We've compiled a list of the nine books that we feel every teacher (and student) must read. Each of these books tackles an important event/issue in history. Each of these books is engaging, well-written, and powerful.
Welcome back to school! As you start to get settled into your courses and plan the weeks ahead, here are a few opportunities to get excited about if you are keen to bring more Facing History and Ourselves into your classrooms.
Note-taking is an important learning strategy that can help prepare students to participate in a discussion or begin a writing activity. Notes can be used to recognize students’ misconceptions and questions, and to evaluate students’ understanding of material.
As educators, we all too often do not teach our students effective note-taking strategies, assuming instead that this skill is something that they will learn to do intuitively.
I started journaling when I was a boy canoeing the waters surrounding my family cottage in Muskoka. My journals were filled with maps of all the places I “discov
ered” during my summers up north. As the years went by and I entered high school, the journal’s pages of maps became dotted with anecdotes from my life beyond that lake. It was around this time that I found a copy of The Journey is the Destination: The Journals of Dan Eldon at a local bookstore.
Topics: Choosing to Participate, Facing History Resources, Identity, History, Memorial, current events, Middle School, Lesson Ideas, In the news, Holocaust and Human Behaviour, English Classroom, Social Justice, LGBTQ, Personal history
Facing History Toronto is delighted to introduce five Class Sets now available for our qualified* teachers to borrow and share with their students.
In “Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection,” Tyronne Howard notes the importance of finding ways to address the growing heterogeneity of our students cultural needs to “construct pedagogical practices that have meaning to students’ social and cultural realities,” (195-6). Literature Circles are a model that I used, which I have found to be an effective tool for engaging students using differentiation. The diverse nature of my classroom, which is common for an urban school, makes it is difficult to find a single text that will engage each student in the classroom. Since those students who do not engage and read their texts are traditionally the least successful, it is important to try and find materials they will.
One of the challenges many teachers experience is trying to meet the needs of their diverse student population in their respective classes. Differentiated instructions strategies (D.I.) enables teachers to better meet these varied needs and in turn enables students to be successful because their needs are met at their level of readiness, interests and learning styles.
In this interview, we asked Rob Simon, Assistant Professor of Multiliteracies in Education at OISE/University of Toronto (Dept of Curriculum, Teaching and Learning), to tell us more about the Teaching to Learn Project so we could better understand how and why collaborative (teacher-adolescent) curriculum planning worked, why he chose Elie Wiesel's Night as the study text, and where he got the idea to ask project participants to paint on the pages of the text as a form of reading response.
The images below are the culmination of those responses, which were mounted in an exhibition titled After Night.