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The interactive classroom : practical strategies for involving students in the learning process
\"Despite what we now know about how the brain works as it relates to learning, there continue to be too many educators who rely on lecture to enable them to \"cover the material.\" Standardized testing has increased the pressure to make students passive participants in what should be an active experience. Students of all ages need structured class time to process information and become actively engaged in the learning process. This book provides strategies for doing just that, as well as solid, effective presentation techniques that enhance educators' instructional and assessment skills and promote student learning. If you want the classroom experience to result in deeper understanding and engagement and the acquisition of new knowledge, then students must become active participants in the learning process. The Interactive Classroom covers many different topics related to how students learn best, including classroom management, participant interaction, relationship-building, and the use of music in the classroom. New to this edition is an emphasis on best uses of technology, project-based learning, and formative assessment. The tools and techniques can be used in classrooms from elementary through secondary and can also be utilized by school leaders in faculty meetings and workshops and by instructional specialists and coordinators in training seminars. The author emphasizes how the brain can be activated by using various senses, intelligences, and abilities\"-- Provided by publisher.
Book
Supporting Online Synchronous Collaborative Writing in the Secondary Classroom
Online synchronous collaborative writing (SCW) is ubiquitous among youths and has found its way into many secondary English language arts classrooms. Yet, to maximize the affordances of online SCW, teachers need a synthesis of contemporary, evidence-based practices for how to support students during this form of writing. The purpose of this article is to highlight best practices for teachers and schools interested in leveraging their one-to-one technologies in more collaborative ways that include online SCW. The authors situate SCW in contemporary educational initiatives and then describe ways that teachers can incorporate SCW in their writing instruction through a hybrid approach—face-to-face and online—that enhances rich, meaningful peer-to-peer learning. The authors present actionable recommendations for teachers to consider before, during, and after online SCW. The authors conclude with how this approach to writing provides students with the technical and social tools to achieve success in the information society.
Journal Article
Creative dimensions of teaching and learning in the 21st century
In a rapidly changing world the importance of creativity is more apparent than ever. As a result, creativity is now essential in education. 'Creative Dimensions of Teaching and Learning in the 21st Century' appeals to educators across disciplines teaching at every age level who are challenged daily to develop creative practices that promote innovation, critical thinking and problem solving. The thirty-five original chapters written by educators from different disciplines focus on theoretical and practical strategies for teaching creatively in contexts ranging from mathematics to music, art education to second language learning, aboriginal wisdom to technology and STEM. They explore and illustrate deep learning that is connected to issues vital in education -- innovation, identity, engagement, relevance, interaction, collaboration, on-line learning, dynamic assessment, learner autonomy, sensory awareness, social justice, aesthetics, critical thinking, digital media, multi-modal literacy and more. The editors and authors share their passion for creativity, teaching, learning, curriculum, and teacher education in this collection that critically examines creative practices that are appearing in today's public schools, post-secondary institutions and adult and community learning centres. Creativity is transforming education in the 21st century. -- Back cover.
Book
Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy
One of the major goals of science education is preparing students to be scientifically literate. Argumentation is a core practice to promote both scientific literacy and science learning. However, incorporating argumentation into science teaching can be challenging for both teachers and students. The author introduces the Science Talk–Writing Heuristic as a teaching approach that science teachers can use to integrate literacy practices and science learning in an argumentative environment.
Journal Article
Book Introductions: Exploring the Why, How, and What
A book introduction during small‐group instruction may seem like a simple task, but it actually involves multiple layers of decision making. The authors examine the why, how, and what of book introductions as a means of supporting students’ growth as readers.
Journal Article
Performing Ideologies
The author describes a literacy activity that took place in an 11th-grade English language arts classroom: student-created role-play. Through a discussion of two such role-plays, the author explores how these performances illustrate students’ engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous processes of being seen and heard through deficit perspectives. Students collaboratively designed role-plays that demonstrated their understandings of how their language practices were (mis)heard by linguistic gatekeepers. In analyzing these performances, the author shows how students creatively represented their grapplings with raciolinguistic ideologies and the white listening subjects who maintain them. The author discusses how educators can take a critical translingual approach to language and literacy classrooms, encouraging students—through multilingual, multimodal texts, writing assignments, and activities such as role-play—to interrogate and disrupt such oppressive ideologies.
Journal Article
Improvisational Teaching as Being With
The authors (two classroom teacher researchers and two university researchers) explore the potential of improvisational teaching for justice-oriented literacy instruction with adolescent youths. In the aftermath of racial unrest and student activism at the University of Missouri and when faced with the emerging confusions among students in response to global humanitarian crises, the two teachers encountered tensions and emerging justice-oriented literacies through a relational presence in the classroom. Guided by the scholarship on improvisational planning and teaching, the authors explore how teachers’ being with the major resources in the room produce generative literacy sites of critical discussion, reading, writing, and making as acts of creative resistance and solidarity. Throughout the article, the authors juxtapose the two teaches’ feelings and voices to amplify their differences and their affectual responses to encountered tensions to evoke new conditions of possibilities for justice-oriented literacy education.
Journal Article