‘It is not unusual for teachers to feel overwhelmed when their school shifts from a traditional bell schedule to a 90-minute block. Sejnost guides teachers from feelings of apprehension and nervousness to those of confidence and excitement by giving them tools and research-based strategies to reach their students in new and challenging ways.’
—Nancy W. Sindelar, Instructor and Consultant
California State University, San Bernardino
‘Sejnost presents strategies that enable students to locate, synthesize, evaluate, retain, and utilize information as successful adolescent learners and as successful adults in our fast-paced, knowledge-driven society.’
Nancy K. Ma Gill, Program Director, Our American Voice
Barat Education Foundation
Effectively use extended class periods to enhance student achievement!
Roberta L. Sejnost offers an alternative to the usual lecture format to help teachers create coherent, effective lessons for extended blocks of instructional time, no matter what the subject or grade level. This book provides teachers with a four-phase lesson planning framework and numerous teaching strategies to build higher-level thinking skills and increase student learning.
Teachers can use practical, research-based methods and tools such as cooperative learning, quality questioning, and graphic organizers to reach secondary students. The author includes reproducible blackline masters for classroom use, plus activities for:
- Preparing students for learning by fostering their prior knowledge, helping them set a purpose for reading and learning, and teaching the vocabulary necessary for understanding
- Helping students actively interact with and process what they have learned
- Clarifying and reinforcing content and taking learning to the next level
Tools for Teaching in the Block enables educators to take advantage of block scheduling to promote reading, writing, and critical thinking in adolescents.
Daftar Isi
Preface
Acknowledgments
About the Author
1. Preparing to Teach the Adolescent Learner
The Adolescent Learner : A Profile
What Can Teachers Do to Facilitate Adolescent Learning?
A Method to Facilitate Adolescent Learning
The First Steps: Curriculum Mapping and Lesson Planning
Chapter Summary
Blackline Masters
2. Tools for Teaching in the Block
What Are the Tools?
What Constitutes a Brain-Compatible Classroom?
The History of Cooperative Learning
Effective Strategies for Cooperative Learning
Multiple Intelligence Theory
Effective Questioning Techniques
Constructing Good Questions
Questioning Strategies
Graphic Organizers
Chapter Summary
Blackline Masters
3. Entice the Learner
The First Phase: Enticement
Strategies and Activities to Use to Entice the Learner
Vocabulary Strategies to Entice the Learner
Chapter Summary
Blackline Masters
4. Enlighten the Learner
The Second Phase: Enlightenment
Strategies and Activities to Use to Enlighten the Learner
Chapter Summary
5. Engage the Learner
The Third Phase: Engagement
Strategies and Activities to Use to Engage the Learner
Strategies for Monitoring the Reading
Strategies for Guiding the Reading
Chapter Summary
Blackline Masters
6. Extend the Learner
The Fourth Phase: Extension
Strategies and Activities to Use to Extend the Learner
Conversations
Extended-Format Responses
Creative After-Learning Strategies
Employing Different Perspectives
Reflections
Chapter Summary
Blackline Masters
7. Enact the Learning
The Culmination: Enactment
Strategies and Activities to Use in Each Phase of the Lesson Plan Format
Lesson Ideas for Content Area Disciplines
Some Parting Thoughts
Chapter Summary
References
Index
Tentang Penulis
Roberta L. Sejnost is a university professor and literacy consultant who has taught secondary-level courses in social studies, reading, and English, and college-level courses in literacy, authentic assessment, brain-based learning, multiple intelligences, and cooperative learning. A nationally recognized staff developer and certified trainer, Sejnost has presented at over 200 educational conferences across the country. In 2003, she received the Reading Educator of the Year award from the Illinois Reading Council. Sejnost received a master of education degree from the University of Illinois at Chicago and a doctorate of education in curriculum and Instruction from Loyola University, Chicago.
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