Japanese and Chinese education.

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The Multiple Intelligences Handbook

Bruce Campbell

Campbell & Associates, Inc.

Lesson plans and description on preparing the MI classroom, preparing students and parents, preparing for MI teaching, assessment in an MI classroom, teaching MI lessons, preparing students for self-directed learning, and teaching MI curriculum units.

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The New Circles of Learning: Cooperation in the Classroom and School

David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec

Association for Supervision and Curriculum Development

Reinforces the cooperative learning theories found in Circles of Learning: Cooperation in the Classroom and expands those theories to include the school and school district. 

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Integrating Differentiated Instruction + Understanding by Design

Carol Ann Tomlinson and Jay McTighe

ASCD

In this book, Differentiated Instruction and Understanding by Design converge providing readers fresh perspectives on two of the greatest contemporary challenges for educators:  crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners.  Each model strengthens the other.  Understand by Design is predominately a curriculum design model that focuses on what we teach, and how we teach.  Differentiated Instruction focuses on whom we teach, where we teach, and how we teach.  The authors show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.

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The Understanding by Design Handbook

Jay McTighe and Grant Wiggins

Association for Supervision and Curriculum Development

This handbook is the companion book to Understanding by Design, which provides the conceptual foundation for a theory of understanding that is based on six facets of understanding.  The handbook offers the practical side: a unit planning template, worksheets, exercises, design tools, design standards and tests, and a peer review process for learning and applying the ideas in Understanding by Design

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Understanding by Design

Grant Wiggins and Jay McTighe

Association for Supervision and Curriculum Development

This book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans.  Though backward from habit, this approach brings more focus and coherence to instruction.

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Understanding by Design: Professional Development Workbook

Jay McTighe and Grant Wiggins

Association for Supervision and Curriculum Development

Extends the ideas presented in Understanding by Design by focusing on professional development and the practical matters of curriculum design.

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Understanding by Design Study Guide

Grant Wiggins and Jay McTighe

Association for Supervision and Curriculum Development

A tool that can be used by groups of people interested in exploring the ideas in the book Understanding by Design.  The guide follows the chapters of the book and provides practical ideas for group study such as a chapter summary, review questions, essential questions to stimulate inquiry and discussion, provocations for further exploration, and tools such as graphic organizers and flip chart exercises.

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Write! Mathematics

Virginia DeBolt

Kagan Cooperative Learning

Writing activities for multiple intelligences and cooperative learning.

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Questions are fundamental to teaching because they encompass the three central components of effective teaching: The provide information; they help students transfer that knowledge to subsequent learning; and they take students to the highest levels of learning, in which they apply knowledge in various situations in their lives.  The attention teachers give to planning questions will determine their education outcomes.

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Filled with children's work and classroom scenarios, Read Any Good Math Lately? demonstrates the rich potential literature holds for engaging learners in a variety of mathematical investigations.  It is an invitation to teachers, parents, and librarians to make the reading and sharing of good literature a natural part of mathematics teaching and learning.

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Flying With Both Wings is the inspiring story of Neil Brewer's creation and the effect the Harmon Bidwell project has had on students.

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The three characteristics of effective teachers:  1. Have classroom management skills.  2. Teach for lesson mastery.  3. Practice positive expectations.

Part 1 - Basic Understandings-The Teacher - sample topics covered:  - What is an effective teachers?   - How to be a happy first-year teacher   - The need to use research-based practices   - The need to succeed on the first day of school

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 2 - First Characteristic - Positive Expectations - sample topics covered:   - How to help students succeed   - How to dress for success   - How to invite students to learn.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 3 - Second Characteristic-Classroom Management - sample topics covered:   - How to have a well-managed classroom   - How to post assignments   - When and how to take roll   - How to have an effective discipline plan-rules   - How to have an effective discipline plan-consequences and rewards.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 4 - Second Characteristic-Classroom Management - sample topic covered:   - How to have students follow classroom procedures.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 5 - Third Characteristic-Lesson Mastery - sample topic covered:   - How to get your students to work cooperatively.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 6 - Third Characteristic-Lesson Mastery - sample topics covered:   - How to get your students to do their assignments   - How to get your students to pass their tests   - How to increase student learning and achievement.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 7 - Future Understandings-The Professional - sample topics covered:   - How to achieve happiness and success as a teacher   - How to become a professional educator.

