Rowman & Littlefield Publishers
Pages: 172
•
Trim: 6 x 9
978-1-4758-2338-7 • Hardback • December 2015 • $78.00 • (£60.00)
978-1-4758-2339-4 • Paperback • December 2015 • $40.00 • (£30.00)
978-1-4758-2340-0 • eBook • December 2015 • $38.00 • (£30.00)
Both Leta and Eulalie started teaching in a small private school in Fairbanks, Alaska, yet most of their teaching careers were spent in a one-room school house in North Pole, Alaska. Eulalie earned her Master’s in Educational Leadership at Concordia University in Portland, Oregon, and Leta earned her Master’s in Cross Cultural Education at the University of Alaska at Fairbanks. Leta retired from classroom teaching to pursue a life-long passion, a three-year training program in French Classical Dressage, and Eulalie works as a private tutor for an international business couple, teaching their young daughter and traveling with them as needed. Both Leta and Eulalie continue to write and to develop multimodal resources for their cognitively differentiated writing workshop.
Introduction
Part 1: Language Objective: Sentence-Level Writing Intervention
Why should we teach sentence level writing?
Chapter 1The Problem: Inverted Writing Pedagogy
Chapter 2The Solution: Sentence-Level Writing
Chapter 3Sentence-Level Writing Intervention
Elementary Writing Pedagogy
Chapter 4Linguistic & Musical Syntax
Audiation Theory for Music/Writing
How do we teach sentence-level writing?
Chapter 5Ingham-Webster-Pudewa Method
Dress-Ups
Sample Writing Matrix
Sentence Openers & Decorations
Phrase & Clause Manipulation Diagram
Basic Report/Essay Model
Critique Model & Super Essay Model
Scaffolding Common Core State Standards for Writing
Chapter 6Writers: Middle School, High School, College, & Beyond
Advanced Stylistic Techniques
Chapter 7Sheltered Instruction for Writing
Part 2: Content Objective: Cognitively Differentiated Learning
What is cognitively differentiated learning?
Chapter 8Cognitively Differentiated Learning
Why should we teach academic content through arts-integrated experiences?
Chapter 9Rationale: Teaching through the Arts
Art & Cognition
Chapter 10Arts-Integrated Learning
Rehearsal Effect
Elaboration Effect
Generation Effect
Enactment Effect
Production Effect
Effort After Meaning Effect
Emotional Arousal Effect
Picture Superiority Effect
Chapter 11Arts-Integrated Instruction & Cognition
Writing: Cognitive& Physical Skills
Cognitively Differentiated Teaching & Learning
Teaching & Learning Relationship
Cognitively Differentiated Writing Model
Why should we teach academic content through song?
Chapter 12Song as a Teaching Tool
Balanced Learningthrough Horizontal Differentiation
Chapter 13Operational Definitions
Rationale: Teaching Content through Song
Chapter 14Inherited Dissociated Philosophy
Historical Background of Mnemonic Learning
Chapter 15Neuroscience of Music & Memory
Memory & Music
Music & Mnemonics
Mnemonics & Diverse Learners
Assumptions & Final Thoughts on Mnemonic Song
Chapter 16Method & Practice: Putting It All Together
Cognitively Differentiated Writing Wheel
Sample Weekly Outline
Pictures of Writing Journals
Chapter 17Best Practice for Writing Instruction
Chapter 18Training Teachers for the New Millennium
The Hippocratic Oath for Educators
Chapter 19Final Reflection
Appendix AArts-Integrated Resources
Appendix BWriting Matrix
Appendix CComposition Checksheet
Appendix D Sample Syllabus for College Course
Appendix EWebster’s Formulas/Chants for Written Communication
References