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Author: Jacqueline Brooks Publisher: Teachers College Press ISBN: 0807772054 Category : Education Languages : en Pages : 243
Book Description
Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or “big ideas.” Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy. Book Features: Shows teachers how to address fundamental biology, chemistry, physics, and Earth science concepts using easy-to-find objects.Describes constructivist learning environments that are aligned with emerging data on brain development.Includes guidance for adopting approaches and instructional strategies consistent with NSTA, NSES, and NAEYC guidelines. “We need to celebrate the birth of this book. It is a vivid embodiment of how young children learn scientific ideas when their teachers create conditions that match the ways youngsters are able to integrate meaning. Constructivist practice comes to life in these pages. At a time of narrow high-stakes tests, here is a model that preserves truly professional practice.” —From the Foreword by Doris Pronin Fromberg, Hofstra University “Big Science for Growing Minds is a wonderful, jam-packed storehouse of research-based ideas for the effective teaching of science. The author is masterful in her ability to clearly explain current brain research and cognitive science studies and to exemplify the research through practical classroom applications.” —Lawrence Lowery, Professor (emeritus), Graduate School of Education and the Lawrence Hall of Science, University of California at Berkeley
Author: Jacqueline Brooks Publisher: Teachers College Press ISBN: 0807772054 Category : Education Languages : en Pages : 243
Book Description
Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or “big ideas.” Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy. Book Features: Shows teachers how to address fundamental biology, chemistry, physics, and Earth science concepts using easy-to-find objects.Describes constructivist learning environments that are aligned with emerging data on brain development.Includes guidance for adopting approaches and instructional strategies consistent with NSTA, NSES, and NAEYC guidelines. “We need to celebrate the birth of this book. It is a vivid embodiment of how young children learn scientific ideas when their teachers create conditions that match the ways youngsters are able to integrate meaning. Constructivist practice comes to life in these pages. At a time of narrow high-stakes tests, here is a model that preserves truly professional practice.” —From the Foreword by Doris Pronin Fromberg, Hofstra University “Big Science for Growing Minds is a wonderful, jam-packed storehouse of research-based ideas for the effective teaching of science. The author is masterful in her ability to clearly explain current brain research and cognitive science studies and to exemplify the research through practical classroom applications.” —Lawrence Lowery, Professor (emeritus), Graduate School of Education and the Lawrence Hall of Science, University of California at Berkeley
Author: Jacqueline G. Brooks Publisher: ASCD ISBN: 1416602739 Category : Education Languages : en Pages : 150
Book Description
The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Christine D. Tippett Publisher: Springer ISBN: 3030061914 Category : Science Languages : en Pages : 354
Book Description
This book offers a meso-level description of demographics, science education, and science teacher education. Representing all 13 Canadian jurisdictions, the book provides local insights that serve as the basis for exploring the Canadian system as a whole and function as a common starting point from which to identify causal relationships that may be associated with Canada’s successes. The book highlights commonalities, consistencies, and distinctions across the provinces and territories in a thematic analysis of the 13 jurisdiction-specific chapters. Although the analysis indicates a network of policy and practice issues warranting further consideration, the diverse nature of Canadian science education makes simple identification of causal relationships elusive. Canada has a reputation for strong science achievement. However, there is currently limited literature on science education in Canada at the general level or in specific areas such as Canadian science curriculum or science teacher education. This book fills that gap by presenting a thorough description of science education at the provincial/territorial level, as well as a more holistic description of pressing issues for Canadian science education.
Author: Shelly Counsell Publisher: Teachers College Press ISBN: 0807774561 Category : Education Languages : en Pages : 201
Book Description
This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to: Structure and organize an engaging STEM learning environment. Understand and promote logical-mathematical and scientific thinking during investigations. Promote social settings that enhance communication, cooperation, and collaboration. Make the necessary accommodations and modifications for diverse learners. Integrate STEM concepts and skills with other content areas. Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). Assess STEM learning using formative and summative assessments. Establish adult learning communities to support ongoing professional development. Help children develop habits and behaviors that contribute to positive attitudes toward STEM. This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive, social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play. “This book is a must for all concerned with the education of young children. Using ramps and pathways as an exciting and stimulating example of how to engage children in rich STEM experiences, this team of highly knowledgeable and skilled researchers and practitioners draw from their deep and extensive backgrounds to present a clear and comprehensive view of the current landscape of inquiry-based STEM teaching and learning for young children. It is a book that can and should inform both policy and practice.” —Karen Worth, Elementary Education Department, Wheelock College
Author: Carol Copple Publisher: National Association of Education of Young Children ISBN: 9781928896791 Category : Child development Languages : en Pages : 148
Book Description
From the beginning of life, young children's learning and activities depend on their cognitive capabilities and development. To cope with the environment they live in, children need to learn about their physical and social worlds; acquire language; regulate their bodies, emotions, and thoughts; and gain competence in literacy, mathematics, science, and other knowledge domains. This collection of readings from books and Young Children articles outlines important dimensions of their early cognitive development and describes approaches for promoting it.
