Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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the expanding canon teaching multicultural literature
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Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
Channel Talk

Re: [Channel-talkhslit] Inquiry method

From: martha kravchak <martyswitz@sbcglobal.net>
Date: Wed Sep 22 2004 - 19:03:30 EDT

Cliff, I am forced to withdraw from course right now (health emergency in family is eating all my time); certainly hope to find you enrolled in another course some time down the road, as your comments show real insight.

"Smith, Clifford" <smithc@mpsd.k12.wi.us> wrote:
Inquiry, I believe, is always utilized when starting a read in any genre and on any subject. A reader uses past experiences and past knowledge to question his concerns. Reading Baldwin?s ?The Fire Next Time? spurred for me such questions as what is meant by ?next time? and ?what times came before??. Re-reading Baldwin also spurred me to retrieve his book, If Beale Street Could Talk and try to formulate questions based on what I could remember (after 20+ years) of the book. These generated questions provided a sense of wanting to know more and to pursue those activities that would help provide answers/insights.

Young readers when embarking on new, unfamiliar subject matter are frequently reluctant to formulate questions even reluctant to hazard dialogue about the reading. Teachers then by manipulating the discussion and incorporating immediate student concerns, student relationships to the subject and other student connections can initiate student participation.

 

Cliff Smith

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Received on Thu Sep 23 09:52:07 2004



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