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Disrupting Thinking by Robert E. Probst and Kylene Beers (2017, Trade Paperback)
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eBay-Artikelnr.:226403729671
Artikelmerkmale
- Artikelzustand
- ISBN
- 9781338132908
Über dieses Produkt
Product Identifiers
Publisher
Scholastic, Incorporated
ISBN-10
1338132903
ISBN-13
9781338132908
eBay Product ID (ePID)
235295577
Product Key Features
Number of Pages
176 Pages
Language
English
Publication Name
Disrupting Thinking
Subject
General, Teaching Methods & Materials / General
Publication Year
2017
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
1 in
Item Weight
12.8 Oz
Item Length
9 in
Item Width
7.4 in
Additional Product Features
Intended Audience
Juvenile Audience
Reviews
"Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful." --Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club, "We need students who can do more than answer questions. Tomorrow's leaders need to be able to ASK questions. This is an excellent book for all teachers whether they teach reading, language arts, or science or history. Whether they teach elementary, middle, high school or college, or at home - EVERYONE who is around children needs to read this book. It is short but powerful. I have spent over 30 years in education, and I have taught every level from pre-school through university, and this book brought me back to the WHY and HOW of teaching. It is short and easy to understand for non-teachers. As an educator it reminded me of the good things we do in teaching, but stated in their research that all of this has bee set aside to focus on numbers and passing tests - the bane of a real educator's life. Children start out loving books and reading, but by middle school that hate reading because educators are just having them study vocabulary, answer questions, and nothing more. Most schools have taken away quiet or silent sustained reading, when research shows that it works and is needed. At the same time, many schools still do round-robin reading when research shows that it does NOT work. What works: students must be given choice in what to read, we must increase the amount they read, they must be encouraged to read aloud to a partner or parent, we must teach questioning strategies and model that process, and we MUST let go of the silent classroom and encourage students to talk about their reading with other students. Many teachers believe a quiet classroom is one that is in control, but our students need to talk to each other about their reading and their work. Letting go is a critical skill for educators in this fluid and rapidly changing world. Reading builds the following: knowledge, improves overall achievement, increases overall motivation, increases vocabulary, improves writing, build background knowledge, improves understanding of text structures, develops empathy, and develops personal identity. Please get this little book, read it, then apply the ideas to the children in your life or classroom. Please." --Texas Rose Provided via Amazon Vine, "Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels." --Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network, "Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels." -- Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network, "Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels." -- Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network, "I only wish that this book would be as popular in schools as Beers previous book was. Unfortunately, the education industry does not put priority on personal meaning in learning, so I think that this is a book that will have to be pushed out by individual teachers and leaders in schools, as well as involved parents. Within the first couple of chapters, Beers sets out why reading even matters- beyond the basic ability to find answers in text. After all, the best readers are usually ones that were read to as children, who saw their own parents or other family members reading for pleasure, and who read for pleasure themselves. And why do they read for pleasure? Because reading has meaning beyond their test scores. Going further, Beers also reminds us that contemporary careers and careers of the future do not want employees that can just repeat back information; they want employees that can make meaning out of what they read, make connections, and create their own ideas from what they have read. This is an enjoyable read for teachers, school leaders, and parents alike. I especially like it as motivational summer reading for teachers that are getting ready to return to school." --Mom to 2 Boys Provided via Amazon Vine, "This is THE book we need most right now as we challenge our students to become purposeful readers who question and challenge texts in order to be open to the perspectives and possibilities that they present. It is a rallying cry that reminds us that teaching is about so much more than raising test scores. Beers and Probst explain relevance in a way that changes everything I will do tomorrow." -- Sara Kajder, Ph.D., Author of Adolescents and Digital Literacies and Bringing the Outside In: Visual Ways to Engage Reluctant Readers, "A timely and critically important must-read for all who care about our children's future as informed, engaged, and compassionate citizens. This book reaches deeply into our hearts and minds as it disrupts our thinking about what the power of reading really means and where it begins--in our classrooms." -- Gail Westbrook, Elementary Literacy Specialist, Evergreen Public Schools, Vancouver, WA, "Kylene and Bob brilliantly explain the tragedy of disconnected reading, where students only read to complete a task, thereby trampling the joy of chasing after a story or an idea. They explain what educators can do to disrupt this trend, encourage classroom talk, and nurture lifelong readers, who in turn will make up an informed citizenry." -- Sarah Holbrook, Poet and Educator, Author of Practical Poetry and High Impact Writing Clinics with co-author