Informing Instruction with Vignette Analysis
Powerful Professional Growth for Middle and High School Teachers
Discover how to improve classroom instruction with vignette analysis, an engaging and relevant form of professional development. The book features a wide variety of vignettes—from across 6–12 content areas such as English language arts, math, science, and social studies—designed to help teachers spot practices they like (or don’t like) and help them to connect the teaching practices described to well-established and research-supported frameworks. Each vignette is followed by an analysis of the lesson, which includes questions, prompts, and ideas of how to continue the conversation for pre- and in-service teachers as well as teacher educators on an individual basis, small groups, or as a class.
Table of Contents
Introduction How to Use This Book Section 1 1. Grade Six ELA 2. Grade Six Math 3. Grade Six Science Plate Tectonics 4. Grade Six Social Studies 5. Grade Seven Co-Taught Lesson 6. Grade Seven Science 7. Grade Seven Social Studies 8. Grade Eight Science 9. Grade Eight Social Studies Section 2 10. Grade Nine ELA 11. Grade Nine Mathematics 12. Grade Nine Science 13. Grade Ten ELA 14. Grade Ten Business 15. Grade Ten Mathematics Section 3 16. Grade Eleven Business 17. Grade Eleven ELA 18. Grade Eleven Science 19. Grade Twelve Government 20. Grade Twelve Mathematics 21. Grade Twelve ELA 22. Grade Twelve Business Conclusion/Final Thoughts
Charles Howard Gonzalez is an assistant professor of Teaching and Learning at Austin Peay State University. He draws on his almost twenty years of work with diverse populations of public-school students, out-of-school youths, and student teachers to inform his classes on instructional methods, pedagogy, and educational foundations. He is on Twitter @BeingTeacherly.
Paul J. Vermette has been a Professor of (Teacher) education at Niagara University for "a very long time." He has been an author or co-author of 6 books and roughly 100 articles, and has collaborated on many conference presentations, most of which deal with issues of Constructivism, Cooperative Learning, Social and Emotional Learning and Teacher Education.
Mary Ellen Bardsley is an associate professor at the College of Education, Niagara University. She teaches a variety of courses in early childhood and literacy. A former Head Start teacher, Mary Ellen has presented on a wide variety of topics at local, state, national, and international conferences for many years including NYSAEYC, NAEYC, ACEI, and the NAEYC Professional Development Institute.
Kimberly Alexander is a middle school science teacher in western New York. She is actively involved in the Science Teachers Association of New York State and the American Educational Research Association. She is interested in the promotion of social and emotional learning for all students and has published work and led professional development courses to this end.
Our vignette contributors: Sierra Blackwell, Alicia Britton, Michael Calarco, Allie Crook, Kelsey Cullinan, Sabrina Di Marco, Gretchen Fournier, Maranda Guerriero, Brian Hall, Nicholas Kraus, Caroline Rackl, Dominique Roberson, Eliza Schwab, and Megan Westbrook.