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Engaging Literate Minds: Developing Children’s Social, Emotional, and Intellectual Lives, K–3 de Peter Johnston

Engaging Literate Minds: Developing Children’s Social, Emotional, and Intellectual Lives, K–3

Autor Peter Johnston, Kathy Champeau, Andrea Hartwig, Sarah Helmer
en Limba Engleză Paperback – 6 feb 2020

Ne-a atras atenția modul în care Engaging Literate Minds transformă sala de clasă dintr-un spațiu de instruire într-o comunitate de învățare vie. Volumul debutează prin analiza modului în care copiii pot începe să creeze propriile cărți încă din primele etape ale alfabetizării, punând accent pe componenta practică a „facerii” și nu doar a consumului de text. Suntem de părere că forța acestui ghid rezidă în studiile de caz autentice care ilustrează cum profesorii au reușit să distribuie autoritatea învățării către elevi, încurajând dialogul și perspectiva critică.

Structura celor 16 capitole urmărește o progresie logică, de la stabilirea fundamentului unei comunități grijulii, până la explorarea funcțiilor executive și a evaluării formative în clasele a doua și a treia. Autorii nu se limitează la teorie, ci oferă instrumente concrete pentru documentarea dezvoltării literare și umane a fiecărui copil. Alternativă la Promoting Social Emotional Learning in the Classroom pentru cursurile de pedagogia învățământului primar, această lucrare vine cu avantajul integrării directe a alfabetizării în dezvoltarea socio-emoțională, demonstrând că lectura și scrierea sunt vehicule esențiale pentru empatie și colaborare.

Peter Johnston își rafinează aici viziunea expusă în lucrările sale anterioare, precum Choice Words. Dacă în acele volume accentul cădea pe limbajul profesorului, în Engaging Literate Minds perspectiva se lărgește pentru a cuprinde întregul ecosistem al clasei. Credem că este o resursă esențială pentru educatorii care doresc să depășească simpla bifare a obiectivelor curriculare, vizând formarea unor cetățeni responsabili și empatici într-o societate tot mai complexă.

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Specificații

ISBN-13: 9781625311627
ISBN-10: 1625311621
Pagini: 344
Dimensiuni: 187 x 235 x 20 mm
Greutate: 0.72 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Professional Practice & Development

De ce să citești această carte

Această carte este recomandată cadrelor didactice din învățământul primar care doresc să creeze un mediu de învățare echilibrat. Cititorul câștigă strategii validate prin cercetare pentru a integra sănătatea emoțională cu succesul academic. Este un instrument valoros deoarece oferă soluții practice pentru gestionarea „funcției executive” și a agenției elevului, transformând alfabetizarea într-o experiență socială profundă, esențială pentru dezvoltarea umană a copiilor de vârstă mică.

Despre autor

Peter Johnston este un expert recunoscut la nivel internațional, cu un parcurs academic și profesional remarcabil, fiind absolvent de MBA la Harvard și jurnalist de formație. Deși portofoliul său include lucrări diverse, de la istorie militară precum British Forces in Germany până la explorări în zona ficțiunii, el este consacrat în domeniul educației prin studiile sale asupra limbajului în clasă. Expertiza sa în negociere și mediere se reflectă în modul în care abordează colaborarea și dialogul între elevi, oferind o perspectivă unică asupra modului în care comunicarea modelează mințile tinere.

Descriere scurtă

Increasingly, educators are recognizing that for children to thrive intellectually they need socially and emotionally healthy classrooms. Conveniently, this is exactly what parents have always wanted for their children's classrooms that offer and grow positive relationships and behavior, emotional self-regulation, and a sense of well-being. Using the guiding principles from Peter Johnston's best-selling professional resources, Choice Words and Opening Minds,Peter and six colleagues began a journey to create just such classrooms'senvironments in which children meaningfully engage with each other through reading, writing, making, and discussing books. Together, they bring you Engaging Literate Minds: Developing Children's Social, Emotional, and Intellectual Lives, K-3 where you'll discover how these teachers struggled and succeeded in building such classrooms. Inside you'll find the following:
  • Practical ways to develop a caring learning community and children's socio-emotional competence
  • Powerful teaching practices from real classrooms
  • Engaging ways to encourage inquiry and student agency
  • Suggestions on how to use formative assessment in everyday teaching practices
  • Helpful research behind the classroom practices and children's development
  • Ways to help students inspire and support each other
Building a just, caring, literate society has never been more important than it is today. By embracing the ideas and teaching strategies Engaging Literate Minds, you can help children to become socially, emotionally, and intellectually healthy. Not only do these classroom practices develop the skills to achieve district benchmarks and beyond, they help develop children's humanity.

