Abstract
Apply Common Core Mathematics Standards to Advanced Learning
With this new addition to Jerry Burkhart’s Advanced Common Core Math Explorations series (ISBN: 978-1-61821-416-4), advanced learners will be challenged to apply their knowledge of measurement and polygons as they embark on nine different explorations that provide them with the opportunity to think at higher levels while completing complex tasks. The explorations dive into real-life tasks such as creating effective ladders and saws using geometric ideas, searching for patterns and relationships among everyday shapes, and measuring bodies of water using surface area and volume formulas. With reproducible pages, comprehensive materials lists, and step-by-step instruction, teachers can easily implement Burkhart’s activities for their students. Overall, this book provides a new and engaging way for teachers to elaborate instruction and increase student knowledge through enriching experiences with math! Other topics in this series include fractions, factors and multiples, and numbers and operations. For more information, contact Prufrock Press, P.O. Box 8813, Waco, TX 76714-8813, 800-998-2208, http://www.prufrock.com.
Engage Students in History With High-Level Thinking
Primary sources and authentic artifacts enhance history lessons and help to create inviting learning environments for students while developing in-depth conceptual knowledge. Janice I. Robbins and Carol L. Tieso present a series of four books that entice middle school students to explore The American Revolution (ISBN: 978-1-61821-253-5), The Civil War (ISBN: 978-1-61821-255-9), The Post-Reconstruction Era (ISBN: 978-1-61821-257-3), and The Civil Rights Movement (ISBN: 978-1-61821-259-7) through primary sources and documents. The books are replete with lessons, handouts, and thorough instructions for teachers to build knowledge and perspective in their classroom while following history curriculum standards. Letters from prominent historical figures, laws and treaties, newspaper or magazine articles, and court cases illustrate the concepts in an engaging manner. Graphic organizers and tables are provided to assist students with organizing their conceptual knowledge. All handouts are reproducible, allowing teachers to plan meaningful lessons for sixth through eighth graders without extensive creation of materials. For more information, contact Prufrock Press, P.O. Box 8813, Waco, TX 76714-8813, 800-998-2208, http://www.prufrock.com.
Create a Research-Based Gifted Program to Efficiently Serve Students
Using real-life successes and failures as examples, Martin Stephen and Ian Warwick offer a guide to establishing effective program services for gifted students in their book, Educating the More Able Student: What Works and Why (ISBN: 978-1-4739-0794-2). Stephen and Warwick cite leading psychologists, educational leaders, and experts in the field to create cohesive recommendations for educating “more able” students. This resource begins by explaining the background of the authors before leading into techniques and strategies to use in planning and implementing effective gifted programs. Finally, Stephen and Warwick connect the information to international surveys and statistics. Although the authors are based in London, they craft the information presented in a way that clearly connects to the U.S. educational system, making it applicable for American educators. Finally, future plans and needs are discussed based on current research and recommendations by the authors. All the information culminates into a road map for teachers and administrators to learn more about their gifted students and provide a valuable educational experience for them. For more information, contact SAGE Publications Inc., 1 Oliver’s Yard, 55 City Road, London, EC1Y 1SP, http://www.sagepub.com.
Differentiate Assessment Based on Unique Student Products
When assigning differentiated student products, it can often be overwhelming for teachers to evaluate each product fairly. In the second edition of their best-selling book, Assessing Differentiated Student Products (ISBN: 978-1-61821-281-8), Julia L. Roberts and Tracy F. Inman share more than a hundred ways to effectively assess student products. They use “Developing and Assessing Products” (DAP) Tools to provide a scaled rubric that is easy to use with various products. The authors also provide multiple levels of DAP Tools for each product to account for student differences. Products include visual, oral, kinesthetic, written, and technological options for students to demonstrate knowledge. The book is easy to use with bolded tabs separating the product types, and a section at the back containing reproducible student reflection activities. This newer edition from Roberts and Inman also contains strategies that can be used to align products to common core standards for many different age groups. For more information, contact Prufrock Press, P.O. Box 8813, Waco, TX 76714-8813, 800-998-2208, http://www.prufrock.com.
Encourage Meaningful Dialogue in the Classroom
Standards-based lessons in educational environments where high stakes testing is a focus often tend to be teacher centered, with little room or time for student dialogue. Chris Taibbi and Bob Iseminger outline ways to help educators utilize dialogue to enhance standards-based lessons for any age group in their book, Cultivating Classroom Discussion (ISBN: 978-1-63279-014-9). The authors begin by presenting rationale for including dialogue as a vital component of instruction. They provide teachers with detailed strategies and procedures to set the stage for rich discussion and student engagement in their classrooms. Ideas for incorporating dialogue for partners, small groups, and whole class learning experiences are highlighted along with suggested time allotments and materials lists. The activities in this book vary from discussion stems to brainstorming ideas to games that build classroom trust. In addition, the authors guide educators in using discussion techniques to differentiate instruction for special populations, including gifted students and English Language Learners. With easy-to-read chapters, graphics, and reproducible pages for all lessons, this resource can be very useful for teachers who desire to encourage student interaction with content in the classroom. For more information, contact Pieces of Learning, 1990 Market Road, Marion, IL 62959, http://www.piecesoflearning.com.
Guide Gifted Students Through Social-Emotional Issues
Gifted students are often served through programs designed to focus on their obvious academic needs; however, gifted students carry a set of social-emotional needs that can be easily overshadowed by their academic achievement. In her book, I’m Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children (ISBN: 978-1-61821-425-6), Christine Fonseca provides 45 lessons that educators can use to address social and emotional issues facing gifted students in Grades 4 to 7. This book includes detailed and engaging lesson plans, worksheets, graphic organizers, and lists of resources needed to implement each lesson. With clear objectives, the lessons and activities can relate to academic concepts or be implemented on their own. Ideas in this resource provide avenues to opening effective and meaningful dialogue with students about issues, including self-esteem, healthy friendships, decision making, and academic learning preferences. The activities are designed with an introduction from the teacher followed by guiding questions to lead students through self-directed activities. For more information, contact Prufrock Press, P.O. Box 8813, Waco, TX 76714-8813, 800-998-2208, http://www.prufrock.com.