By Marcella L. Kysilka, O. L. Davis
This booklet could be learn by means of educators in any respect phases of their careers. What an excellent choice for a publication research team of training lecturers or for a seminar with graduate scholars. The authors percentage their ideas approximately schooling for the longer term, but in addition tell us in regards to the earlier. no matter if you stumble upon this e-book as a textbook or for a certified studying neighborhood, the contents will tell and encourage you, encouraging you to imagine deeply and paintings in the direction of the advance of schooling.
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Cass Sunstein (2009) has drawn our attention to “group polarization,” a phenomenon in which people automatically agree with people in their own group and disagree with those in the “other” group. In such a situation, little or no critical thinking is applied by either group. The danger in such behavior is simple; it puts our democracy at risk. To encourage critical thinking on social, political, and moral matters, we must introduce and discuss issues on which there are opposing views. Teachers charged with conducting such discussions must exercise pedagogical neutrality; that is, they must conscientiously present all reasonable arguments on all sides of an issue, preferably in the words of those espousing the views.
Who, indeed? And who writes regular columns for local newspapers about issues and circumstances related to the community’s schools; or, even, occasional letters to editors about matters critical to the improvement of schooling? Who among us will write the first letter; the initial Op-Ed column? Who can we encourage to step up to this need? And, how strong is our commitment to support our colleagues who decide to enter the local public discourse about schooling? And, how clearly do we think? Likely, we are less careful than we believe that we are.
No one ever told these teachers that everything that was happening to them as learners could be used in some way with their students. Yet, it turned out that this was professional development at its finest. Teachers became learners as participants taught their best strategy or lesson to the group and everyone went home with a fistful of ideas, many of which they could hone and shape to their own classrooms. The Summer Institute These summer institutes each asked teachers to teach a favorite lesson or strategy (honoring teacher knowledge), be in a writing group (a public forum) and not only get feedback from their group, but present several times to the larger group (sharing leadership).