Designing Effective Smartboard Lessons Differentiated Instruction and Instructional Intelligence Meets the SmartBoard
http://www.internet4classrooms.com/di.htm
"If a child can not learn the way we teach, then maybe we need to change the way we teach"
"Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning."
"They may even begin to realize that school is for the students, not the teacher."
page 35 of Kathie Nunley's Layered Curriculum 2nd Edition:
" I was just a warm body with a degree standing in front of the classroom."
Workshop Agenda
Find a lesson
LOR
SmartActive Conference
SmartTech
Open Notebook Software
- Create a lesson using the Notebook tools
Background and Glossary
Definitions:
- Differentiated Instruction: instruction geared toward the varied needs/interests/aptitudes of individual learners
- Instructional Intelligence : the variety of strengths/intelligences the students bring to the learning environment
- Differentiated Assessment - assessment tools which fit the varied needs of individual learners, providing opportunities which will allow success?
Other Terms
Backward Design: Start with the end in mind,
the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform'
How can we engage our students in the classroom?
What are the different ways the smartboard can be used as an Instructional Tool?
like a manipulative
moving objects
sorting categorizing
What tools does the SmartBoard have that allow for Differentiated Instruction?
- Dice
- Spinner
- Hide and Reveal
- Screen Shade
- Spot Light
- T-chart Flash files
- Graphic Organizers:
Venn diagrams
Fishbone diagram
T Chart
Mind Maps
Concept Maps
Concept Attainment
Add-Ons
Resources
Web Links
Kagan Tools:
timer,
Group Selector
Chips
Strategies
- Walkabouts
- Choice Boards
- Four Corners
- Value Lines
- Appointment Cards
- Concept Attainment
Layered Curriculum by Kathie F Nunley
Support and Resources: www.Help4Teachers.com
What is in a Layer?
C Layer : :
Basic knowledge, understanding.
B Layer : :
Application or manipulation of the information learned in the C layer.
A Layer : :
Critical Thinking and Analysis.
Source
Differentiated Instruction
Start Where They are: Differentiating for Success with Young Adults by Karen Hume
Lesson Sample Media in Grade 8
Essential Question:
Reflection Strategy:
"Say Something" Activity"
Text Title:________,
Informal notes about the text,
My comments and ideas ....... in circle discussion,
I would give myself the following level: Level 1, 2, 3, 4
Based on my participation and cooperation
Whole-class brainstorming in response to the Essential Question .......
Place Mat Activity
Out of class activity related to "Essential Question"
Introduction of "Culminating Task"
You have been hired by....
Teach __ key questions........
Model using the key questions in an activity.......
Students work in small groups with teacher support
Students complete the Reflection Sheet...
Divide students into 5 or 6 groups
Students complete "Say Something" Activity sheet and "Reflection Strategy" sheet
Project / Task
Create an .....
Do a spoof of ....
Culminating Task
Media Unit Culminating Activity Evaluation
Self Evaluation
Peer Evaluation
Present Culminating Task
Reflection and Wrap-up
Revisit Anticipation Guide
Backward Design
The design process involves teachers planning in 3 stages, each with a focusing question:
- Stage 1 - What is worthy and requiring of understanding?
- Stage 2 - What is evidence of understanding?
- Stage 3 - What learning experiences and teaching promote understanding, interest and excellence?
Elements of a Effective Lesson Plan
1) Anticipatory Set -
2) Purpose -
3) Input -
4) Modeling -
5) Guided Practice -
6) Checking For Understanding -
7) Independent Practice -
8) Closure -
Dr. Madeline Hunter's research indicates that effective teachers usually include the following elements in their lessons.
