Thomas DeVere Wolsey
Dr. Thomas DeVere Wolsey teaches gradaute and undergraduate courses in research and literacy, and he serves as an educational consultant in the United States and internationally. He worked in public schools for more than twenty years, teaching English, social studies, and other elective classes. He earned his doctorate at the University of San Diego/San Diego State University, and he also holds a masters degree in educational administration from California State University at San Bernardino. His articles on literacy and technology have appeared in The Journal of Adolescent and Adult Literacy, Action in Teacher Education, The California Reader, The Journal of Educational Administration, The International Journal on e-Learning, The Journal of Education, and The Journal of Literacy Research and Instruction. He serves on the review boards of several journals, including The Reading Teacher and The Journal of Adolescent and Adult Literacy. His recent books include Learning to Predict and Learning from Predictions: How Thinking about What Might Happen Next Helps Students Learn, Literacy Growth for Every Child, and Transforming Writing Instruction in the Digital Age: Techniques for Grades 5-12. Just released: Teaching the Language Arts: Forward Thinking in Today's Classrooms http://www.hh-pub.com/
Wolsey is interested in how literacy intersects with online and physical learning spaces, writing as a feature of learning about disciplines (e.g., mathematics, social studies), and reading in digital environments.
Wolsey is interested in how literacy intersects with online and physical learning spaces, writing as a feature of learning about disciplines (e.g., mathematics, social studies), and reading in digital environments.
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Books by Thomas DeVere Wolsey
NOTE: This book is currently be revised and a new second edition will be available in late 2023.
Good news: such tools exist. In the two volumes, Mining Complex Texts, Grades 2-5 and 6-12, a formidable author team shares fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning. Big believers of the gradual release method, the authors roll out dozens of examples of dynamic lessons and collaborative work across the content areas so that we see the process of using these visual tools to:
Help students read, reread, and take notes on a text
Promote students’ oral sharing of information and their ideas
Elevate organized note-making from complex text(s)
Scaffold students’ narrative and informational writing
Move students to independent thinking as they learn to create their own organizing and note-taking systems
Gone are the days of fill-‘em-in and forget-‘em graphic organizers. With these two volumes, teachers and professional development leaders have a unified vision of how to use these tools to meet the demands of an information-saturated world, one in which students need to be able to sift, sort, synthesize, and apply knowledge with alacrity and skill.
Good news: such tools exist. In the two volumes, Mining Complex Texts, Grades 2-5 and 6-12, a formidable author team shares fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning. Big believers of the gradual release method, the authors roll out dozens of examples of dynamic lessons and collaborative work across the content areas so that we see the process of using these visual tools to:
Help students read, reread, and take notes on a text
Promote students’ oral sharing of information and their ideas
Elevate organized note-making from complex text(s)
Scaffold students’ narrative and informational writing
Move students to independent thinking as they learn to create their own organizing and note-taking systems
Gone are the days of fill-‘em-in and forget-‘em graphic organizers. With these two volumes, teachers and professional development leaders have a unified vision of how to use these tools to meet the demands of an information-saturated world, one in which students need to be able to sift, sort, synthesize, and apply knowledge with alacrity and skill.
The book’s multimedia digital format represents a distinctive way to learn about teaching—combining traditional and electronic content, resources, and pedagogy to create a powerful, interactive experience that encourages active learning. Readers can explore a rich array of teaching tools and experiences, including an effective blend of classroom photographs (taken by the authors during school visits), student samples, podcast interviews with teachers and students, classroom videos, and online resources—all of which allow readers to learn from real-world classrooms. By having immediate access to these materials, readers won’t have to look elsewhere to find additional information and instructors won’t need to supplement the course text."
Papers by Thomas DeVere Wolsey
• KEYWORDS: Empathy, Optimism, Iteration, Resilience, Transgenerational trauma, Mitigation
A teacher I spoke with yesterday told me that his approach to pedagogy is “Find the Human,[1]” and it is the title of this article because it neatly captures what I learned. As children and young adults find themselves lost in the bureaucracy of school, punished until they believe they are not worth another human’s attention, this teacher and more like him look for the human first. Not curricular goals, not standards, not grades nor marks, not past behaviors, just finding the human.
