Grade 5–8—Offering a historical overview from the arrival of the first people in the Americas (20,000 B.C.E.-8000 B.C.E.) to the early 1800s, this title focuses on their development of various items used to survive and thrive, such as silos, snares, and spears. "Words to Know" boxes define text that may be unfamiliar to readers, while other informational boxes provide added detail on relevant topics. More than a dozen activities to extend the learning experience are scattered throughout the book. They range from basic paper-and-crayon exercises to a complex project designed to help children build their own Quinzy (snow cave).
In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere.
Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations.This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre, for mechanical assessment without due regard for the wider issues about learning would be sterile. The book is divided into six units which address topics such as: principles and purposes of assessment; written, oral and practical evaluation; self-assessment the 'whole school' approach; staff development and appraisal.
How can music be taught musically? Topics covered include: the place of music in the curriculum; the mature of musical learning; planning, managing and assessing musical learning; school examinations and music; music outside of the curriculum. One of the main premises of the book is that music needs to be taught 'musically', with specific reference to both the nature of music itself and its metaphorical significance. It is important that music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians.
