How can we help students develop the thinking skills they need to be successful learners? How does this relate to deep learning of important concepts? How can we engage and support diverse learners in inclusive classrooms where they develop understanding and thinking skills? In this book*, Faye and Leyton explore these questions and offer classroom examples to help busy teachers develop communities where all students learn.

This book is written by two experienced educators who offer a welcoming and “can do” approach to the big ideas in education today. In this book, you will find:

• insightful ways to teach diverse learners, e.g., literature and information circles, open-ended strategies, cooperative learning, inquiry
• curriculum design frameworks, e.g., universal design for learning (UDL) and backward design
• assessment for, of, and as learning
• lessons to help students develop deep learning and thinking skills in English, Social Studies, and Humanities
• excellent examples of theory and practice made accessible
• real school examples of collaboration — teachers working together to create better learning opportunities for their students

*an approved resource for School District No. 36 (Surrey, BC) teachers

about the author
		Faye Brownlie Faye Brownlie has worked in staff development with teachers, schools, and districts across Canada, the United States, and internationally. She recently completed multi-year projects in British Columbia: the Leadership for Learning Academy, the DART (District Assessment of Learning Team) Consortium, and the Early Primary Reading Assessment Consortium; and in Latvia: the Reading and Writing for Critical Thinking Project. Faye continues to teach one day a week in the Richmond School District in British Columbia. She has co-authored many books for teachers.
		Leyton Schnellert Leyton Schnellert has been a middle school, junior high, and secondary school classroom teacher, and a learning resource teacher for K–12. He currently teaches at Simon Fraser University in Burnaby, British Columbia, in the Master of Education in Educational Practice program. He continues to collaboratively plan, teach, and reflect with colleagues and students through research and consulting activities.