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Teaching the Tough Issues: Problem Solving from Multiple Perspectives in Middle and High School Humanities Classes [Hardback]

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  • Formāts: Hardback, 168 pages, height x width x depth: 231x157x12 mm, weight: 500 g
  • Izdošanas datums: 24-Apr-2015
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807756547
  • ISBN-13: 9780807756546
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  • Cena: 82,03 €
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Teaching the Tough Issues: Problem Solving from Multiple Perspectives in Middle and High School Humanities ClassesPalielināt
  • Formāts: Hardback, 168 pages, height x width x depth: 231x157x12 mm, weight: 500 g
  • Izdošanas datums: 24-Apr-2015
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807756547
  • ISBN-13: 9780807756546
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780807756546.html
Keywords:

Teaching the Tough Issues introduces a groundbreaking teaching method intended to help English, social studies, and humanities teachers address difficult or controversial topics in their secondary classrooms. Because these issues are rarely addressed in teacher preparation programs, few teachers feel confident facilitating conversations around culturally and politically sensitive issues in ways that honor their diverse students’ voices and lead to critical, transformative thinking. The author describes a four-step method to help teachers structure discussions and written assignments while concurrently assisting them in addressing Common Core State Standards. Designed to aid students in both developing their own viewpoints on contentious issues and in actively critiquing those of their teachers and peers, these practices will enhance any humanities curriculum.

Book Features:

  • Offers guidance for exploring difficult and/or controversial aspects of course content.
  • Provides an excellent means of differentiating instruction and promoting critical literacy.
  • Helps teachers to foster positive behavior and decision-making with their students.
  • Enables students to improve their reading, writing, speaking, listening, and observation skills.
  • Assists teachers in attaining the CCSS and other curricular mandates in their secondary humanities classrooms.
Foreword ix
Douglas Fisher
Acknowledgments xi
Introduction 1(12)
The Need for CPVs in Secondary Classrooms
1(1)
What Are Cultural and Political Vignettes (CPVs)?
2(2)
The Birth of CPVs as a Pedagogical Strategy
4(2)
A CPV Event in a Secondary Social Studies Classroom
6(4)
The Role of CPVs in Secondary Arts, Literature, and History
10(3)
1 The Four CPV Stages and How CPVs Help Teachers to Realize the Common Core State Standards (CCSS)
13(22)
CPV Implementation as a Four-Stage Curricular Model
13(3)
Bullying: An Example of a Teacher Working Through the Four Stages
16(4)
Guidelines for Creating CPVs
20(1)
Tailoring Content and Presentation of CPVs to Different Levels
21(3)
How to Avoid Common CPV Pitfalls and Strengthen CPV Prompts
24(2)
CPVs as a Means of Differentiating Instruction
26(2)
Importance of Classroom Culture and the Teacher's Role
28(3)
The Need for Collaboration with Others and Obtaining Parental Permissions
31(1)
How CPVs Help Teachers Realize the CCSS and Develop Capacities of Literate Individuals
32(3)
2 Stage 1 of CPV Implementation: Responding to Teacher-Created CPVs in Writing
35(13)
Critical Literacy and Narratives of Experience Provide Theoretical Frameworks for Stage
35(3)
Middle School Students Responding to "Behavioral" CPVs
38(2)
Middle School "Behavioral Examples" and Links to the CCSS
40(2)
High School Students Responding to "Content-Driven" CPVs
42(3)
High School "Content-Driven" CPV Examples and Links to the CCSS
45(2)
Closing Thoughts on Stage 1 of CPV Implementation
47(1)
3 Stage 2 of CPV Implementation: Students Create and Exchange Their Own CPVs
48
Critical Literacy and Inquiry Learning Provide Theoretical Frameworks for Stage 2
49(1)
Guidelines and Suggestions for Creating and Exchanging Student CPVs
50(2)
Example: 7th-Grade Student CPVs on Overcoming Adversity and Facing Challenges
52(1)
Three Variations on the Create-and-Exchange Process
53(10)
Example: 10th- and 11th-Grade Student CPVs in Global Studies and American History
63(8)
Closing Thoughts on Stage 2 of CPV Implementation
71
4 Stage
3(95)
Of CPV Implementation: Situated Performances of CPVs
72(1)
Situated Cognition and Situated Performance Provide Theoretical Frameworks for Stage 3
72(2)
Variations in the Situated Performances of CPVs
74(3)
Example: Interracial Dating, Racial Pride, Profiling, and Police Brutality Explored in a 9th-Grade English Class
77(8)
Example: Homelessness in America Investigated in a 12th-Grade Social Studies Participation in Government Class
85(9)
Reducing Student Performance Anxiety
94(2)
Closing Thoughts on Stage 3 of CPV implementation
96(2)
5 Stage 4 of CPV Implementation: Read and Revisit
98(25)
Narratives of Experience and Assessment Theory Provide Theoretical Frameworks for Stage 4
98(2)
Variations in Duration of Read-and-Revisit CPV Activities
100(3)
Example: Date Rape, Sexual Assault, and Peer Pressure Examined in an 8th-Grade Language Arts Read-and-Revisit Unit
103(9)
Example: Understanding Islam and Preventing Religious Discrimination and Violence Against Muslims in an 11th-Grade Social Studies Read-and-Revisit Unit
112(8)
Eleventh-Grade CPV Read-and-Revisit Activities and Links to the CCSS
120(2)
Closing Thoughts on Stage 4 of CPV Implementation
122(1)
6 Conclusion
123(8)
How CPVs Have Improved My Teaching
123(1)
Three Key Learning Gains Reported by Teachers Using CPVs
124(4)
Beyond the CCSS
128(3)
Appendix: Directory of CPVs by Grade Level, Subject, and Topic/Tough Issue 131(2)
References 133(6)
Index 139(9)
About the Author 148
Jacqueline Darvin is associate professor of secondary literacy education, program director for adolescent literacy education, and deputy chair of the Secondary Education and Youth Services (SEYS) Department at Queens CollegeCity University of New York.