Learn how to differentiate math instruction to help all students be successful learners in the secondary mathematics classroom. Featuring 89 new questions, this revised edition uses two powerful and universally applicable strategies—Open Questions and Parallel Tasks—to help teachers differentiate instruction with less difficulty and greater success. This popular book shows teachers how to get started and become expert with these strategies, demonstrating how to use more inclusive learning conversations to promote broader student participation and how to formatively assess understanding. Strategies and examples are organized around Big Ideas and reference common standards. With particular emphasis on algebra, chapters also address number and operations, geometry, measurement including trigonometry, and data analysis and probability. Updated with many new examples and expanded guidelines for teachers to create their own open tasks and questions, More Good Questions, Second Edition is designed to allow students to respond from their own expertise level and to also come together as a math community for the conceptual conversation around a math problem. Book Features: Underscores the rationale for differentiating instruction (DI) with nearly 300 specific examples for grades 6–12 math.Describes easy-to-implement strategies designed to overcome the most common DI problems that teachers encounter.Offers questions and tasks that teachers and coaches can adopt immediately or use as models to create their own, along with scaffolding and consolidating questions.Includes Teaching Tips sidebars and an organizing template at the end of each chapter to help teachers build new tasks and open questions.Shows how to create a more inclusive classroom learning community with mathematical talk that engages participants from all levels. PROFESSIONAL DEVELOPMENT: Visit Marian Small’s website onetwoinfinity.ca for in-person and online professional development.

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.

As reviewed by New York Times best-selling author Ellen Tanner Marsh, "In clear, heartfelt prose, DeVore describes a brave and unflinching confrontation with his past, made necessary in order for him to have a more meaningful future. War, he realized, isn't just one man's experience--it's the sum total experience of an entire country. To stop wars, he argues, we must understand them and why we seem to need them." "The gut-wrenching brutality experienced by American soldiers in Vietnam was for many the beginning of a lifelong personal struggle. Unlike many veterans, who were unable to cope after returning to civilian life, John DeVore moved with facility from success as an Army officer to success in corporate America. Nevertheless, like many other veterans, the war haunted DeVore and finally--in a process he narrates in this book--compelled him to make a commitment to free himself and our country from the addiction to war." --Joel Andreas, author of Addicted to War: Why the U.S. Can't Kick Militarism "John DeVore's important book chronicles the remarkable transformation of a professional soldier to a 'spiritual warrior' of peace. A must-read for those interested in exploring the possibilities of a less violent global future." --Manfred B. Steger, professor of politics and government, Illinois State University; research fellow, Globalization Research Center, University of Hawai'i at Manoa "DeVore offers a simple explanation of the interconnectedness of his Western cultural conditioning, globalization, the reality of war, his civilian and military careers, and his search for spiritual roots. He certainly is a living example of the fearlessness and desire to help others that can begin to emerge through willingness to work with personal emotional turbulence, fear, anger, pride, envy, selfishness, ignorance, etc., on a daily basis. His story really helps us experience that it is possible to turn bad things to good things." --Ringu Tulku, internationally recognized teacher and author of Daring Steps Toward Fearlessness, Path to Buddhahood, Lazy Lama Series, Comment on Gampopa's 'Jewell Ornament of Liberation', Mind Training, The Boy Who Had a Dream, and A Perspective on Living and Dying. Ringu Tulku was born in Eastern Tibet in 1952 and was a professor of Tibetan studies for seventeen years. He travels extensively, teaches at Naropa University in Boulder, Colorado, and is director of seven meditation centers in Europe, the United States, and India. His home is Gangtok, Sikkim, in India, and his Bodhicharya website is www.bodhicharya.org.

Every day, people make life choices that, ideally, increase their evolutionary fitness the chances of survival and successful reproduction and lead to positive feelings of fulfilment, accomplishment, and happiness. Sometimes, however, individuals experience quite the opposite: feelings of sadness caused by fitness-decreasing choices. Fortunately, many advancements in evolutionary theory and evolutionary psychology have increased humans' capacity as a species to address the question of how to live a life characterized by more positive than negative feelings.Feeling Good reveals anyone can learn how to trigger mechanisms that generate positive feelings and increase positive fitness levels. The key is to employ an evolutionary perspective on how mental mechanisms generate feelings in relation to our life choices.From an insightfully evolutionary perspective, Feeling Good examines how to find and keep a mate, make good career decisions, build a solid social network, deal with death and negative influences, and make life choices in general that can lead to better and more sustainable mental and physical health. Menelaos Apostolou deepens our understanding of human nature by exploring what is good and evil in an evolutionary sense as well as in relation to religious dogmas; and whether making fitness-increasing life choices can lead to more good or more evil acts.

Effective Inquiry for Innovative Engineering Design presents empirical evidence for this claim. It demonstrates a unique attribute of design thinking by identifying and characterizing a class of questions called "Generative Design Questions". These questions are frequently asked by designers in dialog. Their use constitutes a fundamental cognitive mechanism in design thinking. Their discovery stems from another finding of the work: a conceptual duality between questions and decisions that is engraved deep within the design process. This duality challenges a view that treats designing as decision making. Decisions form the tip of the iceberg; Questions keep it afloat: Can an effective decision making process be performed without having high quality information? Can high quality information be acquired and generated without performing an effective inquiry process? The answer to both questions is no, and underscores the importance of our quest to better understand the role of inquiry in design.

How do people form beliefs, and how should they do so? This book presents seventeen new essays on these questions, drawing together perspectives from philosophy and psychology. The first section explores the ethics of belief from an individualistic framework. It begins by examining the question of doxastic voluntarism-i.e., the extent to which people have control over their beliefs. It then shifts to focusing on the kinds of character that epistemic agents should cultivate, what their epistemic ends ought to be, and the way in which these issues are related to other traditional questions in epistemology. The section concludes by examining questions of epistemic value, of whether knowledge is in some sense primary, and of whether the ethics of belief falls within the domain of epistemology or ethics. The second section extends this traditional debate to issues concerning the social dimensions of belief formation. It begins with essays by social psychologists discussing the past three decades of research in 'lay epistemics'. It continues by examining Humean, Kantian, and feminist insights into the social aspects of belief formation, as well as questions concerning the ethics of assertion. The section concludes with a series of essays examining a topic that is currently of great interest to epistemologists: namely, the significance of peer disagreement.

Students can easily misstep when they first begin to do research. Leanne C. Powner’s new title Empirical Research and Writing: A Student′s Practical Guide provides valuable advice and guidance on conducting and writing about empirical research. Chapter by chapter, students are guided through the key steps in the research process. Written in a lively and engaging manner and with a dose of humor, this practical text shows students exactly how to choose a research topic, conduct a literature review, make research design decisions, collect and analyze data, and then write up and present the results. The book′s approachable style and just-in-time information delivery make it a text students will want to read, and its wide-ranging and surprisingly sophisticated coverage will make it an important resource for their later coursework.

Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support? Plan, focus, and lead: Your toolkit for inspiring math teachers Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms. This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for: Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts. Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more. Navigating a coaching conversation. Planning and facilitating professional learning communities. Finding a focus for professional development or a learning cycle. Making connections between professional learning activities, teaching, and student learning. Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers. With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.

Chemistry: A Guided Approach 6th Edition follows the underlying principles developed by years of research on how readers learn and draws on testing by those using the POGIL methodology. This text follows inquiry based learning and correspondingly emphasizes the underlying concepts and the reasoning behind the concepts. This text offers an approach that follows modern cognitive learning principles by having readers learn how to create knowledge based on experimental data and how to test that knowledge.