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| Foreword | xi | |
| Acknowledgments | xv | |
| 1 | Education Begins with Philosophy | 1 |
| Different Approaches | ||
| Beliefs Shape Perception | ||
| Curriculum in a Traditional Classroom | ||
| Curriculum in a Constructivist Classroom | ||
| Student-Centered Classrooms | ||
| What Happens When They Get to the Next Grade? | ||
| 2 | Asking Questions, Facilitating Inquiry | 18 |
| A Different Approach | ||
| Complicated by Our Expectations | ||
| Teacher-Talk: How Much? | ||
| Calling on Students | ||
| Facilitating Discussion | ||
| Risk Taking | ||
| Active Listening | ||
| Small Group Discussion | ||
| Facilitating Inquiry | ||
| I-Search Research | ||
| Using the Internet to Research | ||
| The Format of the Paper | ||
| 3 | Reading and Literature | 36 |
| Surveys and Interviews | ||
| Reading Logs | ||
| How the Subject Changed from Reading to Literature Studies | ||
| Teaching Reading by Connecting with Literature | ||
| Experiencing Success with Reading | ||
| The Place of Vocabulary Instruction | ||
| Supporting Readers During Reading | ||
| Supporting Readers After Reading | ||
| Literature Circles | ||
| 4 | Writing Workshop | 79 |
| Teaching Prewriting | ||
| Writer's Notebooks | ||
| Organizing Thoughts | ||
| Drafting and Responding to Writing | ||
| Keeping Track of Writers | ||
| Conferencing | ||
| Peer Response in Writing Conferences | ||
| Parading and Modeling for Students | ||
| Revision: Imagining the Better Text | ||
| Minilessons | ||
| Editing | ||
| Sharing: Writing That Goes Somewhere | ||
| 5 | Computers, Websites, and Technology | 116 |
| Writers Writing | ||
| Revision on the Computer | ||
| Editing | ||
| Web Publishing | ||
| Technology for Delivery of Information | ||
| Electronic Reading | ||
| Networking for Communication | ||
| Technology for Storage | ||
| The Future with Technology | ||
| 6 | Assessment and Evaluation--Codependent but Different | 139 |
| Assessment, Evaluation, and Reporting | ||
| Definitions Are Important | ||
| Checklists--Simple, Fast, Succinct | ||
| Rubrics | ||
| Test Is Not Necessarily a Four-Letter Word | ||
| Time and Resources--The Constraints of Testing | ||
| Teaching to the Test or Teaching for the Test | ||
| The Mixed Messages of Grading | ||
| Portfolios | ||
| 7 | The Politics of Standardization and Testing | 177 |
| Media Reporting of Achievement | ||
| Standards: Raising the Bar or Placing the Blame? | ||
| Where Does Thinking Come In? | ||
| Public Opinion Linked to Rhetoric, Not Facts | ||
| More Rebuttals | ||
| Measuring Accountability | ||
| Criterion-Referenced Testing | ||
| Problems with Standardized Testing | ||
| So, Now What? | ||
| Additional Resources | ||
| Works Cited | 209 | |
| Index | 217 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Brett Guice
reviewed Engaged in Learning: Teaching English, 6-12 on August 31, 2011
Engaged in Learning: Teaching English, 6-12
It took me a while to finish this, as it is a one-chapter-per-day kind of read. I wanted to read this book before I started the teaching programme, as I find that academic books go in one ear and out the other. By reading this book before the course, then engaging with it again during the school year as I engage with different types of teaching experiences, I think I will gain much more out of it. It is a well-written book with many practical suggestions, meaning I will return to it again and again.
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