Books, Books, Books: Start the Year Off Right

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The following titles relate to this month’s theme: Start the Year Off Right

The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know
NSTA Press
Grades K–12
The language educators use to communicate can either inform or confuse. To someone outside a given field, specialized vocabulary can seem as foreign as a different language. Such specialized language pervades education. This is where The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know comes in. This new book by Alan Colburn—who also writes the TST column “Prepared Practitioner”—is an up-to-date compendium of terms and vocabulary often used in educational research.

If you have forgotten Bloom’s Taxonomy, here is a cogent summary. The section on “the” scientific method is superb and avoids any of the simplistic outlines for scientific investigation that have fueled so many misconceptions about scientists and their work. Instead, this section deals admirably with the spirit of discovery and the generation of new ideas. Although it is aimed at science teachers, this superb reference would serve parents, journalists, and government officials equally well. It is sure to get a lot of use on a teacher’s desk.

Everyday Assessment in the Science Classroom
NSTA Press
Grades K–12
Student assessment is always a major concern for teachers, and increased emphasis on the accountability of educators makes appropriate support for methods and procedures vital. Everyday Assessment in the Science Classroom presents experiences and research in a way that practicing teachers will appreciate. The issue of assessment is addressed through 10 essays reflecting on the observations of classroom teachers. The book describes specific instruments for measuring learning, ranging from traditional tests to performance activities. The authors also describe a variety of portfolios, from traditional paper collections to multimedia assessments that can incorporate music, movies, text, and graphics.
The authors of the individual chapters vary in background, training, and educational environment, providing readers with a rich and comprehensive overview of the values of a variety of approaches for measuring student learning. The reader is reminded that implementation of “new” assessments may be influenced by the past experiences or current circumstances of the teacher and the classroom.

Many teachers express a desire to change their methods, but need help overcoming barriers to change. This thoughtful book addresses common problems, suggests solutions, and explores techniques. For educators struggling with assessment issues, this is a great place to begin. The authors’ reflections and the many references included will support any effort to improve assessment.

Visit NSTA Recommends to search for Start the Year Off Right–related resources such as this…

How People Learn: Brain, Mind, Experience, and School
The National Academies Press
Grades K–12
How People Learn is the definitive resource for preservice and inservice professionals on the science of teaching and learning. It brings the expertise of an outstanding team (The Committee on Development in the Science of Learning, the Committee on Learning Research and Educational Practices, the Commission on Behavioral and Social Sciences and Education, and the National Research Council) to the fingertips of new and veteran teachers.

This reference is built firmly on a cornerstone of research; the text pages are packed with guidance and support that will help teachers integrate research findings on the science of learning into their classroom practices. The primary content areas of history, mathematics, and science are illustrated with studies of real world teaching situations. These glimpses of outstanding teaching “do not come from ‘gifted teachers’ who know how to teach anything: they demonstrate, instead, that expert teachers have deep understanding of the structure and epistemologies of their disciplines, combined with knowledge of the kinds of teaching activities that will help students come to understand the discipline for themselves.”

Each page in this book contains some gem of understanding. Even teachers who know these principles intuitively will appreciate the validation of their practices. For example, the text encourages individual learning styles, varied instructional methods, and attention to the learning environment. The authors also maintain that, just as teachers “attempt to build on the strengths, interests, and needs of the learners,” they must continue to learn themselves. “We must help teachers become comfortable with the role of learner, which puts them at risk of not knowing all the answers.”

Because teachers lack time to identify and read relevant research, the authors recommend professional development teams and learning laboratories. Teachers need to be partners in the innovations and need collegial advising and support, but do not need supervision, according to the research findings. For preservice education, the authors recommend student teams (cohort groups). This networking supports learning and encourages cooperative investigations as the students become more comfortable with other team members in their course sequences. Interestingly, the last chapter of How People Learn focuses on a list of research questions that the profession should address in the future.

This text, designed for ease of use, is well documented with references as well as biographical sketches of committee members. When you pick up this book, you pick up both a guide and a resource to improve teaching and learning. This could serve as textbook for educational psychology courses in preservice teacher preparation program. It would also make a valuable addition to a school’s professional library.