Any school that wants to prepare students for success in the 21st century and teach them skills that are relevant to a more globalized, interconnected, and digital world has to consider how to assess for those skills. Here's a DVD series that helps you explain to everyone in your school exactly how to do that. Use all three DVDs in workshops, team meetings, and professional learning communities to take you and your colleagues to 21st century initiatives in rural and urban school areas, in the United States and abroad. Featured expert Jay McTighe helps you discover which skills and competencies students must master to succeed in this change-dominated and technology-driven world. Explore what effective assessment looks like when it promotes true 21st century learning for all students. Learn how schools and districts can assess what is valuable, not just things that are easiest to test and grade. To help you and your colleagues engage in active learning and discussion of the concepts in the video, an embedded professional development program on each DVD gives you PowerPoint presentations and handouts.
Instructional Power is a collection of simple yet effective strategies and ideas for increasing student engagement and participation. You'll see elementary, middle school, and high school teachers and students in action though filmed in co-taught classes; these techniques are easily adaptable for use by any teacher.
This DVD give teachers and administrators looking for ways to add "punch" to their instruction that can help improve student outcomes. It's a great starting point for conversations about classroom use of simple technology, the importance and feasibility of differentiation during instruction, and the impact that brisk pacing and high levels of student participation combine to boost student outcome.
The Forum's Co-Teaching Video Series presents nationally renowned co-teaching expert Dr. Marilyn Friend. More Power: Instruction in Co-Taught Classrooms, builds on the six co-teaching approaches Dr. Friend made famous in the Forum's Power of 2 DVD by presenting seven key dimensions of effective instructional practices across K-12 settings. This next generation of co-teaching empowers teachers and gives students a richer and deeper classroom experience. This DVD incorporating evidence-baced strategies, demonstrates how to get more power from your co-teaching to improve outcomes for all students.
"I am excited about this video for staff development. It will take us beyond the initial components of co-teaching and into the next level of instruction." - Alexa Tate, Educational Consultant, Edwardsville, IL
Releasing the Power is the next training video in the Forum's Co-Teaching Video Series. Leaders at the Charlotte-Mecklenberg School District decided that to meet achievement and accountability standards mandated in federal education law, they had to do something very different. If students with IEPs continued to be educated largely in special classes and resource rooms, those students would have a difficult path to success. Releasing the Power illustrates how the Charlotte-Mecklenberg School District researched, created, and implemented a district-wide co-teaching initiative. Today CMS is an exemplary model of what can happen when a district releases the power of two.
First on this DVD, CMS Superintendent and his top deputy for Special Education discuss the district's inclusive Facilitator's Guide PDF /practices and co-teaching journey from conception through implementation. Then you'll hear CMS principals discuss, in practical detail, the expectations, challenges, and supports necessary to ensure all students are learning in co-taught classrooms. DVD includes a digital viewing guide and a rubric for judging the fidelity of your implementation using a framework developed by Professor Friend.
Featuring Gayle Gregory, Cindy Strickland, and other experts
How successful are your teachers in implementing differentiation practices in their classrooms? You will be excited to learn that School Improvement Network and The Video Journal of Education just released the most comprehensive tool available to help teachers understand and use differentiation with their students.
Applied Differentiation: Making It Work in the Classroom features Gayle Gregory, Cindy Strickland, Lin Kuzmich, and exemplary teachers and administrators.
These powerful programs can provide hours of group training for teachers and administrators on a school or district level as well as job-embedded professional learning. Teachers can see how successful teachers design lesson plans and deliver them in their differentiated classrooms---and specific templates and frameworks are included that will help teachers identify learning styles and differentiate lessons using the newly released Applied Differentiation Map..
Program 1: Knowing the Learner
Understand the What and Why of Differentiation
Differentiation creates motivation in all learners, especially those who have not been excited about school.
Educators intentionally use data to recognize student needs and interests that provide links to successful learning.
