Mehr lesen
Informationen zum Autor By Selma Wassermann Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis PrefaceAcknowledgementsIntroductionSection 1Chapter 1- What Can Teachers Do?Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An OverviewA Teaching for Thinking Curriculum FrameworkTo Know, To Understand, and To Know How - Key Steps in Teaching for ThinkingAn Instructional Design for Teaching for ThinkingChapter 3- Guidelines for Beginning a Teaching for Thinking ProgramSection 2Chapter 4- Introduction to ObservingClassroom ApplicationsChapter 5- Introduction to ComparingClassroom ApplicationsChapter 6- Introduction to ClassifyingClassroom ApplicationsChapter 7- Introduction to Suggesting HypothesesClassroom ApplicationsChapter 8- Introduction to Searching Out AssumptionsClassroom ApplicationsChapter 9- Introduction to SummarizingClassroom ApplicationsChapter 10- Introduction to Interpreting Classroom ApplicationsChapter 11- Introduction to Making DecisionsClassroom ApplicationsChapter 12- Introduction to Designing Projects and InvestigationsClassroom ApplicationsChapter 13- Introduction to Creating and InventingClassroom ApplicationsChapter 14- Introduction to Evaluating and AssessingClassroom ApplicationsSection 3Chapter 15- Dealing With Students' Deeply Held BeliefsClassroom ApplicationsChapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive DialogueChapter 17- Evaluating Students' WorkBut Is It Working?Using Self-AssessmentsProfiles of Student BehaviorsChapter 18- The Teacher is the KeyBibliographyAbout the Author...