http://www.csun.edu/science/ref/plans/lesson_design_hunter.html
21 st Century Teachers
| Traditional Teaching | Emerging Teaching |
| Teacher-directed, memory-focused instruction | Student-centered, performance-focused learning
|
| Lockstep, prescribed-path progression | Flexible progression with multi-path options |
| Limited media, single-sense stimulation | Media-rich, multi-sensory stimulation |
| Knowledge from limited, authoritative sources | Learner-constructed knowledge from multiple Information sources and experiences |
| Isolated work on invented exercises | Collaborative work on authentic, real- world projects |
| Mastery of fixed content and specific processes | Student engagement in definition, design and management of projects
|
| Factual, literal thinking for competence | Creative thinking for innovation and original solution
|
| In-school expertise, content, and activities | Global expertise, information, and learning experiences
|
| Stand-alone communication & information tools | Converging information and communication skills |
| Traditional literacy and communication skills | Digital literacies and communication skills
|
| Primary focus on school and local community | Expanded focus including digital global citizenship |
| Isolated assessment of learning | Integrated assessment for learning
|
Source:
page 6
National Educational Technology Standards for Students
Second Edition
ISTE
|
|
Focus Questions:
Multiple Intelligence
Types of Teachers
Gourmet Omnivore
Active Consumers
Passive Consumer
Reticent Consumer
Types of Thinking
1. Critical thinking -
- This is convergent thinking. It assesses the worth and validity of something existent. It involves precise, persistent, objective analysis. When teachers try to get several learners to think convergently, they try to help them develop common understanding.
2. Creative thinking -
- This is divergent thinking. It generates something new or different. It involves having a different idea that works as well or better than previous ideas.
3. Convergent thinking -
- This type of thinking is cognitive processing of information around a common point, an attempt to bring thoughts from different directions into a union or common conclusion.
4. Divergent thinking -
- This type of thinking starts from a common point and moves outward into a variety of perspectives. When fostering divergent thinking, teachers use the content as a vehicle to prompt diverse or unique thinking among students rather than a common view.
5. Inductive thinking -
- This is the process of reasoning from parts to the whole, from examples to generalizations.
6. Deductive thinking - T
- his type of reasoning moves from the whole to its parts, from generalizations to underlying concepts to examples.
7. Closed questions -
- These are questions asked by teachers that have predictable responses. Closed questions almost always require factual recall rather than higher levels of thinking.
8. Open questions -
- These are questions that do not have predictable answers. Open questions almost always require higher order thinking.
Levels of Thinking
Level 1: Recall/ Knowledge - exhibits previously learned material by recalling facts, terms, basic concepts and answers.
Key words: who, what, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select
Questions:
- What is . . . ? How is . . . ?
- Where is . . . ? When did _______ happen?
- How did ______ happen? How would you explain . . . ?
- How would you describe . . . ?
- When did . . . ? Can you recall . . . ?
- How would you show . . . ? Can you select . . . ?
- Who were the main . . . ? Can you list three . . . ?
- Which one . . . ? Who was . . . ?
Level 2: Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify
Questions:
- How would you classify the type of . . . ?
- How would you compare . . . ? contrast . . . ?
- Will you state or interpret in your own words . . . ?
- How would you rephrase the meaning . . . ?
- What facts or ideas show . . . ?
- Which statements support . . . ?
- What is the main idea of . . . ? What can you say about . . . ?
- Can you explain what is happening . . . what is meant . . .?
- Which is the best answer . . . ?
- How would you summarize . . . ?
Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.
Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify
Questions:
- What examples can you find to . . . ?
- How would you solve ______ using what you have learned ... ?
- How would you organize _______ to show . . . ?
- How would you show your understanding of . . . ?
- How would you apply what you learned to develop . . . ?
- What would result if . . . ?
- Can you make use of the facts to . . . ?
- What elements would you choose to change . . . ?
- What facts would you select to show . . . ?
- What questions would you ask in an interview with . . . ?
Level 4: Analysis - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.
Key words: analyze, categorize, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion.
Questions:
- What are the key parts or features of . . . ?
- How is _______ related to . . . ?
- Why do you think . . . ? What is the theme . . . ?
- What motive is there . . . ?
- What conclusions can you draw . . . ?
- How would you classify / categorize . . . ?
- What evidence can you find . . . ?
- What is the relationship between . . . ?
- Can you make a distinction between . . . ?
- What is the function of . . . ? What ideas justify . . . ?
Level 5: Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct
Questions:
- Do you agree with the actions . . . ? with the outcomes . . . ?
- What is your opinion of . . . ?
- How would you prove . . . ? disprove . . . ?
- Can you assess the value or importance of . . . ?
- Would it be better if . . . ?
- Why did they (the person or the character) choose . . . ?
- What would you recommend . . . ?
- How would you rate the . . . ?
- What would you cite to defend the actions . . . ?
- How would you evaluate . . . ?
- How could you determine . . . ?
- What choice would you have made . . . ?
- What would you select . . . ?
- How would you prioritize . . . ?
- What judgment would you make about . . . ?
- Based on what you know, how would you explain . . . ?
