Engaging Minds in the Classroom: The Surprising Power of Joy by Michael F. Opitz

By Michael F. Opitz

During this ebook, you are going to discover what Michael F. Opitz and Michael P. Ford have chanced on approximately making plans classes that have interaction scholars and permit them to really take pleasure in studying. The authors define key findings from examine on motivation and engagement and supply real-life educating examples from a variety of grades. They express find out how to systematically propel scholars to take pleasure in utilizing their minds each day--and to view themselves as convinced beginners able to tackle the demanding situations of the world.

Engaging Minds within the lecture room is a must-read for any educator who is aware that constructing scholars' love of studying is the catalyst for success at each point.

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By Michael F. Opitz

During this ebook, you are going to discover what Michael F. Opitz and Michael P. Ford have chanced on approximately making plans classes that have interaction scholars and permit them to really take pleasure in studying. The authors define key findings from examine on motivation and engagement and supply real-life educating examples from a variety of grades. They express find out how to systematically propel scholars to take pleasure in utilizing their minds each day--and to view themselves as convinced beginners able to tackle the demanding situations of the world.

Engaging Minds within the lecture room is a must-read for any educator who is aware that constructing scholars' love of studying is the catalyst for success at each point.

Show description

Read Online or Download Engaging Minds in the Classroom: The Surprising Power of Joy PDF

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Extra info for Engaging Minds in the Classroom: The Surprising Power of Joy

Example text

Groupings may be by needs, comprehension strateA learner’s interaction with gies, interests, or self-selection. texts and materials is quite complex. , reading, viewing, listening, speaking, and writing) are interactive because language users bring their background and construct meanings as they interpret the authors’ messages. Therefore, messages intended by authors and producers are anything but stable as different learners construct meanings based on their prior knowledge and personal experiences and background.

Incorporate time every day for students to add to their projects; allow them to discuss and explain what the new addition or improvement represents about themselves. The Activity: Artifact Displays. Kim is a 4th grade teacher who A great identity-building option for ELLs is to celebrate their bilingualism. This can be consciously tries to help her stu­ incorporated in any classroom display by dents see themselves as learners incorporating captions in students’ native languages with many different identities, and (which highlights the fact that these students are learnto help them understand and ing in two or more languages) or otherwise highlightidentify with other capable, likeing students’ (hidden) strengths.

Her students regularly go on “gallery walks” to reinforce their own identities as learners and help them see their classmates as learners, too. Whole-Group Instruction Keeping all students engaged in joyful learning as they learn to appreciate content makes learning more likely. One way to accomplish engagement is to heed the advice of Jere Brophy (2008), who contended that there are ways teachers can design instruction that will help students both value and appreciate the content of that instruction.

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