Teaching in the Age of Disinformation

Don't Confuse Me with the Data, My Mind Is Made Up!

Inbunden, Engelska, 2018

AvSelma Wassermann

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Teaching in the Age of Disinformation makes a case for the importance of developing students’ intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this “alternate truth” era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. “A pleasure to read,” the book draws on the author’s long and extensive experience in teaching, writing and research with “teaching for thinking,” and offers teachers research-tested ways to incorporate the development of students’ intelligent habits of mind in their daily classroom work.

Produktinformation

Utgivningsdatum2018-05-04
Mått161 x 232 x 20 mm
Vikt463 g
FormatInbunden
SpråkEngelska
Antal sidor184
FörlagBloomsbury Publishing Plc
ISBN9781475840971

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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