Teacher Resource Books
*If interested in any of the Teacher Resource Books, please contact Sarah Lang.
Articles


Reflective Practice

Peers add to the progress in Reflective Practice Groups, Linda Schaak Distad, Betsy Chase, Richard Germundsen, and Joan Cady Brownstein, 2000. Reflective_Practice_Groups.pdf

Exerpt:
"When teachers reflect on their practice, they improve their effectiveness with students, parents, and colleagues, leading to increased student performance. In RPGs, some of the barriers usually associated with seeking advice from colleagues are eliminated. The group’s discussions are confidential. Group members get candid feedback without fear of reprisal or fear that the information might be included in a performance review. Using the combined experience of group members for problem solving leads to a rich learning community for all members. Over time, the group’s interdisciplinary structure produces a greater understanding of shared purpose among educators and a more aligned focus on students and curriculum throughout" ( Distad, Chase, Germandsen adn Brownstien, 2000).

The Fourth "R": Reflection, Norene Vail Lowery, 2003 The_4th_R.pdf

Excerpt:
"Through reflective teaching, all teachers acquire critical skills in determining the value of instructional strategies in assessing students' mathematical understanding, and in developing curricular knowledge. School
administrators, teacher educators, and expert teachers play pivotal roles in supporting the development of reflective teachers. Successful classroom experiences of preservice and inservice teachers demonstrate the value of reflective teaching. Reflective teaching practices promote greater student achievement and success in the classroom. Benefits from reflective teainclude increases in confidence, autonomy, and self-efficacy for teachers (Lowery, 2002). More effective questionintechniques – such as use of those that promote higher order thinking skills and use of openended questions – are employed, and classroom discourse is enhanced. Reflection allows teachers to judge mathematics grade-level appropriateness, to assess student abilities, to evaluate the use of motivational techniques, and to design appropriachallenging mathematical learning activities. Reflective teaching is an essential skill for teachers and is a powecomponent of successful teaching (Goodell, 2000; Mewborn, 2000)" (Vail, 2003).


Content Area Books

Elementary Books
99 Ideas and Activities for Teaching English Learners with the SIOP Model, Vogt, MaryEllen & Echevarria, Jana

Secondary Books
99 Ideas and Activities for Teaching English Learners with the SIOP Model, Vogt, MaryEllen & Echevarria, Jana



Student Books by Content Area







Student Books by Grade Level