Teaching With Arts-Infused Writing Pedagogies

by Kelly K. Wissman

Author	: Kelly K. Wissman
Publisher	: Teachers College Press
Total Pages	: 160
Release	: 2024
Genre	: Language Arts & Disciplines
ISBN	: 0807782777

GET BOOK

Envisioned as a story, a guide, a resource, and an aesthetic experience, this book features the work of a multigenerational collective of K–12 educators, students, and teaching artists seeking educational justice. This multivocal approach illustrates how bringing together arts-infused writing pedagogies, with the visionary and intellectual force of freedom dreaming, can create more luminous and socially transformative educational spaces. Through vivid vignettes, compelling first-person narratives, mixed media artwork, and detailed lesson plans, readers will experience schools as places of joy, belonging, and justice. As an act of radical hope during the turmoil and trauma of post-pandemic times, this book invites readers to draw on the principles of freedom dreaming and abolitionist teaching to imagine and enact arts-infused writing pedagogies across a multitude of settings. Authors offer guidance for teachers, teacher educators, and professional development leaders wishing to take up this work in their own contexts. Book Features: Provides detailed guidelines and principles for enacting arts-infused writing pedagogies, adaptable to a range of contexts.Showcases original artwork by K–12 students and educators, many in full color. Includes insights on teaching writing and engaging in inquiry-based professional learning from a local site of the National Writing Project.Highlights the role of teaching artists in enhancing teacher and student learning.Illuminates the potential of a/r/tography, affect, and wonder in qualitative inquiry.Contains visually arresting and narratively powerful contributions from students as young as 6 years old to teachers nearing retirement, as well as professional artists and novelists. Contributors: Marcus Kwame Anderson, Mandy Berghela, Dana Corcoran, Cheryl L. Dozier, Tammy Ellis-Robinson , Brittany Gonzalez-Barone, Emily Hass, Rana Hughes, H. D. Hunter, Patricia Poole Jeffress, Rae Johnson, Maria Latorre, Kyle McHugh, Gina M. Mooney, Christina Pepe, Matt Pinchinat, Brandon Porter, Camille Ramos, Amy Salamone, Fatima Shah, Alisa Sikelianos-Carter, Christina Taylor, Hanum Tyagita, Alicia Wein, Leah Werther, Vanessia Wilkins, Kelly K. Wissman , Jacquelyn Woods, Shania Yearwood

Culturally Sustaining Pedagogies

by Django Paris

Author	: Django Paris
Publisher	: Teachers College Press
Total Pages	: 305
Release	: 2017
Genre	: Education
ISBN	: 0807775703

GET BOOK

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

A Think-Aloud Approach to Writing Assessment

by Sarah Beck

Author	: Sarah Beck
Publisher	: Teachers College Press
Total Pages	: 274
Release	: 2018
Genre	: Education
ISBN	: 0807777323

GET BOOK

The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students’ strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. “Details how both students and teachers can benefit from engaging in this practice, and does so in ways that allow readers to adapt it to their own situations.” —Peter Smagorinsky, University of Georgia “This is the first truly new way of thinking about assessing writing that I have encountered in a long time.” —Heidi L. Andrade, University at Albany–SUNY “An invaluable guide for using think-aloud formative assessments to gain insight into student writing development. Every high school and college writing instructor should read it!” —Amanda J. Godley, University of Pittsburgh

Preparing Educators for Arts Integration

by Gene Diaz

Author	: Gene Diaz
Publisher	: Teachers College Press
Total Pages	: 225
Release	: 2017-02-24
Genre	: Art
ISBN	: 0807758485

GET BOOK

This resource examines professional development approaches from across the United States to help schools and allied arts groups integrate the arts into an already crowded K–12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs. Several of these programs have been in place for decades, thus demonstrating their sustainability and effectiveness. Emphasizing the value of collaboration among teachers, artists, educational leaders, and community partners, the book draws on the broad range of experiences of the authors, who came together as a working group of the Arts Education Partnership. Readers will find strong, empirically tested models of arts integration to inform curriculum development and teacher professional learning. Book Features: The first critical reflection on arts-integration training programs and projects from across the United States. Promising practices for pre- and inservice teacher professional development programs in arts integration. A summary list of recommendations for actions based on the authors’ collaborative experiences.

