Get the blueprint for building bridges that leave no learner behind! Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features: Practical planning advice, teaching practices, and learning strategies for inclusive classrooms Methods for designing instructional materials Tips for effectively leveraging technology Strategies for transition beyond high school Real-life examples and illustrations

For successful classroom teaching, your students need to be engaged and active learners. In this book, there is practical advice that is grounded in the realities of teaching in today′s classrooms on how to be an inspirational teacher and produce highly motivated students. This book contains 220 positive, practical teaching ideas that are relevant to both new and experienced classroom teachers. Contents cover: - teaching tools to inspire and captivate - motivation for learning - engaging learners - how to create a learning atmosphere - classroom management - cooperative learning - learning outside of the classroom - moving learners around the room - assessment for motivation and engagement - feedback and praise - using emerging technologies to engage - using homework - supporting learners in learning how to learn - challenging learners of all abilities With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire. Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London. Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

Finally, a concrete resource for teaching adolescents the way they learn best! Teachers of teens will not be particularly surprised by the latest research showing that the frontal lobe, affecting reasoning and decision-making skills, is not fully developed in an adolescent′s brain. These educators know how challenging it is to provide students with a strong understanding of content as well as the necessary social and emotional skills for productivity, social contribution, and intellectual habits for learning. In this second edition of Brain-Based Teaching With Adolescent Learning in Mind, Glenda Crawford shows you the newest research available on adolescent brain development and provides a structure for connecting the research to students′ social, emotional, and cognitive needs. Crawford also presents how-to strategies for motivating teens with inquiry, relevance, and collaboration, as well as links to relevant Web sites. This indispensable handbook includes Adolescent-Centered Teaching (ACT) models in each chapter and sample standards-based content lessons and scenarios. Students will become progressively self-directed as teachers learn to use a framework that demonstrates ways to: Communicate essential content understandings Engage students with strategies for inquiry Promote metacognitive development, social cognition, self-regulation, and assessment Motivate students with authentic events, problems, and questions Support the transfer of learning to comparable and extended experiences Integrate technology into instruction to improve students′ learning experiences Classroom educators, teacher leaders, and preservice instructors will find lesson examples that can be easily differentiated for students with varying backgrounds, levels of English proficiency, prior knowledge, abilities, and interests.

A reader-friendly publication on teaching modern languages to adolescents, which draws on theory as well as examples from real classrooms.

A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.

Activate learning with practical techniques that put brain research and technology into practice! Translating brain research into practical classroom strategies, this valuable resource for adolescent-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach. This book focuses on learners’ intellectual, social, and emotional needs and equips teachers with: A six-point differentiation model Tactics tailored to English Language Learners, gifted learners, and students with special needs Ways to capitalize on technology Brain-friendly instructional practices grounded in universal design for learning (UDL) Techniques to create environments aligned with adolescents’ specific developmental needs