Dynamic Teaching for Deeper Reading (Print eBook Bundle) by Vicki
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Dynamic Teaching for Deeper Reading (Print eBook Bundle)
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Dynamic Teaching for Deeper Reading (Print eBook Bundle)

Shifting to a Problem-Based Approach

By Vicki Vinton
Foreword by Ellin Oliver Keene

How do we prepare students for a world that’s changing so rapidly that a majority of those sitting in classrooms today will go on to hold jobs that don’t yet exist, using technologies that haven’t yet been invented to solve problems we don’t even know are problems yet? For Vicki Vinton, the answer is to help build students’ capacities as critical and creative thinkers by shifting to a problem-based approach for teaching reading.

Problem-based teaching has taken hold in STEM classes across the country, but it’s not common in reading, where we tend to think of problems as existing only at the word...

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Full Description

How do we prepare students for a world that’s changing so rapidly that a majority of those sitting in classrooms today will go on to hold jobs that don’t yet exist, using technologies that haven’t yet been invented to solve problems we don’t even know are problems yet? For Vicki Vinton, the answer is to help build students’ capacities as critical and creative thinkers by shifting to a problem-based approach for teaching reading.

Problem-based teaching has taken hold in STEM classes across the country, but it’s not common in reading, where we tend to think of problems as existing only at the word level. Dynamic Teaching for Deeper Reading, however, will help you become more aware of the problems texts pose for readers at the literal, inferential, and thematic levels, and then show you how to create opportunities for students to read closely and think deeply as they wrestle with those problems.

Additionally, you’ll learn how to:

• Develop a repertoire of dynamic teaching moves that will help you probe student thinking and provide responsive feedback when students most need it.

• Shift your focus from the teaching of complex texts to complex thinking.

• Help students develop lines of inquiry as readers.

Chock-full of classroom examples and the voices of students figuring things out, Dynamic Teaching for Deeper Reading connects the practices in the book to all sorts of current thinking and trends—from growth mindsets to the Common Core State Standards and from productive struggle to educational neuroscience. That breadth and depth ensures that Vicki’s book is one that educators will be talking about—and you don’t want to miss.

In Depth

This book offers an answer to the “What next?” question both Comprehension Going Forward and the Education Trust raise. I’ll show you how students can become the insightful and passionate readers and learners we all want them to be—and the critical and creative problem solvers and thinkers they’ll need to be in our increasingly complex world. The book builds on the process of meaning making that What Readers Really Do explored, though if I’ve done my job well enough, it can be read as a stand-alone text. Unlike that earlier book, however, this one looks at both fiction and nonfiction as well as explicitly connects the work to all of the shifts, concepts, and terms that have cropped up over the last four years, from close reading to mindsets and from grit to complex texts. It will also more explicitly help you build your own capacities as a problem solver and thinker as well as develop a repertoire of dynamic teaching moves. And it will deepen your understanding of what it means to read closely and deeply so that you can, in the words of Lucy Calkins, “outgrow yourself” as a reader in order to both meet the higher demands the Common Core has set and enjoy what you read even more.

To accomplish this, the book is divided into two main sections: “On Beliefs and Big Ideas” and “On Problems and Practice.” The first section consists of four chapters, each of which establishes a theoretical foundation and framework for the chapters on practice that follow. I’ve chosen this structure for the same reason Katie Wood Ray chose it for her book Study Driven: “because it represents one of my most fundamental beliefs about teaching: that best practice is always informed practice” (2006, xii). Here, this means the practices I share in this book all grow out of the big ideas and beliefs you’ll see in Section 1, where you’ll find the following:

  • Chapter 1 offers a vision of what complexity really means and how to tackle it by shifting from a skills-based to a meaning-based focus in curriculum, and from a direct instruction to an inquiry or problem-based approach in teaching
  • Chapter 2 examines a more holistic approach to preparing students for college and careers by shifting the emphasis from complex texts to complex thinking
  • Chapter 3 explores thinking: what it means to think critically, where and how creative thinking fits in, and what it really means to read closely and deeply
  • Chapter 4 looks at the complex relationship between teaching and learning
— From the Introduction

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Email planningservices@heinemann.com if you would like to contact Vicki Vinton directly about professional development support.