Be a part of a Textbook now!
This is an opportunity Dr. Hirtle asked me to pass on to everyone:
Dear Colleague,
We are in the process of writing a textbook for a beginning course in teacher education called Teacher Education: Teaching In and For Democracy. This text will be part of the Teacher Education Series that will be published by McGraw Hill. One of the most important elements of the series will be short vignettes of actual classroom/school practices and situations. We believe that having real teachers describe authentic teaching/learning situations will be very powerful in helping future teachers understand how they can prepare their own students to be active and engaged participants in a democracy.
The themes of the series include:
Teaching for democracy
Teaching for social justice
Teaching in a culturally responsive way
Teaching for high level content knowledge
Teaching for critical thinking
We are asking you to write about an activity or part of an activity that you have done with your students. Describe it for us in as vivid and descriptive a way as you can. Why did you do the activity? What did you do? What did the students do? Describe what they said, what you said, what materials they used. How did you know if the activity was effective?
Or you may want to write about a problematic or unusual event, dilemma or incident that occurred in your class or school. What happened? What was the problem? How did it happen? Who was involved? Was it resolved? How? Feel free to include dialogue to make your vignette come alive.
Elements of any of the themes to include in your vignette are welcome. For example:
Teaching for democracy
Allowing students to argue with reason for their position
Helping students listen to others and adjust their views
Allowing students to make choices and explain them
Encouraging students to show empathy for other perspectives
Teaching for social justice
Helping students understand discrimination
Helping students understand how individual and groups are repressed
Teaching in a culturally responsive way
Using your knowledge about your students to make decisions
Using constructivist techniques
Showing how you respect students and their cultures
Teaching for high level content knowledge
Having students use what they learn
Applying what is learned to new situations
Solving complex problems and explaining how
Teaching for critical thinking
Helping students make judgments about content (why historical event
occurred, how to solve a problem in mathematics, providing an hypothesis in science to explain what has been observed
Having students explain the criteria they used in making judgments
Having other students critique judgments and allowing for reconsideration.
Feel free to think of other examples. Just be sure to make them as real and richly descriptive as possible. We are looking for about two textbook pages, which is about 1000 words or 5000 plus characters. If you want to write something shorter, try it out and send it and we’ll go from there.
If you submit a vignette, and you are welcome to submit more than one, you will receive two McGraw Hill books from the Higher Education list of your own choosing. Those vignettes that we use in the books will include your name, place of work and will credit you as a teacher who excels in teaching for democracy and social justice.
Let us know if you are interested in participating or if you have any questions. We’d like to hear from you as soon as possible. We look forward to working with you.
Sincerely,
Nick Michelli
The City University of New York
nmichelli@gc.cuny.edu
Tina Jacobowitz
Montclair State University
jacobowitzt@mail.montclair.edu
Dear Colleague,
We are in the process of writing a textbook for a beginning course in teacher education called Teacher Education: Teaching In and For Democracy. This text will be part of the Teacher Education Series that will be published by McGraw Hill. One of the most important elements of the series will be short vignettes of actual classroom/school practices and situations. We believe that having real teachers describe authentic teaching/learning situations will be very powerful in helping future teachers understand how they can prepare their own students to be active and engaged participants in a democracy.
The themes of the series include:
Teaching for democracy
Teaching for social justice
Teaching in a culturally responsive way
Teaching for high level content knowledge
Teaching for critical thinking
We are asking you to write about an activity or part of an activity that you have done with your students. Describe it for us in as vivid and descriptive a way as you can. Why did you do the activity? What did you do? What did the students do? Describe what they said, what you said, what materials they used. How did you know if the activity was effective?
Or you may want to write about a problematic or unusual event, dilemma or incident that occurred in your class or school. What happened? What was the problem? How did it happen? Who was involved? Was it resolved? How? Feel free to include dialogue to make your vignette come alive.
Elements of any of the themes to include in your vignette are welcome. For example:
Teaching for democracy
Allowing students to argue with reason for their position
Helping students listen to others and adjust their views
Allowing students to make choices and explain them
Encouraging students to show empathy for other perspectives
Teaching for social justice
Helping students understand discrimination
Helping students understand how individual and groups are repressed
Teaching in a culturally responsive way
Using your knowledge about your students to make decisions
Using constructivist techniques
Showing how you respect students and their cultures
Teaching for high level content knowledge
Having students use what they learn
Applying what is learned to new situations
Solving complex problems and explaining how
Teaching for critical thinking
Helping students make judgments about content (why historical event
occurred, how to solve a problem in mathematics, providing an hypothesis in science to explain what has been observed
Having students explain the criteria they used in making judgments
Having other students critique judgments and allowing for reconsideration.
Feel free to think of other examples. Just be sure to make them as real and richly descriptive as possible. We are looking for about two textbook pages, which is about 1000 words or 5000 plus characters. If you want to write something shorter, try it out and send it and we’ll go from there.
If you submit a vignette, and you are welcome to submit more than one, you will receive two McGraw Hill books from the Higher Education list of your own choosing. Those vignettes that we use in the books will include your name, place of work and will credit you as a teacher who excels in teaching for democracy and social justice.
Let us know if you are interested in participating or if you have any questions. We’d like to hear from you as soon as possible. We look forward to working with you.
Sincerely,
Nick Michelli
The City University of New York
nmichelli@gc.cuny.edu
Tina Jacobowitz
Montclair State University
jacobowitzt@mail.montclair.edu
posted by Scott S. Floyd @ 6/27/2007 09:11:00 PM
1 Comments:
At 6/28/2007 6:26 PM,
Jeannine Hirtle said…
Thank you for posting that Scott. I am thinking that most of our TCs have not gotten a Google account! I would really like you to e-mail them and have them get accounts on Google and then rejoin the blog. I have shared with you on Google Docs the e-mails for our TCs from previous SIs. If you enter Google docs, it should be available to you. Please let me know if you can do this. Also, if you can get the new TCs set up on this blog--that will be really helpful. I have also sent you their e-mails. They have created blogs on TYPEPAD, bc that's what Scott Massey wanted them to use this summer, but we should still be able to link their blog addresses to our page. If you could do that, that would be very helpful as well. Gracias! Jeannine
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