Book Title: The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art
Publisher: Teachers College Press
Author: Diane B. Jaquith
- Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom
- Studio Thinking 2: The Real Benefits of Visual Arts Education
- Classroom Management for Art, Music, and PE Teachers
- The Art Teacher's Survival Guide for Elementary and Middle Schools
- Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines
- Clay Lab for Kids: 52 Projects to Make, Model, and Mold with Air-Dry, Polymer, and Homemade Clay (Lab Series)
- The Art Teacher's Book of Lists, 2nd Edition (J-B Ed: Book of Lists)
- Responsive Classroom for Music, Art, PE, and Other Special Areas
- Art Assessments: Tests, Quizzes, Benchmarks, Exams, Rubrics, and More for Art Teachers
- The Art Teacher's Survival Guide for Secondary Schools: Grades 7-12
Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In The Learner-Directed Classroom
, practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment.Book Features:
* Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources.
* Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences.
* Insights into reflective practice and strategies for assessment of learning.