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Teaching Biology in Schools: Global Research, Issues, and Trends (Teaching and Learning in Science Series)
by Kostas Kampourakis Michael J. ReissAn indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.
Teaching Climate Change for Grades 6–12: Activating Science Teachers to Take on the Climate Crisis Through NGSS
by Kelley T. LêLooking to tackle climate change and climate science in your classroom? This timely and insightful book supports secondary science teachers in developing effective curricula around the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. This new edition focuses on meeting teachers where they are in their teaching and learning while tending to various contexts, communities, and cultures to activate educators in understanding and responding to the climate crisis in this moment. Chapters offer design and implementation support for 21st-century learning experiences centered around the climate emergency for meaningful engagement. Dr. Lê provides an overview of the teaching shifts needed for the NGSS using climate change as the vehicle of instruction. She also supports climate literacy for students and teachers via urgent topics in climate science and environmental justice. Teachers will also learn how to engage with the complexities of climate change by exploring social, racial, and environmental injustices stemming from the climate crisis that directly impact their students. Examples of successful applications of these learning experiences are new to the second edition, as well as added activities and overall updates to research and data. By anchoring instruction on the climate emergency through an intersectional lens starting with teachers’ core beliefs and values, Dr. Lê offers guidance on how educators can activate students as agents of change for their own communities.
Teaching Climate Change for Grades 6–12: Empowering Science Teachers to Take on the Climate Crisis Through NGSS
by Kelley T. LeLooking to tackle climate change and climate science in your classroom? This timely and insightful book supports and enables secondary science teachers to develop effective curricula ready to meet the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. Nearly one-third of the secondary science standards relate to climate science, but teachers need design and implementation support to create empowering learning experiences centered around the climate crisis. Experienced science educator, instructional coach, and educational leader Dr. Kelley T. Le offers this support, providing an overview of the teaching shifts needed for NGSS and to support climate literacy for students via urgent topics in climate science and environmental justice – from the COVID-19 pandemic to global warming, rising sea temperatures, deforestation, and mass extinction. You’ll also learn how to engage the complexity of climate change by exploring social, racial, and environmental injustices stemming from the climate crisis that directly impact students. By anchoring instruction around the climate crisis, Dr. Le offers guidance on how to empower students to be the agents of change needed in their own communities. A range of additional teacher resources are also available at www.empoweredscienceteachers.com.
Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference
by Richard Beach Allen Webb Jeff ShareCO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Teaching Climate Change to Adolescents is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. A variety of teacher and student voices makes for an appealing, fast-paced, and inspiring read. Visit the website for this book for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education.
Teaching Climate Change: Fostering Understanding, Resilience, and a Commitment to Justice
by Mark WindschitlA practical guide to cultivating expansive understandings of climate change and environmental regeneration in K–12 students through classroom instructional practices and curricula. Teaching Climate Change lays out a comprehensive, NGSS-aligned approach to climate change education that builds in-depth knowledge of the subject, empowers students, and promotes a social justice mindset. In this fortifying and inspiring work, Mark Windschitl guides classroom teachers and educational leaders through an ambitious multilevel, multidisciplinary framing of climate change education as an integral element of school curricula. Exuding hope for the future, Windschitl emphasizes the big picture of research-informed teaching about climate change. He presents real-life classroom examples that illustrate not only key STEM concepts such as carbon cycles and the greenhouse effect, biodiversity, and sustainability, but also broader issues, including the countering of misinformation, decarbonizing solutions, the centering of human stories, and the advancement of equity and environmental justice. Windschitl offers keen advice for using methods such as storytelling, project-based learning, and models of inquiry backed by authoritative evidence as core strategies in science teaching and learning. He also addresses the social-emotional toll that discussion of the climate crisis may exact on both students and teachers. This timely book equips teachers to approach climate education with the urgency and empathy that the topic requires and shows how the classroom can inspire students to activism.
Teaching Climate Science in the Elementary Classroom: A Place-Based, Hope-Filled Approach to Understanding Earth’s Systems
by Stephanie Sisk-HiltonDiscover new ways to help elementary students engage with and understand the world around them through place-based, hope-filled learning about the causes, impacts, and responses to climate change. This book features foundational climate concepts, easily implementable activity plans, and inspiring examples of student engagement. Each chapter begins with a short vignette pulled from the author’s considerable teaching experience in engaging students in concepts of climate change and climate justice, followed by content-focused sections and recommendations for student activities and projects. The author provides stories of hope-filled action to invite teachers to look for and reflect on similar narratives in their own communities. Sample units of study for grades K-5 show teachers how key ideas from each chapter come together into an instructional plan that incorporates the three dimensions of NGSS and can fit into the broader outline of their school year. This resource is an accessible tool to support any elementary educator in building their own knowledge base and integrating the important and timely issues of climate change into their classroom.
