Mindful Learning, Second Edition is an ideal resource for any classroom teacher who wants an answer to the question, 'How can I make my teaching more effective?' With a focus on activating students' prior knowledge and facilitating active learning through varied instructional methods, Linda Campbell and new coauthor, Bruce Campbell, offer 101 teaching strategies that are grounded in best classroom practices and research from the cognitive sciences. Every technique has a proven track record with students of diverse ages, languages, abilities, and socioeconomic status and teachers of every grade…mehr
Mindful Learning, Second Edition is an ideal resource for any classroom teacher who wants an answer to the question, 'How can I make my teaching more effective?' With a focus on activating students' prior knowledge and facilitating active learning through varied instructional methods, Linda Campbell and new coauthor, Bruce Campbell, offer 101 teaching strategies that are grounded in best classroom practices and research from the cognitive sciences. Every technique has a proven track record with students of diverse ages, languages, abilities, and socioeconomic status and teachers of every grade level will find strategies for any content area to apply or adapt to individual classroom needs. Each strategy contains all checklists, forms, and rubrics necessary for immediate implementation. This revised edition features: Up to 50% new content reflecting the latest research on improving student learning A greater emphasis on teaching students in special populations New strategies and graphics based on the most current brain-based research Reorganized strategies to help readers find information easily.
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 a presenter. She also works with schools to promote the retention and achievement of Native American youth.
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Preface to the Second Edition Acknowledgments About the Authors Introduction 1. Beginning With What Students Know: The Role of Prior Knowledge in Learning What Role Does Background Knowledge Play in Learning? What Do Research Studies Show About Prior Knowledge? #1: The Known and the Unknown #2: Things I Know, Think I Know, Want to Know #3: What I Know, Want to Know, and Learned #4: Getting Organized Graphically #5: Visual Sequencing #6: Visualizing Cause and Effect #7: Seeing Similarities and Differences #8: The Whole Pie #9: Speaking Categorically #10: Commonly Shared Prior Experiences #11: Charting a Colorful Course #12: Asking the Right Questions #13: Guided Anticipation #14: Thinking Out Loud #15: Using Prior Knowledge Before, During, and After a Lesson #16: It's About the Words #17: Word Diagramming #18: Tracking Progress With Words #19: Math Dilemmas Suggestions for Further Information About Prior Knowledge 2. Active Learning: Differentiated Strategies for All Learners What Do Research Studies Show About Active Learning? Active Learning in the Classroom #20: Give Me Five! An Active Learning Wheel for Teachers and Students #21: A Collaborative and Active Learning Sequence #22: A Day of Active Division #23: Visually Introducing a Unit #24: Structured Concepts #25: Visual Report Writing #26: Charting Skills: Estimation #27: Visual Story Mapping #28: Mass Media's Messages #29: Active Listening #30: Active Reading #31: Textbooks Are Friends! #32: Active Involvement Through Discussion #33: It's Notable #34: Thinking From A to V #35: That's Debatable #36: Jigsaw Cards and Puzzles #37: I'm Game #38: Musical Learning #39: Narrative Pantomime #40: Role-Playing to Learn #41: A Week's Worth of Journaling #42: Student Goal Setting #43: Project-Based Learning #44: Pulling It Together: Class Books Suggestions for Further Information About Active Learning 3. Ensuring Gender-Fair Instruction What Do Research Studies Show About Gender-Equitable Approaches to Improving Student Achievement? #45: Conducting a Classroom Gender Audit #46: Seeking Student Feedback on Gender Dynamics #47: Assessing Bias in Curricular Materials #48: Quality Questioning #49: Using Inclusive Language #50: Thinking While Listening #51: Mix and Match #52: Playing Games #53: Sequence Cards #54: Paper Plate Review #55: Headbands #56: A Word Tool Kit #57: Bite-Size Reading #58: Teaching Boys to Write #59: Six Tips for Tech-Savvy Girls #60: Creating a "Boy-Friendly" Classroom #61: Exploring New Roles at School #62: Peer Support Networks #63: Orienting Eighth and Ninth Graders to High School #64: Middle School Academic Preparation for High School Success #65: Gender Equity Bookmark Suggestions for Further Information About Gender Equity 4. Teaching Diverse Students: Addressing Language, Class, Culture, and Ability Differences in the Classroom The Diversity of the U.S. Educational System The Diversity of K-12 Students in the United States Defining Racial Diversity Defining the Concept of Students With Disabilities Defining Students in Poverty Defining Limited English Proficient Students Implications of Student Diversity for the Classroom Teaching Students With Special Needs in Mainstream Classrooms Integrating Limited English Proficient Students Into Mainstream Classrooms Teaching Racially Diverse Students Teaching Students in Poverty Reflecting on Teaching in Diverse Classrooms #66: Tiered Instruction #67: Tiered Spelling #68: Do They Get It? Assessing Student Understanding in Inclusive Classrooms #69: Teaching Elementary Readers #70: Helping Struggling Intermediate Readers #71: Teaching Reading in the Content Areas #72: Helping Struggling Adolescent Readers #73: Using Tutors to Increase Reading Achievement #74: An Extra Net: Using Web Sites to Support the Needs of Diverse Learners #75: Engaging the Gifted #76: Helping New and Incoming Students #77: Meeting the Needs of Preliterate English Language Learner Students #78: Using English Effectively With English Language Learners #79: Geometric Collaboration #80: Collaborative Note Taking #81: Teaching Standard English in the Multicultural Classroom #82: High-Performing Teachers of High-Poverty Students #83: Reducing Prejudice by Increasing Critical Thinking #84: Multicultural Math #85: Multicultural Literature Suggestions for Further Information About Teaching Diverse Students 5. Assessing Student Performance Defining Assessment Terms What Does the Research Say About Using Assessment to Improve Teaching and Learning? The Power of Performance Assessment Using Performance Assessment in the Classroom #86: It's Not Business as Usual: Planning for Assessment #87: Beginning With the End in Mind #88: Taking Stock: Student Self-Assessment #89: Collaborative-Assessment Conferences #90: Test-Taking Matters #91: Test-Taking Rules for Students #92: Getting to Know You: Entry Interviews #93: Saying Goodbye: Exit Interviews #94: Taking Note With Anecdotal Records #95: Making Rubrics #96: Assessing Orally #97: Observation Logs #98: Checking Their Lists: Student Checklists #99: Learning Logs #100: Assessing Nontraditional Results #101: Scheduling Assessment Suggestions for Further Information About Assessing Student Performance 6. Some Concluding Thoughts References Index
Preface to the Second Edition Acknowledgments About the Authors Introduction 1. Beginning With What Students Know: The Role of Prior Knowledge in Learning What Role Does Background Knowledge Play in Learning? What Do Research Studies Show About Prior Knowledge? #1: The Known and the Unknown #2: Things I Know, Think I Know, Want to Know #3: What I Know, Want to Know, and Learned #4: Getting Organized Graphically #5: Visual Sequencing #6: Visualizing Cause and Effect #7: Seeing Similarities and Differences #8: The Whole Pie #9: Speaking Categorically #10: Commonly Shared Prior Experiences #11: Charting a Colorful Course #12: Asking the Right Questions #13: Guided Anticipation #14: Thinking Out Loud #15: Using Prior Knowledge Before, During, and After a Lesson #16: It's About the Words #17: Word Diagramming #18: Tracking Progress With Words #19: Math Dilemmas Suggestions for Further Information About Prior Knowledge 2. Active Learning: Differentiated Strategies for All Learners What Do Research Studies Show About Active Learning? Active Learning in the Classroom #20: Give Me Five! An Active Learning Wheel for Teachers and Students #21: A Collaborative and Active Learning Sequence #22: A Day of Active Division #23: Visually Introducing a Unit #24: Structured Concepts #25: Visual Report Writing #26: Charting Skills: Estimation #27: Visual Story Mapping #28: Mass Media's Messages #29: Active Listening #30: Active Reading #31: Textbooks Are Friends! #32: Active Involvement Through Discussion #33: It's Notable #34: Thinking From A to V #35: That's Debatable #36: Jigsaw Cards and Puzzles #37: I'm Game #38: Musical Learning #39: Narrative Pantomime #40: Role-Playing to Learn #41: A Week's Worth of Journaling #42: Student Goal Setting #43: Project-Based Learning #44: Pulling It Together: Class Books Suggestions for Further Information About Active Learning 3. Ensuring Gender-Fair Instruction What Do Research Studies Show About Gender-Equitable Approaches to Improving Student Achievement? #45: Conducting a Classroom Gender Audit #46: Seeking Student Feedback on Gender Dynamics #47: Assessing Bias in Curricular Materials #48: Quality Questioning #49: Using Inclusive Language #50: Thinking While Listening #51: Mix and Match #52: Playing Games #53: Sequence Cards #54: Paper Plate Review #55: Headbands #56: A Word Tool Kit #57: Bite-Size Reading #58: Teaching Boys to Write #59: Six Tips for Tech-Savvy Girls #60: Creating a "Boy-Friendly" Classroom #61: Exploring New Roles at School #62: Peer Support Networks #63: Orienting Eighth and Ninth Graders to High School #64: Middle School Academic Preparation for High School Success #65: Gender Equity Bookmark Suggestions for Further Information About Gender Equity 4. Teaching Diverse Students: Addressing Language, Class, Culture, and Ability Differences in the Classroom The Diversity of the U.S. Educational System The Diversity of K-12 Students in the United States Defining Racial Diversity Defining the Concept of Students With Disabilities Defining Students in Poverty Defining Limited English Proficient Students Implications of Student Diversity for the Classroom Teaching Students With Special Needs in Mainstream Classrooms Integrating Limited English Proficient Students Into Mainstream Classrooms Teaching Racially Diverse Students Teaching Students in Poverty Reflecting on Teaching in Diverse Classrooms #66: Tiered Instruction #67: Tiered Spelling #68: Do They Get It? Assessing Student Understanding in Inclusive Classrooms #69: Teaching Elementary Readers #70: Helping Struggling Intermediate Readers #71: Teaching Reading in the Content Areas #72: Helping Struggling Adolescent Readers #73: Using Tutors to Increase Reading Achievement #74: An Extra Net: Using Web Sites to Support the Needs of Diverse Learners #75: Engaging the Gifted #76: Helping New and Incoming Students #77: Meeting the Needs of Preliterate English Language Learner Students #78: Using English Effectively With English Language Learners #79: Geometric Collaboration #80: Collaborative Note Taking #81: Teaching Standard English in the Multicultural Classroom #82: High-Performing Teachers of High-Poverty Students #83: Reducing Prejudice by Increasing Critical Thinking #84: Multicultural Math #85: Multicultural Literature Suggestions for Further Information About Teaching Diverse Students 5. Assessing Student Performance Defining Assessment Terms What Does the Research Say About Using Assessment to Improve Teaching and Learning? The Power of Performance Assessment Using Performance Assessment in the Classroom #86: It's Not Business as Usual: Planning for Assessment #87: Beginning With the End in Mind #88: Taking Stock: Student Self-Assessment #89: Collaborative-Assessment Conferences #90: Test-Taking Matters #91: Test-Taking Rules for Students #92: Getting to Know You: Entry Interviews #93: Saying Goodbye: Exit Interviews #94: Taking Note With Anecdotal Records #95: Making Rubrics #96: Assessing Orally #97: Observation Logs #98: Checking Their Lists: Student Checklists #99: Learning Logs #100: Assessing Nontraditional Results #101: Scheduling Assessment Suggestions for Further Information About Assessing Student Performance 6. Some Concluding Thoughts References Index
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