Identify Student Readiness
Connect to students with where they are. The constant pull to greater knowledge or skills will engage students not otherwise ready for the learning.
Crystallize Student Interest
As teachers tie what students like into topics, interest will increase and learning will result.
Create a Learning Profile for Each Student
Use the Learning Profile Matrix to help understand how students learn best through their learning styles, intelligence inclinations, culture, race, and gender.
Program 2: How to Differentiate
Educators Understand Themselves as Learners
Begin small by starting with familiar topics.
Apply learning styles, techniques, and strategies teachers know.
Manage Differentiation
Sustain a positive safe climate.
Establish and practice routines.
Provide anchor activities to engage students without direction.
Plan with the Applied Differentiation Map, a dynamic tool for lesson planning
The map will help teachers understand: WHERE to begin. WHAT is differentiated and WHAT are student needs. HOW students will learn and HOW learning is to be demonstrated.
Program 3: Leadership and Implementation
This program is designed to help educational leaders start the process of differentiation within their schools.
Create a Climate for Differentiation
Teachers, like students, have differing needs and styles.
Provide Training and Leadership
The principal must take responsibility to initiate improved instruction. Allow teachers to observe other teachers, to coach or be coached, and to participate in learning communities.
Offer Ongoing Support
Help teachers feel empowered, accountable and professional.
Examine Structures That Work
Training and sustaining structures need not be rigid, but must be sensible and consistent.
Featuring Gayle gregory, Cindy Strickland, and other experts
How successful are your teachers in implementing differentiation practices in their classrooms? You will be excited to learn that School Improvement Network and The Video Journal of Education just released the most comprehensive tool available to help teachers understand and use differentiation with their students.
Applied Differentiation: Making It Work in the Classroom features Gayle Gregory, Cindy Strickland, Lin Kuzmich, and exemplary teachers and administrators.
These powerful programs can provide hours of group training for teachers and administrators on a school or district level as well as job-embedded professional learning. Teachers can see how successful teachers design lesson plans and deliver them in their differentiated classrooms---and specific templates and frameworks are included that will help teachers identify learning styles and differentiate lessons using the newly released Applied Differentiation Map..
Program 1: Knowing the Learner
Understand the What and Why of Differentiation
Differentiation creates motivation in all learners, especially those who have not been excited about school.
Educators intentionally use data to recognize student needs and interests that provide links to successful learning.
Identify Student Readiness
Connect to students with where they are. The constant pull to greater knowledge or skills will engage students not otherwise ready for the learning.
Crystallize Student Interest
As teachers tie what students like into topics, interest will increase and learning will result.
Create a Learning Profile for Each Student
Use the Learning Profile Matrix to help understand how students learn best through their learning styles, intelligence inclinations, culture, race, and gender.
Program 2: How to Differentiate
Educators Understand Themselves as Learners
Begin small by starting with familiar topics.
Apply learning styles, techniques, and strategies teachers know.
Manage Differentiation
Sustain a positive safe climate.
Establish and practice routines.
Provide anchor activities to engage students without direction.
Plan with the Applied Differentiation Map, a dynamic tool for lesson planning
The map will help teachers understand: WHERE to begin. WHAT is differentiated and WHAT are student needs. HOW students will learn and HOW learning is to be demonstrated.
Program 3: Leadership and Implementation
This program is designed to help educational leaders start the process of differentiation within their schools.
Create a Climate for Differentiation
Teachers, like students, have differing needs and styles.
Provide Training and Leadership
The principal must take responsibility to initiate improved instruction. Allow teachers to observe other teachers, to coach or be coached, and to participate in learning communities.
Offer Ongoing Support
Help teachers feel empowered, accountable and professional.
Examine Structures That Work
Training and sustaining structures need not be rigid, but must be sensible and consistent.
