This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children’s perspectives about teaching and curriculum has the potential for increasing students’ interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape.

Winner of the 2016 Outstanding Book Award presented by the Society of Professors of Education What happens when teachers step back from didactic talk and begin to listen to their students? After decades of neglect, we are currently witnessing a surge of interest in this question. Listening to Teach features the leading voices in the recent discussion of listening in education. These contributors focus close attention on the key role of teachers as they move away from didactic talk and begin to devise innovative pedagogical strategies that encourage active listening by teachers and also cultivate active listening skills in learners. Twelve teaching approaches are explored, from Reggio Emilia's project method and Paulo Freire's pedagogy of the oppressed to experiential learning and philosophy for children. Each chapter offers a brief explanation of one of these approaches—its background, the problems it aims to resolve, the educators who have pioneered it, and its treatment of listening. The chapters conclude with ideas and suggestions drawn from these pedagogies that may be useful to classroom teachers.

Addresses "the systematic development of skills in listening for and interpreting auditory information. Listening skills are a crucial but often-overlooked area of instruction for children who are visually impaired and may have multiple disabilities; they relate to the expanded core curriculum for students and are essential to literacy, independent travel, and sensory and cognitive development."--AFB website

Discover how to engage your students effectively by strengthening their listening skills In Listen Wise: Teach Students to Be Better Listeners, journalist, entrepreneur, and author Monica Brady-Myerov delivers a concise and thoughtful treatment of how to build powerful listening skills in K-12 students. You’ll discover real-world examples and modern, research-based advice about helping young people improve their listening abilities and their overall academic performance. With personal anecdotes from the accomplished author and accessible excerpts from the latest neuroscience of listening and auditory learning, the book is a critical resource that will explain why listening is the missing piece of the literacy puzzle. This important book will show you: Classroom stories and teacher viewpoints that highlight effective strategies to teach critical listening Why building listening skills in students is crucial to improving reading, especially for English learners. Why the Lexile Framework for Listening is contributing to a surging recognition of the importance of listening in the academic curriculum Perfect for K-12 teachers looking for new ways to understand their students and how they learn, Listen Wise will also earn a place in the libraries of college and master’s level students in education.

Teaching listening means more than just giving students listening activities and checking for understanding--it means teaching them how to listen. Listening in the Classroom takes promising research findings and theory and turns them into practical teaching ideas that help develop listening proficiency.

Contemporary African philosophy in indigenous African languages and English translation. A groundbreaking contribution to the discipline of philosophy, this volume presents a collection of philosophical essays written in indigenous African languages by professional African philosophers with English translations on the facing pages—demonstrating the linguistic and conceptual resources of African languages for a distinctly African philosophy. Hailing from five different countries and writing in six different languages, the seven authors featured include some of the most prominent African philosophers of our time. They address a range of topics, including the nature of truth, different ways of conceiving time, the linguistic status of proverbs, how naming practices work, gender equality and inequality in traditional society, the relationship between language and thought, and the extent to which morality is universal or culturally variable.

In this wonderful collection, Duckworth and six of her colleagues describe learners (who range in age from five to adulthood) coming to connect with different subject matters—from politics to poetry, medicine to mapping. Their findings not only provide good readable stories, but also offer a unique look at people involved in real learning. “Duckworth and colleagues illustrate, with powerful and lively teaching examples, how theory related to the construction of knowledge by students can be implemented in the classroom. This book is a singular contribution to the literature on teaching and learning.” —James A. Banks, University of Washington, Seattle “Duckworth has given us case studies of ‘mid-wife’ teaching at its very best. We see the fledgling ideas actually developing and gaining strength. Duckworth articulates her craft with the greatest care and insight. She gives her readers the sense they themselves are attendant at the birth of ideas, the miracle of creation.” —Mary Field Belenky, co-author of Women’s Ways of Knowing “Tell Me More is a fascinating and pioneering account of people working together over many weeks, struggling to invent ideas. This book is a must read for teachers and others who want to come to grips with fundamental problems facing all undefeated educators: What is thinking? How does it grow?” —Howard E. Gruber, Teachers College, Columbia University “These essays, in their concrete dailyness, give us a vision of what’s possible, some crafterly advice about how to proceed, and the courage to try.” —Deborah Meier, Principal, Mission Hill Elementary School, Boston