Teaching Signature Thinking - Carter, John Lando; Krahenbuhl, Kevin S.
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  • Gebundenes Buch

How do you help students uncover and hone their innate talents to create works that are uniquely their own, works worthy of their signatures? This unique new book guides teachers with practical, research-based strategies that can be used to make creativity the new normal in classrooms. You'll learn how to equip students with the knowledge necessary to innovate in a field, and how to help students embrace a risk-ready environment. You'll also find out how to help students tinker and build prototypes through project-based learning. With the step-by-step guidance in this book, students will be…mehr

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Produktbeschreibung
How do you help students uncover and hone their innate talents to create works that are uniquely their own, works worthy of their signatures? This unique new book guides teachers with practical, research-based strategies that can be used to make creativity the new normal in classrooms. You'll learn how to equip students with the knowledge necessary to innovate in a field, and how to help students embrace a risk-ready environment. You'll also find out how to help students tinker and build prototypes through project-based learning. With the step-by-step guidance in this book, students will be able to bring their creativity to life and will be more prepared to leave their mark on the world.
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Autorenporträt
John Lando Carter is an assistant professor of education at Middle Tennessee State University and a former secondary ELA and creative writing teacher. He teaches classes in the Assessment, Learning, and Student Success Ed.D. Program at MTSU. Kevin S. Krahenbuhl, Ed.D., is Associate Professor of Education and Program Director for the Assessment, Learning, and Student Success Ed.D. Program at Middle Tennessee State University. He has spent his entire professional life in public schools and is committed to working with public schools to improve learning for all students. He is also author of Building Effective Learning Environments (Routledge, 2020) and The Decay of Truth in Education (Cambridge Scholars, 2018).