Clarifying Public Controversy: An Approach to Teaching Social Studies

Fred M. Newmann

Little,Brown & Company

<p>Teachers who emphasize Authentic Intellectual Work transform student learning. This manual is designed to encourage teacher reflection that carefully considers the kinds of intellectual challenges and expectations they promote in lessons, assignments, assessments and the corresponding student work. The standards and scoring criteria in this manual are based on years of research and work with teachers in schools. They are intended to help teachers to collaboratively discuss, provide feedback and improve their practice in ways that will build their common understanding and enhance student learning. The AIW standards and scoring criteria should be used as part of a comprehensive professional development approach to generate collaborative teacher inquiry on the quality of intellectual work they promote with students. See the AIW Institute (http://aiwwisc.org) and Authentic Intellectual Work: Improving Teaching for Rigorous Learning. (https://www.amazon.com/Authentic-Intellectual-Work-Improving-Teaching/dp/1483381080/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1525962126&amp;sr=1-1). To purchase multiple copies, please email store@wceps.org</p>

Teaching for Authentic Intellectual Work: Standards and Scoring Criteria for Teachers' Tasks, Student Performance, and Instruction

M. Bruce King

Dana L. Carmichael

Wisconsin Center for Education Products and Services, Inc.

See the best price to sell, buy, or rent books by Fred M. Newmann. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Fred M. Newmann

See the best price to sell, buy, or rent books by Fred M. Newmann. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Clarifying Public Controversy: An Approach to Teaching Social Studies

Teaching for Authentic Intellectual Work: Standards and Scoring Criteria for Teachers' Tasks, Student Performance, and Instruction