How Writing Shapes Thinking
| Author | : Judith A. Langer |
| Publisher | : |
| Total Pages | : 192 |
| Release | : 1987 |
| Genre | : Critical thinking |
| ISBN | : |
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How Writing Shapes Thinking
| Author | : Judith A. Langer |
| Publisher | : |
| Total Pages | : 188 |
| Release | : 1987 |
| Genre | : Language Arts & Disciplines |
| ISBN | : |
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In the belief that effective writing instruction can be a critical component in successful learning, and to better understand the role that writing plays in content area learning, this book presents an extensive study of writing assignments in the secondary school curriculum. Following an introduction, the book provides an overview of the project, chapters 1 and 2 highlighting the data gathered and analytical methods used. The third chapter of the book provides a detailed introduction to the observations of teachers and their students, with some general findings about ways in which they used writing in the teaching of academic subjects. The fourth chapter describes the types of writing activities that worked in aa variety of content-area classrooms. Chapter 5 shifts focus away from the activities provided and toward the redefinition of teaching and learning that occurred in the classrooms where writing worked best to foster learning. Chapters 6 through 8 examine the kinds of thinking promoted by different types of writing in the classroom. The final chapter brings together concerns about the roles of teacher and learner in the instructional interaction, providing a theoretical framework, practical suggestions for an alternative model of instruction, and a discussion of the constraints that must be addressed if wide-scale use of writing to support learning is to become a reality. A five-page reference list and two appendices are included. (HTH)
Write Like this
| Author | : Kelly Gallagher |
| Publisher | : Stenhouse Publishers |
| Total Pages | : 274 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1571108963 |
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If you want to learn how to shoot a basketball, you begin by carefully observing someone who knows how to shoot a basketball. If you want to be a writer, you begin by carefully observing the work of accomplished writers. Recognizing the importance that modeling plays in the learning process, high school English teacher Kelly Gallagher shares how he gets his students to stand next to and pay close attention to model writers, and how doing so elevates his students' writing abilities. Write Like This is built around a central premise: if students are to grow as writers, they need to read good writing, they need to study good writing, and, most important, they need to emulate good writers. In Write Like This, Kelly emphasizes real-world writing purposes, the kind of writing he wants his students to be doing twenty years from now. Each chapter focuses on a specific discourse: express and reflect, inform and explain, evaluate and judge, inquire and explore, analyze and interpret, and take a stand/propose a solution. In teaching these lessons, Kelly provides mentor texts (professional samples as well as models he has written in front of his students), student writing samples, and numerous assignments and strategies proven to elevate student writing. By helping teachers bring effective modeling practices into their classrooms, Write Like This enables students to become better adolescent writers. More important, the practices found in this book will help our students develop the writing skills they will need to become adult writers in the real world.
Hearing Ourselves Think
| Author | : Ann M. Penrose |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 227 |
| Release | : 1993 |
| Genre | : Cognition |
| ISBN | : 0195078330 |
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In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves Think contributes to a lively new tradition of socio-cognitive research in writing and reading, exploring the dynamics of cognitive processes as they interact with dimensions of the academic context.
Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
| Author | : Mariano, Gina J. |
| Publisher | : IGI Global |
| Total Pages | : 657 |
| Release | : 2019-01-25 |
| Genre | : Education |
| ISBN | : 1522578242 |
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Learning strategies for critical thinking are a vital part of today’s curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is of utmost importance for pre-service teachers to learn how to infuse critical thinking skill development in every academic subject to assist future students in developing these skills. The Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments is a collection of innovative research on the methods and applications of critical thinking that highlights ways to effectively use critical thinking strategies and implement critical thinking skill development into courses. While highlighting topics including deep learning, metacognition, and discourse analysis, this book is ideally designed for educators, academicians, researchers, and students.
Writing as Learning
| Author | : Andrew Rothstein |
| Publisher | : Corwin Press |
| Total Pages | : 257 |
| Release | : 2006-12-13 |
| Genre | : Education |
| ISBN | : 1452222886 |
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Using 12 step-by-step strategies, teachers can help students build a rich vocabulary, gain a deep understanding of concepts, and develop organized thinking processes.
How to Coach Teachers Who Don′t Think Like You
| Author | : Bonnie M. Davis |
| Publisher | : Corwin Press |
| Total Pages | : 233 |
| Release | : 2007-11-14 |
| Genre | : Education |
| ISBN | : 145229433X |
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"Finally, a book that I can use: a hands-on, foot-to-the-pedal kind of reading experience. Of all the books on educational coaching available, this one answers my actual day-to-day questions. You can tell Bonnie Davis has been there. An invaluable resource!" —Mary Kim Schreck, Author, The Red Desk Concrete guidelines for novice and experienced coaches! This comprehensive guide encompasses a multilayered model that provides a rich experience for both coach and trainee. How to Coach Teachers Who Don′t Think Like You covers the process and content of coaching and describes a unique approach that encourages teachers to write and reflect upon their practices. Coaches can use literacy strategies to train across content areas and learn how to individualize their approach to honor teachers′ distinctive learning styles. The author presents samples of teacher writing and student work generated from coaching and offers narratives from practicing coaches across the country in school-based, district, and independent settings to illustrate the real world of coaching. With a format that gives readers the flexibility to choose sections best suited to particular coaching situations, the book includes: Specific, field-tested practices to support personal learning differences Strategies for modifying classroom practice and improving student achievement Coaching models for individual teachers and teams of teachers Options for coordinating coaching activities with teachers′ schedules Whether you are just beginning a coaching career or have several years of experience, this book offers suggestions and avenues for exploration, inspiration, and application.
Speaking About Writing
| Author | : Alain Coulon |
| Publisher | : SAGE |
| Total Pages | : 329 |
| Release | : 1994-04-29 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0803952325 |
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In this concise introduction Alain Coulon demystifies the important qualitative research tradition of ethnomethodology. In terms accessible to students, he explains its history, its features and the major criticisms levelled at it.
Writing and Learning in the Science Classroom
| Author | : Carolyn S. Wallace |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 168 |
| Release | : 2004-05-19 |
| Genre | : Science |
| ISBN | : 9781402020179 |
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This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science. The book is the first to definitely answer the question, "Does writing improve science learning?". Further, it provides evidence for some of the mechanisms through which learning occurs. It combines both theory and practice in a unique way. Although primarily a tool for research, classroom teachers will also find many practical suggestions for using writing in the science classroom.
Teaching Writing as Thinking
| Author | : Florence Fay Pritchard |
| Publisher | : |
| Total Pages | : 396 |
| Release | : 1993 |
| Genre | : English language |
| ISBN | : 9780963601100 |
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Finally! With TEACHING WRITING AS THINKING, Teachers in grades 4-12 can teach specific writing & thinking skills simultaneously--as an integral part of their existing English/language arts curriculum. This practical, first-of-its-kind book builds on the process teachers already know & provides 44 step-by-step strategies they can use selectively or in a start-to-finish program. TEACHING WRITING AS THINKING explains & illustrates every strategy & shows how to tailor strategies for students in elementary, middle, high school & beyond. The book leads teachers to immediate success by showing them how to shape their own writing assignments into maps for teaching writing as thinking, then how to help students use thinking-writing strategies with assignment maps to develop, organize & communicate information & ideas effectively. It helps teachers smoothly transform revision, editing & language-skill instruction into instruction in critical thinking, & shows them how to be completely accountable for students' progress in writing & thinking. TEACHING WRITING AS THINKING speaks directly to teachers in clear, simple & non-technical language. It shows teachers how to help their students become good writers & good thinkers by setting & reaching high intellectual standards.
