Download Listening: A Framework for Teaching Across Differences by Katherine Schultz PDF

By Katherine Schultz

This article goals to counter the frenzy in the direction of criteria and test-taking. rather than a "one-size-fits-all" process that constricts studying, Schultz advocates a nuanced procedure in accordance with listening - getting to participants, the rhythm of school rooms and the out-of-school worlds of scholars.

Show description

Read or Download Listening: A Framework for Teaching Across Differences PDF

Similar pedagogy books

The Referral Engine: Teaching Your Business to Market Itself

The small company guru at the back of Duct Tape advertising and marketing stocks his most beneficial lesson: how one can get your buyers to do your most sensible advertising for you. the ability of glitzy advertisements and tricky advertising campaigns is at the wane; be aware- of-mouth referrals are what force company this day. humans belief the advice of a pal, loved one, colleague, or maybe stranger with comparable tastes over something thrust at them via a faceless corporation.

Connecting Like Jesus: Practices for Healing, Teaching, and Preaching

A hands-on source for all Christians who are looking to converse with extra ardour and tool. Tony Campolo and Mary Albert Darling have teamed as much as discover the dynamic connection that happens while spirituality/spiritual practices are mixed with powerful verbal exchange practices. church buildings and different spiritual corporations depend upon the power in their leaders and individuals to speak (speak, educate, and hold forth) inside their congregations and past.

Teaching Gifted and Talented Pupils in the Primary School: A Practical Guide

Utilizing tried-and-true examples, this book shows busy academics find out how to problem capable young ones of their mixed-ability classes-where time and assets tend to be restricted.

Extra resources for Listening: A Framework for Teaching Across Differences

Example text

At the same time, she closely followed the pacing schedules mandated by the district, which specified when each subject or curriculum area should be introduced and completed. Each day in the classroom began with a class meeting that included a discussion of current events and the reading aloud of a book that was connected to the current social studies or science theme. Judy and Katie, Listening to Know Particular Students 23 the two teachers, used this whole-group instructional time to prompt discussions about a range of topics, often connected to the thematic study.

He wrote stories to be read to rather than by his peers. Slowly, however, the components of the teachers’ curriculum began to appear in Roderick’s work. Incorporating Lists and Structure One of the teachers’ goals for the fourth graders was for them to write a story or report that had a clear beginning, middle, and end. This seemed to be an essential skill for success in later grades (interview, 7/11/89). At the beginning of the year, Roderick struggled with this challenge, and his more formal or assigned school writing often had the same rambling quality that characterized the stories in his writing folders.

You were extremely rude to me and you may not speak to me that way. Dear Teacher Judy That’s all you had to say ok The [reason] I got mad is [because] I did get no water. Kenya Dear Kenya, The point is that you cannot be rude even when you are angry. Are you ready to apologize? Teacher Judy Dear Teacher Judy I am ready to apologize to you Teacher Judy, Kenya Sensing that Kenya’s emotions were out of control and too heightened for a verbal exchange, Judy convinced her to work toward a resolution of their conflict on paper through letters.

Download PDF sample

Rated 4.99 of 5 – based on 46 votes