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The three characteristics of effective teachers:  1. Practice positive expectations.  2. Have classroom management skills.  3. Teach for lesson mastery.

Part 8 - First Characteristic - Positive Expectations - sample topic covered:   - How to increase positive student behavior.

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Program 1 - School Factors is to introduce the participants to the factors that are primarily a function of school policy and schoolwide decisions and initiatives:  □ Guaranteed and viable curriculum   □ Challenging goals and effective feedback   □ Parental and community involvement   □ Staff collegiality and professionalism.

During the workshop, participants examine 21 specific elements related to the five school-level factors and consider possible interventions a school might take to address the factors.

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Program 2 - Teacher Factors is to introduce participants to the factors that are primarily a function of decisions individual teachers make that affect the students in their classes:  □ Instructional strategies   □ Classroom management   □ Classroom curriculum design.

During the workshop, participants examine 37 specific elements related to the three teacher-level factors and consider possible interventions a school might take to address the factors.

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Program 2 - Student Factors is to introduce participants to the factors that are primarily a function of the background of the students:   □ Home Environment   □ Learned intelligence and background knowledge   □ Motivation.

During the workshop, participants examine eight specific elements related to the three student-level factors and consider possible interventions a school might take to address the factors.

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This workshop and video program focus on the prerequisites of effective teaching, studying the teacher both as an individual and as a professional.  You will see the influence a teacher's background and professional preparation have on teaching performance.  You will also learn how personal behaviors contribute to success in the classroom.

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This workshop and video program focus on the management and organizational skills necessary to create an effective learning environment.  You will see how routines and rules engage students and keep disruption to a minimum.  You will also learn how a teacher can maximize learning time to the benefit of the students.

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This workshop and video program focus on the implementation of instruction and assessment.  You will see which instructional strategies are the most effective.  You will also learn the importance of daily assessment.

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Also incorporated is research - past and present - such as Multiple Intelligences; Principles of Learning; Cooperative Learning; Brain Compatible Learning; Curriculum Scaffolding; and Environmental Organization. 

An accompanying Viewer's Guide (IN078) provides you with a framework for practice and other supporting resources. 

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This DVD video is essential for kids who have dogs as pets as well as children who haven't had much exposure to dogs.  Kids will love the step-by-step demonstrations that explain how to meet a dog, what to do when they see a loose dog, what to do when they see a group of loose dogs, and how to read a dog's body language.

The companion workbook that goes with this DVD is IN097WB

Also goes with IN080 and IN081.

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The companion Teacher's Guide & Activity Copymasters booklet needed for this program is IN080TG.

Also goes with IN079 and IN080.

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Also goes with IN079 and IN080.

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Program 2:    Δ  Introduction to class meetings     Δ  The Eight Building Block of class meetings     Δ  Six reasons why class meetings fail     Δ  Format for class meetings

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Video 2: The theory of M (memory) space and the impact on short-term memory is explained.  The functions of long-term memory are explored.  Classroom examples of teachers helping students bring learning into long-term memory are portrayed.

Video 3: The need for an enriched environment that appeals to the brain is presented.  Neuroplasticity and its role in intellectual development is defined.  Conditions which make students at risk for learning are examined.  Examples of classroom climates that are brain compatible are explored.

