Literaturnachweis - Detailanzeige
| Autor/in | Haroutunian-Gordon, Sophie |
|---|---|
| Titel | Interpretive discussion. Engaging students in text-based conversations. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2014), XIII, 230 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1612506453; 9781612506456; 1612506445; 9781612506449 |
| Schlagwörter | USA; Reading comprehension; Study and teaching; United States; Discussion; Didaktik; Gruppengespräch; Interpretation; Literatur; Bildungstheorie; Bildungspraxis |
| Abstract | The three phases of interpretive discussion -- Selecting a text -- Preparing a cluster of questions -- A discussion of Yevgeny Yevtushenko's Schoolmaster -- A discussion of Konrad Lorenz's "Rats" -- A discussion of Toni Morrison's Nobel laureate lecture -- Reflecting on three interpretive discussions -- Conclusion: Using interpretive discussion in the classroom -- Appendixes: A. Overview: preparing to lead interpretive discussion -- B. Overview: leading interpretive discussion -- C. Text and cluster of questions for "Rats" -- D. Text and cluster of questions for Toni Morrison's Nobel laureate lecture -- E. The nature of questions -- F. Overview: preparing to participate in interpretive discussion. In the era of the Common Core, teachers in all subject areas and grade levels are seeking ways to help students engage with and reflect on the meaning of texts. In Interpretive Discussion, Sophie Haroutunian-Gordon guides teachers through a carefully refined process for preparing, leading, and reflecting on these powerful conversations and discusses the skills and habits of mind that underlie this approach. Using detailed case studies, she identifies patterns and practices that support effective discussion leadership; explains how to choose a suitable text; provides guidelines for anticipating and preparing questions; and shows how students' skills develop over time. Far from being reserved for elite or gifted students, interpretive discussion is an approach that can and should be used in any classroom where teachers seek to strengthen the relationships and skills that can transform student learning. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2016/1/01 |
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