Teaching Computational Thinking and Coding in Primary Schools (Transforming Primary QTS Series)
by David Wells David Morris Gurmit UppalThis is a guide to the teaching of computing and coding in primary schools, and an exploration of how children develop their computational thinking. It covers all areas of the National Curriculum for primary computing and offers insight into effective teaching. The text considers three strands of computer science, digital literacy and information technology. The teaching of coding is especially challenging for primary teachers, so it highlights learning on this, giving practical examples of how this can be taught. For all areas of the computing curriculum the text also provides guidance on planning age-appropriate activities with step-by-step guides and details of educationally appropriate software and hardware. This book helps you to connect what you need to teach with how it can be taught, and opens up opportunities in the new curriculum for creative and imaginative teaching. It also includes the full National Curriculum Programme of Study for Computing, key stages 1 and 2 as a useful reference for trainee teachers.
Teaching Computational Thinking: An Integrative Approach for Middle and High School Learning
by Lisa Dion Maureen D. NeumannA guide for educators to incorporate computational thinking—a set of cognitive skills applied to problem solving—into a broad range of subjects.Computational thinking—a set of mental and cognitive tools applied to problem solving—is a fundamental skill that all of us (and not just computer scientists) draw on. Educators have found that computational thinking enhances learning across a range of subjects and reinforces students&’ abilities in reading, writing, and arithmetic. This book offers a guide for incorporating computational thinking into middle school and high school classrooms, presenting a series of activities, projects, and tasks that employ a range of pedagogical practices and cross a variety of content areas. As students problem solve, communicate, persevere, work as a team, and learn from mistakes, they develop a concrete understanding of the abstract principles used in computer science to create code and other digital artifacts. The book guides students and teachers to integrate computer programming with visual art and geometry, generating abstract expressionist–style images; construct topological graphs that represent the relationships between characters in such literary works as Harry Potter and the Sorcerer&’s Stone and Romeo and Juliet; apply Newtonian physics to the creation of computer games; and locate, analyze, and present empirical data relevant to social and political issues. Finally, the book lists a variety of classroom resources, including the programming languages Scratch (free to all) and Codesters (free to teachers). An accompanying website contains the executable programs used in the book&’s activities.
Teaching Computers To Teach
by Esther R. SteinbergLike the original version of Teaching Computers to Teach, this updated edition presents procedures and principles for designing computer-presented instruction. It was written as a result of recent developments in three domains that have significant implications for computer-assisted instruction (CAI) and computer-based training (CBT). These areas are audio and videodisc technology, CAI and CBT experience, and research in the processes of learning. This practical book is written specifically for people who want to learn to design CAI. The book presents a CAI-specific design procedure by integrating knowledge about unique aspects of human-machine interaction with theories of learning and instruction as well as practical experience with CAI. The reader is guided through the entire design process, from initial planning to final evaluation, by clearcut principles and concrete examples.
Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional Classroom (Security, Audit and Leadership Series)
by Ken Sigler Daniel Shoemaker Tamara ShoemakerLet’s be realistic here. Ordinary K-12 educators don’t know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "the Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.
Teaching Digital Kindness: Helping Students Become More Aware and Accountable in Their Online Lives
by Andrew MarcinekDigital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more. Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.
Teaching Electromagnetics: Innovative Approaches and Pedagogical Strategies
by Karl F. Warnick Krishnasamy T. SelvanTeaching Electromagnetics: Innovative Approaches and Pedagogical Strategies is a guide for educators addressing course content and pedagogical methods primarily at the undergraduate level in electromagnetic theory and its applications. Topics include teaching methods, lab experiences and hands-on learning, and course structures that help teachers respond effectively to trends in learning styles and evolving engineering curricula. The book grapples with issues related to the recent worldwide shift to remote teaching. Each chapter begins with a high-level consideration of the topic, reviews previous work and publications, and gives the reader a broad picture of the topic before delving into details. Chapters include specific guidance for those who want to implement the methods and assessment results and evaluation of the effectiveness of the methods. Respecting the limited time available to the average teacher to try new methods, the chapters focus on why an instructor should adopt the methods proposed in it. Topics include virtual laboratories, computer-assisted learning, and MATLAB® tools. The authors also review flipped classrooms and online teaching methods that support remote teaching and learning. The end result should be an impact on the reader represented by improvements to his or her practical teaching methods and curricular approach to electromagnetics education. The book is intended for electrical engineering professors, students, lab instructors, and practicing engineers with an interest in teaching and learning. In summary, this book: Surveys methods and tools for teaching the foundations of wireless communications and electromagnetic theory Presents practical experience and best practices for topical coverage, course sequencing, and content Covers virtual laboratories, computer-assisted learning, and MATLAB tools Reviews flipped classroom and online teaching methods that support remote teaching and learning Helps instructors in RF systems, field theory, and wireless communications bring their teaching practice up to date Dr. Krishnasamy T. Selvan is Professor in the Department of Electronics & Communication Engineering, SSN College of Engineering, since June 2012. Dr. Karl F. Warnick is Professor in the Department of Electrical and Computer Engineering at BYU.
