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A Teacher Self-Development and Methodology Guide
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers. The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.
Across Campus and Across the Curriculum
To prepare today's students to meet growing global environmental challenges, colleges and universities must make environmental literacy a core learning goal for all students, in all disciplines. But what should an environmentally literate citizen know? What teaching and learning strategies are most effective in helping students think critically about human-environment interactions and sustainability, and integrate what they have learned in diverse settings? Educators from the natural and social sciences and the humanities discuss the critical content, skills, and affective qualities essential to environmental literacy. This volume is an invaluable resource for developing integrated, campus-wide programs to prepare students to think critically about, and to work to create, a sustainable society.
Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access. Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.
Learning from the Intersection of Education and Technology
The allure of educational technology is easy to understand. Classroom instruction is an expensive and time-consuming process fraught with contradictory theories and frustratingly uneven results. Educators, inspired by machines’ contributions to modern life, have been using technology to facilitate teaching for centuries. In Teaching Machines, Bill Ferster critically examines past attempts to automate instruction from the earliest use of the postal service for distance education to the current maelstrom surrounding Massive Open Online Courses. Using a collective biographical approach, he tells the stories of the entrepreneurs and visionaries who, beginning in the colonial era, developed and promoted various instructional technologies. Ferster touches on a wide range of attempts to mechanically enhance the classroom experience, from hornbooks, the Chautauqua movement, and correspondence courses to B. F. Skinner’s teaching machine, intelligent tutoring systems, and eLearning. The famed progressive teachers, researchers, and administrators that the book highlights often overcame substantial hurdles to implement their ideas, but not all of them succeeded in improving the quality of education. Teaching Machines provides invaluable new insight into our current debate over the efficacy of educational technology.
Philip Perkis, the accomplished photographer and educator, now presents the second edition of Teaching Photography, Notes Assembled—the slim, unassuming book that has been an unexpected hit in photography circles. This expanded edition features an additional chapter and is co-published by OB Press and RIT Cary Graphic Arts Press, both affiliated with Rochester Institute of Technology. RIT offers one of the nation’s oldest and most-respected degree programs in photographic arts and sciences. In Teaching Photography…, Perkis draws from four decades of teaching experience at such institutions as Pratt Institute, and Cooper Union, as well as School of Visual Arts in New York. He has distilled his knowledge into this volume of thoughts on visual perception, successful photo lesson exercises, and practical teaching advice for photography instructors. Perkis expresses his acute observations as a means of provoking discussion and inspiring the younger generation of photography students and educators. Carefully typeset with ample margins and devoid of photographic images, the reader is encouraged to exercise the mind’s capacity to visualize—a vital tool for the art of making photographs.
Folklore, Community, Curriculum
Through the Schoolhouse Door offers a collection of experiences from exemplary school programs and the analysis of an expert group of folklorists and educators who are dedicated not only to getting students out the door and into their communities to learn about the folk culture all around them but also to honoring the culture teachers and students bring to the classroom.
20 Years with the InsideOut Literary Arts Project
The InsideOut Literary Arts Project (iO) began in 1995 in five Detroit high schools, with weekly classroom visits by a writer-in-residence, the publication of a literary journal for each school, and the mission of encouraging students to use poetry to "think broadly, create bravely, and share their voices with the wider world." Twenty years later, the program serves some five thousand K-12 students per year, has received national exposure and accolades (including a recent visit to the White House), and has seen numerous student writers recognized for their creativity and performance. In To Light a Fire: 20 Years with the InsideOut Literary Arts Project, founding director Terry Blackhawk and senior writer Peter Markus collect the experiences of writers who have participated in InsideOut over the years to give readers an inside look at the urban classroom and the creative spark of Detroit's students.
In short and insightful essays, contributors discuss how iO's creative magic happened during the course of their work in Detroit schools. Poets such as Jamaal May, John Rybicki, Robert Fanning, and francine j. harris describe the many ways that poetry can be used as a tool to reach others, and how poetic work shaped them as teachers in return. Contributors describe nurturing a love of language, guiding excursions into imagination, and helping students find their own voices. They also describe the difficulties of getting through to kids, the challenges of oversized classrooms, and of working with children who seem to have been forgotten. Despite their own frequent angst and personal uncertainties about doing the right thing, they describe the joys and rewards that come from believing in students and supporting the risks that they take as writers.
To Light a Fire captures the story-one poet, poem, and poetic moment at a time-of helping students to discover they can imagine, dream, and speak in a way that will make people listen. Fellow educators, poets, and creative writers will be moved and inspired by this collection.
"Brilliant... important reading for those who teach music, who write the curricular plans for teaching it, and who guide prospective teachers to the profession.... It is a must-read, for it awakens thoughts about why we teach and how." -- Patricia Shehan Campbell
This quintet of essays examines the reasons why music education should be transformed, investigates the nature of education and musical transformation, and suggests alternative educational models and strategies. Estelle Jorgensen frames her argument for new approaches against the backdrop of historical musical and educational practice and draws on literature from various fields. Transforming Music Education is addressed to current and future music teachers, those who train them, and all who are interested in revolutionizing music education.
Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing? The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error. The second edition features * an updating of the literature in all chapters * a new chapter on academic language development * a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops