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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.
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.
Students will not become enthusiastic readers of literature from a
teacher simply assigning reading tasks and assessing the completion
of the tasks, especially when the assessment takes the form of
threatened quizzes. Instead, as this book shows, teachers have an
obligation to reveal to learners the procedures that skilled
readers follow as they work with and enjoy literature and a further
obligation to help learners to recognize some value in tackling
complex works of literature.
Students will not become enthusiastic readers of literature from a
teacher simply assigning reading tasks and assessing the completion
of the tasks, especially when the assessment takes the form of
threatened quizzes. Instead, as this book shows, teachers have an
obligation to reveal to learners the procedures that skilled
readers follow as they work with and enjoy literature and a further
obligation to help learners to recognize some value in tackling
complex works of literature.
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.
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.
In Teaching Matters Most, Thomas McCann, Alan C. Jones, and Gail
Aronoff make the case that the single most important factor in
continuous school improvement is the quality of instruction in
schools. Unlike other books that stop at evaluating teachers and
instruction, these authors argue that school leaders must work to
grow the instructional capacities within their schools. To meet
this goal, they offer school leaders a three-step process that
involves:(1) envisioning what good teaching looks like (2)
measuring the quality of current instruction against this standard,
and (3) working relentlessly to move the quality of instruction
closer and closer to the ideal.
Inquiry Units for English Language Arts is an engaging and relevant
collection of instructional units that delve into contemporary
problems related to equity, justice, identity, freedom, and social
reform. Designed by practicing classroom teachers, these units
integrate reading, writing, speaking, and listening as modes of
investigation in the Language Arts classroom. Each chapter provides
specific guidance in planning, initiating, managing, and assessing
a unit's line of inquiry to ensure that students' academic, social,
and emotional growth are central to the classroom experience. The
units in this book illustrate how guided inquiry prioritizes
inductive learning by framing problems that require students to
work collaboratively as they develop the critical thinking skills
necessary to be active participants in a democracy.
Inquiry Paths to Literacy Learning, a collection of
chapters from secondary teachers and university researchers, offers
English language arts teachers several models and considerations
for how to design and implement inquiry-based teaching and
learning. As the contributors demonstrate, an inquiry approach
can significantly boost student achievement, understanding,
and transfer of learning. The chapters in this
collection present classroom-tested approaches, activities,
and assignments that teachers can use right away, but that also
serve as models for designing learning experiences that most engage
and benefit learners. Focusing on issues that adolescents find
consequential, the sample learning activities promote
the development of complex literacy skills, engage students in
evidence-based reasoning, and foster an environment of cooperation,
collaboration, and respect for different points of
view. Together, the contributions 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.
Inquiry Paths to Literacy Learning, a collection of
chapters from secondary teachers and university researchers, offers
English language arts teachers several models and considerations
for how to design and implement inquiry-based teaching and
learning. As the contributors demonstrate, an inquiry approach
can significantly boost student achievement, understanding,
and transfer of learning. The chapters in this
collection present classroom-tested approaches, activities,
and assignments that teachers can use right away, but that also
serve as models for designing learning experiences that most engage
and benefit learners. Focusing on issues that adolescents find
consequential, the sample learning activities promote
the development of complex literacy skills, engage students in
evidence-based reasoning, and foster an environment of cooperation,
collaboration, and respect for different points of
view. Together, the contributions 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.
Inquiry Units for English Language Arts is an engaging and relevant
collection of instructional units that delve into contemporary
problems related to equity, justice, identity, freedom, and social
reform. Designed by practicing classroom teachers, these units
integrate reading, writing, speaking, and listening as modes of
investigation in the Language Arts classroom. Each chapter provides
specific guidance in planning, initiating, managing, and assessing
a unit's line of inquiry to ensure that students' academic, social,
and emotional growth are central to the classroom experience. The
units in this book illustrate how guided inquiry prioritizes
inductive learning by framing problems that require students to
work collaboratively as they develop the critical thinking skills
necessary to be active participants in a democracy.
To be successful, teachers of English in grades 6-12 need more than
basic content knowledge and classroom management skills. They need
a deep understanding of the goals and principles of teaching
literature, writing, oral discourse, and language in order to make
sound instructional decisions. This engaging book explores the
pedagogical foundations of the discipline and gives novice and
future teachers specific guidance for creating effective,
interesting learning experiences. The authors consider such
questions as what makes a literary text worth studying, what
students gain from literary analysis, how to make writing
meaningful, and how to weave listening and speaking into every
class meeting. Professional learning and course use are facilitated
by end-of-chapter reflection questions, text boxes, and appendices
showcasing exemplary learning activities.
To be successful, teachers of English in grades 6-12 need more than
basic content knowledge and classroom management skills. They need
a deep understanding of the goals and principles of teaching
literature, writing, oral discourse, and language in order to make
sound instructional decisions. This engaging book explores the
pedagogical foundations of the discipline and gives novice and
future teachers specific guidance for creating effective,
interesting learning experiences. The authors consider such
questions as what makes a literary text worth studying, what
students gain from literary analysis, how to make writing
meaningful, and how to weave listening and speaking into every
class meeting. Professional learning and course use are facilitated
by end-of-chapter reflection questions, text boxes, and appendices
showcasing exemplary learning activities.
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.
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