Jeffrey D. Wilhelm
Autor von You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents
Über den Autor
Jeffrey D. Wilhelm is an internationally known teacher, author, presenter, National Writing Project director, and distinguished professor of English Education at Boise State University. He is the coauthor of Teaching Literacy for Love and Wisdom: Being the Book and Being the Change and The Activist mehr anzeigen Learner. Inquiry, Literacy, and Service to Make Learning Matter. weniger anzeigen
Werke von Jeffrey D. Wilhelm
You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents (1996) 144 Exemplare
Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do (2001) 110 Exemplare
Action Strategies for Deepening Comprehension: Role Plays, Text Structure Tableaux, Talking Statues, and Other… (2002) 69 Exemplare
Fresh Takes on Teaching Literary Elements: How to Teach What Really Matters About Character, Setting, Point of View,… (2010) 40 Exemplare
Reading Unbound: Why Kids Need to Read What They Want—and Why We Should Let Them (2013) 13 Exemplare
Reading Is Seeing 6 Exemplare
Get it Done!: Writing and Analyzing Informational Texts to Make Things Happen (Exceeding the Common Core State… (2012) 6 Exemplare
Enriching Comprehension With Visualization Strategies: Text Elements and Ideas to Build Comprehension, Encourage… (2013) 4 Exemplare
Deepening Comprehension With Action Strategies: Role Plays, Text-Structure Tableaux, Talking Statues, and Other… (2013) 4 Exemplare
Fighting Fake News: Teaching Students to Identify and Interrogate Information Pollution (Corwin Literacy) (2023) 2 Exemplare
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- Geburtstag
- 1959-03-22
- Geschlecht
- male
- Nationalität
- USA
- Wohnorte
- Boise, Idaho, USA
- Ausbildung
- Baldwin-Wallace College (BA/German and English)
Brown University (MAT/English Education)
University of Wisconsin-Madison (PhD/English Education) - Berufe
- professor
- Organisationen
- National Writing Project
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- #30,001
- Bewertung
- 3.9
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- 73
I'm all for discussions on a book instead of meaningless busy work (it's how I choose to teach). I'm all for letting students have more choices when it comes to what they read. I'm all for removing plenty of boring "classics" from the curriculum.
But I kind of balk at the idea that kids always need to find school/learning "fun" or that all learning needs to be immediately applicable to a student's life outside of school - let alone that teachers need to specifically aim for this in everything. I believe that part (not all) of high school is preparation for life after school, and so it's a time for students to "practice" doing things they don't like just because they have to do them (like most adults working any sort of job), and taking a long-term view of things - having the patience and persistence to work at something without seeing immediate results (a skill that will come in handy in many facets of life).
A couple other notes:
- There were a ton of typos, which was frustrating - not to mention ironic in a book about English education.
- The chapters felt really long.
- There was a small amount of profanity in direct quotes from students.
- There were a couple spoilers. I specifically remember seeing one for The Sixth Sense.
- Students were quoted more or less verbatim, complete with lots of ums, likes, and incomplete/run-on sentences. This was really obnoxious to read, and proved that the grammar side of English should probably get more classroom time than the literature analysis that the authors care about. Students would certainly be able to implement grammar in their lives immediately!… (mehr)