Teaching English Language Learners in Career and Technical Education Programs
by Victor M. Hernández-Gantes William BlankExploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today's Career and Technical Education programs. The authors' teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiples settings.
Teaching English Language Learners through Technology
by Tony Erben Ruth Ban Martha CastañedaIn Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
Teaching Every Student in the Digital Age: Universal Design for Learning
by David Rose Anne MeyerThis book presents principles and applications of Universal Design for Learning (UDL), a research-based framework for responding to individual learning differences and a blueprint for the modern redesign of education. Early chapters lay out the foundation of UDL, describing neuroscience research on learning differences, the uses of digital media in the classroom, and the creation of flexible curricula. Later chapters show how to set appropriate goals for each student, how to choose methods and materials, and how to assess students' progress. The authors are cofounders and codirectors of the Center for Applied Special Technology. Annotation c. Book News, Inc. , Portland, OR (booknews. com)
Teaching Generation Text
by Lisa Nielsen Willyn WebbMobilizing the power of cell phones to maximize students' learning power Teaching Generation Text shows how teachers can turn cell phones into an educational opportunity instead of an annoying distraction. With a host of innovative ideas, activities, lessons, and strategies, Nielsen and Webb offer a unique way to use students' preferred method of communication in the classroom. Cell phones can remind students to study, serve as a way to take notes, provide instant, on-demand answers and research, be a great vehicle for home-school connection, and record and capture oral reports or responses to polls and quizzes, all of which can be used to enhance lesson plans and increase motivation. Offers tactics for teachers to help their students integrate digital technology with their studies Filled with research-based ideas and strategies for using a cell phone to enhance learning Provides methods for incorporating cell phones into instruction with a unit planning guide and lesson plan ideas This innovative new book is filled with new ideas for engaging learners in fun, free, and easy ways using nothing more than a basic, text-enabled cell phone.
Teaching Geographic Information Science and Technology in Higher Education
by Kenneth Foote David Dibiase David Unwin Nicholas TateGeographic Information Science and Technology (GISc&T) has been at the forefront of education innovation in geography and allied sciences for two decades.Teaching Geographic Information Science and Technology in Higher Education is an invaluable reference for educators and researchers working in GISc&T, providing coverage of the latest innovations in the field and discussion of what the future holds for GI Science education in the years to come.This book clearly documents teaching innovations and takes stock of lessons learned from experience in the discipline. The content will be of interest both to educators and researchers working in GISc&T, and to educators in other related fields. More importantly, this book also anticipates some of the opportunities and challenges in GI Science and Technology education that may arise in the next decade. As such it will be of interest to chairs, deans, administrators, faculty in other subfields, and educators in general.Innovative book taking a look at recent innovations and teaching developments in the course provision of GI Science and Technology in higher education.Edited by leaders in the field of GISc&T who have been at the forefront of education innovation in GI Science and allied science subjects.Provides coverage of GISc & Technology in a range of institutional settings from an international perspective at all levels of higher education.An invaluable text for all educators within the field of GISc&T and allied subjects with advice from experts in the field on best practice.Includes coverage and practical advice on curriculum design, teaching with GIS technology, distance and eLearning with global examples from leading academics in the field.
Teaching Gifted Learners in STEM Subjects: Developing Talent in Science, Technology, Engineering and Mathematics (Routledge Research in Achievement and Gifted Education)
by Keith S. Taber Manabu Sumida Lynne McClureThis book offers an overview of programmes designed to support the learning of gifted and talented students in STEM subjects, both to allow them to meet their potential and to encourage them to proceed towards careers in STEM areas. The chapters from a range of national contexts report on perspectives, approaches and projects in gifted education in STEM subjects. These contributions provide a picture of the state of research and practice in this area, both to inform further research and development, and to support classroom teachers in their day-to-day work. Chapters have been written with practitioners in mind, but include relevant scholarly citations to the literature. The book includes some contributions illustrating research and practice in specific STEM areas, and others which bridge across different STEM subjects. The volume also includes an introductory theoretical chapter exploring the implications for gifted learners of how 'STEM' is understood and organized within the school curriculums.