- What information would you use to support the view . . . ?
- How would you justify . . . ?
- What data was used to make the conclusion . . . ?
- Why was it better that . . . ?
- How would you prioritize the facts . . . ?
- How would you compare the ideas . . . ? people . . . ?
Level 6: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change
Questions:
- What would happen if . . . ?
- Can you elaborate on the reason . . . ?
- Can you propose an alternative . . . ?
- What could be combined to improve (change) . . . ?
- Can you formulate a theory for . . . ?
- Can you predict the outcome if . . . ?
- What facts can you compile . . . ?
- Can you construct a model that would change . . . ?
- Can you think of an original way for the . . . ?
Instructional Methods
| What are instructional methods? |
Instructional methods are ways that information is presented to students. Such methods fall into two categories: teacher-centered approaches and student- centered approaches. There is not one "best" approach to instruction. Some goals are better suited to teacher-centered approaches while others clearly need student-centered approaches (Shuell, 1996). Teacher-centered instruction has been criticized as ineffective and grounded in behaviorism; (Marshall 1992, Stoddard, Connell, Stgofflett, and Peck 1993) however, this is not the case if delivered effectively (Eggen & Kauchak, 2001). Let's take a closer look at these approaches. |
| Teacher-centered Approaches | Teacher-centered approaches include instruction where the teacher's role is to present the information that is to be learned and to direct the learning process of students (Shuell, 1996). The teacher identifies the lesson objectives and takes the primary responsibility for guiding the instruction by explanation of the information and modeling. This is followed by student practice. Methods that fall into the teacher-centered approaches include demonstration, direct instruction, lecture and lecture-discussions. |
| Demonstration involves the teacher showing students a process or procedure such a science process, a cooking procedure or a computer procedure. Involving students in demonstrations allow this method to be less passive. |
|
Direct Instruction is used to help students learn concepts and skills. There are various models of Direct Instruction but all include similar steps: 1) intro & review, 2) presentation of new information, 3) guided practice, 4) independent practice. |
Lecture
| Lecture is the most criticized of all teaching methods AND the most commonly used because 1) planning time is limited, 2) lectures are flexible and can be applied to any content and 3) lectures are simple. The most critical fact about lecture is that it puts students in a passive role. |
| Lecture-discussion is a combination of lecture and teacher questioning of students. |
| Learner-centered Approaches | Grounded in constructivism, learner-centered approaches involve instruction where the teacher is a facilitator (or guide) as the learners construct their own understandings. There are a number of methods in this category that are listed and explained below. |
| Case studies involve groups of students working together to analyze a "case" that has been written on a particular situation or problem to find a solution. Case studies allow students to apply new knowledge and skills for solving complex issues. This method is not appropriate for use with elementary students. The case study is completed by discussion of the case, allowing learners to debate their conclusions. |
Cooperative Learning
| Cooperative learning involves small heterogeneous student groups working together to solve a problem or complete a task. All students in the group must actively participate with each student maintaining some independence. The success of the group depends on the input of each individual. This teaching method promotes active participation, individual accountability, students' ability to work cooperatively and improvement of social skills. |
Discussion/Discussion Boards
| Designed to encourage thinking skills, discussion allows learners to increase interpersonal skills. Discussions may occur in the classroom or online. One way to implement discussions with twenty-first century students is to use discussion boards. Previously referred to as "bulletin boards" or "message boards", these areas are places where a question can be posted by the teacher and students may post "threads" (comments to the question) asynchronously (at various times). Discussion boards vary in participation and good discussion may result from the expertise of the facilitator. Incentives (bonus points) may be needed to motivate all students and rules must be made clear. See more information about using discussion boards. Course management software such as Blackboard have built in a discussion board feature making it quite easy to implement. |
Discovery Learning
| Discovery learning is an inquiry-based learning method in which learners use prior knowledge and experience to discover new information that they use to construct learning. This method is the most successful if the student has some prerequisite knowledge and the experience is structured (Roblyer, Edwards, and Havriluk, 1997). |
Graphic Organizers
