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Author: Thomas M. McCann
Publisher: Teachers College Press
ISBN: 0807755885
Category : Education
Languages : en
Pages : 176
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Book Description
Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students' instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students' skills of analysis, problem-solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays.
Author: Thomas M. McCann
Publisher: Teachers College Press
ISBN: 0807755885
Category : Education
Languages : en
Pages : 176
Get Book Here
Book Description
Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students' instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students' skills of analysis, problem-solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays.
Author: Susan E. Phillips
Publisher: Penn State Press
ISBN: 0271047399
Category : History
Languages : en
Pages : 250
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Book Description
In recent decades, scholars have shown an increasing interest in gossip’s social, psychological, and literary functions. The first book-length study of medieval gossip, Transforming Talk shifts the current debate and argues that gossip functions primarily as a transformative discourse, influencing not only social interactions but also literary and religious practices. Known as “jangling” in Middle English, gossip was believed to corrupt parishioners, disturb the peace, and cause civil and spiritual unrest. But gossip was also a productive cultural force; it reconfigured pastoral practice, catalyzed narrative experimentation, and restructured social and familial relationships. Transforming Talk will appeal to a diverse audience, including scholars interested in late medieval culture, religion, and society; Chaucer; and women in the Middle Ages.
Author: Thomas M. McCann
Publisher: Teachers College Press
ISBN: 080777331X
Category : Education
Languages : en
Pages : 176
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Book Description
Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students’ instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students’ skills of analysis, problem-solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays. Book Features: A focus on “the thinking behind the practice,” as opposed to a collection of lesson ideas. Connections to important elements from the Common Core State Standards, especially arguments writing. Examples of students at work with examples of the writing that emerges from their discussions. Portraits of skilled teachers as they promote inquiry and sequence and facilitate discussions. Appendices with problem-based scenarios, interview questions for students and teachers, samples of debatable cases in the news, and more. “In this important book, Tom McCann has given us not only the admonition to change, but the details about what effective change must be and what it looks like, evidence that it works effectively, and details about how to bring it to pass.” —From the Foreword by George Hillocks, Jr., Professor Emeritus, Department of English, University of Chicago. “For a professional book to have an impact on the field, it needs to address a perceived need. Writing arguments for Common Core performance assessments is a HUGE need right now that this book helps address.” —Carol Jago, associate director, California Reading and Literature Project, UCLA.
Author: Jeffrey D. Wilhelm
Publisher: Teachers College Press
ISBN: 0807775088
Category : Education
Languages : en
Pages : 321
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Book Description
This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, “You Gotta BE the Book” continues to help teachers meet new challenges including those of increasing cultural diversity. At the core of Wilhelm’s foundational text is an in-depth account of what highly motivated adolescent readers actually do when they read, and how to help struggling readers take on those same stances and strategies. His work offers a robust model teachers can use to prepare students for the demands of disciplinary understanding and for literacy in the real world. The Third Edition includes new commentaries and tips for using visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. Book Features: A data-driven theory of literature and literary reading as engagement.A case for undertaking teacher research with students.An approach for using drama and visual art to support readers’ comprehension. Guidance for assisting students in the use of higher-order strategies of reading (and writing) as required by next generation standards like the Common Core.Classroom interventions to help all students, especially reluctant ones, become successful readers. “This book points the way for us to cast our students as experts and collaborators in the educational enterprise.” —From the Foreword by Michael W. Smith, Temple University, College of Education “Simply put, it is a classic—timeless in its basic approach and yet full of relevant ideas and strategies for the era of Common Core.” —Deborah Appleman, Carleton College On the Second Edition: “This important book remains on the must-read list for literacy teachers working with adolescent learners.” —CHOICE “I hope this book is read and considered by all the stakeholders who can make a difference in education by following Wilhelm's lead of improving instruction to enhance students’ lives.” —Journal of Adolescent and Adult Literacy
Author: Jackie Acree Walsh
Publisher: ASCD
ISBN: 1416620982
Category : Education
Languages : en
Pages : 237
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Book Description
What type of questioning invigorates and sustains productive discussions? That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers. Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning. The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students. With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.
Author: Christine M. Dawson
Publisher: Teachers College Press
ISBN: 0807758000
Category : Education
Languages : en
Pages : 161
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Book Description
The Teacher-Writer shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. It meets teachers wherever they are—as novice teachers just beginning to pursue writing, as teachers emerging from a professional development experience, or as accomplished writers seeking to further their craft. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles of limited time, create support systems using online technologies, and develop coherence across their writing lives. The text includes useful writing group routines, questions for framing collaborative inquiry, methods for adapting writing communities to online settings, and rich examples of conversations and texts shared in actual teacher writing group meetings. Book Features: Focuses on teacher-writers and their actual experiences working together in a writing group, including benefits and challenges. Includes vignettes taken from writing group meetings that demonstrate the variety of ways teachers may participate and engage in writing. Offers practical suggestions for teachers seeking to form writing groups, including plans for online groups. Shares strategies to help teacher-writers expand their concepts of writing to include everything from exploratory texts to professional and academic writing.
Author: Caitlin L. Ryan
Publisher: Teachers College Press
ISBN: 0807759333
Category : Education
Languages : en
Pages : 161
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Book Description
Drawing on examples from K5 classrooms, the authors make clear what LGBTQ-inclusive literacy teaching can look like in practice, including what teachers might say and how students might respond. The text also provides readers with opportunities to consider these new approaches with respect to traditional literacy instruction.
Author: Deborah Appleman
Publisher: Teachers College Press
ISBN: 0807773557
Category : Education
Languages : en
Pages : 273
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Book Description
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Thomas M. McCann
Publisher: Rowman & Littlefield
ISBN: 1475860269
Category : Education
Languages : en
Pages : 171
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Book Description
In looking for an approach to teaching literature in high school, teachers largely fall back on the methods that they had experienced as students. These practices often involve a teacher assigning a complex work of literature and then assessing students’ reading through in-class recitations or quizzes. Teachers typically dominate the discourse and sometimes take charge of the task by reading aloud whole swathes of texts to their students. We know from our own experience as teachers, supervisors of teachers and student teachers, and researchers in the field that students are often bored with these approaches and teachers are frequently frustrated with learners’ unenthusiastic responses to the teachers’ favorite works of literature. There has to be a better way. This book offers approaches to engage students in productive procedures for reading complex texts and provides sample activities to allow learners to practice those procedures.
Author: Thomas M. McCann
Publisher: Rowman & Littlefield
ISBN: 1475844301
Category : Education
Languages : en
Pages : 279
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Book Description
In a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers “one-stop shopping” to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
