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Visual Knowing
Through lesson planning ideas, key words, resources, and visual thinking questions, this innovative resource demonstrates how visual arts can be used to teach across all subject areas.
Teaching Writing to Visual, Auditory, and Kinesthetic Learners
This resource offers differentiated teaching techniques and sample lessons for writing and thinking skills that emphasize fluency, artistry, walkabout strategies, pattern and rhythm, and more!
Rethinking How Art Is Taught
Learn how to use art education to impact critical learning — from reading scores to math skills — with this practical, innovative book.
Writing for Understanding
Written specifically for non–language arts teachers, this resource focuses on using writing as an instructional tool to deepen and expand student understanding in the content areas.
Designing Learning for Tablet Classrooms
The versatile, cost-effective technology of the tablet computer has proved to be a good fit with the learning capabilities of today's students. Not surprisingly, in more and more classrooms, the tablet has replaced not only traditional print materials but the desktop computer and the laptop as well. Designing Instruction for Tablet Classrooms makes sense of this transition, clearly showing not just how and why tablet-based learning works, but how it is likely to evolve. Written for the non-technical reader, it balances elegant theoretical background with practical applications suitable to learning environments from kindergarten through college. A wealth of specialized topics ranges from cour...
At the Threshold of the Millennium
The authors look back at their many and varied experiences in education and then cast their eyes forward to speculate about the future of education.
Virtual Schooling
A discussion of the issues surrounding distance education and virtual learning.
A Model for Teaching Writing
Intended to help teachers understand the complexities of the writing process, this pamphlet offers a model for writing conceptualized in three phases: stimulus, process, and product. The process phase is then examined from the perspectives of: consciousness, speed and elaboration, and mental/physical interaction. The following implications for writing instruction are discussed: (1) teachers should not make assumptions about the process characteristics of their students; (2) students need to understand their own, personal process characteristics; (3) teachers can suggest, demonstrate, and model process options for students; and (4) teachers can expand opportunities for students to examine others' processes by structuring collaborative writing and editing activities. Collaborative writing and editing are also discussed in separate sections. Finally, the pamphlet describes the benefits of selective correction of student writing and ways to use writing for spelling improvement. A list of references and suggested resources is appended. (SRT)
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