Two seasoned veterans recount their 23-year collaboration to find ways to get students to improve their learning in their content area subjects. The two teachers, one an elementary-trained reading specialist and the other a secondary-trained science teacher, begin by telling of their mission to find what will work for them, rejecting and tiring of bandwagon movements and quick-fix promises, and finding the power of collaboration. In their subsequent chapters, they discuss practices and strategies for helping students read and become actively involved with books, lectures, and videos. Then they flesh out activities to help students write more effectively in the content areas. Every teaching strategy is one that they have used successfully with real students. And they have tracked improved grades and secured students' feedback about which strategies helped them the most.
Two seasoned veterans recount their 23-year collaboration to find ways to get students to improve their learning in their content area subjects.
Writing is how students connect the dots in their knowledge. Although many models of effective ways to teach writing exist, both the teaching and practice of writing are increasingly shortchanged throughout the school and college years. - From The Neglected “R” The National Commission on Writing Every writing teacher wants to cut through the curricular clutter and get down to the matter of teaching writing well. At the same time, the rules of what writing is, what it does, and how it's done are changing with each new wrinkle in digital technology. In Teaching The Neglected “R” some of the field's most important teachers and thinkers take on the new realities of writing instruction, offering smart advice and penetrating insight into what good teaching looks like today. Teaching The Neglected “R” contains the combined wisdom and practice of twenty-four outstanding teachers and researchers, including Nancie Atwell, Jeffrey Wilhelm, Michael Smith, Maureen Barbieri, Jim Burke, Donald Murray, and Kim Stafford. Writing expressly for this volume, they address key topics, helping you re-imagine traditional genres and understand digital ones. They also focus on key constituencies, exploring ways to connect with English language learners, African Americans, and boys. And with chapters from Barry Lane on revision, Sara Kajder on integrating technology, and Tom Romano on multigenre papers, Teaching The Neglected “R” spans and expands the possibilities of writing instruction to offer both inspiration and day-to-day teaching suggestions. Teaching The Neglected “R” will help you see new ways to increase the prominence of writing in your teaching and remember the real goal of writing instruction - to truly engage students in purposeful writing. No matter what form that writing takes.
One thing for sure, however, is that community-based writing quickly helps
students see that all writing is not the same, ... Students often work in small teams
and wrestle with genres that rarely surface in English classrooms but that are
quite ...
This collection examines academic genres - types of writing produced by students in secondary school and college - from the perspective of genre as social action. Such a perspective expands the understanding of what students do when they learn new school genres, of what teachers and institutions do to enhance and constrain such learning, and of what all this signifies for conceptions of writing pedagogy. The book begins with an overview of the reconception of genre study. The essays that follow have an interest in genre, particularly those that appear in educational settings as instances of either student reading or writing. Common motifs recur throughout: questions are raised concerning learning and teaching new genres, the ideological power of genres read and written, and the power of the teacher, curriculum planner, or student to invent new genres or to resist and subvert those that exist. Throughout, the contributors give detailed accounts of successful classroom practices. Learning and Teaching Genre brings recent developments in research and thinking about written genres to the attention of high school and college teachers, and illustrates how that work can effectively inform classroom practice.
A Genre-Based Approach to Teaching Writing. Years 3-6. Volume 1: An
Introduction. Sydney, N.S.W: Literacy in ... Volume 4: The Theory and Practice of
Genre-Based Writing. Sydney, N.S.W: Literacy in Education Research Network
and the ...
Teachers have come to recognize that, unlike ordinary street language, the technical and specialized language of mathematics does not come naturally to students. Developing a useful mathematics vocabulary requires special attention, especially in the middle grades. Miki Murray knows this from more than forty years of experience as both a staff developer and a mathematics teacher. In this important new book she shares with other teachers some of the best strategies for drawing the power of mathematics vocabulary to enhance students' conceptual learning
In this important new book she shares with other teachers some of the best strategies for drawing the power of mathematics vocabulary to enhance students' conceptual learning
In Hysteria one of Freud's earliest "cases" returns to haunt the psychoanalyst but finds Salvador Dali hiding in the cupboard. It is "one of the most brilliantly original and entertaining new plays I have seen in years: wild, weird and funny, serious, compassionate and shocking, blasphemous and reverential, intellectual and frivolous, a factual fantasy, a demented farce, a black nightmare." (Sunday Times)
In Hysteria one of Freud's earliest "cases" returns to haunt the psychoanalyst but finds Salvador Dali hiding in the cupboard.