Amplifying the Curriculum

by Aída Walqui

Author	: Aída Walqui
Publisher	: Teachers College Press
Total Pages	: 257
Release	: 2019
Genre	: Education
ISBN	: 0807776858

GET BOOK

This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York

The Vulnerable Heart of Literacy

by Elizabeth Dutro

Author	: Elizabeth Dutro
Publisher	: Teachers College Press
Total Pages	: 145
Release	: 2019
Genre	: Education
ISBN	: 0807778087

GET BOOK

What is trauma and what does it mean for the literacy curriculum? In this book, elementary teachers will learn how to approach difficult experiences through the everyday instruction and interactions in their classrooms. Readers will look inside classrooms and literacies across genres to see what can unfold when teachers are committed to compassionate, critical, and relational practice. Weaving her own challenging experiences into chapters brimming with children’s writing and voices, Dutro emphasizes that issues of power and privilege matter centrally to how attention to trauma positions children. The book includes questions and prompts for discussion, reflection, and practice and describes pedagogies and strategies designed to provide opportunities for children to bring the varied experiences of life, including trauma, to their school literacies in positive, meaningful, and supported ways. “This stunning book about trauma interrogates the very notion. Dutro excels at interweaving her stories with those of teachers and students and at challenging readers to find their way into the fabric. I recommend this book to teachers so that they might accept her challenge to explore and understand the importance of both witnessing and testimony in relation to trauma in literacy curriculum and pedagogy.” —Mollie Blackburn, The Ohio State University

Compose Our World

by Alison G. Boardman

Author	: Alison G. Boardman
Publisher	: Teachers College Press
Total Pages	: 225
Release	: 2021
Genre	: Education
ISBN	: 0807779172

GET BOOK

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students’ interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of “quick fix” lessons, Compose Our World explores how core dimensions of equitable teaching—such as social and emotional support, universal design for learning, and cultivating classroom community—function as the bedrock for student success in PBL contexts and beyond. Book Features: Based on the authors’ extensive experience developing and studying a PBL curriculum.Brings PBL to life through classroom vignettes and teacher and student voices.Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices.Offers additional curriculum materials online.Appropriate for ELA teachers new to PBL, as well as veterans.

Welcome to Writing Workshop

by Stacey Shubitz

Author	: Stacey Shubitz
Publisher	: Routledge
Total Pages	: 239
Release	: 2019
Genre	: Education
ISBN	: 1625311664

GET BOOK

Stacey Shubitz and Lynne Dorfman welcome you to experience the writing workshop for the first time or in a new light with Welcome to Writing Workshop: Engaging Today's Students with a Model That Works. Through strategic routines, tips, resources, and short focused video clips, teachers can create the sights and sounds of a thriving writing workshop where: - Both students and teachers are working authors - Students spend most of their time writing--not just learning about it- Student choice is encouraged to help create engaged writers, not compliant ones - Students are part of the formative assessment process - Students will look forward to writing time--not dread it. From explanations of writing process and writing traits to small-group strategy lessons and mini-lessons, this book will provide the know-how to feel confident and comfortable in the teaching of writers.

Equitable Literacy Instruction for Students in Poverty

by Doris Walker-Dalhouse

Author	: Doris Walker-Dalhouse
Publisher	: Teachers College Press
Total Pages	: 162
Release	:
Genre	: Language Arts & Disciplines
ISBN	: 0807782750

GET BOOK

Differences in performance between students of poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. This book argues that significant attention must be given to eliminating the barriers that produce educational inequities in student achievement. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students’ racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students’ strengths and needs; and go beyond the impact of short-term testing to support optimal and sustainable learning. Educators and school leaders can use this resource to transform schools into nurturing and vibrant communities that are committed to change, equity, and diversity. Book Features: Provides recommendations and detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty.Includes vignettes from leading literacy educators and researchers that demonstrate high-quality literacy instruction implemented in K–8 classrooms.Presents instruction that is responsive to differences and honors the languages, literacies, and cultural resources that students bring to their learning.Offers specific recommendations and practices that can guide advocacy for change. “The authors correct the deficit misperceptions by showing how students experiencing poverty are the targets, not the causes, of educational disparities. . . . What a different world schools would be if we each embraced these lessons.” —From the Afterword by Paul C. Gorski, founder, Equity Literacy Institute