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Program Two: Getting Started  -  Preparing the Community, Administration, and Students' starting steps.  Highlights:  ◊ Three strategies that work  ◊ Where is the content model  ◊ Group investigation model  ◊ National history day model  ◊ A construct

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The "Low Yield" student is a child who has great capacity but has not yet realized it.  In a High Impact School, all students can increase their performance.  Examine the critical core ingredients of High Impact Schools.  Explore the sense of purpose, mission, and possibility.  Develop a sense of belonging, safety, and participation.  Create teaching and learning that is authentic, engaging, and empowering.  Provide access and opportunities contributing to support systems for everyone.

Program 2 - Building Success Through Holistic Teaching

Holistic teaching rewards the whole child - the heart, soul, and mind of each youngster, which is critical to the needs of the "Low Yield" student.  Consider the three domains of holistic teaching: cognitive, affective, and conative.  Explore the core processes of holistic teaching, the strategies and practices that make it happen.  Implement teamwork that has coherence and synergy.  Create routines and rituals in the classroom and the school.  Foster strategic use of data and information.  Incorporate recognition and rewards.

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◊ Review the Principles upon which the Standards are based that all teachers should implement.  The Principles are: Equity, Curriculum, Teaching, Learning, Assessment, and Technology.

◊ Examine the ten Standards designed for all grade levels.  See how the five Content Standards address the mathematical concepts students should know.     1-Number & Operations     2-Algebra     3-Geometry     4-Measurement     5-Data Analysis & Probability

◊ The Process Standards are presented in depth.  Learn how the five Process Standards explain ways to acquire and apply the content.     6-Problem Solving     7-Reasoning & Proof     8-Communication     9-Connections     10-Representation

◊ Observe outstanding teachers applying the Process Standards with their students.

Program 2  -  Applying Standards in the Classroom

◊ Learn to implement the Standards in all mathematic lessons.                                                                                                       ◊ Explore integrating various Standards for more meaningful learning.                                                                                          ◊ Recognize the excitement and engagement in learning mathematics among all students.                                                                  ◊ Understanding the values of applying the Principles and Standards to students learning mathematics.

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Observe effective strategies as they are utilized: ◊ Strategies are as wide and varied as the teachers who use them     ◊ All good lessons have a clear beginning, middle and end     ◊ Students are engaged and given ownership of their learning.

Learn to personalize within the context of social studies by keeping students focused on: ◊ Events     ◊ Places     ◊ Social phenomena     ◊ The impact of these things on students' lives.

Observe active learning in social studies classrooms: ◊ Students are intellectually stimulated and emotionally connected     ◊ Through movement and activity students are physically involved       ◊ Learners are able to argue, persuade, and question through class activities.

Nurture thinking and expression in social studies that: ◊ Occurs when educators act as facilitators of learning     ◊ Invite students opinion and analysis         ◊ Is examined carefully through Socratic and Paideia Seminars.

See social studies teachers who focus on the learners and are passionate about: ◊ Content     ◊ Their approach to teaching     ◊ The students they work with     ◊ Life itself.

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Program 1: Acceptance and Accommodation covers understanding differences, accepting the differences the students bring, accommodate differences in the approach to instruction, and supporting the students from where they come.

Program 2: Affirmation covers affirming differences, raising expectations, engaging families, and celebrating success.

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Program 2: Developing and Training Coaches - The development and training of coaches in every aspect of their work is essential if they are to succeed in helping teachers increase student learning.

Program 3: The Coach in the School Setting - Coaches can be monitored as they record and report their daily activities, and through communication with administrators.

Program 4: Coaches in Action - This highlights the daily activities of several coaches, following their routines.  2. The coaches will be seen connecting with administrators, working in classrooms, and having team and teacher meetings.

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Program 1: Knowing the Learner: ◊ Understanding the what and why of differentiation  ◊ Identify student readiness  ◊ Crystallize student interest  ◊ Create a learning profile for each student.

Program 2: How to Differentiate:  ◊ Educators understand themselves as learners  ◊ Manage Differentiation  ◊ Plan with the applied differentiation map.

