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 programme. 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; and, 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.
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.
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
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