Creative Teaching in the Classroom: A Case Study Using the Hot Seating Strategy in English Language Arts. Publication 20.43

Autor/inn/en	Andrews, Melissa; Christian, Cinda; Archuleta, Helen
Institution	Austin Independent School District (AISD)
Titel	Creative Teaching in the Classroom: A Case Study Using the Hot Seating Strategy in English Language Arts. Publication 20.43
Quelle	(2021), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 2; Elementary School Teachers; Drama; Creative Teaching; Language Arts; Teaching Methods; Student Participation; Inquiry; Teacher Role; Student Role; Learner Engagement; Metacognition; Texas (Austin) + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schauspiel; Creative thinking; Teaching; Kreatives Denken; Unterricht; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	In this report, a comprehensive description is given of how an Austin Independent School District (AISD) 2nd-grade teacher, Mrs. Theresa Wood, integrated a drama-based Creative Teaching strategy into her guided reading lesson. This Creative Teaching strategy, called hot seating, involves students interviewing characters from the story they have read. This case study will provide a vivid understanding of why teachers choose hot seating to amplify their instructional goals in English language arts lessons, how a teacher facilitates the strategy in the classroom, and how it can be extended and modified to fit different needs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01