Program 3: Leadership and Implementation:  ◊ Create a climate for differentiation  ◊ Provide Training and Leadership  ◊ Offer ongoing support  ◊ Examine structures that work.

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Program 1: Knowing the Learner: ◊ Understanding the what and why of differentiation  ◊ Identify student readiness  ◊ Crystallize student interest  ◊ Create a learning profile for each student.

Program 2: How to Differentiate:  ◊ Educators understand themselves as learners  ◊ Manage Differentiation  ◊ Plan with the applied differentiation map.

Program 3: Leadership and Implementation:  ◊ Create a climate for differentiation  ◊ Provide Training and Leadership  ◊ Offer ongoing support  ◊ Examine structures that work.

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Program 1: Leadership  - No excuses begin with principles, administrators, and teacher leaders who:  ◊ Build equity among staff and students.  ◊ Provide clear vision and direction for all to follow.  ◊ Create accountability for teachers based on high expectations and support.  ◊ Sustain innovation through relevant and continuous professional development.

Program 2: School Culture - Schools create a culture of success by institutionalizing:  ◊ Responsible professional attitudes focused on high expectations.  ◊ A clear focus on students that establishes learning goals for all students while acknowledging individualized learning needs.  ◊ A safe and motivating inclusive environment.  ◊ Collaboration among teachers, students, parents, and administrators.

Program 3: Teaching & Learning - Every student succeeds when we have effective classroom teachers who focus on:  ◊ a standards-driven and culturally relevant curriculum.  ◊ Teaching skills that individually engage students daily in the instruction.  ◊ The use of assessment data to modify teaching based on student needs.  ◊ Providing interventions that support students before they fail.

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Program 1: Leadership  - No excuses begin with principles, administrators, and teacher leaders who:  ◊ Build equity among staff and students.  ◊ Provide clear vision and direction for all to follow.  ◊ Create accountability for teachers based on high expectations and support.  ◊ Sustain innovation through relevant and continuous professional development.

Program 2: School Culture - Schools create a culture of success by institutionalizing:  ◊ Responsible professional attitudes focused on high expectations.  ◊ A clear focus on students that establishes learning goals for all students while acknowledging individualized learning needs.  ◊ A safe and motivating inclusive environment.  ◊ Collaboration among teachers, students, parents, and administrators.

Program 3: Teaching & Learning - Every student succeeds when we have effective classroom teachers who focus on:  ◊ a standards-driven and culturally relevant curriculum.  ◊ Teaching skills that individually engage students daily in the instruction.  ◊ The use of assessment data to modify teaching based on student needs.  ◊ Providing interventions that support students before they fail.

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The implementations of Control Theory is not a quick-fix answer but rather a pathway toward helping students assume more responsibility for their own behavior and success.  A basic precept of Control Theory is that control in a person's life comes from within that person, not from without.  Stimulus-Response psychology is based on the idea that human behavior is controlled through external stimuli.  This perception encourages irresponsibility because it allows the individual to find excuses and put responsibility on an external source.  Schools that intentionally teach Control Theory to their students provide them with knowledge that empowers them to take effective control of their lives.  Schools can provide youngsters the opportunity to engage in the process of building new behaviors which satisfy their basic needs.  Success is the glue which holds responsible behaviors in place.  It is the powerful feeling that comes from being able to make your own good life.

Video 2 Highlights:

Schools improve in quality by helping students value the learning process; not by lengthening the school day or giving more homework.  The steps in an effective process are (1) set a goal, (2) make a plan (3) take action (4) check the results.  The "time-out" concept is an opportunity for students to evaluate their behavior, regain control, and make a plan to be responsible.  Schools which use a "time-out" approach engage students in a series of progressive separations.  An essential component of this growth process is the youngster's interaction with a caring adult about the plan to become more responsible.  Cooperative learning is a teaching/learning strategy which addresses the critical issues raised in the study of Control Theory.  Utilization of Cooperative Learning requires teacher expertise, structure, and time for team building activities which nurture trust and communication skills.

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