Over the past several years much has changed in schools: Federal education laws have raised student academic standards; professional accountability for student outcomes is a requirement--everyone counts; and access to the curriculum is the expectation for all students--it is no longer an option. As these changes have occurred, co-teaching has increased in importance. Its practice is now broader, but not necessarily deeper, and many questions concerning creating and sustaining co-teaching as a service delivery option still come up.
The Power of Two (Revised Edition) provides a comprehensive look at co-teaching as part of the foundation of an inclusive and collaborative school, and it is designed to assist professionals to maximize student outcomes through classroom partnerships. The core concepts are included here--for example, clear and detailed demonstrations of six co-teaching arrangements that make up the heart of this service delivery model. In addition, lessons learned from those who have considerable experience with co-teaching and the shift in the context in which school programs now operate are emphasized, as are the suggestions made by professionals in the field who work with co-teaching on a daily basis.
These changes in the Power of Two are still intended to assist educators-first-year teachers and those with extensive experience-to collaborate and share their knowledge and skills in order to help their students maximize their potential.
As teachers learn about the power of differentiation and how it will increase achievement for all students, they will
Understand the necessary elements for planning such as Climate, Knowing the Learner, Assessment, Adjustable Assignments, Instructional Strategies, and Curriculum Approaches.
Observe classrooms with a primary focus on Knowing the Learner.
Understand the importance of continuous assessment before, during, and after instruction.
Explore how to adjust learning tasks for different types of students.
See how providing choices will motivate and assist all learners.
Observe how assorted curriculum approaches such as centers, projects, and contracts can widen the options available for students
As teachers learn about the power of differentiation and how it will increase achievement for all students,they will
Understand the necessary elements for planning such as Climate, Knowing the Learner, Assessment,Adjustable Assignments, Instructional Strategies, and Curriculum Approaches.
Observe classrooms with a primary focus on Knowing the Learner.
Understand the importance of continuous assessment before, during, and after instruction.
Explore how to adjust learning tasks for different types of students.
See how providing choices will motivate and assist all learners.
Observe how assorted curriculum approaches such as centers, projects, and contracts can widen the options available for students.
The Problem of Scale
The problem of scale is what Elmore describes as "innovations that require large scale changes in the core of educational practice." He argues it seldom occurs and it seldom lasts very long. The Schaumburg Elementary District 54 is a district that has almost all of its 27 elementary schools to scale practicing an inclusive philosophy. It is a diverse school system of 16,000 students with 30% minority enrollment and a special enrollment of approximately 2000 students. Students speak forty-two different languages. Dr. Marilyn Friend invited Dr. Leonard Burrello, to accompany her to the district. He found that Schaumburg #54 was probably one of the very best at getting to scale, and only one of two districts that he has ever visited that is making a difference across every school in its entire system.
On this DVD, Schaumburg #54 representatives discuss their direction and planning philosophy at the district and school level. Schaumburg #54 will inspire you, and help you reach your own goals.
The elements of the Schaumburg story are depicted in the following segments:
1. The Planning Philosophy - start small and honor all commitments
2 . Shared Vocabulary - creating a communal lexicon
3. Ongoing Professional Development - starting with the special education community of teachers and related service staff
4. Sustaining the Momentum - provide the same resource basis for change in each school
5. Growing Collaboration - instructional practices that provide access to the curriculum for all students. Voice recognition technology helps Jason write. (His mom likes it too.)
6. Parent and Community Partnerships - that invite and set realistic expectations for participation
7. Defining Success - from test scores to a sense of belonging, Schaumburg #54 is making inclusion a priority across its district
DVD (With Digital Viewing Guide) / 2001/ 32 minutes
Classrooms have always had students who learn at different rates, who have prior knowledge about the curriculum, who have varying abilities and bring different backgrounds and baggage into classroom. When students with disabilities are included, the range of those differences widens. In order to reach every student, teachers may need to make choices that they haven't confronted before.
