No More Telling as Teaching by Cris Tovani, Elizabeth Birr Moje, Ellin
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No More Telling as Teaching
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No More Telling as Teaching

Less Lecture, More Engaged Learning

Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars—and so does learning.

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This product is part of the series:  The Not This, But That Series


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Full Description

Congratulations to Cris Tovani, recipient of ILA's Adolescent Literacy Thought Leader Award 2017!

The truth is, when we rely on lecture in an effort to cover content, we’re doing students a disservice.  Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we’re trying to teach.

Cris Tovani and Elizabeth Moje help us translate the time spent lecturing into powerful learning experiences where students interact and inquire into topics that matter.  Their research-based alternatives help you create the conditions for engaging, relevant work that’s inherently interesting and sparks critical thinking.

Elizabeth Moje helps us understand the latest research on how people learn, and shows powerful evidence that teachers can increase student learning with more purposeful student participation. Veteran teacher and instructional coach Cris Tovani provides a practical model for instruction that’s backed by the current research and puts student engagement at the center of your teaching.  Her examples of problem-based learning activities include connections to national standards and topics that matter outside the classroom walls.  Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars—and so does learning.

In Depth

In Elizabeth’s information-packed Section 2, we discover what re- search supports about true learning, long-term retention, and reapplication of concepts. She helps us find engaging alternatives to lecture that are backed by solid research. This is the long-sought-after guide for instructional coaches and principals to make the case that lecture-only teaching is not effective.

In Section 3, Cris provides practical suggestions for small-group instruction, including a model for reimagining the daily class period. She helps us see how time spent lecturing can turn into powerful, interactive learning experiences in which students inquire into topics they care deeply about. These experiences lead to greater retention of content and more effective transfer of learning. Cris shares how modeling and thinking aloud about tackling a learning challenge work best in ten- to fifteen-minute lessons, leaving students ample time to work together and reflect on their learning. She finally leads us to understand how crucial it is to know students’ interests and passions—what she calls the “emotional engagement” component of learning.

Cris leaves us with this thought: “When kids aren’t engaged, I ask myself, Do the students know the behavior of learners? Have I given them a way to emotionally connect with me, their peers, and/or the topic? Is the topic compelling? Have I connected it to meaningful work and time-worthy tasks?”

As you answer these questions with colleagues, I hope your discussions will resemble Cris and Elizabeth’s first conversation—full of energy, ideas, and hope for reengaging this country’s students.

— From the Introduction by Ellin Oliver Keene

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Related PD Services

Email planningservices@heinemann.com if you would like to contact Cris Tovani directly about professional development support. Email planningservices@heinemann.com if you would like to contact Elizabeth Birr Moje directly about professional development support.

Seminars

Email planningservices@heinemann.com if you would like to contact Ellin Oliver Keene directly about professional development support. Email planningservices@heinemann.com if you would like to contact Nell K Duke directly about professional development support.