Brain Surfing: A Strategy for Making Cross-Curricular Connections

Many educators believe that teaching an integrated curriculum should help students develop cross-curricular connections. Often, however, students do not make connections between subject areas even when they are in classrooms with integrated units. This article presents a strategy called Brain Surfing that teachers can use to facilitate connections to subject areas during classroom discussions

Dialogue Journals as a Vehicle for Preservice Teachers to Experience the Writing Process (I Like Him; Should I Tell Him at Recess?)

Basic to the tenets of wholistic literacy instruction are the beliefs that reading and writing should be relevant to the learner, should serve real-life purposes and, consequently, should be meaningful (Goodman, 1986). Dialogue journals, described as written conversations between two or more people over an extended period of time (Staton, 1988), fit this description. Communication within a dialogue journal is in formal and focuses on topics of mutual interest. They provide an arena for young students that is risk-free and empowering as new readers and writers are encouraged to use their invented spelling and to learn about literacy in an integrative manner (Bode, 1989). Dialogue journals serve as bridges between spoken conversation and written expression and help students develop an awareness of the real purposes of reading and writing (Gambrell, 1985). In addition, these journals provide a forum for sharing ideas, developing literacy skills and enhancing participants abilities to interact on paper in a warm and human way

Creative teaching : mathematics in the early years and primary classroom

"Creative teaching" is not only for the arts: this unique and stimulating book shows how mathematics and mathematics teaching can be creative, exciting and enjoyable. Offering teachers a dynamic and different perspective on mathematics, it enables them to see and teach in creative ways that will develop their pupil's mathematical thinking potential. The book: supports the government's Primary Strategy "Excellence and Enjoyment"; covers both primary and early years range; includes issues for reflection, discussion points and case studies; and, addresses new teacher training modules on creativity and maths. Aimed at primary and early years trainee teachers, NQTs and experienced teachers, this is a timely publication for teachers and schools seeking to broaden their maths curriculum, making it more creative and appealing to young minds

What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers’ Instructional Materials, Preferences, and Practices

This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews with participants. Results indicated that in grades K–6 core reading programs were the predominant material, but that these teachers also preferred to use trade books. The majority of grade 7–12 teachers reported mainly using trade books. Teachers reported using promising literacy practices, but data indicated that packaged programs are associated with reduced opportunities for students to engage in these practices. Teachers wanted to use their professional judgment to make decisions about materials