The Best Selling edi Books

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1 Content Bibliography for Teacher Effectiveness Measure Framework Colonial Middle School Library Complied by Fay Beth Broughton January 14, 2015

2 Mr. Pettigrew has requested that the library provide support services for teachers that would like to improve upon any weaknesses uncovered by their evaluation. To that end, we have compiled a bibliography of resources with summaries that may be used by teachers in addition to or in lieu of professional development sessions. All of these resources are available for checkout in the library. We hope you find these resources beneficial. Works Cited Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 158 pages Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective. TEACH 1,3, 5, 6 Hollingsworth, John, and Silvia Ybarra. Explicit Direct Instruction: EDI: The Power of the Well-crafted, Well-taught Lesson. Thousand Oaks: Corwin, Print. Paperback: 280 pages This teacher-friendly book presents step-by-step guidelines for implementing the EDI method to deliver effective lessons that can significantly improve achievement for all students, including English language learners and students with special needs. The authors provide detailed sample lessons and scenarios that illustrate EDI techniques in the classroom. Teachers at all grade levels can deliver solid instruction by implementing the components of EDI. TEACH 1, 4, 5, 6, 7 Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco: Jossey-Bass, Print. Paperback: 332 pages Teach Like a Champion offers effective teaching techniques to help teachers, especially those in their first few years, become champions in the classroom. These powerful techniques are concrete, specific, and are easy to put into action the very next day.

3 Training activities at the end of each chapter help the reader further their understanding through reflection and application of the ideas to their own practice. TEACH 6 Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 219 pages Discover how a carefully structured combination of two approaches--sustained silent reading and instruction in subject-specific vocabulary--can help rescue low achievers and boost the academic performance of all students. TEACH 7 Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 188 pages In 2001, Classroom Instruction That Works inspired more than a million teachers to refine their approach to teaching by asking and answering these questions: What works in education? How do we know? How can educational research find its way into the classroom? How can we apply it to help individual students? TEACH 6, 7 Marzano, Robert J. A Handbook for Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 178 pages What works in education? How do we know? How can teachers find out? How can educational research find its way into the classroom? How can we apply it to help our individual students? Questions like these arise in most schools, and busy educators often don't have time to find the answers. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning: * Identifying similarities and differences. * Summarizing and note taking. * Reinforcing effort and providing recognition. * Homework and practice. * Nonlinguistic representations. * Cooperative learning. * Setting objectives and providing feedback. * Generating and testing hypotheses. * Questions, cues, and advance organizers.

4 This list is not new but what is surprising is finding out what a big difference it makes, for example, when students learn how to take good notes, work in groups, and use graphic organizers. The authors provide statistical effect sizes and show how these translate into percentile gains for students, for each strategy. And each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and many "frames," rubrics, organizers, and charts to help teachers plan and implement the strategies. TEACH 4, 6, 7 Pinto, Laura E., Stephanie Spares, and Laura Driscoll. 95 Strategies for Remodeling Instruction: Ideas for Incorporating CCSS. Thousand Oaks, CA: Corwin, Print. Paperback: 200 pages Give your lesson plans a makeover! Would you rather listen to a lecture or play classroom Jeopardy? Research shows that the most successful learning happens when teachers engage their students in actively applying concepts. This book shows you how to enhance lessons with 95 researchbased strategies that work for all subjects and grade levels. In addition, the authors explain the research on student learning, describe best practices, and provide tools for analyzing your lessons. This step-by-step guide shows how to remodel lessons to: Align with the Common Core State Standards Develop 21st century skills Engage students Enhance content learning TEACH 1, 2, 3, 4, 7 Saphier, Jon, Robert R. Gower, and Mary Ann Haley-Speca. The Skillful Teacher: Building Your Teaching Skills. Acton, MA: Research for Better Teaching, Print. Paperback: 544 pages Of all the things that are essential to high performing schools, nothing is more important than the teacher and what that person knows, believes and can do. A teacher's skill makes a difference in student performance, not only in achievement scores, but also in student s sense of fulfillment in school and their feelings of well-being. Twenty chapters capture a blend of research and practitioner-developed approaches for using the research in the classroom. Each chapter lays out a known repertoire of

5 strategies to help teachers fulfill a particular kind of mission from the spiritual imperative of communicating high expectations to the abstract challenge of planning lessons. TEACH 2, 3, 4 Snow, David, and Zoe A. Barley. Classroom Strategies for Helping At-risk Students. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 114 pages Classroom Strategies for Helping At-Risk Students is essential reading for busy teachers who want to use high-quality research to guide their practice. It synthesizes the results of 118 studies of students at risk of failure and identifies six general strategies proven to be positive interventions. The book describes each strategy, analyzes the research, and offers implications for deciding how to use the strategies. A discussion guide helps readers directly connect the research to their own classrooms. Whether you are a new or experienced teacher, this authoritative book will deepen your understanding of effective teaching methods and help you work more successfully with low-performing students. TEACH 1, 2, 3, 4, 5 Tate, Marcia L. Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Thousand Oaks, CA: Corwin, Print. Paperback: 158 pages The second edition of the bestseller offers 20 field-tested, brain-compatible instructional strategies that maximize memory, engagement, and learning for every student. The book is revised throughout with a new lesson plan format, plus updated research, new strategies, and stories. Each strategy includes an overview of brain research and learning style theory, sample classroom activities, and space to brainstorm ideas for classroom application. Teachers will learn about: Using graphic organizers, semantic maps, and word webs Engaging students through music, rhythm, rhyme, and rap Reciprocal teaching and cooperative learning Implementing project-based and problem-based instruction Leading students through visualization and guided imagery exercises TEACH 1, 3, 4, 6, 7 Tomlinson, Carol A., and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 247 pages

6 This book is the first in a new series from Carol Ann Tomlinson and Caroline Cunningham Eidson exploring how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the middle grades, but applicable at all levels, Differentiation in Practice, Grades 5-9 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Included are: * Annotated lesson plans for differentiated units in social studies, language arts, science, mathematics, and world/foreign language. * Samples of differentiated worksheets, product assignments, rubrics, and homework handouts. * An overview of the essential elements of differentiated instruction and guidelines for using the book as a learning tool. * An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, negotiated criteria, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixedability classrooms with academically responsive curriculum appropriate for all learners. TEACH 1, 3, 4, 7 Wormeli, Rick. Summarization in Any Subject: 50 Techniques to Improve Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development, Print. Paperback: 226 pages Educators agree that the ability to summarize--to identify salient information and structure it for meaning, long-term retention, and successful application--is an essential academic skill. Research affirms summarization s reputation as a highly effective way to boost comprehension and achievement. We know summarization works. But isn't it, well, just a little dull? It doesn't have to be. Rick Wormeli, a teacher certified by the National Board for Professional Teaching Standards, makes the case that summarization is not only one of the most effective ways to improve student learning, it's also one of the most flexible, responsive, and engaging. Here, you'll find a classroom-tested collection of written, spoken, artistic, and kinesthetic summarization techniques for both individual assignments and group activities across the content areas. Suitable for students in grades 3-12, these techniques are easily adjustable to any curriculum and presented with ample directions and vivid, multidisciplinary examples. They are valuable additions to every teacher's repertoire.

7 Wormeli also clarifies the process of teaching students how to summarize and includes a special section on the key skill of paraphrasing. The book concludes with an assortment of original text excerpts and activity prompts--a great starting place for teachers ready to use summarization in their own classrooms. TEACH 3, 4, 7