Call Boomerang Books 1300 36 33 32

Get Latest Book News + FREE Shipping. Subscribe to the Boomerang Books Bulletin eNewsletter right now!

Description - Teaching Content Outrageously by Stanley Pogrow

A powerful instructional method for "hooking" students on academic learning Drawing from a teaching model designed to banish boredom and student apathy, this book explains how dramatic practices can serve as powerful tools for enlivening lessons and captivating students, even the most resistant learners. Filled with intriguing classroom examples, Pogrow shows how any teacher can make use of dramatic techniques, such as surprise, humor, fantasy, role plays, games, and simulations to create standards-based content lessons that are riveting, effective, and meaningful. The author explains how to design such lessons into any content area. Stanley Pogrow (San Francisco, CA), a noted authority on teaching practices for disadvantaged students, is professor of educational leadership at San Francisco State University, where he coordinates the Educational Leadership for Equity Program.

Buy Teaching Content Outrageously by Stanley Pogrow from Australia's Online Independent Bookstore, Boomerang Books.

Book Details

ISBN: 9780470180266
ISBN-10: 0470180269
Format: Paperback
(231mm x 175mm x 13mm)
Pages: 256
Imprint: Jossey Bass Wiley
Publisher: John Wiley and Sons Ltd
Publish Date: 18-Dec-2008
Country of Publication: United Kingdom

Book Reviews - Teaching Content Outrageously by Stanley Pogrow

» Have you read this book? We'd like to know what you think about it - write a review about Teaching Content Outrageously book by Stanley Pogrow and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a Boomerang Books Account Holder - it's free to sign up and there are great benefits!)

Write Review


Author Biography - Stanley Pogrow

Stanley Pogrow , Ph.D., is professor of Educational Leadership at'San Francisco State University. He is best known for developing the HOTS (Higher Order Thinking Skills) Program for accelerating the learning of underperforming Title I (economically disadvantaged) and special education students.