| Graphic Organizers are found in the form of diagrams, maps and webs and illustrate information in a graphical format. Diagrams may be drawn by hand or designed on the computer with programs such as Inspiration (grades 6-12) or Kidspiration (grades K-5). This strategy/tool can be used when brainstorming ideas, analyzing stories, analyzing characters, comparing and contrasting information, storyboarding (planning projects) prewriting during the writing process and breaking down concepts to show the relationships with parts (such a the parts of a cell). These graphical representations of information have been found to make information easier to learn and understand, especially complex information (Dye, 2000). Further, using visual learning strategies have been found to be effective with struggling learners (Bulgren, Schumaker & Deschler, 1998; Gardill & Jitendra, 1999 cited in O'Bannon and Puckett, 2007). |
Journals/Blogs
| Journals are often used in classrooms to allow students to record reflections and ideas. Typically written in a notebook and recorded each day, the journal serves as a method of communication between the student and the teacher. A blog is short for web log and is simply an online journal or diary versus it's more traditional "notebook" cousin. A new method for reflective writing, blogs can be used to share ideas and/or thoughts on various subjects. These reflections and ideas may be private or public. Blogs are considered great motivators for student writing and offer a novel way for students to engage in reflective writing and sharing information on classroom topics. Read more about using blogs. |
K-W-L (Ogle, 1986)
| Know - What to Know - Learned is a strategy that is typically used to provide structure to the learning process to allow students to recall what they know about a topic, what they want to know about the topic and what is to be learned. This strategy allows students to become actively involved in their learning. Generally, a chart is created on the board, overhead or hand-out. Students fill in the Know column before they begin their study. The fill in the Want to Know column with all of the information that they want to learn about the topic. After the study, they complete the Learned column with their new knowledge. Find more about K-W-L. An online generator of K-W-L charts can be found at http://www.teachnology.com/web_tools/graphic_org/kwl/ |
Learning Centers
back to top | Learning Centers are self contained areas where students work independently or with small groups (pairs or triads) to complete a task. Centers may take the form of chairs placed around a table for group discussion, display boards that present questions/problems/worksheets, or computer/computers where students perform hands-on activities or research on the web. |
Role-Play
| Role-play deals with solving problems through action. A problem is identified, acted out and discussed. The role-play process provides students with an opportunity to 1) explore their feelings, 2) gain insight about their attitudes,and 3) increase problem solving skills. |
Scaffolding
| Scaffolding, involves the teacher modeling the skill and thinking for the student. As the student increases understanding, the teacher withdraws the assistance allowing the student to take on more responsibility for the learning. |
Problem-Based Learning (PBL) & Inquiry Learning
|
Problem-Based Learning & Inquiry involves teacher giving the student a problem where inquiry must be utilized to solve the problem. There are commonly four steps in this model: 1) student receives the problem, 2) student gathers data, 3) student organizes data and attempts an explanation to the problem, and 4) students analyze the strategies they used to solve the problem.
A well known and highly successful inquiry-based strategy is WebQuests, developed by Dr. Bernie Dodge at San Diego University. This technique requires that answers to the problem in the Quest be drawn from the web. Read more about WebQuests. |
| Simulations are used to put the student in a "real" situation without taking the risks. Simulations are meant to be as realistic as possible where students are able to experience consequences of their behavior and decisions. Simulations are commonly used in social studies and science but can be used in other curriculum areas. Computer simulations are quite common in today's virtual world. One example is "dissecting a frog" using the computer. |
Storytelling / Digital storytelling
back to top | A great way to strengthen communication skills is to get students involved in creating multimedia stories. Topics can range from biographical stories with photo collections from family archives to community mapping projects, virtual field trips within the community, or more complex stories created by older students. These digital stories can be planned, storyboarded and produced using slide show software such as PowerPoint or video editing software such as Imovie. This strategy has become quite the rage in recent years with students loving the active learning |
Outsmarting IQ
Experience
Reflection
- - to identify, create and connect patterns
Strategies
- - to respond to the patterns
Enough Neurons
- - to function normally, Intelligence is "learn-able"
Classroom Strategies
* Workshop/ Classroom Norms Example: respecting yourself and others , respecting the ideas of others
* Workshop or Classroom Expectations: guidelines, rules, procedures agreed to and abided by everyone
Examples: Begin and end on time, Respect the learning environment, Honor the professionalism of your colleagues participate actively in the learning
* Strategy Chart - Example: what the strategy and what does it look like, what was the response ...
