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Making Space For Active Learning: The Art And Practice Of Teaching (Practitioner Inquiry Series),Used
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This powerful collection will inspire new and veteran teachers to make space for childrens interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Centers Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each childs modes of thinking as they develop curriculum or find wiggle room in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow for continuing growth and change.Book Features: An inquiry methodology that assists teachers to reflect on the classroom and develop curriculum that responds to childrens interests and needs. Specific examples of a variety of sources teachers can draw on and think about to improve practice.A method of data collection that can inform practice while allowing for the unevenness, messiness, and essential humanness of teaching and learningKeep this book handy. A chapter at a time will restore some needed sanity about what's important.Deborah Meier, author and education activistAs you listen to these stories I hope you will be moved to join the conversation, reflecting on your own practice and the children who intrigue you.From the Foreword by Helen FeatherstoneThis book will add significantly to the expanding and important literature about The Prospect Processes which were developed over many years at the Prospect School and Center in Vermont. The chapters, all by experienced educators, profit from the backandforth between inquiry and stories of classroom life, each informing the other.Brenda S. Engel, associate professor, retired, Lesley University'This book is a moving and powerful collection of teachers' work that holds the possibility of inspiring and changing new teachers' practice.'Kathy Schultz, dean and professor, School of Education, Mills CollegeFor teachers oppressed by stateimposed regulation, for those preparing to teach and just entering the schools, the stories in this book are lifelines to the future. These are stories that safeguard and illuminate a vision of classrooms, of children, of teaching as an artof what can be, of what is possible. Educating children to be makers of works, to be pursuers of learning for its own sake, is what this vision is about. From the Introduction by Patricia F. Carini, cofounder, Prospect School
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