Teaching for a Living Democracy: Project
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Teaching for a Living Democracy: Project
US $26.63
ApproximatelyS$ 34.31
Condition:
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A book that has been read but is in good condition. Very minimal damage to the cover including scuff marks, but no holes or tears. The dust jacket for hard covers may not be included. Binding has minimal wear. The majority of pages are undamaged with minimal creasing or tearing, minimal pencil underlining of text, no highlighting of text, no writing in margins. No missing pages.
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Located in: Oxnard, California, United States
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Item specifics
- Condition
- Book Title
- Teaching for a Living Democracy: Project-Based Learning in the E
- ISBN
- 9780807764169
About this product
Product Identifiers
Publisher
Teacher's College Press
ISBN-10
0807764167
ISBN-13
9780807764169
eBay Product ID (ePID)
18038535855
Product Key Features
Number of Pages
144 Pages
Publication Name
Teaching for a Living Democracy : Project-Based Learning in the English and History Classroom
Language
English
Subject
Teaching Methods & Materials / Social Science, General, Curricula, Teaching Methods & Materials / Language Arts
Publication Year
2020
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
7.9 Oz
Item Length
9 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2020-001499
Dewey Edition
23
Reviews
" Teaching for a Living Democracy: Project-Based Learning in the English and History Classroom offers both a method for civic engagement and a message of faith in the power of young people to serve as agents for change within their own communities right now." --Teachers College Record, "Using his own teaching practice as the foundation, Block illustrates effective, context-based principles that have allowed him to teach in ways that encourage democratic thought and civic engagement. He does not prescribe best practices, but rather invites the reader into his classroom to experience his projects, showing rather than telling what works. In his descriptions of classwork, Block presents a raw picture not only of classroom successes, but of challenges, pivots, and necessary adaptations that accurately depict the often messy space of learning." -- Choice, "In a time when standardized tests are increasingly critiqued by teachers, students, families, and communities, Block's work offers an important alternative to such emaciated yardsticks of 'learning.' Indeed, by showing us what is possible in a classroom, he provides us with more than a model: He gives us hope, an animating force in any democracy." --Democracy & Education
Dewey Decimal
371.360973
Table Of Content
Contents (Tentative) Foreword?Carla Shalaby Acknowledgments 1.?Reframing School Learning Teaching for a Living Democracy Changing the Grammar of Schooling My Teaching Context and Background Agency and Possibility 2.?Designing Curriculum for Deeper Learning Immigration Oral History Projects Advanced Essay Process Modern Day de Tocquevilles Coda 3.?Elevating Student Voices and Truths Acknowledging and Honoring Students? Realities Bulding Cohesive Classroom Communities Making Learning Complex and Real Prioritizing Student Voices, Decentralizing the Classroom Coda 4.?Envisioning New Roles for Teachers Reframing Teacher Voice Teachers as Facilitators Teachers as Lead Collaborators Teachers as Consultants and Scholars Coda 5.?Decolonizing School Insights from Aotearoa, New Zealand Biculturalism and Creating Space in Schools The Re-PLACE-ing Project Our Philadelphia, Our America Coda 6.?Engaging Multiple Realities of Teaching ??for a Living Democracy Art in the Open The Messy Process of Creation Navigating Intolerance Engaging Issues of the World Coda Epilogue: For Teachers Appendix: Additional Classroom Resources References Index About the Author
Synopsis
Explores how teachers can build and sustain an intellectually and emotionally fulfilling teaching practice while changing the way students experience school. The book presents a framework of teaching for a living democracy - supporting learners to produce intellectually creative work by designing instruction that intersects with students' lives., This classroom narrative explores how teachers can build and sustain an intellectually and emotionally fulfilling teaching practice while changing the way students experience school. Written by an English and history teacher in a Philadelphia public high school, this book presents a framework of teaching for a living democracy?supporting learners to produce intellectually rigorous and creative work by designing instruction that intersects with students' lives and interests. The text offers project-based units of study and classroom practices that allow students to reconfigure understandings of themselves, their capabilities, and their roles in the world. Packed with student voices and the work of youth, this book provides a rich window into classroom practices that challenge authoritarian tendencies while cultivating dignity and agency. Book Features: Shares a vision of project-based inquiry learning that is rooted in systemic understandings of social change. Provides a pragmatic framework and tools to help teachers develop their practice in creative and sustainable ways. Shows how to support diverse learners, with a special focus on the experiences of students who struggle. Includes many classroom scenes and examples of curriculum design strategies. Offers the realistic perspective of a teacher working in an urban public high school., This classroom narrative explores how teachers can build and sustain an intellectually and emotionally fulfilling teaching practice while changing the way students experience school. Written by an English and history teacher in a Philadelphia public high school, this book presents a framework of teaching for a living democracy--supporting learners to produce intellectually rigorous and creative work by designing instruction that intersects with students' lives and interests. The text offers project-based units of study and classroom practices that allow students to reconfigure understandings of themselves, their capabilities, and their roles in the world. Packed with student voices and the work of youth, this book provides a rich window into classroom practices that challenge authoritarian tendencies while cultivating dignity and agency. Book Features: Shares a vision of project-based inquiry learning that is rooted in systemic understandings of social change. Provides a pragmatic framework and tools to help teachers develop their practice in creative and sustainable ways. Shows how to support diverse learners, with a special focus on the experiences of students who struggle. Includes many classroom scenes and examples of curriculum design strategies. Offers the realistic perspective of a teacher working in an urban public high school.
LC Classification Number
LB1027.43.B56 2020
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- Automatische Bewertung von eBay- Feedback left by buyer.Past monthBestellung erfolgreich durchgeführt - mit Sendungsverfolgung und fristgerecht
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