* Time Clues – How much time, “Wrap it up warning” * Use SmartBoard Timer
- Ongoing Reflection Sheet and “Golden Nuggets”
* Teachable Point of View – “Teachable Moments” related to a situation in the classroom
- Movement – moving around to help teachers or students keep focused, Acting out a point of view or idea
* Jigsaw – you are a piece of the puzzle, and a piece of the information like a chain
- Expert Panel – your are the expert on a given piece
* Ink Time – writing time, write down what you have learned
* Cloze – what are the missing pieces or words
- Give On and Get One – sharing ideas, a carousel like activity, meet different people to share ideas
- Expert Teaching
* Graphing- visualize info and sorting and organizing data
* Readiness Profile – checking to see where you are
- Video Clip: Viewing / Jotting To help Focused the Viewing and learning
* Highlighting - what is important
* Consulting Line – Think/ Pair / Share,
* Pre-Reading / Pre- Assessment- Where are you at?
* Identifying - focusing task
* Matching
* Jigsaw- Puzzle - putting all the pieces together
* Revise Teachable Point of View
* Individual Whiteboards
* Graffiti Boards Example: Parking Lot
* Brainstorming / Discussion
* Manipulative / Models (hands on)
* Graphic Organizers: Example: Placemats, Venn Diagrams
* Mnemonic Devices - creating hooks for info
* Drawings/ Art works to show idea or point of view
- Writing or Journaling - predicting or reflecting
* Concept Attainment – testing knowledge or learning
* Case Studies
* If Statements: ….. If …. Then…
* Similes and Metaphors: Info in new situations
* Reflections and Next Steps
* Appointment Schedule - meet and discuss ideas with others
* Gap Analysis – looking for strengths, weaknesses or missing pieces Instructional Intelligence
- "Teaching is not an Either Or issue.
- It is not phonetics or whole language or constructivist or behaviourist;
- it is about what works with particular students; often it is a bit of many approaches that makes the difference." (Bennett, 2002)
Instructional Intelligence is the integration of content knowledge, assessment, knowledge of how we
learn, instructional repertoires, personal/professional change and systemic change.
Instructional Strategies
Examples: Jigsaw Mind Mapping Concept Mapping Cooperative Learning Models Concept Attainment
Instructional Tactics
Examples: Think/Pair/Share Place Mat Graffiti PMI Value Lines Fish Bone
Instructional Skills
Examples: Framing Questions Wait Time Checking for Understanding Linking to Past Experiences Providing Models Responding to Learners
The 21st Century Learner
- MI theory, learning styles, brain theory and educational research
- Rise of ADHD and Autism Rapid growth in and increased use of technology
- Learners are changing and becoming more diverse
- Recognition of diversity Learner at the centre of everything we do
- Instructional Intelligence provides us with one way we can begin to think more scientifically and creatively about how we respond to these issues.
Digital Photography: Using the Digital Camera in the Classroom
Adobe Photoshop Elements : a visual introduction to digital imaging
by Philip Andrews, Focus Press, 2002, ISBN 0-240-51686-9
An advanced Guide to Digital Photography
by Vincent Oliver, AVA Publishing, 2005, ISBN 2-88479-052-7
Award Winning Digital Photography Projects for the Classroom
by Arnie Abrams, Visions Technology in Education, Eugene, OR, Copyright 2006, ISBN 1-58912-464-2 (www.toolsforteachers.com)
Beginner’s Guide to Adobe Photoshop Elements: Easy lessons for rapid learning and success
by Michelle Perkins, Amherst Media, 2004, ISBN 1-58428-138-3
Digital Photography: a no-nonsense, jargon free guide for beginners
, by Steve Bavister, Colins & Brown, 2000, ISBN 1-85585-781-2
Digital Zoom Camera Handbook
by Rob Sheppard., Lark books, 2005, ISBN 1-57990-653-2
