Teaching in the Age of Disinformation

Don’t Confuse Me with the Data, My Mind Is Made Up!

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Teaching, Teaching Methods
Cover of the book Teaching in the Age of Disinformation by Selma Wassermann, Rowman & Littlefield Publishers
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Author: Selma Wassermann ISBN: 9781475840995
Publisher: Rowman & Littlefield Publishers Publication: May 4, 2018
Imprint: Rowman & Littlefield Publishers Language: English
Author: Selma Wassermann
ISBN: 9781475840995
Publisher: Rowman & Littlefield Publishers
Publication: May 4, 2018
Imprint: Rowman & Littlefield Publishers
Language: English

Teaching in the Age of Disinformation makes a case for the importance of developing students’ intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this “alternate truth” era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. “A pleasure to read,” the book draws on the author’s long and extensive experience in teaching, writing and research with “teaching for thinking,” and offers teachers research-tested ways to incorporate the development of students’ intelligent habits of mind in their daily classroom work.

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Teaching in the Age of Disinformation makes a case for the importance of developing students’ intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this “alternate truth” era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. “A pleasure to read,” the book draws on the author’s long and extensive experience in teaching, writing and research with “teaching for thinking,” and offers teachers research-tested ways to incorporate the development of students’ intelligent habits of mind in their daily classroom work.

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