Full Description
Let's face it: learning is a high-stakes venture. True learning — the kind that stays with students long after the grades are in — requires risk. Ownership. Change. But what does it look like for students to really understand your subject? How can you structure assignments so that Googling becomes an asset, not a threat, to demonstrating knowledge? Veteran teacher Mickey Kolis invites you to reflect on how you "do learning" in your classroom. Real-life classroom examples demonstrate how you can shift the drive for learning into students' hands — while still meeting your learning benchmarks. From making assignments meaningful to students to assessing the results, Rethinking Teaching explores key ideas for creating environments where students want to learn.
Contents
Foreword
Acknowledgements
Preface
Section 1: Collaborative Leadership Explained /Defined
Chapter 1: Why Collaborative Leadership?
Chapter 2: What is "Teacher as Collaborative Leader?"
Chapter 3: What does "Teacher as Collaborative Leader" look like?
Section 2: To Really Change
Chapter 4: Growth toward "Teacher as Collaborative Leader"
Chapter 5: Dispositions First!
Chapter 6: Decision Points
Chapter 7: Leaderful Actions
Chapter 8: 3 Leaderful Actions in 30 Days (3 in 30)
Section 3: Questions First
Chapter 9: Relevant Essential Questions
Chapter 10: 5 Relevant Essential Questions for Content Learning and Nurturing Relationships
Chapter 11: Relevant Essential Question 1: Where are we going?
Chapter 12: Relevant Essential Question 2: Where are we at this moment in time?
Chapter 13: Relevant Essential Question 3: How will we know how we are doing?
Chapter 14: Relevant Essential Question 4: How do we get there?
Chapter 15: Relevant Essential Question 5: What have we learned?
Section 4: Getting Concrete
Chapter 16: TCL Template with Explanations
Chapter 17: Template Examples
Chapter 18: Conclusion
Appendix
