Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,….
Questions are the most important tool a teacher can use to build a community of thinkers. This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students' responses, and following….
The author--an experienced researcher and middle school teacher--intertwines investigations of multiple literacies, technologies, race, class, gender, sexuality, and gender expression to provide a provocative look at what helps and what hurts….
Reading in a Participatory Culture Remixing 'Moby-Dick' in the English Classroom
Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators PreK offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…. While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms.
In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique…. In this innovative book, two experienced educators present a fresh and engaging approach to mathematics learning in the middle grades with the transition from arithmetic to algebra. The authors provide a collection of balanced, multi-dimensional assessment tasks designed to evaluate students' ability to work with mathematical objects and perform….
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Breaking the Cycle for Struggling Readers. Tens of thousands of students begin each new school year with the hope that they will finally find "the" teacher who will help them succeed as readers, writers, and learners. This book shows how teachers can provide the type of differentiated instruction that struggling readers need by drawing on students' individual and cultural backgrounds, as….
Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, "Reading Like a Historian", in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an…. In this accessible guide, William Brozo defines RTI and explains why and how it is considered a viable intervention model for adolescent readers.
He analyzes the authentic structural, political, cultural, and teacher…. In Since Since last 5 years. Since last 10 years. Since last 20 years.
Middle School Students. Teaching Methods. Middle Schools. Reading Instruction. Art Education. Case Studies.
Individualized Instruction. Middle School Teachers. Student Evaluation. Classroom Techniques. Common Core State Standards. Critical Thinking. Educational Strategies. Educational Technology. A brief analysis of the main and maybe leading generations represented in the partner institutions may help to understand expectations and attitudes. Of course, these are generalized remarks an individual questionnaire at the beginning of a cooperative process could specify the very situations to reflect the different expectations, images, and self-images. For most faculties in school, it is true that they show a strong sense of collegiality and team spirit at least in the staff room.
Still, Germany has no widely established peer-to-peer monitoring as a means of internal school development. Most teachers do not want their colleagues monitoring their lessons. Team-teaching is a desirable, but not yet established culture. Even teachers feel an intense pressure of evaluation and competition. They mostly do not work full-time in school but have to do a lot of work at home.
This situation affects their work-life balance. Partly self-determined, they often fluctuate between excessive demands, stress and a hectic lifestyle. Time pressure or not enough time to realize the own quality standards for good educational practice are often-heard arguments of teachers. That leads to a routine, which does not allow space for experiments or anything new, not evaluated in the outcome.
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For teachers, flexibility seems to be less effective than routine, and new but not yet implemented competencies threaten their time management and required outcome. If they have to implement new media and develop new teaching habits like participatory work , it changes old patterns of behavior. Besides generational differences, a school faculty is compared to a library a rather homogeneous group, since all teachers went through the same kind of teachers education and examination.
Beyond the fact that they teach different subjects, they share a sort of similar culture, they gain and own comparable assets and principles. Educational politics is a rather stable and slow-moving sector, so there is no pressure for high institutional flexibility in school.
As long as there was no need for individual support even in classrooms, teachers didnt have a great need to retrain and adapt to entirely new conditions at relatively short intervals. That is even truer for higher education in a rather selective school system.
The more selective a school is, the less is the flexibility the curriculum forces. Grades as standardized values for a long time prohibited highly flexible, individual evaluation criteria in school. Equality was a high value. Since the year the UN Convention on the Rights of Persons with Disabilities United Nations, entered into force a change of paradigm is taking place in schools, which is not yet completed.
For libraries, the situation is somehow different: due to very heterogeneous training pathways for personnel working in libraries Fingerle, the staff itself is much more diverse than that of a school. Not everybody has passed a diploma; the way to become a librarian is not single-tracked. Furthermore, due to digital development, libraries feel a very high pressure for adjustment. The new technology undermines the very basis of their self-concept as institutions as well as individual librarians Fuhrmann, , p.
Reading in a Participatory Culture : Henry Jenkins :
Digitalization means an enlargement of their traditional work; ICT is an entirely new technology and needs fundamental changes of structure and action processes. Library as a new place to learn, the librarian in the role of a mediator of competencies, not only provider of reading-material, e. The new profile of Embedded Librarian changes the direction of the use of libraries: Being a many-to-many supply, in the beginning, the library of today mutates into a one-to-one service, which provides highly differentiated supplies.
Open Access publications and a new and less expensive administrative and accounting system like RDA Resource Description and Access mark some of the significant challenges for libraries since the new millennium. Summarizing the different situations of teachers and librarians, one can conclude that librarians due to their public contract as a service provider for reading promotion felt a much higher pressure to change their job profile and their acting habits.
Teachers, on the contrary, act in a much more homogeneous college. Their pressure for change during the last years was strongly related to the international students assessment like PIRLS and PISA, which forced teachers and schools to enhance German students results in the tested subjects including reading competence.
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Especially, boys and students with more than one first language are still in focus. The demand for inclusion marks another primary challenge. Due to the rather unfortunate situation as regards a technological ambiance compared to other EU or OECD countries the school didnt force the development of digital education in the same way. Training and theoretical background for the trainers, of course, is necessary but the circumstances for that training are a matter of discussion and different opinions. Whereas traditional reading educators stick to analog texts and a linear reading process, digital reading promoters rather encourage hypertext reading and acting, using the convergent market to react flexibly to the changing interests and needs of their students.
Of course, theoretical background and knowledge about different methods are necessary. Otherwise teaching stays as the philosopher and founder of pedagogy as a scientific discipline Johann Friedrich Herbart in has called it inefficient Schlendrian, jog-trot, Herbart , p. University education nationwide has not yet implemented a modern digital didactic of reading education. Charitable trusts and foundations such as the German Telekom Foundation encourage digital learning by project funding.
And institutions for teachers training, like Medienberatung NRW or Landesanstalt fr Medien lfm , state institute of media , try to encourage the willingness for teachers training as regards digital literacy. Cooperation with other institutions, such as libraries, belongs to their concepts. A bundling of resources and an enlargement of competencies should be convincing arguments. The cooperation of the German Federal Ministry of Education and Research and the Mercator Foundation supported two projects of the Experten fr das Lesen as part of the initiative BiSS Bildung in Sprache und Schrift  education in speaking and writing that try to encourage a digital reading education in cooperation with libraries.
And it takes continuous support on a peer-to-peer level. A vast majority of teacher colleagues has to accept profound organizational and contextual changes. They have to experience self-efficacy within their class and gratification in their students.
Related Reading in a Participatory Culture: Remixing Moby-Dick in the English Classroom (Language & Literacy)
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