The transfer to remote learning significantly impacted present-day teaching and learning, as well as communication. This second volume informs readers on how to use Teaching and Learning 2011 and 2023 Models for applicable student-centered social-emotional learning and Diversity, Equity, and Inclusion. It will also go through communication techniques that promote student success and classroom harmony. Teaching and Learning: An Inclusive Model for Academic and Social Cognition, Volume 2 addresses the importance of academic and social cognition techniques within an inclusive classroom.
This workbook contains over sixty activities for learning-through-play. The activities were created by teacher-candidates, retired educators, and student-learners. They include interdisciplinary activities for first through twelfth grade levels. Each activity includes how-to-implement instructions along with applicable learning standards.
This book is for all types of learners and teachers at any grade level, K-12. The book is excellent for any classroom, including those addressing special education, differentiated instruction, and interactive learning, or where there’s active engagement and attention to varied perceptual preferences and learning differences. A classroom that optimizes student achievement through collaborative relationship building is given a good deal of attention with activities focusing on mindfulness and determination through persistence. The book’s premise is the classroom, for optimum learning, needs to be a place of comfort. Modeling/living the six international traits of a person of good character (caring, fair, responsible, trustworthy, respectful and good citizenship) is vital, especially in the educational setting. Practical strategies for character building and conversing with others are provided. Living by two ideas: No put downs, only lift ups for oneself and others, and realizing “being enough,” is exactly what you are.
At the onset, this book provides explanations/definitions for what it is to be "creative." Research-based viewpoints and personal perspectives on creativity lead to an introduction of an Interactive Methodology (IM) and interactive instructional strategies focused on The Interactive Book Report (IBR). Learning-through-play is emphasized. Special needs students, learning styles, thinking and feeling, a psychologist and scientist’s perspectives, effect and affect of the IM and IBR with leadership building are presented. Differentiated instruction activities, mindfulness, neuroplasticity, five case studies involving classroom use of the book’s creative cognition operatives are given explicit attention.
This workbook contains over sixty activities for learning-through-play. The activities were created by teacher-candidates, retired educators, and student-learners. They include interdisciplinary activities for first through twelfth grade levels. Each activity includes how-to-implement instructions along with applicable learning standards.
The transfer to remote learning significantly impacted present-day teaching and learning, as well as communication. This second volume informs readers on how to use Teaching and Learning 2011 and 2023 Models for applicable student-centered social-emotional learning and Diversity, Equity, and Inclusion. It will also go through communication techniques that promote student success and classroom harmony. Teaching and Learning: An Inclusive Model for Academic and Social Cognition, Volume 2 addresses the importance of academic and social cognition techniques within an inclusive classroom.
At the onset, this book provides explanations/definitions for what it is to be "creative." Research-based viewpoints and personal perspectives on creativity lead to an introduction of an Interactive Methodology (IM) and interactive instructional strategies focused on The Interactive Book Report (IBR). Learning-through-play is emphasized. Special needs students, learning styles, thinking and feeling, a psychologist and scientist’s perspectives, effect and affect of the IM and IBR with leadership building are presented. Differentiated instruction activities, mindfulness, neuroplasticity, five case studies involving classroom use of the book’s creative cognition operatives are given explicit attention.
This book is primarily for teachers of student learners with special needs, different abilities or who require a methodology for retention of curriculum and are at any grade, age level. A preference for the teaching of thinking and memory acquisition through lessons that are experience-based would also qualify as for whom this book is appropriate. Additionally, it’s for those interested in establishing learners or one’s own sense of self-efficacy and reliance through means developing and/or enhancing one’s memory and attention to different abilities.
This book is for all types of learners and teachers at any grade level, K-12. The book is excellent for any classroom, including those addressing special education, differentiated instruction, and interactive learning, or where there’s active engagement and attention to varied perceptual preferences and learning differences. A classroom that optimizes student achievement through collaborative relationship building is given a good deal of attention with activities focusing on mindfulness and determination through persistence. The book’s premise is the classroom, for optimum learning, needs to be a place of comfort. Modeling/living the six international traits of a person of good character (caring, fair, responsible, trustworthy, respectful and good citizenship) is vital, especially in the educational setting. Practical strategies for character building and conversing with others are provided. Living by two ideas: No put downs, only lift ups for oneself and others, and realizing “being enough,” is exactly what you are.
Preventing School Violence: Guidelines for Teaching Civility and School Harmony, is an amazing resource that reminds the reader of the importance of establishing and maintaining meaningful relationships among the school community: teachers, administrators, students, families, and the community at large. As educators, we are responsible for modeling civility in our schools, by creating significant connections with others. This book provides the reader with profound scenarios, approaches and strategies to promote civility and encourage school harmony, and to explore what dignity for all really means.
This book describes the Interactive Method (IM) for teaching different abilities, special needs, and all learners. It involves hand’s-on techniques for retention of curriculum and the teaching of thinking; from the elementary through college years. Types of comprehension are defined along with how memory works. Chapters address types of special needs and defines the term and different abilities, in conjunction with creating lessons that result in memory acquisition and transference to personal success on tests or exams, as well as daily situations regarding experiential learning. Also offered are entry level means of instruction for developing a sense of self-confidence, efficacy, reliance and skills necessary for future learning challenges. In conjunction with this is the Reciprocal Thinking Skills Cognition to Metacognition Chart for identification and application of what one is thinking when engaged in the aforementioned IM. A few examples of this are provided through a listing and explanation of the values of this method, lesson objectives and application of these. Personal narratives are provided by teachers and/or parents of children with different abilities before the author’s closing comments respective of one’s being enough and practice of providing lift-up statements to encourage student learners in the academic and social cognition environments.
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