Author: Christopher Pierce Brown Publisher: Redleaf Press ISBN: 1605545597 Category : Education Languages : en Pages : 197
Book Description
RIGOROUS DAP in the Early Years: From Theory to Practice provides teachers with a roadmap for teaching that helps children meet academic expectations and maintains focus on the appropriate development of the whole child. A construct of eleven practices, RIGOROUS DAP supplies teachers with strategies for 1) making instructional decisions that meet the needs of the individual child; 2) sustaining culturally relevant practices; 3) engaging stakeholders in conversations about educating young children for school success through practices that attend to their individual, sociocultural, and developmental needs; and 4) ensuring all children experience high-level learning and succeed in school. The eleven practices comprising the construct are: Reaching all children Integrating content areas Growing as a community Offering choices Revisiting new content Offering challenges Understanding each learner Seeing the whole child Differentiating instruction Assessing constantly Pushing every child forward An academically rigorous learning environment allows all children to learn at high levels through hands-on learning experiences that address the whole child and connect to the child's world in and out of school. A developmentally appropriate learning environment considers the children's developmental, cognitive, social, emotional, linguistic, and physical development, as well as the sociocultural worlds in which they live.
Author: Jacqueline Grennon Brooks Publisher: Teachers College Press ISBN: 0807779377 Category : Education Languages : en Pages : 193
Book Description
The pause in the traditional structure of schooling due to COVID-19 presents a unique opportunity for openness on many different levels: openness to the science of learning, openness to schoolwork centered around big ideas and authentic problems, openness to responsible assessment practices, and openness to a renewed ethic of social justice. In this book the authors make the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the center of the educational process. They offer practical classroom examples across disciplines and grade levels based on constructivist pedagogy, neuroscience research, psychological theory, and design thinking, as well as on their own experiences in observing and advancing instructional practice that fosters human development. Schools Reimagined will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning. Book Features: An approach for placing the well-being of students, teachers, and community at the center of schools.An accessible explanation of the sophisticated cognitive processes in which all people engage.Strategies and innovations that focus educators on student learning and the student agency that promotes it.Research-based approaches to schooling with specific examples of what they look like in action.Rolling summaries of the main points of each chapter throughout the text.
Author: Doris Pronin Fromberg Publisher: Routledge ISBN: 1136638997 Category : Education Languages : en Pages : 426
Book Description
Grounded in theory and research, The All-Day Kindergarten and Pre-K Curriculum provides an activity-based and classroom-proven curriculum for educators to consider as they plan and interact with pre-k and kindergarten children. Allowing young children the opportunities to become independent, caring, critical thinkers who feel comfortable asking questions and exploring possible solutions, the Dynamic Themes Curriculum offers children the skills they need for responsible citizenship and academic progress. This book describes a culturally-sensitive pre-k and kindergarten curriculum in the context of literacy, technology, mathematics, social studies, science, the arts, and play, and also discusses: How to use the seven integrated conditions for learning to meet and exceed content learning standards How to organize for differentiated instruction and to integrate multiple forms of assessment How to teach literacy tools and skills in fresh ways How to work with families, colleagues, and community Building off of author Doris Fromberg’s groundbreaking earlier work, The All-Day Kindergarten and Pre-K Curriculum presents a practical curriculum centering on how young children develop meanings. This is a fantastic resource for pre-and in-service early childhood teachers, administrators, and scholars.
Author: Jacqueline Brooks
Author: Jacqueline Brooks
Author: R. E. Myers
Author: Stan Berenstain
Author: Jacqueline G. Brooks
Author: Christine D. Tippett
Author: Shelly Counsell
Author: Carol Copple
Author: Christopher Pierce Brown
Author: Jacqueline Grennon Brooks
Author: Doris Pronin Fromberg