"We decide, every day, whether we are going to turn students on or off to science and mathematics in our classrooms."
Daily decisions about how to incorporate creativity, choice, and autonomy—integral components of engagement—can build students' self-efficacy, keep them motivated, and strengthen their identities as scientists and mathematicians. In this book, Eric Brunsell and Michelle A. Fleming show you how to apply the joyful learning framework introduced in Engaging Minds in the Classroom to instruction in science and mathematics.
Acknowledging that many students—particularly girls and students of color—do not see themselves as mathematicians and scientists, the authors provide a series of suggested activities that are aligned with standards and high expectations to engage and motivate all learners. Given the current focus on encouraging students to pursue science, technology, engineering, and mathematics (STEM) studies, this book is a welcome addition to every teacher's reference collection.
Eric Brunsell is a former high school science teacher and is now associate professor of science education at the University of Wisconsin Oshkosh.
Michelle A. Fleming is a former elementary and middle school teacher and is now assistant professor of science and mathematics education at Wright State University in Dayton, Ohio.
Eric Brunsell is a former high school science teacher and is now associate professor of science education at the University of Wisconsin Oshkosh.
Michelle A. Fleming is a former elementary and middle school teacher and is now assistant professor of science and mathematics education at Wright State University in Dayton, Ohio.
Michael F. Opitz is professor emeritus of reading education at the University of Northern Colorado, where he taught undergraduate and graduate courses. An author and literacy consultant, Michael provides inservice and staff development sessions and presents at state and international conferences and also works with elementary school teachers to plan, teach, and evaluate lessons focused on different aspects of literacy. He is the author and coauthor of numerous books, articles, and reading programs.
Michael P. Ford is chair of the Department of Literacy and Language at the University of Wisconsin Oshkosh, where he teaches undergraduate and graduate courses. He is a former Title I reading and 1st grade teacher. Michael is the author of five books and more than 30 articles. He is a senior author of the core reading series LEAD 21. Michael has worked with teachers throughout the country. His work with the international school network has included staff development presentations in the Middle East, Europe, Africa, South America, and Central America.
