Classrooms of Wonder and Wisdom

Reading, Writing, and Critical Thinking for the 21st Century
1. Auflage 2010
ISBN: 978-1-4129-1815-2
Verlag: Corwin

Buch, Englisch, 192 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 499 g

"The authors illuminate theoretical ideas with insightful, practical ways for teachers to encourage students to develop the critical and creative thinking necessary in a flourishing democratic society."
—Angela Ward, Acting Associate Dean, University of Saskatchewan College of Education

"An excellent resource filled with useful strategies and approaches for creating student-centered learning through reading and writing."
—Eric A. Combs, Teacher, Fairborn City Schools, OH

Discover how to enhance learning for your students

Engaging from the first page, this is a book that you "do" rather than read. Award-winning authors Kurtis S. Meredith and Jeannie L. Steele actively guide teachers through the learning process with this well-tested and successful literacy-based professional development program. Educators are encouraged to assess their knowledge, make predictions, ask questions, and track their own progress to deepen their understanding of teaching and learning processes. Grounded in a framework that has been effectively implemented in more than 30 countries, the carefully designed sequence prepares teachers to help students:

- Become lifelong learners with the capacity to integrate knowledge and experiences across content areas
- Efficiently sort information and transform learning into action
- Contextualize knowledge by adding new information to what they already know
- Enhance their capacity to meet 21st-century demands

Each chapter includes an overview of expected outcomes, self-evaluation activities, learning experiences, and reflection exercises. This action-oriented guidebook is immediately applicable and is ideal for individual or group professional development.

Autoren/Hrsg.

Meredith, Kurtis S.

Steele, Jeannie L.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik

Inhaltsverzeichnis

Preface
Acknowledgments
About the Authors
Introduction
1. Beginning a Professional Development Journey
Evocation 1
Outcome Expectations
Evocation 2
The Change Process
About This Text
Assumptions, Values, and Beliefs
Expectations
The Role of Critical Thought
Outcome Expectations
Chapter Reflection
Journal Entry
2. A Framework for Teaching and Learning
Evocation
Outcome Expectations
Rationale
Experiential Framework Lesson
Examining the Framework
The ERR Framework Revisited
Critical Thinking and the Framework
Framework Strategies Organizational Chart
Chapter Reflection
3. Narrative Text and the Power of Questioning
Evocation
Outcome Expectations
Teacher Questioning
Model ERR Lesson With a Narrative Text
Narrative Lesson Analysis
ERR as a Multitiered Model
Questioning
Reflection
4. Advancing Critical Thought
Outcome Expectations
Evocation
Realization of Meaning
Creating an Environment for Critical Thought
Essential Classroom Elements of Critical Thinking
Lesson Analysis
Chapter Summary
5. Framework Strategies
Outcomes of Using the ERR Framework
Other Writing-for-Thinking Strategies
Reflection
Chapter Reflection
6. Cooperative Learning
Evocation
Outcome Expectations
Overview
Classrooms as Environments for Thinking
What Is Cooperative Learning?
The Cooperative-Learning Classroom
Sample Cooperative-Learning Lessons
Brief Cooperative Strategies
Cooperative Math Activities
Brief Exercises for Problem Solving and Discussion
Chapter Reflection
7. Creating Thoughtful Readers
Evocation
Outcome Expectations
Discussion of a Thoughtful Reading Process
Readers' Workshop
The Four Cornerstones of Readers' Workshop
Literary Letters
Book Talks
Readers' Workshop Rules
Summary of Readers' Workshop
Analysis of Reader's Workshop and the ERR Framework
Content Reading and Readers' Workshop
Applying the Reading Process to Content Areas
Applying Readers' Workshop Process to Science
Reading in Content Areas - The Link to Math
Mathematics Is More Than a Collection of Concepts and Skills
Chapter Reflection
8. Learning to Write, Writing to Learn
Evocation
Outcome Expectations
Writing Resurgence
Writing Defined
Writer's Workshop
Chapter Reflection
9. Reflection
Evocation
Learning Centered
Transformative Experiences
Truth
Final Reflection
What to Do Now?
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
References
Index

Über Autor(innen)

Steele, Jeannie L.
Jeannie Steele is a professor of literacy education at the University of Northern Iowa where she was awarded the Iowa Board of Regents Award for faculty excellence. Formerly a classroom teacher for over 20 years, she then served as consultant for educational reform for school districts in the U.S and is Past President of the Virginia State Reading Association. She received a Ph.D. from The University of Virginia in 1985. In more recent years, Jeannie has worked on international educational reform and is internationally respected for her work in teacher professional development. Along with Kurt Meredith, she co-founded the Orava Association for Democratic Education, the largest self-governing NGO in the Republic of Slovakia and is dedicated to the professional development of teachers. While living in Slovakia, she received the Order of St. Gorazd, the highest civilian award for meritorious service to Slovak education. She also received UNESCO recognition as co-author of the Reading and Writing for Critical Thinking (RWCT) as one of 25 practices world-wide recommended for crisis prevention and peace building.

Meredith, Kurtis S.
Kurt Meredith is presently serving as Interim assistant provost for international programs at the University of Northern Iowa. He is also an associate professor in Literacy Education. He is internationally known for his work in school restructuring and democratic educational practices. Along with Jeannie Steele, Meredith co-founded the Orava Association for Democratic Education, the largest self-governing NGO in the Republic of Slovakia and is dedicated to the professional development of teachers. While living in Slovakia he received the Order of St. Gorazd, the highest civilian award for meritorious service to Slovak education. He also received UNESCO recognition as co-author of the Reading and Writing for Critical Thinking program (RWCT) as one of 25 practices world-wide recommended for crisis prevention and peace building.