Teaching for a Living Democracy: Project-Based Learning in the English and History Classroom

Autor/in	Block, Joshua
Titel	Teaching for a Living Democracy: Project-Based Learning in the English and History Classroom
Quelle	(2020), (144 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6417-6
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Student Experience; Democratic Values; Citizenship Education; Student Attitudes; Classroom Techniques; Active Learning; Student Projects; Inquiry; Social Change; Minority Group Students; Curriculum Design; Student Empowerment; Teacher Role; Place Based Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schülerverhalten; Klassenführung; Aktives Lernen; Schulprojekt; Sozialer Wandel; Lehrplangestaltung; Studienberechtigung; Lehrerrolle
Abstract	This classroom narrative explores how teachers can build and sustain an intellectually and emotionally fulfilling teaching practice while changing the way students experience school. Written by an English and history teacher in a Philadelphia public high school, this book presents a framework of teaching for a living democracy--supporting learners to produce intellectually rigorous and creative work by designing instruction that intersects with students' lives and interests. The text offers project-based units of study and classroom practices that allow students to reconfigure understandings of themselves, their capabilities, and their roles in the world. Packed with student voices and the work of youth, this book provides a rich window into classroom practices that challenge authoritarian tendencies while cultivating dignity and agency. Book Features: (1) Shares a vision of project-based inquiry learning that is rooted in systemic understandings of social change; (2) Provides a pragmatic framework and tools to help teachers develop their practice in creative and sustainable ways; (3) Shows how to support diverse learners, with a special focus on the experiences of students who struggle; (4) Includes many classroom scenes and examples of curriculum design strategies; and (5) Offers the realistic perspective of a teacher working in an urban public high school. [Foreword by Carla Shalaby.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01