This DVD and accompanying manual provides a conceptual model for adapting curriculum across the learning spectrum. The framework challenges teachers' existing repertoire and arms them with additional approaches to enhance student learning. The framework is divided into the four steps teachers take when planning units of study:
1. The Process of Teaching
2. Practices, Decision Making, and Planning
3. Fine Tune for Individual Learners
4. Refine, Reflect, Assess and Evaluate
Each step has examples of at least three adaptations.
Teachers from elementary and secondary programs describe the adaptations that have proven successful. These adaptations recognize the need for student variation in learning and instruction.
The theory of Multiple Intelligences and Cooperative Learning form a powerful union resulting in more effective teaching and learning for all students. To implement cooperative learning for increased student success, teachers will
Discover how to teach content through Cooperative Learning and Multiple Intelligences.
Explore Cooperative Learning structures for each of the Multiple Intelligences.
Observe demonstrations of many new Cooperative Learning structures.
Provide successful learning opportunities for greater numbers of students across the curriculum.
See numerous examples of Cooperative Learning as used to enhance learning in successful classrooms
The theory of Multiple Intelligences and Cooperative Learning form a powerful union resulting in more effective teaching and learning for all students. To implement cooperative learning for increased student success, teachers will
Discover how to teach content through Cooperative Learning and Multiple Intelligences.
Explore Cooperative Learning structures for each of the Multiple Intelligences.
Observe demonstrations of many new Cooperative Learning structures.
Provide successful learning opportunities for greater numbers of students across the curriculum.
See numerous examples of Cooperative Learning as used to enhance learning in successful classrooms.
The theory of Multiple Intelligences and Cooperative Learning form a powerful union resulting in more effective teaching and learning for all students. To implement cooperative learning for increased student success, teachers will
Discover how to teach content through Cooperative Learning and Multiple Intelligences.
Explore Cooperative Learning structures for each of the Multiple Intelligences.
Observe demonstrations of many new Cooperative Learning structures.
Provide successful learning opportunities for greater numbers of students across the curriculum.
See numerous examples of Cooperative Learning as used to enhance learning in successful classrooms.
In this program with Marilyn Friend, elementary, middle, and high school teachers demonstrate five dilemmas of collaborative practices. Each dilemma is presented in a scenario format. The scenarios provide the stimulus for collaborators to examine their own relationships with their partners and team members.
The scenarios include
1) Meeting Teacher Expectations,
2) Classroom Partnerships,
3) Managing Disagreements on the Team,
4) Time! Time! Time!, and
5)Pulled in Too Many Directions
This program is designed to give you the knowledge and skills to implement differentiated instruction successfully in your own classroom. You will learn strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Real-life video demonstrations will illustrate how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles.
In this course, you will learn how to:
Recognize and teach to different kinds of intelligences.
Understand and accommodate various learning styles.
Effectively implement multi-option and tiered assignments.
Utilize ongoing, authentic assessment techniques.
Design more dynamic and engaging lessons and units.
In addition, you will learn how to further differentiate your instruction through the use of learning centers, portfolios, graphic organizers, group investigation, and varied homework assignments. With this thorough introduction to differentiated instruction, you will be prepared to meet the learning needs of all students no matter how diverse their learning styles or preferences.
This course will give you the theory to enhance your instructional skills and develop strategies that will raise your students' achievement to a new level of quality. Course assignments and activities introduce you to Dr. Glasser's Quality Schools concepts and practices and demonstrate how they can be combined in a comprehensive program of instruction and behavior management.
In this course, you will learn how to:
teach your students problem-solving skills to improve achievement.
help your students become better listeners and stay on task.
manage your classroom in a manner that promotes quality work.
A Critical Thinking Approach to Teaching and Learning
All subjects have a logic to them. Each is a system of meanings that enables us to reason effectively. Yet, most students try to learn not by reason, but by rote memorization. They blindly memorize someone else's answers.
Even when they do well on tests, it isn't because they truly understand. True understanding requires disciplined reasoning.
All thought and behavior, insofar as it aims at knowledge or excellence, involves three dimensions:
1) an object we focus on,
2) a process we employ, and
3) standards we use to assess our work.