NOTE: This book is currently be revised and a new second edition will be available in late 2023.
Good news: such tools exist. In the two volumes, Mining Complex Texts, Grades 2-5 and 6-12, a formidable author team shares fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning. Big believers of the gradual release method, the authors roll out dozens of examples of dynamic lessons and collaborative work across the content areas so that we see the process of using these visual tools to:
Help students read, reread, and take notes on a text
Promote students’ oral sharing of information and their ideas
Elevate organized note-making from complex text(s)
Scaffold students’ narrative and informational writing
Move students to independent thinking as they learn to create their own organizing and note-taking systems
Gone are the days of fill-‘em-in and forget-‘em graphic organizers. With these two volumes, teachers and professional development leaders have a unified vision of how to use these tools to meet the demands of an information-saturated world, one in which students need to be able to sift, sort, synthesize, and apply knowledge with alacrity and skill.
Good news: such tools exist. In the two volumes, Mining Complex Texts, Grades 2-5 and 6-12, a formidable author team shares fresh ways to use the best digital and print graphic organizers in whole-class, small-group, and independent learning. Big believers of the gradual release method, the authors roll out dozens of examples of dynamic lessons and collaborative work across the content areas so that we see the process of using these visual tools to:
Help students read, reread, and take notes on a text
Promote students’ oral sharing of information and their ideas
Elevate organized note-making from complex text(s)
Scaffold students’ narrative and informational writing
Move students to independent thinking as they learn to create their own organizing and note-taking systems
Gone are the days of fill-‘em-in and forget-‘em graphic organizers. With these two volumes, teachers and professional development leaders have a unified vision of how to use these tools to meet the demands of an information-saturated world, one in which students need to be able to sift, sort, synthesize, and apply knowledge with alacrity and skill.
The book’s multimedia digital format represents a distinctive way to learn about teaching—combining traditional and electronic content, resources, and pedagogy to create a powerful, interactive experience that encourages active learning. Readers can explore a rich array of teaching tools and experiences, including an effective blend of classroom photographs (taken by the authors during school visits), student samples, podcast interviews with teachers and students, classroom videos, and online resources—all of which allow readers to learn from real-world classrooms. By having immediate access to these materials, readers won’t have to look elsewhere to find additional information and instructors won’t need to supplement the course text."
• KEYWORDS: Empathy, Optimism, Iteration, Resilience, Transgenerational trauma, Mitigation
A teacher I spoke with yesterday told me that his approach to pedagogy is “Find the Human,[1]” and it is the title of this article because it neatly captures what I learned. As children and young adults find themselves lost in the bureaucracy of school, punished until they believe they are not worth another human’s attention, this teacher and more like him look for the human first. Not curricular goals, not standards, not grades nor marks, not past behaviors, just finding the human.
level of four multidisciplinary textbooks for reading instruction in grades one and
two in Egypt. The study sought to answer the following questions: What are the
most common words in standard Arabic? How many of the most common words in
standard Arabic are used in the textbooks? How dense is the use of common words?
How many rare words are used in the textbooks studied? A word frequency analysis
from existing corpora were used to create a most common word list. From that list,
the researchers were able to determine frequency and dispersion of the most common words in Arabic that were also used in the textbooks. Frequency and dispersion
were calculated by octile, as well. Analysis found that the texts did not make use of
any of the rare words found in the corpus, but many words in the texts did not appear
in either the reference corpus inclusive of the common words list. Recommendations for policymakers and textbook publishers follow discussion of results
Wolsey, T. D., Hiebert, E. H., & Karkouti, I. M. (2022, April 25). Texts for reading instruction and the most common words in Modern Standard Arabic: An investigation. In Academic Vocabulary, Textbooks, and Vocabulary Instruction [Roundtable Session 14]. Annual Meeting of the American Educational Research Association; San Diego, CA. Session ID: 73.089-4.
In this draft, the authors challenge the notion that writing in school is a solitary act. They suggest that students are more engaged when they have opportunities to talk about their writing. An updated model that can be adapted to feature the literacies of specific disciplines, especially science, is provided.