{"product_id":"brilliant-teaching-9781119901129","title":"Brilliant Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eThink like an artist and design a classroom that workswellfor everyone\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eBrilliant Teaching\u003c\/i\u003e, you will come to understand that equitywhen we view it from an informed, multi-layered, and artistic perspectiveis the essential purpose of teaching. As education thought leader Dr. Adeyemi Stembridge argues, true equity does not need to defend or justify itself against detractors. Teaching for equity means creating student-centered opportunities that match the social, political, and economic context of the learning environment. Informed by both theory and extensive collaboration with K-12 teachers, \u003ci\u003eBrilliant Teaching\u003c\/i\u003e will help you develop a deep understanding of culture, one that you can leverage in order to be responsive to students. \u003c\/p\u003e\u003cp\u003eThis book draws from a range of disciplines, including but going well beyond the post-modern and critical-theory-based discourse that dominate conversations today. \u003ci\u003eBrilliant Teaching \u003c\/i\u003ealso pulls from art theory, cultural psych\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eDo I, or Do I Not, Take This Picture? xiv\u003c\/p\u003e \u003cp\u003eWhat Is This Book About? xvi\u003c\/p\u003e \u003cp\u003eTo Whom Am I Speaking? xx\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Culturally Responsive Artmaking Teaching 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOne What Does It Mean to Think Like an Artist? 5\u003c\/p\u003e \u003cp\u003eWhat Is Artmaking? 7\u003c\/p\u003e \u003cp\u003eSocial Learning 15\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Influence and Inspiration 29\u003c\/p\u003e \u003cp\u003eChapter Notes 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Defining Equity and the Problem of Fairness 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Problem of Fairness 37\u003c\/p\u003e \u003cp\u003eMeasured by Outputs 39\u003c\/p\u003e \u003cp\u003eQuality and Effective 44\u003c\/p\u003e \u003cp\u003eDifference ≠ Deficits 50\u003c\/p\u003e \u003cp\u003eWhat Schools Can Do 60\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: The Heart of Equity 61\u003c\/p\u003e \u003cp\u003eChapter Notes 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Shifting Paradigms 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEquity Problems of Practice 71\u003c\/p\u003e \u003cp\u003eRace 76\u003c\/p\u003e \u003cp\u003eNonstarters 83\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Layered Methodologies 88\u003c\/p\u003e \u003cp\u003eChapter Notes 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Artmaking— As an Equity Issue 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Does It Mean to Understand? 97\u003c\/p\u003e \u003cp\u003eThe Role of Culture Relative to Achievement 108\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Composition 127\u003c\/p\u003e \u003cp\u003eChapter Notes 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two The Culturally Responsive Artmaking Teacher (In) You 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive 12 Days of Instruction 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSeating Charts, Volcanoes, and Different Glimpses of Themselves 137\u003c\/p\u003e \u003cp\u003eWeek 1: Planning (Structure and Process) 142\u003c\/p\u003e \u003cp\u003eWeek 2: Superpowers, Not Hacks 149\u003c\/p\u003e \u003cp\u003eWeek 3: From Compliance to Agency 160\u003c\/p\u003e \u003cp\u003e“Something Has to Work Better .” 167\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Ordinary Resurrections 169\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Improvisation 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMake It into a Melody 175\u003c\/p\u003e \u003cp\u003eUncertainty 177\u003c\/p\u003e \u003cp\u003eImprint the Memory 179\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Have Students Translate the Melody 181\u003c\/p\u003e \u003cp\u003eChapter Notes 182\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Story 183\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOur Job Is to Be a Storyteller 185\u003c\/p\u003e \u003cp\u003eThe Star of the Show 186\u003c\/p\u003e \u003cp\u003eThe Story Unfolds as a Question 188\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: The Power of Story 189\u003c\/p\u003e \u003cp\u003eChapter Note 190\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Audience 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Captive Audience 195\u003c\/p\u003e \u003cp\u003eA Good Classroom Is Supportive of New Ideas 197\u003c\/p\u003e \u003cp\u003eIn Defense of Incentives 199\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: Incentives Are Not the Reward 208\u003c\/p\u003e \u003cp\u003eChapter Notes 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine The Art of Culturally Responsive Assessments 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Culture of Responsive Assessments 213\u003c\/p\u003e \u003cp\u003eWhy Are Performative Assessments More Equitable Than Traditional “Standardized” Assessments? 215\u003c\/p\u003e \u003cp\u003eMeasure It Performatively 221\u003c\/p\u003e \u003cp\u003eNotes on Artmaking: “They Weren’t Taking Cues Off of Me.” 228\u003c\/p\u003e \u003cp\u003eAfterword 231\u003c\/p\u003e \u003cp\u003eBrilliance 232\u003c\/p\u003e \u003cp\u003eBrilliant Teaching is Philosophizing 234\u003c\/p\u003e \u003cp\u003eReferences 237\u003c\/p\u003e \u003cp\u003eIndex 255\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49528866439511,"sku":"9781119901129","price":19.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119901129.jpg?v=1731873333","url":"https:\/\/bookcurl.com\/products\/brilliant-teaching-9781119901129","provider":"Book Curl","version":"1.0","type":"link"}