Few students, unfortunately, have ever thought about "intellectual processes" (e.g., analysis or synthesis), or "intellectual objects" (e.g., conclusions, evidence, or assumptions), or "intellectual criteria" (e.g., clarity, accuracy, or consistency). Hence, they do not know what to do when asked, for example, to "analyze a question for clarity". In this tape, Richard Paul explains and models specific strategies for teaching awareness of intellectual processes, objects, and standards.
Everyone thinks, but to think well we must learn to think explicitly about how we are thinking and make corrective adjustments as a result. For example, many students "study" but few think analytically about how they study and then reshape their study habits. This tape focuses on teaching for excellence in self-assessment, including specific teaching strategies.
Listening and reading are effective means to learning only when done skillfully, yet most students lack basic listening and reading abilities. Therefore, educators at all levels must teach explicitly for them. In this tape, Richard Paul explains and models how to teach for excellence in listening and reading. He grounds the session in a conception of the logic of listening and reading and demonstrates how that logic can be used as a tool for listener and reader self-improvement.
To Dissolve Wholes into Parts, Unite Parts into Wholes, Question, Infer, and Reason to Purposeful and Creative Ends (Infer)
We can understand something only by assuming that it has a logic, some order or coherence, reason or method, structure or pattern that makes sense, and so can be translated by a reasoning mind into ideas effectively grounded in reasoned judgment and expressed in an ordered, rational way. In this, the opening tape in the "How to Teach" series, Richard Paul sets out the foundations of a critical approach to teaching and learning. He elucidates how this approach fosters the ability of students to seek and grasp the logic of what they are studying by giving it a logic in their minds.
Students cannot develop higher order thinking without developing reasoning abilities, which they cannot develop without frequently engaging in well-disciplined, analytic writing. Present instruction at all levels, however, systematically fails to teach well-disciplined, analytic writing abilities. In this tape, Richard Paul explains and models how to teach for excellence in analytic writing. He details specific strategies and documents some basic mistakes in writing instruction.
To provide an encouraging introduction to the inclusion process by profiling four students successfully included into pre-school, elementary school, and junior college.
This program has four chapters. They focus on Cami, age 3, in pre-school; Erin, age 5, in kindergarten; Jackie, age 9, in the third grade; and Joan, age 19, in junior college.
Choices tells the stories of these students and their families, teachers, aides, classmates, schools, and communities. It enables viewers to observe each student's successful inclusion into general education classrooms and illustrates the kind of support systems that facilitate the inclusion process.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
To emphasize the need for inclusion into the community so that children with severe, as well as more moderate, disabilities grow up with the relationships and support networks required for a more independent and fulfilled adulthood.
This program examines how inclusion often begins at school for children of varying ages and with disabilities of varying severity. It is about Betsey, a 12-year-old in the sixth grade, and Larissa, 3 years old and in a community nursery school. Both girls participate with friends in community activities. The program explores the encouraging effect the girls' participation has on their families' views of the children's future.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
This program tells the story of the friendship between two boys, Joel and Bryce. Bryce has cerebral palsy, while Joel is a typical boy who has not been labeled. When they meet, the boys play and hang out, watch movies, fight bad guys, swim in the pool and have fun. In between meetings, they talk on the phone and exchange emails.
This video offers a presentation by Joel and insightful observations and commentary by noted inclusion specialists Dr. Marsha Forest and Jack Pearpoint, and by Darryl and Janet Thomas, Bryce's parents.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
To provide a unique opportunity to observe the inclusion process at the high school level.
Inclusion in high school --one of the hottest inclusion issues-- is the subject of our newest documentary. Videotaped in a major urban high school with students from 50 countries around the world, this program addresses the challenges and rewards of following through on the promise of inclusive education.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
To address concerns about inclusive education, nurture faith in the possibility of inclusion, and impart a sense of its great rewards.
