Frank T. Lyman Jr.

100 Teaching Ideas that Transfer and Transform Learning

Expanding your Repertoire

• Broschiertes Buch

Produktbeschreibung

Expand your teaching repertoire with this unique collection of instructional ideas. Author Frank T. Lyman Jr., esteemed educator and creator of the Think-Pair-Share model, offers ways to help students think critically, encounter puzzling phenomena and seek explanations, think before responding, listen to responses from others, create their own questions, visualize a scene, employ problem-solving strategies, and more.

Appropriate for teachers of all grades and subjects, the ideas address the pursuit of true learning-wanting to learn, how to learn, and enabling to learn-and can easily be adapted and applied to a wide variety of contexts.

The book's format allows you to pick and choose activities for your own professional development journey and make them your own, so you can expand your teaching toolbox and bring more students to deeper levels of learning.

Produktdetails

• Verlag: Routledge / Taylor & Francis
• Seitenzahl: 208
• Erscheinungstermin: 10. Februar 2022
• Englisch
• Abmessung: 229mm x 152mm x 11mm
• Gewicht: 620g
• ISBN-13: 9781032126647
• ISBN-10: 1032126647
• Artikelnr.: 62570373

Autorenporträt

Frank T. Lyman Jr. is an award-winning educator and author. He was an elementary school teacher in Massachusetts and Maryland and a field-based University of Maryland, College Park Teacher Education Center Coordinator for both university students and classroom teachers. He discovered and collaborated in the development of teaching strategies such as Think-Pair-Share, cognitive mapping, and the ThinkTrix. His recognitions include the National Association of Teacher Educators Clinician of the Year, the University of Maryland Presidential Award for Outstanding Service to the Schools, and the University of Maryland College of Education Alumni Association Outstanding Professional Award.

Inhaltsangabe

SECTION I Learning to Learn-the Student as Aware and Persevering Thinker

1 Inspire to Inquire 2 Connectors of the Mind 3 Enfranchise Student Minds 4 Teach Them Metacognition 5 A Cognitive Path to Solutions 6 Linking the Thinking 7 Student Experts 8 Students as Knowledge Makers 9 Decisions-Rationales and Consequences 10 Ask Me a Question 11 Mind Hopping 12 The Learning Theory Lab 13 Work on Attitude 14 The Seemly Side 15 Habits of Mind and Conscience 16 Metastrategics 17 Not the Answer but the Plan 18 Teach Students How to Teach 19 Let Students Be Rule Makers 20 Student Test Making 21 Note Making 22 Hear It, See It, Say It, Beat It, Write It, Drop It 23 Spell With Two L's

SECTION II Literacy-The Student as Reader, Writer, Speaker, and Listener

24 Unfluff Their Brains; Read to Them 25 Reading as Seeing With Hearing 26 Comprehension or Memory? 27 Novel Beginnings 28 Verse Power 29 Poetry and Memory 30 Books-the Classroom Currency 31 Book Reports 32 Teach Through Stories 33 Biblioallusions 34 The Reading Wheel 35 Repeat for Fluency 36 Character Relationship Analogies 37 People Links 38 The Story Theater Chain 39 "Why Not Let Them All Act?" 40 What to Write About: A Personal Question 41 History Writing 42 Use Parallel Plots 43 "Transprose" to Poetry 44 Problem-Centered Story Design 45 Teach Craft Through Models in Expository Writing 46 The Verve of the Verb 47 Recreating Scenes 48 See It, Be It, Feel It 49 Metaphor Training 50 Essay Essence 51 Essay Design 52 Model Quality by Excerpt Publishing 53 Let Words Define Themselves 54 See the Sentence 55 Deconstruct and Reconstruct 56 The Handwriting Game 57 Foreign Language Interest

SECTION III The Voice of the Student-Honoring and Motivating the Individual

58 Relevance 59 Class Building Through Weird Facts 60 Cooperative Learning 61 Be Charlotte to Their Wilbur 62 Every Morning an Itinerary 63 Bring Forward the Big Ideas 64 Response-in-Kind 65 When Students Talk, Take Notes 66 Conversations That Last 67 Affect, Its Effect 68 Catch Correctness and Goodness 69 Test for What They Know, Not for How Well They Decipher the Question 70 Assessment Through Visuals 71 Make Math Talk Concrete 72 Walk a Mile in Another's Shoes 73 Mistake Collecting 74 Bridge In and Out 75 Schoolwork at Home 76 Know Thyself 77 Avoiding the Deadly Intersection 78 Beware of Myths 128

SECTION IV Banks of the River-Classroom Flow for the Engagement of All Students

79 A River Needs Banks to Flow 80 Every-Student-Response 81 Planning by Template 82 Allow Think Time After a Question; This Isn't "Jeopardy" 83 All the Wait Times 84 Setting of the Cornerstone 85 Whole Before Part 86 Think-Pair-Share. . . 87 Put it Into Hands 88 Be Neither Concrete nor Abstract: Be Connected 89 Translate 90 Wake the Kingdom: Make Expectations Clear 91 Student Learning Seconds Lost 92 Metering 93 Ride the Wave 94 Keep the Horse in the Barn 95 Old-Fashioned Seating, With a Twist 96 The Nine A.M. Letter 97 Notice Students at Beginnings, Endings, and Outside 98 Outside of Business 99 Punish Not All for the Sins of the Few 100 When All Else Has Failed

