“This excellent book is up-to-date with the expanding role of technology in education and offers endless ready-to-implement suggestions and plenty of illustrative material while linking everything to brain research. It is easy to understand, thoughtfully crafted, and right on the mark.”

—Beth Madison, Principal

George Middle School, Portland, OR

Engage, motivate, and inspire students with today's best practices

This third edition of what has become a classic methods text reveals the most current approaches to inspire and motivate students. Donna Walker Tileston engages readers with real-life classroom examples, proven techniques for reaching every learner, and up-to-date strategies, all outlined in her reader-friendly style. She incorporates the latest research on brain-compatible pedagogy and learning styles throughout the updated chapters on today's most critical topics, including: Using formative assessment for best results; Integrating technology to connect students' school and home lives; Differentiating instruction to inspire every student; Connecting with children of various cultures, including those who live in poverty; Creating a collaborative learning environment

Each chapter includes helpful lists, charts, and graphs. New and veteran teachers will find a treasure trove of invaluable tried-and-true strategies throughout this handy reference.

Constructing Knowledge Through Higher-Level Thinking Processes

Constructing knowledge through higher-level thinking processes

Those who own the rights to inventions own the world.

—From the political platform of the japanese democratic party, as quoted by joseph renzulli and sally reis (2008)

In a world that is changing exponentially, we cannot continue to try to pour facts into our students; there are just too many facts! Instead, we must begin to concentrate on ways to help students find information and then use it effectively. In his groundbreaking book, A Whole New Mind, Daniel Pink (2005) says that in the last century we modeled schools after factories in which people were experts on a small amount of facts learned linearly in order to do a specific job. We had facts that ...

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