Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Conversations in Literature
Conversations in Literature — Workshop

Individual Program

1. Responding
as Readers

2. Envisioning

3. Stepping In

4. Moving Through

5. Rethinking

6. Objectifying
the Text

7. The Stances
in Action

8. Returning to the

Support Materials

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Returning to the Classroom


Key Points

Learning Objectives

Background Reading

Homework Assignment

Classroom Connection

Ongoing Activity
Additional Reading

Additional Reading

An article by Dr. Judith Langer, "A Response-Based Approach to Reading Literature". Here, Dr. Langer offers guidelines for instruction and a framework for teaching strategies that support an envisionment-building classroom.

Dr. Judith Langer's article "Discussion as Exploration: Literature and the Horizon of Possibilities." This article explores how the teacher can frame discussion and move along students' critical thinking and exploration of a horizon of possibilities in envisionment building.

Doralyn R. Roberts and Judith Langer's report "Supporting the Process of Literary Understanding: Analysis of a Classroom Discussion." Roberts and Langer analyze a classroom literature discussion where students are immersed in their own text interpretations.

"Thinking and Doing Literature: An 8-Year Study," by Judith Langer. This report is a concise summary of Langer's research and classroom implications.

"How Did We Get Here: Seventh-Graders Sharing Literature," an article by Elizabeth Close which describes how she and her seventh grade students arrived at new perspectives on literature and literature instruction as they began building envisionments.

For some insight into the way envisionment building has affected the teachers who participated in Dr. Langer's research, you might want to review this article: "Envisioning Literature-In the Classroom and Out" by Elizabeth Close.

Visit this link for additional reports and articles on envisionment building.

The Center on English Learning & Achievement (CELA)
The Center on English Learning & Achievement's site is rich with reports on their current research on topics such as envisionment building and ways to support it in your classroom. Use their search feature to uncover the basics of Dr. Langer's work. Some terms you can use for your searches include "envisionment" and "Langer." You might also want to look at the links this site suggests to find other resources.

Many of CELA's publications are also available at this site. For example, "Guidelines for Teaching Middle and High School Students to Read and Write Well: Six Features of Effective Instruction," is an especially pertinent article which was rated as one of Middle Web's "Top Twenty Articles for Folks Interested in School Reform and the Middle Grades" in 2000.

The article "How English is Taught and Learned in Four Exemplary Middle and High School Classrooms," by Steven Ostrowski. The researcher examined several classrooms, noting how instructional practices in the classroom assist students in higher levels of achievement.

"Shaping Conversations to Provide Coherence in High School Literature Curricula," by Arthur Applebee. This article explains the nature of conversation in the literature classroom and how it impacts students' classroom experiences.

More resources related to the "teacher as a reflective practitioner" for activities conducted in the Going Further portion of this workshop session (see print guide for details):

For information and a reflection cycle diagram, visit this site hosted by the North Carolina Department of Public Instruction. It targets pre-service teachers, as they begin to strive towards becoming master teachers. Even so, the information is relevant to any teacher, at any point in their career.

For information regarding the teacher as a professional from the National Board for Professional Teaching Standards.



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