Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000004517151 | LB1607.5 Z68 2001 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Written by teachers for teachers, this enlightening book describes the cross-disciplinary journey of two high school teachers trying to align curriculum, assessment, and performance standards in their classrooms. With a focus on the importance of constantly inspiring students, the authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum. This user-friendly guide:
Helps readers consider the main concepts surrounding creative teaching and ways of helping students take ownership of their learning Provides insight into what it takes for teachers to learn about, work with, and benefit from standards work Gives teachers practical advice for achieving greater success in the classroom Targets the connections between essential questions, content, assessments, and performance standardsThis creative and informative guide will inspire any educator who wrestles with how to make classroom learning meaningful to students and who cares about academic achievement and success.
Author Notes
Allison Zmuda is a social studies teacher at Newtown High School in Sandy Hook, Connecticut. Mary Tomaino taught English for 32 years before retiring to write and spend time with her family.
Reviews 1
Choice Review
Zmuda and Tomaino, both practicing high school teachers who jointly teach an integrated American Studies course, offer a clear view of what often goes wrong in the classroom, even with the best-laid curriculum and teaching plans: assessment may not be tied to either course standards or objectives. Undergirding this thoroughly researched guide to successfully aligning curriculum and learning assessment is the thread that binds theory to practice--the authors' detailed account of their course revision efforts and classroom anecdotes in the reforming evolution of their American Studies course. Freely sharing curricular standards and objectives from their successful course, these teachers break the "It's too much work; there's not enough time as it is!" barrier, inspiring teaching professionals to continuously strive for improvement. Providing a rich resource for classroom practice and curriculum planning, the authors present what works and what does not work as they share their journey toward classroom competency. Recommended for undergraduate and graduate students and professionals. P. H. Valley Embry-Riddle Aeronautical University
