Bücher der Reihe In A Nutshell Series

Educators will learn how multiple intelligences theory applies to differentiation and gain strategies for tapping into multiple intelligences to create more learning options for students.

In this Nutshell resource, the author presents an instructional framework for the five Rs: relevance, richness, relatedness, rigor, and recursiveness. The book shows K-12 teachers how instruction based on the five Rs, across content areas, can develop critical thinking skills (classifying, comparing/contrasting, and analyzing) and creative thinking skills (inferring, predicting, and visualizing).

A Look at Transfer examines the six levels of transfer and the adult learner. The book explores the seven bridging strategies to use with adult learners as they learn how the professional development content they are learning does, indeed, transfer into their classrooms and into their life situations.

The brain gets fed first! That is an important idea that directly relates to the nutrition/cognition connection in schools. As the education community faces the challenges of childhood obesity, malnutrition of the brain, food allergies, disorders of metal metabolism and biochemical imbalances, educators are eager to learn about how to guide students in the care of their bodies, and especially, in the feeding of the brain. Making "smart" choices for the very hungry brain is the focus of this cutting edge book that provides the busy teacher with vital information on nutrition and behavior. Dr. Marcus develops a rich discussion about three food groups: animal foods, plant foods and junk foods. She explains why breakfast is still the most important meal of the day, provides brain joggers for easy integration into classroom activities, and presents a host of practical strategies for teaching nutrition as part and parcel of a "learning for a lifetime" curriculum.

This resource examines how Routine inFormative Assessments, Reflective inFormative Assessments, and Rigorous inFormative Assessments can inform and improve teaching practices and student learning.

Twelve Brain Principles That Make the Difference, by Brian Pete and Robin Fogarty, is about how the brain learns best and all the things teachers can do to facilitate the learning part of the teaching scene. This book presents a unique organization of Renate and Geoffrey Caine's twelve brain principles. The twelve principles are arranged in four specific quadrants. Each quadrant speaks to a particular aspect of the high-achieving classroom and highlights how instructional decisions are governed by the twelve principles.

How to Differentiate Learning provides guidance for schools and districts to start or improve the effort to differentiate instruction. Based on what educators know about the differences among children they teach, and based on what we know of brain research, teachers must find and embrace ways to differentiate curriculum, assessment and entry points to understanding in order to make all students successful. This book provides background from experts and clarifies what is not differentiation as well as what is. It offers ways for teachers to think about student interests and learning profiles and also looks at varied ways to approach instructional planning for differentiated learning.

This practical guidebook demonstrates how to integrate six critical elements-reflection, individual achievement, collaboration, higher-order thinking, emotional realms, and social skills-into robust cooperative learning tasks.

The Adult Learner: Some Things We Know addresses the "warrior" who rises to the challenge of teaching the adult learner. The discussion is designed as a catalyst for dialogue about the adult learner and to uncover the complexities of teaching this rare and riveting species.This book is organized around three interlocking themes: some things we know about the adult learner; some things we know about change; and some things we know about professional development. In the process of reading the book, the reader gets a glimpse into the research that supports the theory of the adult learner, into the principles that guide the learning practices of the adult learner, and into the strategies that "work in the work setting" for the adult learner.