Teaching is a learned skill that relies unexplored possibilities, not in upon the collective knowledge and values held in the classroom—the knowledge the predictable or the that the teachers and the students bring to topics and the value that they assign quantifiable, not in what is to the topics being studied. [...] The book of Proverbs reminds us, he wrote, that death and life are in the power of the tongue.” Lay Out the Possibilities The task of the excellent teacher is All teachers aim to have an impact on their students’ lives and to guide them to stimulate “apparently into safe harbors of understanding. [...] We need to find ways to link the material to what students already know, to dig deeply into our teaching bag of techniques to find ways of revealing our stu- dents’ personal connections to the material they need to learn. [...] The constellations in the groups should vary and students should have opportunities to work with everyone in the class as a partner and as a member of a group, so that relationships grow. [...] We want to be their teachers and create patterns from our not their friends, but we want the lines of communication to be open enough so environment and we all learn to that we are aware of their interests, their triumphs, the challenges they face in some extent through interaction each learning situation, and the gifts they bring to our classrooms in terms of with others.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (p. 123-125) and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 371.102
- Dewey Decimal Edition Number
- 22
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 1551382121 9781551388007
- LCCN
- LB1027
- LCCN Item number
- L85 2007eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (128 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227182 (OCoLC)755882609 (CaOOCEL)439194
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction: Expanding the Space of Possibles 8
- Awaken a Questioning Attitude 9
- Remember, Words Can Create Worlds 9
- Lay Out the Possibilities 10
- Help Students Construct Their Own Understanding 11
- The Challenges of Promoting Active Learning 12
- Learning—The Only Thing That Never Fails 13
- 1. Lay the Groundwork 14
- Help Students Choose Success 14
- Offer Choices That Lead to Challenge 15
- Assess for Student Success 16
- Face the Space 17
- Set the Mood 18
- Come to the Same Page 18
- 2. Greet the Group 20
- Let All Voices Be Heard 20
- Build Scaffolding 21
- Teach Group Process Skills 21
- Create Connections 25
- Co-operative Games in the Literacy Classroom 25
- 3. Scan Your Plan 30
- Plan for Surprise 30
- Twenty-five Tips for Classroom Management 31
- 4. Make Words Sing 36
- Work with Words That Resonate 36
- Clone the Poem 38
- Respond to and through Poetry 39
- Poems for Two Voices 40
- Soundscape Compositions 41
- The Poetry Café 44
- 5. Stage the Page 46
- The Plea to Read 46
- Chants and All That Jazz 47
- Choral Reading 48
- Readers Theatre 50
- Story Theatre 52
- Drama Anthologies 53
- Criteria for Presenting Material 55
- 6. Mine for Meaning 58
- Make a Metaphor 58
- Create Minimal Scripts 61
- What’s It All About? 62
- Tinker with Text 62
- Graphic Novel Exercises 64
- 7. Inside Images 66
- Start with Art—Deconstructing Magazine Ads 66
- Close Relations: Life and Art 68
- A Figure Full of Words 68
- Move into Understanding 70
- Explore How Things Work 70
- Embody the Dynamics of Power 71
- Make Investigations through Movement and Stillness 72
- Freeze the Frame—Teaching the Elements of Tableaux 75
- Tableaux before, during, and after Reading 75
- 8. Immersed in Role 78
- Talking into Understanding 78
- The Expert Game 79
- Hot-seating: Interviewing Characters Fictional and Real 80
- From Talk into Writing 80
- Exploring a Theme through Role 82
- Writing in Role 85
- 9. Transcripts, Objects, and Artifacts—Constructing Understanding 92
- What Old Photos Can Tell 92
- What Have You Got? Significant Objects 95
- Unlocking Stories through Object Perspectives 96
- Same Object, Different Meanings 97
- History from Primary Sources 97
- 10. Take Time to Integrate 102
- Why Integrate Curriculum 102
- “I Am From …” and Beyond 105
- A Balanced Literacy Unit Based on a Story 108
- Geography in the Shoes of an Icon 109
- Final Words: One Eye on Reality, Another on Possibility 112
- Appendixes 113
- Personal Ways to Respond to Reading 113
- A Tool for Self-Assessment 114
- Reflecting on Experiences in Groups 116
- Assessment of Work Done in Groups 117
- Choral Reading: Sample Poem 118
- Story Theatre 119
- Wonder Machines 120
- The Expert Game—Oral Language Interview Snapshot 121
- From Talk to Writing: Amber’s Advice Column 122
- Recommended Resources 124
- Index 127
- A 127
- B 127
- C 127
- D 127
- E 127
- F 127
- G 127
- H 127
- I 127
- J 128
- K 128
- L 128
- M 128
- N 128
- O 128
- P 128
- Q 128
- R 128
- S 129
- T 129
- U 129
- V 129
- W 129
- Z 129
