Teaching For Intellectual And Emotional Learning (Tiel)

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Overview

Responsibility, compassion, and self-direction are the kind of balanced, common sense characteristics that both teachers and students should develop. Yet, in an environment of high stakes testing, common sense and educational balance are often lost amidst constant test preparation. Teaching for Intellectual and Emotional Learning (TIEL): A Model for Creating Powerful Curriculum will help teachers and teacher educators meet their goals of mastery in basic skills and content knowledge as well as intellectual and social emotional development. Sharing the experiences of real teachers who changed their teaching and helped their students understand their learning and develop skills of self-direction and collaboration, Folsom introduces a powerful visual model that helps teachers develop standards-based curriculum that includes social-emotional learning. New ways of planning lessons and developing project-based units that focus on developing thinking skills and social emotional learning are presented. The TIEL model makes the fundamental intellectual and social emotional processes that underlie effective teaching and learning accessible to teacher educators, teachers, and students in gifted, special, and general education.
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Editorial Reviews

Jane Moreno
By using TIEL, I teach students to recognize which thinking operations they are performing, which operations they might be overlooking, and which could strengthen their learning. The influence of the TIEL Wheel has encouraged me to incorporate more self-assessment assignments, critical thinking and improved small-group discussion.
Linda Darling-Hammond
This marvelous and practical book will help teachers create the kind of rigorous and successful project-based learning that is so essential for teaching 21st century skills and so difficult to do well.
Jane Schumann
Teachers have found a new way to analyze their curriculum through the use of the TIEL wheel. They see it providing the framework to think about teaching and learning. It has been a powerful tool. It provides an explicit method by which teachers can articulate objectives concerning their teaching. A very practical framework!
Philip Panaritis
In lucid prose and easy-to-follow graphics, Folsom explains her innovative model of thinking about thinking and how attending to students' emotional needs such as empathy, ethical reasoning, and self-management enhance academic/intellectual performance and unleash powerful reservoirs of creativity and genuine ownership of learning.
With over twenty years of experience in urban public education as a teacher, curriculum writer, professional developer, and program administrator, I have seldom come across a book as cogent and on-point as this. In an era of relentless attention on the wall chart of test scores, the author's emphasis on rich, meaningful projects in an authentic context is a welcome and badly-needed antidote to worksheets and test prep. Like John Dewey, her vision of measurement in education is more about possibilities than a static snapshot of immutable norm-referenced aptitudes.
In a three-year professional development program led by Professor Folsom, I have been privileged to see the TIEL model clearly improve the classroom practice of dozens of public school educators.
Dona Matthews
Christy Folsom addresses some of the most urgent questions educators are asking today about how to teach thinking skills, and perhaps more importantly, how to integrate intellectual and emotional learning in ways that lead to engagement in lifelong learning. Built on a foundation of project-based learning, Folsom's Thinking for Intellectual and Emotional Learning (TIEL) is a practical teacher-friendly model that connects gifted education with general education.
I believe that Christy Folsom is onto something important here, showing educators how to foster relationships between and among the foundational intellectual and emotional skills essential to creating a vibrant and increasingly diverse democratic community in this rapidly changing global village of ours.
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Product Details

  • ISBN-13: 9781578868728
  • Publisher: Rowman & Littlefield Publishers, Inc.
  • Publication date: 11/28/2008
  • Pages: 310
  • Product dimensions: 6.20 (w) x 9.00 (h) x 1.20 (d)

Meet the Author

Christy Folsom is associate professor of Childhood Education at Lehman College, City University of New York teaching courses that prepare teachers to design curriculum that integrates thinking and social emotional learning within classroom subjects. She also consults with schools on curriculum development.
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Table of Contents

Part 1 Introduction Part 2 Codification Chapter 3 Codification of Thinking and Social-Emotional Processes Chapter 4 What is TIEL? Part 5 Consciousness Chapter 6 Consciousness of Thinking and Social-Emotional Processes Chapter 7 Teacher and Student Understanding Part 8 Communication Chapter 9 Communication of Thinking and Social-Emotional Processes Chapter 10 Challenges of Classroom Context Chapter 11 Teaching Self-Organization Skills Chapter 12 Students Becoming Teachers Part 13 Curriculum Chapter 14 Courage to Teach Self-Organization Skills Chapter 15 Freedom from the Fear Factor Chapter 16 Creating Complex Projects Chapter 17 Transformations in Thinking Part 18 Connections Chapter 19 Theory and Thinking Chapter 20 Connections and Application Part 21 Conclusion
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Sort by: Showing all of 2 Customer Reviews
  • Posted April 16, 2009

    more from this reviewer

    Highly Recommended

    Teaching students to "think" has never been easy, but Dr. Folsom's book provides teachers with an excellent template to introduce thinking and learning processes to students.
    Influenced by Dr. Folsom and the teachers participating in her research, I've re-designed many of my lessons and class activities to provide students with an opportunity to develop their ability to use the thinking operations and character qualities presented in the TIEL model.
    The results of a recent class project exceeded my expectations. The student's self-evaluations collected at the conclusion of the project demonstrated insightful learning and student pride and ownership of their work.
    I would recommend this book to any educator searching for the ways and means to teach students self-management skills, to communicate and work co-operatively with others, and to improve their ability to evaluate and revise their work.

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    Posted July 22, 2010

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