DOUG BUEHL CLASSROOM STRATEGIES FOR INTERACTIVE LEARNING PDF

Doug Buehl has completely revised his influential collection of literacy skill-building strategies to bring this edition in line with recent scholarship in the literacy field and today s The updated edition of this bestseller will help you develop your students into purposeful thinkers and proficient readers by using classroom strategies that scaffold comprehension. Doug Buehl has completely revised his influential collection of literacy skill-building strategies to bring this edition in line with recent scholarship in the literacy field and today s understandings about reading comprehension. The stronger focus on gradual release of responsibility, metacognition, and what happens before, during, and after reading will allow your students to really own these strategies. Buehl has added new, user-friendly strategies that can be adapted to a variety of ability levels.

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He graduated from the University of Wisconsin-Madison with an undergraduate double major in history and political science, and subsequently earned a Masters degree in literacy. During his 33 years in the Madison Metropolitan School District in Madison, Wisconsin, USA, Doug was a social studies teacher, reading teacher, and reading specialist at Madison East High School and a district literacy support teacher for 13 middle schools and four high schools.

In addition to presenting literacy workshops, his experiences include collaborating with teachers as a school literacy coach, teaching struggling readers, coordinating a schoolwide content area tutoring program, teaching college-preparatory advanced reading, and teaching night school students returning for their high school diploma. He was recognized by the district with a Distinguished Service Award, and was named district high school teacher of the year in He was a regular columnist on learning strategies for thenbsp;Wisconsin Education Association Councilnbsp;for nearly two decades and has authored numerous articles and chapters.

Doug has been an active literacy professional at the local, state, and national levels. Doug served as cochair of the Wisconsin Department of Public Instruction Adolescent Literacy Task Force, which issued its policy recommendations in Doug has been an educational consultant and has worked extensively with teachers at state, national, and international levels.

He has been an instructor of undergraduate- and graduate-level courses in adolescent literacy at Edgewood College in Madison for nearly two decades.

Doug is the parent of two sons: Jeremy, a social studies teacher at Madison East High School, and Christopher, a biochemist currently pursuing a doctorate in cell and molecular biology at Michigan State University. Doug lives in Madison with his wife, Wendy, a professional violinist and former middle and high school orchestra teacher. Their two grandchildren, Tripp and Maggie, frequently insist on a read-aloud from a good book.

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Classroom Strategies for Interactive Learning

Date of issue: 30 October Description of the book "Classroom Strategies for Interactive Learning": Educators across content areas have turned to Classroom Strategies for Interactive Learning for almost two decades. This fully updated 4th edition delivers rich, practical, research-based strategies that readers have found invaluable in the context of todayAEs classrooms. Buehl has written all-new chapters that focus on the instructional shifts taking place as the Common Core State Standards are implemented across the United States. These introductory chapters will help you Understand the research base for comprehension strategies in content classrooms Learn how to tap into studentsAE background knowledge to enhance comprehension of complex texts and build new knowledge Show learners how to PDF question a text Teach reading and thinking through a disciplinary lens At the heart of this edition are more than 30 classroom strategies, with variations and Strategy Indexes that identify the instructional focus of each strategy, pinpoint the text frames in play as students read and learn, and correlate studentsAE comprehension processes across the phases of strategy implementation.

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