- Summary
- Contents
- Subject index
“The book's major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore.”
—Kristie Mary Betts, English Teacher
Peak to Peak High School, Lafayette, CO
“Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students.”
—Barbara L. Townsend, Reading Specialist
Elkhorn Area School District, WI
Help for students who are overwhelmed, feel confused, can't remember, lack language skills, or just don't get it.
In today's era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling ...
Chapter 37: Build in Frequent Processing Breaks
Build in Frequent Processing Breaks
There is a form of abuse occurring. Not physical or emotional abuse, but abuse nonetheless—abuse of the block. The 90-minute lecture is a form of torture for high school kids.
Teachers love to talk. Once we get wound up presenting on a topic we love, little can derail us. If we only knew how little most students actually retain from our pontificating, perhaps we would do far less talking. In order for meaningful learning to take place, students must cognitively process at regular intervals during a class period. Our soft-wired brains have what cognitive scientists call activity-dependent neuroplasticity. This means that you have the power to alter certain parts of your students’ brains ...
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