Digital Photography
2nd edition, by Erica Sadun, Sybex Press, 2000, ISBN 0-7821-2965-X CD included
Digital Photography in the Classroom
by Lynn Van Gorp, Teacher Created Materials, 2001,ISBN 0-7439-3601-9 (CD included)
Digital Photography field book
, by Cynthia L Brown, and Daniel Peck, Peachpit Press, 2005, ISBN 0-321-22054-4
Digital Photography Workshop for Teachers:
Janet Cauglin Workshop Book Series, Tom Synder Productions , Scholastic Company, (
www.tomsnyder.com), Copyright 2004, ISBN 1-59009-931-1
Digital Darkroom Vol 1,
Henry’s School of Imaging, Instructional Guide to Enhancing Digital Pictures using Adobe Photoshop Elements 3
Digital Darkroom
Vol 2
, Henry’s School of Imaging, Instructional Guide to Enhancing Digital Pictures using Adobe Photoshop Elements 3
Digital Photography for Dummies
, Julie Adair King, IDG Books, 1997, ISBN 0-7645-0294-8 (CD included)
How to Keep a Sketchbook Journal
by Claudia Nice, Northern Lights Books, Cincinnati, Ohio (
www.nlbooks.com), Copyright 2001, ISBN 1-518180-044-4
Making a Movie with Windows XP: visual quickproject guide
,
by Jan Ozer, Peachpit Press, 2005, ISBN 0-321-27845-3
Photoshop Elements
(Version 5) by Linda Dickerson, CLICKstep Training for Education, FTC Publishing,
Photography for Dummies
by Russell Hart, 1988, IDG Books, ISBN 0-7645-5065-9
Photoshop Elements
: (Version 3 including Version 2) by Linda Dickeson, ClickStep Teacher Training Series, FTC Publishing Group, ISBN (CD included)
Teaching with Digital Images
by Glen L. Bull and Lynn Bell editors, International Society for Technology in Education, ISBN 1-56484-219-3 (CD included)
The Photoshop Elements Book for Digital Photographers
by Scott Kelby, New Riders Publishing, 2004, ISBN 0-7357-1392-8
The Photographer’s Handbook
3rd Edition by John Hedgecoes, Kindersley Book, 1992, ISBN 0-679-74204-2
Visual Literacy: a conceptual approach to graphic problem solving
, Judith Wilde, Richard Wilde, Watson, Guptill Publications, 1991, ISBN 0-8230-5620-1
Graphic Organizers - Resource List
Concept Mapping Companion:
second edition by L. A Ditson, R. Kessler, L. Anderson-Inman, & D. Mafit, International Society for Technology in Education (ISTE), Eugene, Oregon, 2001, ISBN 1-56484-167-7 Cost $38.95 American funds
How to Mind Map by Tony Buzan, Thorsons Press, London England or Thosons Element.com , 2002, ISBN 0-00-714684-1 Cost $17.95
Mapping Inner Space: Learning and teaching visual Mapping by Nancy Margulies, Nusa Maal, Zephyr Press, Chicago, 2002, ISBN 1-56976-138-8 Cost: $49.95 list price
Mind Mapping for Kids : the short cut to success at school
, by Tony Buzan,
Thorsons Press, London England or ThosonsElement.com , 2003, ISBN 0-00-715133-0 Cost $29.95
The Ultimate book of Mind Maps:unlock your creativity, boost your memory, change your life
by Tony Buzan, Thorsons Press, London England or ThosonsElement.com , 2005 ISBN 0-00-721291-7 Cost $29.95
Writing and Graphic Organizers
Structure Writing using Inspiration Software to teach Paragraph Development
by C. Haynes, K. McMurdo, International Society for Technology in Education (ISTE), Eugene, Oregon, 2001, ISBN 1-56484-171-5 Cost: $30.00?
Graphic Novels
Big Fat Lit Little, Puffin Books,
Edited by Art Spiegelman, and Francoise Mouly, New York, New York, (
www.little.lit.com Or www.penguin.com/youngreaders) ISBN 0-14-240706-2, Copyright 2003, Cost $19.50
Babymouse Queen of the World
, by Jennifer L. Holm and Matthew Holm, Random House, New York, Copyright 2005, ISBN 0-375-83229-7 Cost 7.95
Character Design for Graphic Novels
, by Steven Withrow and Alexander Danner, Focus Press, Amsterdam, ISBN 0-240-80902-5, Copyright 2007, Cost 39.95 US
Comics and Sequential Art
by Will Eisner, Poorhouse Press, Paramus, N.J., Copyright 2006, ISBN 0-9614728-1-2, Cost 29.50 Canadian
Don’t Let the Pigeon Drive the Bus
