Joint Curriculum Design Facilitating Learner Ownership and Active Participation in Secondary Classrooms
Auteur : Gross Patricia A.
This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning.
The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.
Date de parution : 06-2017
15.2x22.9 cm
Thème de Joint Curriculum Design :
Mots-clés :
learning; log; entries; student; teacher; critical; pedagogy; johnny; tremain; classroom; Joint Curriculum Design; Individualised Classroom Environment Questionnaire; Knowledge Acquisition; Independent Study; College Professor; Learning Log Entries; Reflective Practice; Math Student Teacher; Structures Frame Performances; Internal Revenue Service; Sarah’s Students; Student Workspaces; Give Students Ample Time; Student Knowledge Bases; Student Journal Entries; Restless Classes; Cooperative Learning; Promote Sense Making; Summer Stock Company; Authentic Assessment; Modern Languages; Assumed Names; Collegial School Culture; Assignment Patterns