This video focuses on teachers, administrators and aides. Through interviews with those involved in providing inclusive opportunities, it discusses the realities of implementation, strategies for effective inclusion, and the necessity of support systems.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
To provide a unique opportunity to observe the inclusion process over two school years.
This program begins when 8-year old Heather, a little girl with Downs syndrome, is in a self-contained, special education classroom. It follows her through age 10 and full inclusion into her neighborhood school.
The program documents Heather and her family, teachers, aid, principal, and classmates as they make this journey from self-contained classroom to an inclusive setting. It enables viewers to see for themselves the step-by-step nature of the inclusion process, its challenges, and its rewards.
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
To highlight portions of A week-long Inclusion Workshop conducted in the Chicago area by noted inclusion specialists Dr. Marsha Forest, Dr. Jack Pearpoint, and Ms. Judith Snow.
This series provides an Inclusion Workshop overview. It introduces inclusion to parents, educators, and communities. The presentation creates a basis for understanding individual and group dynamics. It demonstrates ways of analyzing a problem, mapping out the desired result, and finding ways to achieve that goal.
Together We're Better is highly motivating and offers a set of effective tools and strategies for fostering an inclusive environment.
Part I Introduction to Inclusion (59 Minutes)
The Four H's - Dr. Marsha Forest (11 minutes)
The Philosophy of Inclusion: ABC's and Two Roads: The Road to Exclusion and
the Road to Inclusion - Dr. Jack Pearpoint (23 minutes)
Thoughts on Disabilities, Differences and Giftedness - Ms. Judith Snow (25
minutes)
Part II Strategies (37 Minutes)
Curriculum of Caring (2 minutes)
Quaker Meeting Circle (12 minutes)
Qualitative Evaluation Procedure (3 minutes)
The Six Hats (5 minutes)
Circle of Friends (15 minutes)
Part III MAPS & PATHS (51 Minutes)
MAPS - Making Action Plans: A Long-Term Visionary Process and a Plan to Achieve the Dream and Avoid the Nightmare (24 minutes)
PATH - Planning Alternative Tomorrows with Hope: A Problem Solving Strategy, a Visionary Process, and a Plan to Get Where You Want to Be in One Year (27 minutes)
Reviews
"This affirmative and practical resource is excellent for staff training and community education on a timely issue." - Booklist
"...A wide range of encouraging and informative ideas..." - Video Librarian
"An inspiring and encouraging look at what can be done by dedicated, forward looking professionals... well done..." - School Library Journal
In this introductory video, viewers are introduced to the fundamental logic of all assessment: its contrast with subjective preference, its basis in assessment goals, the need for objective facts, relevant criteria, valid reasoning, and a fair application of criteria to data. A checklist for all assessment is developed and questions from the audience are answered. A foundation is laid for the two videos that follow.
Gerald Nosich discusses strategies for teaching critical thinking through subject matter courses. Good for all levels of education. Topics include: critical thinking as "thinking things through,"reasoning about basic questions, evaluating arguments and explanations, and four questions students should always ask.
By: M. Diane Klein Anne Marie Richardson-Gibbs Sharon Kilpatrick and Kathleen C. Harris
The Project Support training model and materials are designed for early childhood inclusion support specialists and developed to achieve successful inclusion experiences for young children particularly those whose special needs are complex and challenging.
The DVD includes three modules:
Coteaching (12 min): This video provides a brief overview of coteaching as one model of inclusion support. This co-teaching arrangement includes an early childhood special educator and an early childhood educator who share responsibility for a group of young children including both typical children and children with special needs.
Itinerant Consultation (11 min.): The purpose of this video is to provide a brief overview of itinerant consultation as one model of inclusion support. The video also briefly addresses some of the challenges associated with use of a one-to-one assistant. This video presents an itinerant model that combines both the "expert" and "collaborative" models of consultation. In this case the early childhood special education inclusion support specialist visits the center on a regular basis. She adjusts her frequency and time of visitation as needed typically visiting once per week or every other week. Often the itinerant teacher has responsibility for providing support for only one or two children in each center she visits.
