In her newest book, teacher researcher and bestselling author Karen Gallas investigates imagination in the classroom to understand its function in literacy learning. Using rich examples from her elementary classrooms, she proposes that imagination is a central, but untapped, component of learning across all subject areas—language arts, science, social studies, and math. This book gets to the heart of a theme which has been a strong undercurrent in her previous books. “Karen Gallas shares persuasive insights that will be of importance to educators at all levels. As one pre-service teacher put it after reading the book, ‘I am now inspired to unleash the imagination of my students and see where it takes us!’” —Gordon Wells, University of California at Santa Cruz “Karen Gallas’s inquiry into imagination and literacy is an engaging illustration of the power of inquiry to inform teaching while making a substantial contribution to current theory and research on the meaning and power of imagination.” —Curt Dudley-Marling, Lynch School of Education, Boston College “Eloquent and intellectual . . . Karen Gallas offers us insights from her teaching journal and connections to philosophers from Freire to Bakhtin, showing teachers and researchers how to re-envision and improve our work with our students. I loved this book and have already recommended it to colleagues and friends.” —Ruth Shagoury, author of A Workshop of the Possible, Mary Stuart Rogers Professor of Education at Lewis & Clark College
These are not just bad habits but marvellous starting points for teaching an art that can help them to pass on experience, train and use imagination, develop language skills, promote their own confidence, communication and creativity and ...
Whether quietly pouring over this book alone or co-creating with a favorite adult, a child will develop and enhance imagination, language & emerging literacy skills while pondering, "What's MY Story?" www.lorybritain.com
Grade 4 Level 11.
These are not just bad habits but marvellous starting points for teaching an art that can help them to pass on experience, train and use imagination, develop language skills, promote their own confidence, communication and creativity and ...
In Teaching Literacy, Egan rejects the notion that familiar ideas and experiences are the best vehicles for effective instruction.
See, for example, Annie Merrill Ingram, “Service Learning and Ecocomposition”; Paul Lindholdt, “Restoring Bioregions through Applied Composition”; Eric Mason, “Greening the Globe”; Derek Owens, “Sustainable Composition”; ...
As narrative researchers Michael F. Connelly and Jean D. Clandinin put it: “Humans are storytelling organisms who, individually and collectively, lead storied lives” (Connelly & Clandinin, 1990, p. 2).
Now in Paperback "This remarkable set of essays defines the role of imagination ingeneral education, arts education, aesthetics, literature, and thesocial and multicultural context.... The author argues for schoolsto...
This volume of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate, and also contribute practical ideas for how to infuse daily ...
The author argues that the educational value of imagination lies in the flexibility, energy and vividness of mind that enables us to transcend the actual, enter a world of possibilities, and understand the world more fully from different ...