Includes bibliographical references (pages 135-138) and index.

Foreword by John AlmarodeAcknowledgmentsAbout the AuthorUnique Features of this BookIntroductionChapter 1. The Tinkerer’s Mindset Pay It Forward Some Reflections on Reflecting What I Did With My Summer Vacation Getting Better at Getting Better The Synergy in Collaborative Planning An Innovative Spirit Turning Talk Into ActionChapter 2. Some Assembly Required When Plans Go Plop The Work in Working Relationships Embrace the Motivators Avoid the DemotivatorsChapter 3. Incorporating Structured Conversations Making Time to Process New Information Life in the “Telling” Classroom The Simultaneity Principle Working in Pairs TTYPA (Turn to Your Partner and . . .) Modeling and Teaching Empathetic Listening Pausing and ParaphrasingChapter 4. Managing Movement in the Classroom Reimagine Classrooms With Movement in Mind Getting Both Partners Involved Paired Verbal Fluency (PVF) Gallery WalksChapter 5. Presenting With Confidence Presenters and Facilitators Rapport, Relationships, and Rehearsals Purposeful Movement Visuals and Technology Seek Clarity and Simplicity Measure Twice, Cut Once Provide Process Time Verbal Miscues The Mighty Pause HumorChapter 6. Let’s Be Clear Do as I Do High Operational Standards One at a Time Remove Barriers to the Message Clear and Unambiguous Feedback “Why are we doing this?” “Who is making the decision here?”Chapter 7. Making Time to Write Speaking Supports Writing Hooking Kids on Writing Let Students Be Teachers Learning Logs and Journals Reflective Blogs Connecting the Writing to the Writer Quickwrites Connecting Speaking With Writing Confident WritersChapter 8. Using Music to Facilitate Process Music to Support Transitions and Breaks Music to Enhance Discussions and Support Activities The Role of Music in Choosing Learning Partners Choosing Music TechnologyChapter 9. Unlocking Doors With Storytelling The Focus Factor Opening Doors to the Content Material Ownership Through Questions It’s What They Think That CountsChapter 10. Accelerating Progress The Role of Feedback in the Continuous-Improvement Process A Clear Picture Bringing Students Into the Conversation Checklists and Rubrics Working the RoomChapter 11. Behind the Seen That Whole Groundwork Thing Finding Time to Reflect and Ask Questions Challenging Seven Common Assumptions Final ThoughtsNotesReferencesIndex

"Despite what we now know about how the brain works as it relates to learning, there continue to be too many educators who rely on lecture to enable them to "cover the material." Standardized testing has increased the pressure to make students passive participants in what should be an active experience. Students of all ages need structured class time to process information and become actively engaged in the learning process. This book provides strategies for doing just that, as well as solid, effective presentation techniques that enhance educators' instructional and assessment skills and promote student learning. If you want the classroom experience to result in deeper understanding and engagement and the acquisition of new knowledge, then students must become active participants in the learning process. The Interactive Classroom covers many different topics related to how students learn best, including classroom management, participant interaction, relationship-building, and the use of music in the classroom. New to this edition is an emphasis on best uses of technology, project-based learning, and formative assessment. The tools and techniques can be used in classrooms from elementary through secondary and can also be utilized by school leaders in faculty meetings and workshops and by instructional specialists and coordinators in training seminars. The author emphasizes how the brain can be activated by using various senses, intelligences, and abilities"-- Provided by publisher.

Grade School

Text in English