---

SECTION I Learning to Learn-the Student as Aware and Persevering Thinker
1 Inspire to Inquire 2 Connectors of the Mind 3 Enfranchise Student Minds 4
Teach Them Metacognition 5 A Cognitive Path to Solutions 6 Linking the
Thinking 7 Student Experts 8 Students as Knowledge Makers 9
Decisions-Rationales and Consequences 10 Ask Me a Question 11 Mind Hopping
12 The Learning Theory Lab 13 Work on Attitude 14 The Seemly Side 15 Habits
of Mind and Conscience 16 Metastrategics 17 Not the Answer but the Plan 18
Teach Students How to Teach 19 Let Students Be Rule Makers 20 Student Test
Making 21 Note Making 22 Hear It, See It, Say It, Beat It, Write It, Drop
It 23 Spell With Two L's
SECTION II Literacy-The Student as Reader, Writer, Speaker, and Listener
24 Unfluff Their Brains; Read to Them 25 Reading as Seeing With Hearing 26
Comprehension or Memory? 27 Novel Beginnings 28 Verse Power 29 Poetry and
Memory 30 Books-the Classroom Currency 31 Book Reports 32 Teach Through
Stories 33 Biblioallusions 34 The Reading Wheel 35 Repeat for Fluency 36
Character Relationship Analogies 37 People Links 38 The Story Theater Chain
39 "Why Not Let Them All Act?" 40 What to Write About: A Personal Question
41 History Writing 42 Use Parallel Plots 43 "Transprose" to Poetry 44
Problem-Centered Story Design 45 Teach Craft Through Models in Expository
Writing 46 The Verve of the Verb 47 Recreating Scenes 48 See It, Be It,
Feel It 49 Metaphor Training 50 Essay Essence 51 Essay Design 52 Model
Quality by Excerpt Publishing 53 Let Words Define Themselves 54 See the
Sentence 55 Deconstruct and Reconstruct 56 The Handwriting Game 57 Foreign
Language Interest
SECTION III The Voice of the Student-Honoring and Motivating the Individual
58 Relevance 59 Class Building Through Weird Facts 60 Cooperative Learning
61 Be Charlotte to Their Wilbur 62 Every Morning an Itinerary 63 Bring
Forward the Big Ideas 64 Response-in-Kind 65 When Students Talk, Take Notes
66 Conversations That Last 67 Affect, Its Effect 68 Catch Correctness and
Goodness 69 Test for What They Know, Not for How Well They Decipher the
Question 70 Assessment Through Visuals 71 Make Math Talk Concrete 72 Walk a
Mile in Another's Shoes 73 Mistake Collecting 74 Bridge In and Out 75
Schoolwork at Home 76 Know Thyself 77 Avoiding the Deadly Intersection 78
Beware of Myths 128
SECTION IV Banks of the River-Classroom Flow for the Engagement of All
Students
79 A River Needs Banks to Flow 80 Every-Student-Response 81 Planning by
Template 82 Allow Think Time After a Question; This Isn't "Jeopardy" 83 All
the Wait Times 84 Setting of the Cornerstone 85 Whole Before Part 86
Think-Pair-Share. . . 87 Put it Into Hands 88 Be Neither Concrete nor
Abstract: Be Connected 89 Translate 90 Wake the Kingdom: Make Expectations
Clear 91 Student Learning Seconds Lost 92 Metering 93 Ride the Wave 94 Keep
the Horse in the Barn 95 Old-Fashioned Seating, With a Twist 96 The Nine
A.M. Letter 97 Notice Students at Beginnings, Endings, and Outside 98
Outside of Business 99 Punish Not All for the Sins of the Few 100 When All
Else Has Failed

Rezensionen

"Dr. Frank Lyman is the creator of the widely applied Think-Pair-Share technique, and it is a symbol of his genius. In this book, he shares a treasure trove of educational nuggets, compiled over a 60-year career. Beginning teachers and veteran educators will benefit equally from his remarkable insights about the craft of teaching."--Jay McTighe, Author and consultant, Co-author of the Understanding by Design® series

"This is a MUST HAVE book for all teachers. Dr. Lyman has worked tirelessly to compile this comprehensive book that covers everything for teachers. It is filled with information, strategies, and ideas that every teacher needs. It is structured in a user-friendly format that allows the teacher to select topics that pertain to his/her specific need. Whether you are new to the field of education or you are a seasoned educator, you need this book! Dr. Lyman KNOWS how to reach and inspire teachers."--Sharon Olson, Student Intervention Support Teacher, Annapolis, Maryland

"I have known and worked with Frank Lyman for forty years, a period when he explored and wrote about ways to help teachers and students work collaboratively and think critically. 100 TEACHING IDEAS is the result of what he has learned in his quest, and it is MUST in every teacher's library. This book contains a set of tested principles and activities for teachers at all levels who want to help their students "learn how to learn" and to use all aspects of their brains to think more effectively."--Richard Arends, Professor of Educational Leadership and Dean Emeritus, Connecticut State University

"This book is for the thinking teacher who desires to make a difference in the effectiveness of students' learning. The contents will benefit the beginning teacher as well as the one who has taught for forty years. Each section of the book stands alone, encouraging the teacher to read, think deeply and apply the ideas presented."--John Strebe, Educational Consultant, Former Secondary Math Teacher, and Author of Engaging Students Using Cooperative Learning (Routledge, 2017).

"As I once learned from the concept of metacognition, 'a teacher's goal is to help create critical thinkers and independent learners.' The abundance of ideas in this book can assist any curious educator in achieving that goal."--Francis M. Baranson, Former Middle School Science Teacher, Maryland

"Frank Lyman has already transformed the landscape of teaching with, among many other contributions, the introduction of his Think/Pair/Share model. Here he provides teachers (of all skill levels) with an invaluable resource, an easy-to-read, easy-to-access "toolbox" of a book, chock-full of ways to engage, instruct, and, ultimately, transform students into lifelong learners. Ideal for teacher readings groups."--David Michael Slater, author of We're Doing It Wrong: 25 Ideas in Education That Just Don't Work--And How to Fix Them