"The authors cite a growing need for cognitive apprenticeship (in which learning is visible in real-life tasks) and inquiry to meet the challenges of Next Generation standards - and to truly prepare students for the type of work and citizenship of their future. Many teachers, however, have trouble designing lessons and units that meet these goals because they have been trained in more traditional direct instruction/knowledge-imparting methods. ?EMPOWER Your Teaching provides teachers with a solution: a model for backwards-planning and implementing inquiry as cognitive apprenticeship that leads to deeply engaging and joyful instruction. The EMPOWER heuristic Jeff and his coauthors have developed walks teachers through the planning process, providing a model for long- and short-term planning as well as a cache of inquiry-oriented strategies to meet specific needs immediately"--
Are you ready to plan your best lessons ever?
Planning Powerful Instruction is your go-to guide for transforming student outcomes through stellar instructional planning. Its seven-step framework—the EMPOWER model—gives you techniques proven to help students develop true insight and understanding. You’ll have at your fingertips:
- the real reasons why students engage—and what you must do to ensure they do
- a framework to help you create, plan, and teach the most effective units and lessons in any subject area
- more than 50 actionable strategies to incorporate right away
- suggestions for tailoring units for a wide range of learners
- downloadable, ready-to-go tools for planning and teaching
| Acknowledgments |
|
ix | |
| About the Authors |
|
x | |
| Introduction |
|
1 | (10) |
|
PART 1 TRANSFORMATIVE PLANNING AND INSTRUCTION |
|
|
11 | (40) |
|
1 What's at Stake? Teaching Toward Expertise With a Sense of Urgency |
|
|
13 | (14) |
|
2 Making the Shift From Informational to Transformational Teaching |
|
|
27 | (10) |
|
3 Introducing the EMPOWER Canvas |
|
|
37 | (14) |
|
PART 2 ENVISIONING AND MAPPING |
|
|
51 | (34) |
|
4 Envisioning the Destination Through Principled Planning Protocols |
|
|
53 | (16) |
|
5 Mapping the Path to Mastery Through Task Deconstruction |
|
|
69 | (16) |
|
PART 3 PRIMING AND ORIENTING |
|
|
85 | (58) |
|
6 Priming Learners Through a Caring Community and Collaborative Classroom Culture: A Prerequisite for Inquiry as Cognitive Apprenticeship (ICA) |
|
|
87 | (20) |
|
7 Priming and Orienting Learners Through Essential Questions |
|
|
107 | (20) |
|
8 Priming and Orienting Learners Through Frontloading |
|
|
127 | (16) |
|
PART 4 WALKING THROUGH, EXTENDING, AND EXPLORING |
|
|
143 | (100) |
|
9 Walking Learners Through With Visualization Strategies |
|
|
145 | (20) |
|
10 Walking Learners Through With Think-Aloud Strategies |
|
|
165 | (20) |
|
11 Walking Learners Through With Questioning |
|
|
185 | (20) |
|
12 Extending Expertise With Collaborative Group Structures |
|
|
205 | (16) |
|
13 Extending Expertise by Promoting Deep Discussion |
|
|
221 | (22) |
|
|
|
243 | (46) |
|
14 Reflecting Through Formative Assessments and to Cultivate a Spirit of Transfer |
|
|
245 | (22) |
|
15 Putting It All Together: Pursuing Real-World Culminating Projects and Performance-Based Summative Assessments |
|
|
267 | (22) |
| Concluding Thoughts: What's Next? An EMPOWERed Vision of Our Future Teaching and Learning |
|
289 | (4) |
| References |
|
293 | (4) |
| Index |
|
297 | |
A classroom teacher for fifteen years, ?Jeffrey D. Wilhelm? is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project. Christopher Butts has worked in education since 2003. He spent the first ten years at the elementary level as a paraprofessional with English Learners and a classroom teacher for third and fourth graders. During that his grade level team created a community garden. He also taught at a migrant summer school and English classes for parents in the evenings. As a Teacher Consultant with the Boise State Writing Project Chris co-designed and co-facilitated online courses about informational and argument texts. He also provided local Idaho districts training around the Common Core Standards. Starting in 2013, Chris worked with Teacher Consultants from the National Writing Project and the Idaho State Department of Education to establish the Idaho Coaching Network, an organization that provides training in literacy instruction and teacher leadership. Since 2016-17, he has been a Title I Coach at the alternative school for the Boise School District, Frank Church High School, where he enjoys co-teaching various levels of math and English
Adam Fachler is a strategist, coach, and consultant for Pre-K-12 teachers and educational leaders throughout New York. Formerly a middle school teacher, staff developer, and intern principal, he left the classroom in 2014 to co-found the School in the Square, a public charter school in Washington Heights. In addition to creating the EMPOWER framework, Adam is also a leading expert in Thinking Maps®a visual language for learningand leads acclaimed regional certification workshops in the methodology. In all his work, Adam strives to provide educators with the engaging professional development that they deserve. Adam lives with his wife Liz in Brooklyn, NY.
