A practical and systematic approach to deepening student engagement, promoting a growth mindset, and building a classroom culture that truly supports thinking and learning. Every student deserves access to deep and rigorous learning. Still, some persistent myths about rigor can get in the way--such as the belief that it means more or harder work…

"Teach Like a Champion 3.0" is the long-awaited update to Doug Lemov's highly regarded guide to the craft of teaching. This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this edition, you will find new and updated teaching…

Why might intelligent, assertive females overlook sweet, caring guys, choosing instead to date males whose traditional masculinity makes them popular with other powerful males but who treat females and "weaker" males poorly? This lesson provides a structure for, reflection on, and critique of contemporary gender stereotypes. Students…

Language and the telling of data stories have fundamental roles in advancing the GAISE agenda of shifting the emphasis in statistics education from the operation of sets of procedures towards conceptual understanding and communication. In this paper we discuss some of the major issues surrounding story telling in statistics, challenge current…

Discusses how to help children understand the reading process instead of simply recalling information. Presents two instructional strategies which help children learn metacomprehension. (MM)

Discusses reluctance to alter the basal lesson format and why teachers should do so. Presents four approaches to altering basal lessons and their benefits. (SR)

Reports the use of different types of schemes to teach and learn science subjects. Identifies three different schemas: (1) curricula schemas; (2) schemas of educational content; and (3) algorithmic schemas. (Author/CCM)

The new focus of technology education emphasizes explanations of how entire systems of technology operate and interrelate. Instructional designs based on schema theory can help organize the teaching of concepts, theories, procedures, and tasks. (Author)

Discusses how to apply rules of cognitive theory to the writing of reference manuals to make them more user friendly. (SR)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

Describes the Semantic Analysis to Writing (SAW) framework in which students engage in a modified semantic features analysis of thematic words in a story, identify specific story events that relate to the definition they are constructing, and organize the material for a written response by ranking the supporting evidence. (RS)

Until researchers achieve a breakthrough on comprehending what comprehending is all about, teachers need help on how to help students comprehend what they are reading. According to schema theory, students must be able to pronounce almost all key words and have schemata previously instantiated (know the meanings of almost all key words) in order to…

Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

A discussion of semantic mapping, a strategy to enhance comprehension and memory based on schema theory, describes the origins of the technique, research in the past decade, and procedures used to teach it. (MSE)