Read more
Informationen zum Autor Selma Wassermann is Professor Emerita, Faculty of Education, Simon Fraser University, Canada. Klappentext In this book Selma Wasserman, international expert on classroom interactions, sets the stage for the relevance of the interactive teaching method, provides data and classroom examples that support its effectiveness at all student learning levels and different subject areas, offers detailed and specific help for teachers who are considering embarking on this approach to teaching, and explains how teachers may become reflective practitioners in the art of interactive teaching. Zusammenfassung In this book! Selma Wassermann! international expert on classroom interactions! sets the stage for the relevance of the interactive teaching method! provides data and classroom examples that support its effectiveness at all student learning levels and in different subject areas! and offers detailed and specific help for teachers who are considering embarking on this approach to teaching. Coverage includes "teaching to the big ideas!" preparing students! and the basics of developing good listening! responding! and questioning skills in an interactive discussion. A chapter on learning to become reflective practitioners deals with how teachers may become more aware of what they are saying and in better control of framing responses and questions in the art of interactive teaching. The book draws from the author's long experience and study of interactive teaching using the case method rooted in the Harvard Business School's approach to large class instruction. Inhaltsverzeichnis Preface Chapter 1 Interactive Teaching: The What, the Why and the How Class Discussions and Class Discussions Interactive Teaching — It’s Not for Every Teacher Choosing Interactive Teaching Chapter 2 The Shape of Teaching and Learning in the Interactive Classroom What’s the Big Idea? Searching for the Meaning of Big Ideas Big Ideas Lead to the Generation of a Curriculum Task or Investigation Small Group Work Follow-up Studies How Long, oh, How Long? Chapter 3 Preparing for Interactive Teaching Tolerating Dissonance Maintaining and Relinquishing Control Knowing Your Own Style Establishing the Contract Chapter 4 Scenes from Interactive Classrooms The Train Germs Make Me Sick! The Hockey Card Chapter 5 Basic Interactive Skills: Listening, Attending, Apprehending, Making Meaning Now the Fun Begins A Personal Training Program for Improving One’s Listening and Attending Skills Practice Tasks in Listening, Attending, Paraphrasing, and Being Non-Judgmental Postgame Reflections on Simulations Conclusion Chapter 6 Basic Interactive skills: Responding, Saying Back, Paraphrasing, Interpreting Waiting for Students to Express Their Ideas Being Non-Judgmental in Accepting Students’ Responses: Appreciating Students’ Ideas Conditions that Limit and Actually Crush Student Thinking Becoming Aware of Differences in Responding Self-assessment Chapter 7 Basic Interactive Skills: Questioning Unproductive Questions Less-than-Productive Questions Productive Questions Guidelines for Productive Questions Conclusion Chapter 8 The Well-Orchestrated Discussion Chapter 9 Reflecting in Action It’s Eezier With a Buddy Appendix A: Practice in Listening, Attending, Paraphrasing, and Being Non-Judgmental Appendix B: Practice in Listening, Attending, and Responding Appendix C: Task Analysis Appendix D: Analyzing Interactions Appendix E: Cases The Hockey Card Germs Are Germs The Case of Barry Index ...
