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Teaching in the Age of Disinformation
Don’t Confuse Me with the Data, My Mind Is Made Up!
Sofort lieferbar | Lieferzeit: Sofort lieferbar I
ISBN-13:
9781475840995
Veröffentl:
2018
Seiten:
184
Autor:
Selma Wassermann
eBook Typ:
EPUB
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:
This book gives teachers the tools and the teaching strategies to enable their students to become more discriminating consumers of information and misinformation coming at them from the Internet, social media, television and the tabloid press. It is an essential resource, rich in practical suggestions for classroom activities for every grade level.
Teaching in the Age of Disinformation makes a case for the importance of developing students’ intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this “alternate truth” era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. “A pleasure to read,” the book draws on the author’s long and extensive experience in teaching, writing and research with “teaching for thinking,” and offers teachers research-tested ways to incorporate the development of students’ intelligent habits of mind in their daily classroom work.
Preface
Acknowledgements
Introduction
Section 1
Chapter 1- What Can Teachers Do?
Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An Overview
A Teaching for Thinking Curriculum Framework
To Know, To Understand, and To Know How – Key Steps in Teaching for Thinking
An Instructional Design for Teaching for Thinking
Chapter 3- Guidelines for Beginning a Teaching for Thinking Program
Section 2
Chapter 4- Introduction to Observing
Classroom Applications
Chapter 5- Introduction to Comparing
Classroom Applications
Chapter 6- Introduction to Classifying
Classroom Applications
Chapter 7- Introduction to Suggesting Hypotheses
Classroom Applications
Chapter 8- Introduction to Searching Out Assumptions
Classroom Applications
Chapter 9- Introduction to Summarizing
Classroom Applications
Chapter 10- Introduction to Interpreting
Classroom Applications
Chapter 11- Introduction to Making Decisions
Classroom Applications
Chapter 12- Introduction to Designing Projects and Investigations
Classroom Applications
Chapter 13- Introduction to Creating and Inventing
Classroom Applications
Chapter 14- Introduction to Evaluating and Assessing
Classroom Applications
Section 3
Chapter 15- Dealing With Students’ Deeply Held Beliefs
Classroom Applications
Chapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive Dialogue
Chapter 17- Evaluating Students’ Work
But Is It Working?
Using Self-Assessments
Profiles of Student Behaviors
Chapter 18- The Teacher is the Key
Bibliography
About the Author
Acknowledgements
Introduction
Section 1
Chapter 1- What Can Teachers Do?
Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An Overview
A Teaching for Thinking Curriculum Framework
To Know, To Understand, and To Know How – Key Steps in Teaching for Thinking
An Instructional Design for Teaching for Thinking
Chapter 3- Guidelines for Beginning a Teaching for Thinking Program
Section 2
Chapter 4- Introduction to Observing
Classroom Applications
Chapter 5- Introduction to Comparing
Classroom Applications
Chapter 6- Introduction to Classifying
Classroom Applications
Chapter 7- Introduction to Suggesting Hypotheses
Classroom Applications
Chapter 8- Introduction to Searching Out Assumptions
Classroom Applications
Chapter 9- Introduction to Summarizing
Classroom Applications
Chapter 10- Introduction to Interpreting
Classroom Applications
Chapter 11- Introduction to Making Decisions
Classroom Applications
Chapter 12- Introduction to Designing Projects and Investigations
Classroom Applications
Chapter 13- Introduction to Creating and Inventing
Classroom Applications
Chapter 14- Introduction to Evaluating and Assessing
Classroom Applications
Section 3
Chapter 15- Dealing With Students’ Deeply Held Beliefs
Classroom Applications
Chapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive Dialogue
Chapter 17- Evaluating Students’ Work
But Is It Working?
Using Self-Assessments
Profiles of Student Behaviors
Chapter 18- The Teacher is the Key
Bibliography
About the Author