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Discover proven methods to enhance teaching and learning schoolwide. Identify questions educators should ask to guarantee a positive classroom culture where students learn from each other, not just teachers. Explore ways to adapt learning in response to students’ individual needs, and gain strategies and tools to create clear learning targets, prepare effective lessons, and successfully assess instruction.
- Sales Rank: #1008098 in eBooks
- Published on: 2012-11-25
- Released on: 2012-11-25
- Format: Kindle eBook
Review
In clear and accessible language, Douglas Fisher and Nancy Frey explain that efforts to improve teaching only work when we see our classrooms as systems: every person and process impacts all the others, and seemingly small changes can have large effects on learning. This book is full of practical suggestions and tools that empower teachers to design the whole system including peer and student-teacher relationships, learning and assessment tasks, and classroom routines to lead to better learning. --Lauren Porosoff, middle school teacher and author of Curriculum at Your Core: Meaningful Teaching in the Age of Standards
About the Author
Douglas Fisher , PhD, is professor of language and literacy education in the Department of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High and Middle College. He teaches preservice courses in literacy and English language learners, graduate courses in reading instruction and intervention, and doctoral courses in policy, research, and literacy. As a classroom teacher, Dr. Fisher focuses on English language arts instruction. He was director of professional development for the City Heights Educational Collaborative and also taught English at Hoover High School.
Dr. Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership. For his work as codirector of the City Heights Professional Development Schools, Dr. Fisher received the Christa McAuliffe Award. He was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article, Using Graphic Novels, Anime, and the Internet in an Urban High School, published in The English Journal.
Dr. Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Creating Literacy-Rich Schools for Adolescents, Checking for Understanding, Better Learning Through Structured Teaching, and Content-Area Conversations.
Nancy Frey, PhD, is a professor of literacy in the School of Teacher Education at San Diego State University. Through the university s teacher-credentialing and reading specialist programs, she teaches courses on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. Dr. Frey also teaches classes at Health Sciences High and Middle College in San Diego. She is a board member of the California Reading Association and a credentialed special educator and reading specialist in California.
Before joining the university faculty, Dr. Frey was a public school teacher in Florida. She worked at the state level for the Florida Inclusion Network, helping districts design systems for supporting students with disabilities in general education classrooms.
She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article Using Graphic Novels, Anime, and the Internet in an Urban High School.
Dr. Frey is coauthor of Checking for Understanding, Better Learning Through Structured Teaching, and Content-Area Conversations. She has written articles for The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, and Educational Leadership.
Most helpful customer reviews
0 of 0 people found the following review helpful.
How the teacher can make the job easier.
By B. Wolinsky
Douglas Fisher and Nancy Frey remind the readers that learning has to be goal oriented. Too often, the teacher’s curriculum doesn’t have a clear destination in mind, and that will obviously demoralize the students. When you teach children (or adults) there has to be a place where you want them to end up. What are the conclusions going to be? What will they come away with? Unstoppable Learning, another great book from Solution Tree Press, is a multi-chapter guide to teaching students with their abilities (or lack of them) in mind at all times.
Let’s start with the chapters called “managing Learning.” This one focuses on the teacher-student dynamic, and I stress the importance, because classroom management is the kiss of life or death. The chapter opens up with the famous “don’t smile until December” advice, which the authors make clear is not the best thing. They stress getting to know the students, finding out what’s going on in their lives, making time to speak to them one-on-one. That builds a sense of trust, and it prepares the students for the workplace.
Behavior in the classroom is discussed in the chapter as well. The authors break down the diagnosis into four categories; harmful, distracting, contagious, and testing the system. Dealing with the behavior does not need to be immediate, because the teacher can’t be expected to figure out the cure immediately. Afterward is where the teacher deals with it using the four categories. If the behavior is distracting, then who is distracted, the teacher or the students? Is the misbehaving student looking for attention? The authors give strict (and humorous) criteria for dealing with the behavior. One thing that is stressed throughout is that the teacher should not call out the student in front of others. It can make them defensive.
The book ends with sets of questions for the teachers and students. They include whether or not the students are ready to learn, whether the teacher is ready to teach, and if the students are using academic language. The best thing about this book, from beginning to end, is that it puts the accountability on the educator as a facilitator and manager, more than just a “boss.” Discipline is defined here as providing a safe classroom, not “getting the kids to follow instructions.” It’s certainly not classed as “making little children behave.”
After all, is the teacher’s job to punish, or to teach?
0 of 1 people found the following review helpful.
Five Stars
By Deborah Jones
Loaded with valuable information that I can use.
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