Michael Salinger, "This honestly reminds me of things like why children hate reading and schools killing the love of reading, both the subject and titles of articles and discussions in education. As an English teacher who hates to write, but loves to read, this helps me feel better about the process. I love diving into a new book and sharing it with my students. I honestly got started writing book reviews because my students would see me reading something and immediately ask to read it next. It got to the point where I couldn't remember who was next and what that particular book was about because I had moved on to something new. Writing little book reviews on my classroom webpage and having a wait list made it easier for me to keep track. Knowing that we read for pleasure far more often than we read for any particular literary device or testing strategy is far more important for building lifelong literacy. I love that Beers addresses this and focuses on talking about the relationship of book and reader to engage in comprehension. Trying to figure out motivations and connections to the literature helps me connect and I have always wanted to share that with my students. I love that there are books out there that make me feel validated and can easily be shown to other parents or teachers to stress this importance." --Jennifer Miller Provided via Amazon Vine, "As always, when I read Kylene and Bob's words, I'm already nodding and nodding and nodding--'til my neck starts hurting. How is it that they always ask just the right questions and pinpoint what needs to be addressed so exactly?" -- Allison Jackson, 3rd Grade Teacher, Waggoner Elementary School, Tempe, AZ , "The beauty of this book is that in advocating for purposeful instruction that helps students become responsive, responsible, compassionate readers, it creates a vision for how teachers can help students change the world." -- Jan Burkins & Kim Yaris, Authors of Who's Doing the Work: How to Say Less So Readers Can Do More, "Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful." -- Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club, "If you haven't read anything by the dynamic duo Bob Probst and Kylene Beers and you are a teacher, you must! Their collaborative writing is highly readable, self-deprecating, witty, and on point. But don't be sidetracked by the entertaining repartee: their ideas about teaching are powerful, disruptive, and do-able. Don't think the double entendre of the book's title isn't intentional. While they propose and illustrate tangible ways in which we can disrupt the thinking of our students while reading (or prompt students out of what we thought were nonthinking stupors--Beers and Probst are passionately clear that we're wrong on that count), the duo is intentionally disrupting modern groupthink about teaching. If you only read 3 professional books this summer, make them: 1) Disrupting Thinking, 2) Notice and Note, and 3) Reading Nonfiction (in that order). Yes, like Star Wars, the third book in the series is really where it all begins. Disrupting Thinking outlines the philosophical underpinnings of their Notice and Note strategies. Without an understanding and willingness to embrace the philosophy behind Notice and Note, the signposts will be little more than another set of isolated reading strategies. Trust me, I taught the Nonfiction Notice and Note strategies as isolated reading strategies the first time (I know, I know, the book is clear on not doing that, but my role was to teach demonstration lessons rather than a daily core class). Like any isolated strategy, it doesn't work; kids won't and/or can't transfer their learning. I thought my flaw was a lack of text complexity. I taught the strategies but then students never needed to use them because they understood the texts without them. After reading "Disrupting Thinking," I understood that the attitude toward reading has to be in place for the Notice and Note signposts to be useful. In other words, students have to CARE enough about the text to use the strategies to figure it out. Disrupting Thinking only has one real strategy, and it is deceptively simple and powerful to the core. They call it: BHH (Book * Head * Heart). It can be taught at any level as a mindset for reading: What does the book say? What am I thinking as I read? What's in my heart while I read? (my paraphase, not theirs) The revolutionary idea is that we have to approach reading as something that changes us. When we teach our students to anticipate that what they read will change them one page at a time, then everything about how they read and how we teach reading changes, too. Simple, right? But how many teachers are out there teaching reading as anticipating change? Yet how many teachers out there read to be changed themselves? TONS. So our job is to come at reading with our students the way we do and make it matter. Somehow this simple yet powerful idea resonated with me in a way that all the book love authors have not. It's more tangible and more realistic than sharing your love of reading. They've pinpointed WHY we love reading: because it changes us. Now just because you've read my sad little synopsis, don't assume you can pass up this book. To circle back, Beers and Probst are incredible authors; their book comes with video links that I haven't even delved into yet, and you need to hear it from the two of them for yourself. You'll learn much more along the way, such as their take on recent education and reading debates, authors they look to, sample conversations to help imagine using the strategy in class, lovely sample anchor charts, etc. Is this book going to give you 24 lesson plans like Notice and Note? No. Is this book going to make those 24 lesson plans work? Yes. Get it, read it, and give it to a colleague to read, too." --Julie Provided via Amazon Vine, "Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful." -- Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club, "We're living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world." --Mindy Hoffar, All Write Consortium Director, "We're living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world." -- Mindy Hoffar, All Write Consortium Director
