Curriculum planning and development Books

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Book SynopsisThis book provides inspiration and practical guidance for teaching with works of art in order to deepen engagement and improve student learning.Trade ReviewGreat works of art can remain remarkably silent unless an educator can skillfully guide viewers from observation to interpretation. Nicola Giardina provides us with a compelling, research-based, and delightfully practical guide for anyone who wishes to deepen their experience with art. Through case studies, direct evidence from students, and her own insights, Giardina reveals to us the transformative power of art through excellent teaching practice. -- William B. Crow, PhD, Educator in Charge, Teaching and Learning, The Metropolitan Museum of ArtIn her easy to follow, yet comprehensive book, Nicola Giardina provides everything an educator (working in a school or museum) needs to develop art inquiries that encourage close looking, spark imagination and support the development of critical thinking skills. By providing sample transcripts, suggested open-ended questions, and clearly articulated strategies, this book provides a full toolbox for the educator who wants to facilitate inquiries that encourage students to think together and think deeply. -- Sharon Vatsky, Director of School and Family Programs, Solomon R. Guggenheim MuseumNicola Giardina’s new book provides inspiration and support for transformational teaching and learning through the pairing of lucid examples that bring to life ways experiences with works of art can provide a catalyst for critical thinking, connection, and self-discovery, with a clear and flexible pedagogical framework forged in the crucible of NYC schools. -- Claire Moore, The Allen and Kelli Questrom Center for Creative Connections Education Director, Dallas Museum of ArtThe More We Look, the Deeper It Gets: Transforming the Curriculum Through Art is a book for anyone passionate about transformative educational experiences. Through her analysis of numerous on-the-ground teaching moments, Giardina brings us this gem of a book which provides educators with a powerful toolbox filled to the brim with tried-and-true strategies, designed to help both teachers and students to re-discover the art and joy of teaching and learning. -- Adjoa Jones de Almeida, Director of Education, Brooklyn MuseumTable of ContentsAcknowledgements Introduction Chapter 1: Why teach with art inquiry? Chapter 2: The Pyramid of Inquiry Chapter 3: Observation: what you see Chapter 4: Evidence-based inference: what you think about what you see Chapter 5: Interpretation: what it means (the big idea) Chapter 6: The role of information in an art inquiry discussion Chapter 7: Developing personal connections Chapter 8: Planning and facilitating art inquiry experiences Chapter 9: Art inquiry resources About the Author

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Book SynopsisA great resource for parents and homeschoolers in search of kid-friendly DIY projects, educators seeking to enhance classroom lessons, and caregivers or camp counselors looking for activities with a deeper educational lesson behind them, Curious Minds is filled to the brim with learning activities that will excite the eager, gifted child just as much as the special needs learner.Through 40 fun projects designed to promote kids' critical thinking about the interest in the world they live in, Curious Minds fosters active "learning by doing" in four core academic areas—math, science, social studies, and language arts. Each activity includes a short mini-lesson and list of "related lingo" to provide educational background information; a simple materials list; easy-to-follow, illustrated instructions; and guidance for extending the activity. The wide range of projects ensures every child's interest will be piqued. Kids will make homemade butter like the pioneers did; understand viscosity by making homemade quicksand; learn to recognize and use creative writing techniques; make their own ink using natural resources; and much more!

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Book SynopsisThe field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.

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Book SynopsisHigher education institutions are more diverse than ever before, as are the students they serve. Because of this great diversity, there is no silver bullet—one approach—that will work for teaching all students in all circumstances. This book offers a succinct description of several pedagogical paths available to faculty that can actively engage all students. In addition to providing the most recent information on learning and assessment, individual chapters tackle different approaches, including critical pedagogy, contemplative pedagogy, strengths-based teaching, and cooperative/collaborative learning. While the discussion is grounded in theory, authors present examples of applying these approaches in physical and virtual learning environments. Paths to Learning is a valuable overview of engaging pedagogies for educators seeking to sharpen their teaching skills, which in turn, will help students become more confident and successful learners.Trade Review“Whether a novice college instructor or an experienced professor, teaching face-to-face or online, at a community college or university, Paths to Learning is a handy source for acquainting, or re-acquainting, readers with theoretical approaches and current understandings on the importance of engagement in the learning process.”—Beverly L. Bower, Director, Bill J. Priest Center for Community College Education, University of North Texas

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Book SynopsisFoundations for Critical Thinking explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking encourages all higher education professionals, in whatever context, to join the ongoing conversation regarding the state of today’s college students’ critical-thinking ability. Faculty will find strategies for developing successful teaching techniques to prepare students to face the challenges of a global economy and lead creative, productive, and fulfilling lives. Staff and administrators working with students in a variety of capacities will find insights for moving critical thinking development beyond the classroom.Trade Review“Critical thinking is one of the most popular catch phrases in higher education. This carefully crafted and insightful text will guide practitioners in not only understanding what is meant by critical thinking, but also in the design and implementation of meaningful learning experiences for their students.”—Brad Garner, Director of Faculty Enrichment, Center for Learning and Innovation at Indiana Wesleyan University

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Book SynopsisWelcoming Blue-Collar Scholars Into the Ivory Tower is the first volume in a series designed to explore how institutional policies, practices, and cultures shape learning, development, and success for students who have been historically underserved or given limited consideration in the design of higher education contexts Using the theory of social reproduction as a lens, Krista Soria explores working-class students’ access to and experiences in the academic and social spaces of the campus. Chapters focusing on the classroom and social settings offer recommendations for transforming the learning environment to better support students from working-class backgrounds. Strategies for increasing access, including precollege support networks, and creating inclusive campuses are also addressed. This compact, accessible volume provides both the theoretical grounding and the practical strategies educators need to create a welcoming environment for this underserved population.Trade ReviewSoria focuses on the “What can we do?” question … By establishing the critical issues through a review of research literature, the reader is guided to learning about activities that have worked successfully with blue­collar students."" - Journal of College Student Development

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Book SynopsisFirst-year seminars and learning communities are two of the most commonly offered high-impact practices on U.S. campuses. The goals of these initiatives are similar: helping students make connections to faculty and other students, improving academic performance, and increasing persistence and graduation. As such, it is not surprising that many institutions choose to embed first-year seminars in learning communities.A new volume explores the merger of these two high-impact practices. In particular, it offers insight into how institutions connect them and the impact of those combined structures on student learning and success. In addition to chapters highlighting strategies for designing, teaching in, and assessing combined programs, case studies offer practical insights into the structures of these programs in a variety of campus settings.Trade ReviewBuilding Synergy for High-Impact Educational Initiatives is a virtual 'how to' manual for designing, implementing, and assessing a combination of two powerful high-impact practices—first-year seminars and learning communities. Recognizing that context matters, Chism Schimdt and Graziano offer us the bonus of case studies, preserving the unique voice and character of both the writers and the programs surveyed.""—Jack Mino, Coordinator, Learning Community Program, Holyoke Community College.

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Book SynopsisThis accessible book argues that it is possible to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.

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