Llewellyn, D. (2005) TeachingHigh SchoolScience through Inquiry: A Case Study Approach.California: Corwin Press. Defines and gives examples of what inquiry is and how it looks in the classroom. Explains the link between constructivism and inquiry by reviewing major ideas of constructivist thinkers such as Dewey, Piaget, and Vygotsky.Describes in detail how each part of the 5E lesson cycle promotes inquiry in a constructivist classroom and gives various case-study examples of inquiry and non-inquiry in the classroom.

Marzano, R., et. al. (2001) A Handbook for Classroom Instruction that Works. ASCD. Self-study guide to the effective use of each of the nine strategies:Identifying similarities and differences; Summarizing and note taking; Reinforcing effort and providing recognition; homework and practice; Representing knowledge; Learning groups; Setting objectives and providing feedback; Generating and testing hypotheses; and Cues, questions and advance organizers.

McEwan, E. (2002) Ten Traits of Highly Effective Teachers. California: Corwin Press. Chapters devoted to each of the ten traits which are: Being Mission Driven and Passionate, Positive and Real, A Teacher-Leader, With-it-ness, Style, Motivational Expertise, Instructional Effectiveness, Book Learning, Street Smarts, and A Mental Life.The author describes examples of teachers with each of these traits and also outlines good teaching strategies that promote these qualities in teachers.

Tomlinson, C. & Edison, C. (2003) Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9.Alexandria, VA: ASCD. Tomlinson, C. & Strickland, C. (2005) Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12.Alexandria, VA: ASCD. How to incorporate differentiation principles and strategies throughout an entire instructional unit.Includes an overview of the principles of differentiation, non-negotiable elements of implementation, annotated lesson plans, and product samples.

Walsh, J. & Sattes, B. (2005). Quality Questioning. California: Corwin Press. Teachers question their students to advance thinking and learning, but what if they are asking the wrong questions?In this book, the authors discuss how good questions can transform classrooms.The book describes strategies for teachers to use in order to write quality questions and how to deliver them during class so that they are meaningful for all students.Also discussed in the book are how to get students to begin generating their own questions and how teachers can use prompts and praise in order to get more depth out of student responses.

## Annotated Bibliography

## Suggested readings from the A2TeaMS workshops.

Llewellyn, D. (2005)TeachingHigh SchoolScience through Inquiry: A Case Study Approach.California: Corwin Press.Defines and gives examples of what inquiry is and how it looks in the classroom. Explains the link between constructivism and inquiry by reviewing major ideas of constructivist thinkers such as Dewey, Piaget, and Vygotsky. Describes in detail how each part of the 5E lesson cycle promotes inquiry in a constructivist classroom and gives various case-study examples of inquiry and non-inquiry in the classroom.

Marzano, R., et. al. (2001)A Handbook for Classroom Instruction that Works.ASCD.Self-study guide to the effective use of each of the nine strategies: Identifying similarities and differences; Summarizing and note taking; Reinforcing effort and providing recognition; homework and practice; Representing knowledge; Learning groups; Setting objectives and providing feedback; Generating and testing hypotheses; and Cues, questions and advance organizers.

McEwan, E. (2002)Ten Traits of Highly Effective Teachers.California: Corwin Press.Chapters devoted to each of the ten traits which are: Being Mission Driven and Passionate, Positive and Real, A Teacher-Leader, With-it-ness, Style, Motivational Expertise, Instructional Effectiveness, Book Learning, Street Smarts, and A Mental Life. The author describes examples of teachers with each of these traits and also outlines good teaching strategies that promote these qualities in teachers.

Tomlinson, C. & Edison, C. (2003)Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9.Alexandria, VA: ASCD.Tomlinson, C. & Strickland, C. (2005)Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12.Alexandria, VA: ASCD.How to incorporate differentiation principles and strategies throughout an entire instructional unit. Includes an overview of the principles of differentiation, non-negotiable elements of implementation, annotated lesson plans, and product samples.

Walsh, J. & Sattes, B. (2005).Quality Questioning.California: Corwin Press.Teachers question their students to advance thinking and learning, but what if they are asking the wrong questions? In this book, the authors discuss how good questions can transform classrooms. The book describes strategies for teachers to use in order to write quality questions and how to deliver them during class so that they are meaningful for all students. Also discussed in the book are how to get students to begin generating their own questions and how teachers can use prompts and praise in order to get more depth out of student responses.