, by Mo Willems, Hyperion Books for Children, New York, Copyright 2003, ISBN 0-7868-1988-X Cost 18.99 Canadian
The Dot
, by Peter H Reynolds, Candlewick Press, Cambridge, Massachusetts, ISBN 0-7632-1961-2 Copyright 2003, Cost $21.00
Ish
, by Peter H Reynolds, Candlewick Press, Cambridge, Massachusetts, ISBN 07632344-X Copyright 2004, Cost $21.00
Johnny Mutton, He’s so Him,
by James Proimos, HartCourt Press (
www.HartcourtBooks.com) Copyright 2003, ISBN 0-15-216766-8 Cost 5.95 Canada
Letters from a Desperate Dogs
, by Eileen Christelow, Clarion Books, Houghton Mufflin Company, New York, Copyright 2006, Cost 21.95 Canadian
Leave it to Chance: Monster Madness and other stories
, by James Robinson, Paul Smith, George Freeman, Jeremy Cox, Image Comics, Orange, CA, Copyright 2003, ISBN 1-58240-298-1
No David
, by David Shannon, The Blue Sky Press, Scholastic (
www.scholastic.com) New York, New York, Copyright 1998, ISBN 0-590-93002-8 Cost $19.99
Owly: The Way Home and The Bittersweet Summer,
by Andy Runton, Top Shelf Productions (www.topshelfcomix.com) Copyright 2004, ISBN 1-891830-62-7 Cost 10.00
Pride of Baghdad
by Brian K Vaughan and Niko Henrichon,
DC Comics, New York, www.vertigocomic.com, Copyright 2006, ISBN 1-4012-0314-0 Cost 26.95 Canadian
Stone Soup,
by Marcia Brown, Aladdin Paperbacks, Simon and Schuster, New York, (
www.SimonSaysKids.com) Copyright 1975, ISBN 780689878367, Cost 6.99
The Sleeping Beauty
, by told by C.S. Evans and illustrated by Arthur Rackham, Chancellor Press, London,W1, Copyright 1987, ISBN 1-85152-056-2
Other Books
Alphabet Books
K is for Keystone: a Pennsylvania Alphabet
, written by Kristen Kane and illustrated by Laura Knorr, Sleeping Bear Press, Gale Group, Copyright 2003, ISBN 1-58536-104-6, Cost 21.95 Canadian
Picture Puzzles
Life Picture Puzzle
(The Original Picture Puzzle) editor Mark Adams, Vol 7 No 2, 2007, ISBN 1-933821-96-5 Cost 15.99 Canadian
Education / Professional Development
A Whole New World: Why Right- Brainers will rule the World
, by Daniel H. Pink, RiverHead Books, N.Y. Copyright 2006, (www.penguin.com) ISBN 1-59448-171-7, Cost 21.00 Canadian
Drawing on the right side of the Brain
by Betty Edwards, JP Tarche Inc, Los Angeles, Copyright 1979, ISBN 0-87477-088-2
Breakthrough
by Michael Fullan, Peter Hill , Carmel Crevola, Corwin Press and Ontario Principals Council, Copyright 2006, ISBN 1-4129-2642-4
Differentiated Instructional Strategies in Practice, Training, Implementation, and Supervision
by Gayle H. Gregory, Corwin Press, Thousand Oaks, CA, (purchased at Chapters online) Copyright 2003, ISBN 0-7619-3902-4
Digital - Age Literacy for Teachers: Applying Technology Standards to Everyday Practice
by Susan Brooks - Young, ISTE Publications, Eugene, Oregon, (
www.iste.org) Copyright 2007, ISBN 979-1-5684-229-9
Even Hockey Players Read: Boys Literacy and Learning
by David Booth, Pembroke Publishers, Copyright 2002, ISBN 1-55138-147-8
Instructional Strategies
Instructional Strategies for K to 12 Strategies for Teaching
by Ottervill Public School Teachers, 2005 - 2006, Kathy Ellis, Wanda Keeling- Walter, Melanie Evens and Cathy Reissner, TVDSB
Instructional Technology
Beyond Hardware: Using Existing Technology to Promote Higher-Level Thinking
by Christopher Moersch, ISTE Publications, Eugene, Oregon, (
www.iste.org) Copyright 2002, ISBN 979-1-5684-193 -3
Multiple Intelligence and Instructional Technology
(Second Edition) by Walter McKenzie, ISTE Publications, Eugene, Oregon, (
www.iste.org) Copyright 2005, ISBN 1-56484-188-X
Internet
Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms
by Will Richardson, Corwin Press, Thousand Oaks, CA, Copyright 2006, ISBN 1-4129-2767-6
Internet Safety
Staying Safe in a Wired World: a Parent’s Guide to Internet Safety
by Rob Nickel, Nickel Publishing, Cambridge, ON. Copyright 2006, ISBN 0-9780082-0-0