Dewey Edition
23
Grade From
Kindergarten
Illustrated
Yes
Dewey Decimal
372.4
Grade To
Twelfth Grade
Synopsis
Supported with student conversations, classroom scenarios, practical strategies, and turn-and-talk moments, teachers and administrators can use this book as a guide for changing the way they think about teaching students to become thoughtful, skillful, attentive, responsive readers. Disrupting Thinking: Why How We Read Matters is a book for the entire faculty. Supported with student conversations, classroom scenarios, practical strategies, and turn-and-talk moments, teachers and administrators will use this book as a guide for changing the way they think about teaching kids to become the thoughtful, skillful, attentive, responsive readers we want them to be, our democracy needs them to be. Kylene Beers and Bob Probst help us understand engagement, relevance, and talk along with day-to-day concerns of choice reading, incommon reading, and leveled reading. Kylene and Bob push our thinking in this book as they take on the challenge of changing how it is we read. Key Features Provides classsroom vignettes, techniques and strategies to showcase change for entire faculty; Reads like a workshop in a book. Every chapter ends with a Turn-and-Talk. Deepens our understanding of reading and defines three kinds of readers: responsive, responsible, and emphatic., In their hit books Notice and Note and Reading Nonfiction , Kylene Beers and Bob Probst showed teachers how to help students become close readers. Now, in Disrupting Thinking they take teachers a step further and discuss an on-going problem: lack of engagement with reading. They explain that all too often, no matter the strategy shared with students, too many students remain disengaged and reluctant readers. The problem, they suggest, is that we have misrepresented to students why we read and how we ought to approach any text - fiction or nonfiction. With their hallmark humor and their appreciated practicality, Beers and Probst present a vision of what reading and what education across all the grades could be. Hands-on-strategies make it applicable right away for the classroom teacher, and turn-and-talk discussion points make it a guidebook for school-wide conversations. In particular, they share new strategies and ideas for helping classroom teachers: --Create engagement and relevance --Encourage responsive and responsible reading --Deepen comprehension --Develop lifelong reading habits "We think it's time we finally do become a nation of readers, and we know it's time students learn to tell fake news from real news. It's time we help students understand why how they read is so important," explain Beers and Probst. " Disrupting Thinking is, at its heart, an exploration of how we help students become the reader who does so much more than decode, recall, or choose the correct answer from a multiple-choice list. This book shows us how to help students become the critical thinkers our nation needs them to be.", Supported with student conversations, classroom scenarios, practical strategies, and turn-and-talk moments, teachers and administrators can use this book as a guide for changing the way they think about teaching students to become thoughtful, skillful, attentive, responsive readers.
LC Classification Number
LB1050.B4 2017
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- b***_ (1048)- Bewertung vom Käufer.Letzter MonatBestätigter KaufNo Communication Required. 18 Day Transatlantic Shipment. Used Item in Excellent Condition Clearly Superior to the 'Very Good' Condition Described. An Extremely Satisfying Buying Experience at a Reasonably Bargain Price from a Very Reliable Seller. Definitely Recommended!!
- 3***7 (325)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufThis is an older paperback book and I was very impressed at how good the condition was. Shipping was super fast, the book was packaged well, and the auction had all the information I needed to know to make an informed purchase. The book was as described and I got it for a great price! I would definitely buy from this seller again!
- e***l (613)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufExactly as advertised. Seller shipped item quickly but the USPS has a pathetic reputation with me. It was extremely slow with tracking showing that the item had not moved for several days at one location which required me to call USPS to get the item moving again. I recommend this seller!!TIPACE 4-LIGHT MODERN BLACK VANITY BLACK LED FIXTURE (Nr. 226098126136)
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The 1 Dollar Starter
99,5% positive Bewertungen•28.410 Artikel verkauft
Angemeldet als gewerblicher Verkäufer
Verkäuferbewertungen (9.549)
- b***_ (1048)- Bewertung vom Käufer.Letzter MonatBestätigter KaufNo Communication Required. 18 Day Transatlantic Shipment. Used Item in Excellent Condition Clearly Superior to the 'Very Good' Condition Described. An Extremely Satisfying Buying Experience at a Reasonably Bargain Price from a Very Reliable Seller. Definitely Recommended!!
- 3***7 (325)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufThis is an older paperback book and I was very impressed at how good the condition was. Shipping was super fast, the book was packaged well, and the auction had all the information I needed to know to make an informed purchase. The book was as described and I got it for a great price! I would definitely buy from this seller again!
- e***l (613)- Bewertung vom Käufer.Letzte 6 MonateBestätigter KaufExactly as advertised. Seller shipped item quickly but the USPS has a pathetic reputation with me. It was extremely slow with tracking showing that the item had not moved for several days at one location which required me to call USPS to get the item moving again. I recommend this seller!!TIPACE 4-LIGHT MODERN BLACK VANITY BLACK LED FIXTURE (Nr. 226098126136)