ERIC Number: ED469945
Record Type: RIE
Publication Date: 2002
Listen to the Children: From Focused Observation to Strategic Instruction.
This book provides elementary teachers with ways to use focused observation to help plan thoughtful, effective instruction and curriculum for their students. The recommended strategies can be implemented in a variety of situations, grade levels, and teaching environments. Three chapters present stories related to: getting along in the classroom (social and emotional concerns and partner and group work); classroom organization and management (creating a responsive curriculum); and literacy education. Each chapter presents five sections: a reader's guide, which indicates strategies discussed within the vignette and practical ideas for implementation in the classroom; an explanation to set the scene; a narrative of what actually happened in the classroom on a particular day; the story background, which explains why the vignette is important; and teaching strategies. Ideas for strategic instruction include how to: record observations of students; help students modify self-defeating behavior; assist students in working productively in groups; ease problems that develop in partner work; overcome implicit assumptions with clear, explicit teaching; help beginning readers join the literacy club; pace and evaluate a read-aloud; and diversify instruction in a writing workshop. A glossary is included. (Contains 59 bibliographic references.) (SM)
Descriptors: Classroom Environment, Classroom Techniques, Cooperative Learning, Curriculum Development, Elementary Education, Interpersonal Relationship, Literacy Education, Observation, Observational Learning, Planning, Reading Instruction, Teaching Methods, Writing Instruction
Heinemann, P.O. Box 6926, Portsmouth, NH 03802-6926 ($19). Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Fax: 603-431-4971; Web site: http://www.heinemann.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A