Problem Solving and Conflict Resolution (24 min.): This video presents an introduction to the area of conflict resolution and problem solving as it relates to early childhood inclusion support. It presents the real case of a child Philip who has autism. He has little communication ability and frequently engages in severely disruptive behavior. He has been enrolled in a neighborhood childcare center where the staff initially accepted him willingly. However the team has now reached a crisis as Philip's behavioral outbursts have escalated. The video presents the different perspectives of each team member discusses several factors in conflict resolution and presents an adaptation of a commonly used problem solving technique.
Reasoning, Critical Thinking, Creativity, Problem Solving, Communicating, Mastering Content (Judge)
When education is fragmented into parts that appear to students and teachers alike as dissociated, little of quality is done, few of the deep, long-term ends of education are well served. Reasoning, critical thinking, creativity, problem solving, communication, mastering content - these are not unrelated dimensions of quality education. They are six deeply interwoven, deeply interdependent processes, fostered by the same modes of teaching. In this program, Richard Paul demonstrates their intimate inter-connections, relating them to particular teaching processes and strategies.
Gerald Nosich outlines some basic strategies for getting students to think critically about historical questions. Good for all history-based courses. Topics include: what are the real reasons for teaching history?, the value of "living in the past," four basic historical questions, discovering our misconceptions of the past, and strategies for teaching students to think critically about the past.
This course will explore five areas that are critical to effective teaching in the 21st century. These areas are the vital connection between student-teacher relationships and academic achievement, teaching strategies that take advantage of multiple-intelligences theory, approaches to character education, strategies to deal with increased student hyperactivity, and learning projects that develop self-management skills.
In this course, you will learn how to:
successfully teach those students who have previously been labeled as "unreachable."
gain valuable new skills that will help you build positive relationships with your students.
create classroom activities that will help students who are continually hyperactive in your classroom.
In this program, you will learn practical strategies to maximize learning for all students, including those with special needs. You will learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Course learning activities will teach you how to design and implement curriculum modifications and activity adaptations based on the strengths and needs of your students.
In this course, you will learn how to:
utilize differentiated instruction to benefit both general and special education students.
select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities.
offer choices to help students develop self-management skills.
implement assessment strategies appropriate to your students individual abilities.
In addition to providing ways in which you can individualize your instruction, this course will also cover remedial methods, instructional techniques, and assistive technology that can be used to more effectively address the diverse learning levels of both your special and general education students.
The How to Teach Through Socratic Questioning video series was created to teach instructors at all levels of education how to bring one of the oldest and still most powerful teaching techniques into the classroom. Whereas traditional instruction is concerned with giving students answers, Socratic questioning recognizes that questions, not answers, are the driving force in thinking.
Feeding students endless content to remember is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need to turn on their intellectual engines. Only when answers generate further questions does thought remain alive. Only students who have questions are really thinking and learning. The quality of the questions we ask determines the quality of the thinking we do.
Although we may study many subjects, we don't study them in a way that makes the criteria for assessing our thinking explicit. And though we express our thinking in what we say and do, we don't reflect much on how we come to our beliefs and conclusions, or on the criteria we use in that process. In this tape, Richard Paul demonstrates the importance of making intellectual criteria and standards explicit in instruction. He provides examples of poor reasoning by both students and teachers in the absence of clarity in assessment.
Much of our reasoning, our intellectual modeling of the world, is done without mindfulness. It is small wonder, then, that often we don't reason well. We expect students to learn to reason well without any awareness of the nature of reasoning, the elements of reasoning, or the criteria for assessing reasoning, without any knowledge of the logic of reasoning. Not surprisingly, our approach doesn't work. In this tape, Richard Paul first documents common problems in student and teacher reasoning and assessment of reasoning. Then he explains some of the fundamental concepts and skills essential to good reasoning and how to teach for it.