Notă biografică

Peter H. Johnston (Ph.D. University of Illinois) is Professor of Education and Chair of the Reading Department at State University of New York at Albany. His position as an advocate for teachers and children developed from his early career teaching primary school in his native New Zealand. He is a recipient of the Albert J. Harris Award for his contribution to the understanding of reading disability and was chair of the IRA/NCTE Joint Task Force on Assessment. His many publications include Knowing Literacy: Constructive Literacy Assessment (Stenhouse 1997) and Running Records: A Self-Tutoring Guide (Stenhouse 2000). Peter’s continuing interest is in literacy assessment as it relates to democratic society. Without a doubt, KATHY CHAMPEAU loves being a teacher. Starting out forty years ago as a first-grade teacher, it was apparent that she had a lot to learn about helping her students become literate. This insatiable quest to learn drove her to become a Title I reading teacher, reading specialist, adjunct instructor at University of Wisconsin- Milwaukee, and a past president of the Wisconsin State Reading Association, where she has been acknowledged for her contributions to literacy in the state. Kathy served on Governor Walker’s Read to Lead Task Force and is a Herb Kohl Teaching Fellow recipient. As a consultant learning alongside students, teachers, and literacy researchers, she is a strong advocate for teachers as thinking professionals and values how the research and practitioner worlds need to be inextricably connected in intellectually stimulating ways. She presents locally, nationally, and internationally on the lessons learned through this journey. ANDREA HARTWIG earned her undergraduate teaching degree from St. Norbert College and her master’s degree in reading from Alverno College. She has spent ten years teaching first and second grade in southeastern Wisconsin. Andrea enjoys traveling; she lived with her family in Galway, Ireland, for a year when she was in elementary school and spent her preservice teaching period in Accra, Ghana. Andrea currently lives in Cedarburg, Wisconsin, with her husband, Brian, who is also an educator, and their two young daughters. SARAH HELMER earned her teaching degree from the University of Wisconsin- Madison and has taught kindergarten and first- and second-grade multiage classes in southeastern Wisconsin. Although she has written many books in writers’ workshop, this is Sarah’s first time being published. Her passion for emergent literacy and what is possible for our youngest learners has truly been nurtured by her collaborative partnership with these teachers, whom she is proud to call her mentors, colleagues, and friends. MERRY KOMAR was born and raised in Hawaii where she began her teaching career and received her master’s degree. As a teacher there, she had extensive literacy training as a participant in the Kamehameha Elementary Education Program (KEEP) for at-risk students, which included strategies for effective language instruction with a focus on writing as well as classroom management and organization. She was selected to be part of the KEEP Demonstration Classroom Project, which required careful monitoring of instruction and student progress using portfolio assessments. Growing up with parents who were educators coupled with a passion for working with children, TARA KRUEGER always knew she wanted to be a teacher. Her teaching journey began at the University of Minnesota where she received a master of education degree. She began her teaching career as a Title I reading and math interventionist at a K–8 school in Milwaukee. Working with mostly English language learners, Tara was able to utilize her Spanish skills to support student learning and continue to develop her passion for education. An avid equestrian, wife, and mother of two, LAURIE MCCARTHY received her undergraduate early childhood degree from the University of Wisconsin-Milwaukee and master’s degree in critical literacy from Carroll University. For the past fifteen years, she has worked as a multiage first- and second or second- and third-grade teacher in the Muskego-Norway School District.

Cuprins

Chapter 1: A Foundation; Chapter 2: Making Books from the Start; Chapter 3: We're All Teachers Here: Distributing Teaching and Learning; Chapter 4: A Slice of Classroom Life; Chapter 5: Interlude: Literate and Human Development—The Case of Executive Function; Chapter 6: Dialogue: Engaging Others' Perspectives; Chapter 7: Building Knowledge Together; Chapter 8: A Peaceful, Caring Community; Chapter 9: Taking Action; Chapter 10: Inquiries; Chapter 11: Learning to Love Words; Chapter 12: Helping Children Put Their Best Foot Forward; Chapter 13: Teaching Structures and Tools; Chapter 14: Assessment: Understanding and Documenting Development; Chapter 15: Assessment in Grades Two and Three; Chapter 16: Apprenticing Humanity