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Mindful Learning: 101 Proven Strategies for Student and Teacher Success / Edition 2

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Overview

Here in one streamlined, user-friendly handbook are the 101 answers to the only question that really matters to teachers, "How can I make my teaching more effective?" With a firm grounding in research from the cognitive sciences and best classroom practices, these tried-and-true teaching strategies are assembled here in a ready-to-use, at-a-glance format, with all the checklists and forms any teacher needs to put them into practice.

A few of the "can’t miss" strategies teachers will find are:

  • Tapping students' background knowledge
  • Ways to teach with active learning processes
  • Proven methods to teach reading to diverse learners
  • How to run a classroom that is gender-fair
  • Proven ways to make assessment meaningful
  • Specific suggestions for defining and meeting the needs of English language learners and other diverse student populations, plus summaries of research that explain how and why the 101 strategies work
About the Author: Linda Campbell, Ph.D., has extensive experience at all levels of education, including as a former public school K-12 teacher, an NEA School Restructuring Specialist, and currently as a professor of Education at Antioch University Seattle. In addition to serving as the University’s Project Director for the Gates Foundation Early College Initiative for Native Youth, she is a consultant, and presenter. She also works with schools to promote the retention and achievement of Native American youth.
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Editorial Reviews

Nancy Betler
"This book is a teacher’s toolbox, full of strategies that will strengthen student achievement. Once a teacher receives this resource, everyone in the schoolwill want a copy!"
Angela Becton
"Compiles what many teachers have discovered through years of trial and error into an easy-to-implement format. While some strategies are similar to those used by master teachers, others are refreshingly new."
Pattie Thomas
"For teachers who want to use more research-based strategies but have little time, this book is a gem. The simple format, great diagrams, additional reading sources, and research-supported strategies areall time-savers for busy educators."
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Product Details

  • ISBN-13: 9781412966931
  • Publisher: SAGE Publications
  • Publication date: 8/28/2008
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 216
  • Sales rank: 1,399,630
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Linda Campbell has extensive experience at all levels of education, including as a former public school K-12 teacher and NEA school restructuring specialist, and currently as a professor of education at Antioch University Seattle. In addition to serving as the University’s project director for the Gates Foundation Early College Initiative for Native Youth, she is a consultant and apresenter. She also works with schools to promote the retention and achievement of Native American youth.

Bruce Campbell has over 30 years of experience at all levels of education and has authored numerous articles and books. As a classroom teacher, he developed a nationally acclaimed elementary model that integrated direct instruction, learning centers, and student projects on a daily basis. Campbell currently teaches high-needs students in the Marysville School District, where he also coaches educators new to the profession. He is a frequent speaker at national conferences and has consulted for governmental and educational agencies in all 50 states. Additionally, Campbell has taught educators in countries around the world. His areas of focus are ways to improve instruction and how to spark a love of learning among students of all ages.

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Table of Contents

Acknowledgments
About the Author
Introduction 1
1 Beginning With What Students Know: Activating Prior Knowledge 7
2 Active Learning: An Essential Classroom Ingredient 29
3 Ensuring Gender-Fair Instruction: For Female and Male Students 69
4 Teaching Diverse Students: Addressing Language, Class, Culture, and Ability Differences in the Classroom 101
5 Assessing Student Performance 145
6 Some Concluding Thoughts 173
Index 175
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