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Classrooms of Wonder and Wisdom
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Table of Contents

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

About the Author

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. 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.

Reviews

"This book provides strategies that are varied and vital for student success, especially as critical thinkers." -- Tamara Rhone, Secondary Social Studies Educator
"I wish this text were available today-I could really use it in the Center of Excellence I direct! In fact, I really could have used it a year and a half ago-it would have saved me HOURS of work!" -- Victoria Ridgeway Gillis, Professor
"The author's excellent exercises and examples effectively illustrate the application of the instructional strategies. These examples are at the heart of the text and are the major reason it will be successful in improving classroom instruction." -- Connie Harris, Gifted Language Arts Teacher
"An excellent resource filled with useful strategies and approaches for creating student-centered learning through reading and writing." -- Eric A. Combs, Teacher
"Jeannie Steele and Kurt Meredith 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
"The authors bring their extraordinary experience to the task of masterfully suggesting powerful ways to effectively address the question of how we can best prepare students for life in the twenty-first century and bring about lasting change. They share a wealth of ideas for effective learning experiences in a range of professional development settings." -- Adria Klein, Professor Emeritus

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