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Written by experts, Gives a modern approach, Comprehensive in Scope
This is a book for teachers, by teachers, from elementary school to university level classrooms. It is about the use of creative instructional strategies in K-12 classroom settings, and the transformations the teachers made in their journeys from being traditional practitioners to “becoming pedagogical” in their approaches to teaching and learning across the curriculum. Over twenty teachers conducted research in their classrooms on the implementation of creative strategies, tactics, graphics organizers, and visual journals in teaching and learning. They have written their inquiries in a narrative style, informed by various forms of arts based educational research. Their research is approachable and usable by other teachers who are interested in becoming reflective-reflexive practitioners. Many of the strategies, tactics, and graphics organizers are described by Barrie Bennett in his widely used textbook, Beyond Monet: The Artful Science of Instructional Intelligence. However, through their journeys of becoming teacher-learner-researchers, many discovered numerous, creative variations of Bennett’s work as it was implemented in their classrooms. While there are many professional books that provide ideas on collaborative learning and creative teaching approaches, there is very little published research on the efficacy of these concepts in the K-12 classroom. These inquiries provide practical insights into how inspired teachers can conduct research on improving their own practice as well as on greatly improving their students’ learning. Thus, this book has widespread interest for teachers and administrators who seek to implement systemic changes in the ways that teachers teach, and children learn, in the 21st century.
Foreword; Toccata on becoming arts based teacher researchers; Part 1: Stories of collaborative learning and classroom conflict The heart of teaching: A pedagogy of community in the classroom; Linking student literacy: Building community through cross-age tutoring for reading ; At the crossroads: A teacher’s journey in understanding classroom conflict; Part 2: Stories on classroom applications of tactics, strategies, and graphics organizers in collaborative learning environments Implementing instructional intelligence skills, strategies, and tactics into an International Baccalaureate diploma program mathematics classroom; The efficacy of creative instructional tactics, strategies, and graphics organizers in teaching and learning mathematics in grades four-seven learning pods; Mentoring myself: The process of becoming an instructionally intelligent intermediate educator and mentor of pre service teachers; Creative instructional tactics and strategies in teaching summary writing to grade seven students ; The implementation of creative instructional strategies and tactics in a Late French Immersion classroom; Part 3: Stories on the classroom uses of visual journals, graphics organizers, storyboards, and notebooks Visual journals and primary children; Improving science learning through using Interactive Science Notebook (ISN); The efficacy of visual journals for at-risk First Nations students; Writing is more than draft and good copy: An investigation into the use of student storyboarding and oral storytelling as pre-writing activities to enhance fluency and description in elementary students’ narrative writing; Visual journaling in an alternative mathematics classroom; Developing confidence and comprehension: The use of visual journals in a Grade 8 mathematics classroom; Science narratives for teaching and learning; The impact of concept attainment lessons on the metacognitive skills of young children; Part 4: Stories of curriculum development projects The journey form student to teacher and back again: An evolving understanding of curriculum design; Environmental sustainability and ecological systems: A curriculum project for Grade 10 students at the North Vancouver Outdoor School; The art and science of teaching mathematics: One teacher’s creative journey; Reconsidering mathematical task design; Part 5: A story from the administrative perspective Stepping into systemic change: An autobiographical account by a teacher researcher/teacher leader/teacher learner; References