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1.

Learning to Share Perspectives [electronic resource]

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Stresses the need for professional development based on the discussion of cases in mathematics teaching. Dr. Barnett describes this case approach, with demonstrations by long-term teacher group. The development of cases for children in elementary and middle school mathematics classes is highlighted as an evolving approach to furthering the development of their mathematical thinking.
Online
2000
2.

Introducing the Envisionment-Building Classroom [electronic resource]

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In Program 1, Dr. Langer describes the hallmarks of an envisionment-building classroom, a place where students, working at the highest levels of their ability, can experience literature and make meaning for themselves. Her comments are illustrated by classroom examples.
Online
2003
3.

Building a Literary Community [electronic resource]

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Program 2 visits Joe Bernhart's diverse Seventh Grade classroom in Houston, Texas. Students work in small groups with a variety of texts in contemporary young adult literature. Bernhart demonstrates how he encourages students to develop deeper understandings of the text.
Online
2003
4.

Asking Questions [electronic resource]

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Program 3 films the action in a Seventh Grade gifted and talented class in Miami, Florida. Ana Hernandez prompts students to pose their own questions as they read Sharon Draper's "Tears of a Tiger". As they discuss major issues of the text and consider the actions of the characters, the students immerse themselves within the story.
Online
2003
5.

Facilitating Discussion [electronic resource]

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In Program 4, students in Tanya Schnabl's Sixth Grade class in rural Sherburne, New York, become involved with "Among the Hidden", Margaret Peterson Haddix's futuristic text. As Schnabl encourages discussion of the text on many levels, the students move beyond their first impressions of the book to internalize lessons and make them their own.
Online
2003
6.

Readers as Individuals [electronic resource]

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Program 7 visits Flora Tyler's Sixth Grade class in Las Cruces, New Mexico, to show how one teacher, using writing and reading workshop models, works with students who are each reading a different literary text.
Online
2003
7.

The Teacher's Role in a Literary Community [electronic resource]

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In Program 8, Barry Hoonan's Fifth and Sixth Grade class on Bainbridge Island in Washington are studying a variety of contemporary young adult fiction titles. As students meet in small groups to focus on each text, Hoonan demonstrates how teachers can tactfully and effectively guide these discussions.
Online
2003
8.

Whole Group Discussions [electronic resource]

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In Program 9, Linda Rief's Eighth Grade class in Durham, New Hampshire discusses Lois Lowry's "The Giver". Here, the students work as a group to examine the text and discern the ways its themes relate to their lives.
Online
2003
9.

Introducing Our Literary Community [electronic resource]

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Introduces the eight teachers who will guide the workshop, and the communities, schools and students who will be involved. In conversation, the teachers share the principles that guide their work with literature and students. Their thoughts are woven into a framework offered by Dr. Judith Langer, who talks about the ways effective readers interact with text and the ways teachers can support these learners.
Online
2003
10.

Encouraging Discussion [electronic resource]

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Introduced by Dr. Langer, this program concentrates on discussion and its importance in helping engaged readers go further in the text. The on-screen teachers talk about ways to encourage whole-class and small-group discussion, the importance of asking the right questions to provoke thoughtful discussion, and making the discussion inclusive, including both talkative and reticent students. Their discussion is punctuated by visits to their classrooms, where discussion flourishes.
Online
2003
11.

Going Further in Discussion [electronic resource]

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The teachers talk about ways to recognize good discussion, adding personal anecdotes about ways in which they participate in or step out at various points in the discussion to help students go further in their understandings of the text. The group also looks at different stimuli they use to provoke and maintain good discussions in their classrooms. These principles are illustrated by classroom footage showing rich and involved student discussion.
Online
2003
12.

Diversity in Texts [electronic resource]

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The teachers talk about the importance of choosing rich texts for their students as a group or individuals, enumerating various criteria that they have developed for this initial classroom decision. Supported by commentary from Dr. Judith Langer, the group looks at the part student interests play in selecting the right text, building thematic study units using a variety of texts, and helping students select texts that meet their needs or help them go further in their experiences with literature.
Online
2003
13.

Student Diversity [electronic resource]

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Celebrates the varied viewpoints necessary for valuable class discussions. The group talks about the diversity of their students and how their interactions with literature are shaped in part by their life experiences, unique thoughts, and previous reading experiences. They examine the worth of using the lens of multiple perspectives to examine a work of literature, and offer suggestions for ways to encourage each student to contribute to the ongoing classroom conversation. Dr. Langer offers her thoughts on involving students' diverse voices in a way that honors all of their contributions.
Online
2003
14.

Literature, Art and Other Disciplines [electronic resource]

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Teachers explore various ways in which students can use the fine arts to express their impressions of a text, and why this kind of activity should be encouraged to make sure that every voice in the classroom is heard. The group also looks at ways to expand meaning by interweaving literature with social studies and other disciplines, and the value of doing so. Several classroom projects demonstrate how learners expand their growing interactions with texts as they work in the fine arts.
Online
2003
15.

Assessment [electronic resource]

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Teachers from around the country identify criteria that they have used in both formal and informal ongoing assessments of reading comprehension and literary appreciation. The group also talks about integrating their evaluation strategies in the milieu of traditional and high-stakes assessments, while maintaining an emphasis on the individual growth of the readers in their classrooms.
Online
2003
16.

Planning and Professional Development [electronic resource]

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The group invites the audience into their classrooms to look at the ways they have grown professionally, stimulated by their peers, their membership in professional organizations, and their willingness to seek out new thinking on literature and teaching literature. Dr. Langer also describes the personal and professional benefits of an active professional life.
Online
2003
17.

Starting in September [electronic resource]

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The concluding program takes a close look at the ways teachers get ready to help their students become successful and engaged readers. The teachers talk about everything, from the mundane to the sublime, that enters their minds as they start another year and plan for success. Dr. Langer underscores their remarks with advice for teachers who want to recreate the kinds of classrooms they have seen featured in this workshop.
Online
2003
18.

Atoms and Molecules [electronic resource]

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Introduces atoms, and their properties of periodicity and binding to form molecules. Offers different ways to represent these basic concepts by creating useful models in the minds of new chemistry students. Follows the development of these concepts through history and their application in modern technological developments.
Online
2003
19.

Macro to Micro Structures [electronic resource]

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Introduces methods to teach chemistry students to conceptualize micro processes and environments.
Online
2003
20.

Energetics and Dynamics [electronic resource]

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Emphasizes the importance of learning about the basic principles of energetics and dynamics. The complexity of teaching concepts such as the collisions theory, reaction kinetics and electronic energy levels is introduced using a variety of teaching strategies. These concepts are related to everyday phenomena through topics such as nuclear and solar energy.
Online
2003