Teaching High School Science Through Inquiry and Argumentation (2nd Edition)
by Douglas J. LlewellynProven ways to teach next generation science! To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This groundbreaking book for Grades 9–12 addresses the new direction of science standards by emphasizing both inquiry-based and argument-based instruction. Filled with case studies and vignettes, this edition features: Exceptional coverage of scientific argumentation Enhanced chapters on assessment and classroom management Questioning techniques that promote the most learning Activities that emphasize making claims and citing evidence New examples of inquiry investigations New approaches to traditional labs
Teaching In Today's Inclusive Classrooms: A Universal Design For Learning Approach (Mindtap Course List)
by Richard GargiuloTEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)�an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today's classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers you a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today's diverse classrooms.
Teaching Information Seeking: Rethinking How We Teach Research in the Information Age
by Jon OstensonTeaching Information Seeking redefines how we approach research and information literacy in today's information-rich world, inviting teachers to re-imagine teaching research.The book combines insights from fields such as library and information sciences, journalism, and media literacy to offer fresh strategies and perspectives for guiding students through evolving landscapes of information.While a focus on concepts and skills has long been important in teaching research, this book integrates significant new understandings about the role dispositions play in how well students embrace and utilize skill-based knowledge. The book provides conceptual knowledge and learning activities that support writing teachers as they help students learn throughout the research or inquiry process of asking questions, finding information, and sharing their learning purposefully and ethically. Chapters with a pedagogical focus and approach include activities informed by the author’s decades of experience teaching writing. These activities are described in depth, including assignment prompts, sample work, and scripts for think-aloud protocols and discussions the author has led that engage students in deeper learning around these critical skills and dispositions. Teaching Information Seeking serves as a comprehensive guide for educators looking to foster meaningful information literacy and critical thinking skills in their students.This book is ideal for teachers and teacher educators who want to equip students with the skills and dispositions needed for effective research and information literacy. Readers will find teacher-friendly, research-grounded insights and activities that can be readily applied in the classroom.
Teaching Innovation in Architecture and Building Engineering: Challenges of the 21st century
by David Bienvenido-Huertas María Luisa de la Hoz-Torres Antonio Jesús Aguilar AguileraThis book presents contributions on teaching innovation in university architecture and building engineering studies. The authors explain how the construction sector demands that future architects and building engineers have the knowledge and skills that allow them to meet the decarbonization objectives established by international organizations and that this causes the level of knowledge to be higher. The contributors further discuss new technologies and the internationalization of studies presenting new challenges university studies must face. This heterogeneity is represented in the chapters that make up this book developed by researchers from different countries. The book is divided into three blocks: (i) Active learning methodologies; (ii) Innovative methodologies applied to learning process; and (iii) Traditional vs. Advanced Techniques. The chapters of the book represent an advance in the current knowledge of teaching innovation techniques in university architecture and building engineering studies.
Teaching Innovations in Economics: Towards a Sustainable World
by José–María Montero María del Carmen Valls MartínezThis book highlights the latest technological innovations in economics education. Economics, as a discipline, not only studies the relationship between ends and scarce means, which can be used alternatively, but also serves as a social science that uses historical data to predict future events—a task complicated by the influence of human behavior. In economics, a solid theoretical foundation alone is insufficient; practical application requires a deep understanding of statistics. With the vast amount of information available today, data processing is now performed using specialized software. Consequently, teaching economics demands a wide range of complex skills that have significantly evolved in recent years, driven by the growing interest in educational innovation among professors and scientists, further accelerated by advancements in new technologies. Moreover, economics education is increasingly aligned with the global concern for sustainability, as emphasized in the United Nations' Agenda 2030. Professors are now integrating sustainability into syllabi and teaching methodologies. This book covers key topics such as: Technological and innovative advancements in economics education. New teaching-learning theories and models in economics education. The impact of digital transformation on economics education. The role of artificial intelligence in economics education. Addressing special educational needs in economics education. Evaluation of the teaching-learning process in economics. Assessment of student learning in economics. Development of materials and tools for economics education. Final projects (Undergraduate and Master's) in economics. Authored by leading professors and researchers in the field, this book presents a collection of chapters that rigorously explore teaching innovations in economics.
Teaching Innovations in Lipid Science
by Randall J. WeselakeFeaturing practical strategies and exciting experiments, Teaching Innovations in Lipid Science addresses lipid education at a range of levels from the novice to the graduate student and teacher. Peer-reviewed contributions from internationally known specialists, describe several methods and approaches designed to create new lipid courses, mo
Teaching Language Online: A Guide for Designing, Developing, and Delivering Online, Blended, and Flipped Language Courses
by Victoria Russell Kathryn Murphy-JudyPractical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students’ proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment. Teaching Language Online features: A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards Research-based best practices and tools to implement effective communicative language teaching (CLT) online Strategies and practices that apply equally to world languages and ESL/EFL contexts Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003 As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.