3456 Chapters
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Medium 9781609945695

Chapter 2 Mindsets Make All the Difference

Adams, Marilee G. Berrett-Koehler Publishers ePub

Seek opportunities to show you care.
Kids don’t remember what you try to teach them.
They remember what you are.

Jim Henson (Creator of The Muppets)

On Saturday, my GPS led me to Sophie’s address at Hillview Apartments, an attractive building with large windows that let in plenty of light. It was surrounded by well-manicured lawns and beautifully tended flowerbeds.

I was buzzed in at the glass door in the vestibule and took the elevator to the third floor. As the door slid open, I found Sophie waiting for me in the hall. My heart skipped a beat. Her warm smile instantly reminded me of how seen and appreciated I had felt in her class. I had become the kind of student that had seemed impossible to me before that. Recalling all of this, I was nervous that she would be disappointed in me when she found out about my present problems. I was certain I hadn’t lived up to her expectations.

Sophie gave me a brief hug which instantly put me at ease, just as her presence had made me feel more at ease in the sixth grade. I was startled by how frail she felt, reminding me of how much time had passed since I’d last seen her. But as she led me briskly down the hall to her apartment, she seemed as peppy and vital as ever. By the time we reached her door, she was excitedly sharing a story about the course she was teaching at the university, as if we were colleagues.

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Medium 9781936763382

Chapter 8: Learning Foundation Five—Student Self-Assessment

Kathleen Kryza Solution Tree Press ePub

We must constantly remind ourselves that the ultimate purpose of evaluation is to have students learn to become self-evaluative. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what self-directed learning is about.

—Arthur L. Costa and Bena Kallick

Real heroes must continually self-reflect on their journey. Abraham Lincoln, Nelson Mandela, and Mahatma Gandhi all wrote and reflected about their life journeys. As Socrates said, “The unexamined life is not worth living.”

Student self-assessment is the process of students gathering information about and reflecting on their own learning. It is the students’ own assessment of personal progress in knowledge, skills, processes, or attitudes. Self-assessment leads students to a greater awareness and understanding of themselves as learners. Self-assessment is the key to becoming a metacognitive thinker and learner. Students can self-assess individually, and you can also teach them to self-assess as a group.

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Medium 9781945349973

Chapter 2

Kanold, Timothy D.; Schuhl, Sarah; Larson, Matthew R.; Barnes, Bill; Kanold-McIntyre; Toncheff, Mona Solution Tree Press PDF


Quality Common Mathematics

Unit Assessments

Design is a funny word. Some people think design means how it looks.

But of course, if you dig deeper, it’s really how it works.

—Steve Jobs


ow do you decide if the unit-by-unit common mathematics assessment instruments you design are high quality? This is a question every teacher and leader of mathematics should ask.

Tim Kanold describes his experience at Stevenson HSD

125 when he first asked this question of the middle school mathematics teachers from one of the Stevenson feeder districts.

The mathematics assessment work Tim describes created an early beta model for a test evaluation tool he and his fellow teachers could use to evaluate the quality of their unit-by-unit mathematics assessments. Figure 2.1 (page 14) provides a much deeper

Personal Story

and robust during-the-unit or end-of-unit assessment instrument evaluation tool your collaborative team can use to evaluate quality and build new and revised unit assessment instruments.

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Medium 9781942496076

Chapter 4: The Toolkit for Teachers as Modern Learners

Will Richardson Solution Tree Press ePub

Assuming you’re ready to dip your toe into the modern learning pool, I want to give you some starting points. I’m not going to spend a great deal of time with how-to on any of these tools; part of this process is using the resources available online to teach yourself the technologies. As I have alluded to, we must develop an independent mindset for much of what we learn, especially when it comes to tools. Again, that doesn’t mean that a good teacher can’t be an important part of our learning, but if you’re waiting for the Twitter workshop, you’re missing the point. (I’ve never heard of a kid waiting for the Instagram course, have you?) Just as a starting point, I’m going to identify a handful of tools that can help you understand the potentials, challenges, and nuances of learning online. All of these revolve around information and connections at some level. And all of them relate to our new roles as curators of both knowledge and people.

By this time, I’m almost certain you know someone who is on Twitter. It’s rare that I go to conferences or workshops where a significant percentage of attendees aren’t sharing their thinking, their questions, and their best links on Twitter. It’s also common for at least a few people to agree that Twitter is their number-one tool for professional development as educators. (If you don’t believe me, check out Jane Hart’s [2014] annual list of top learning tools as voted on by people around the world. Twitter perennially tops the list.) Although Twitter may have some limitations, it’s as good a place as any to start if you want to begin to experience connection, sharing, and transparency.

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Medium 9781935249597

1 The Nonnegotiables of Effective Differentiation

Sousa, David A.; Tomlinson, Carol Ann Solution Tree Press ePub

It seems awkward to even have to discuss the idea of differentiating curriculum and instruction to meet the needs of different kinds of learners, but the reality is that too many classrooms are still teaching with the focus of “one for all and all for one.” No one would deny that children learn in different ways and with different amounts of time on task, but traditional school structures, pressures of content coverage for standardized tests, and limited budgets for staff development make the idea of differentiating to maximize learning a mountain still to be climbed. But we must [climb it]. . . .

—H. Lynn Erickson, Stirring the Head, Heart, and Soul

Recently, a veteran teacher noted at a conference that she was teaching a multi-age class for the first time in her twenty-plus-year career as an educator. “That must be quite an adjustment for you,” said the younger educator seated beside her. The more senior teacher reflected for just a moment and responded, “Actually, it really hasn’t been an adjustment for me. I’ve taught a multi-age classroom every year. But this is just the first time someone put the sign on my door.”

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Medium 9781935542056

Chapter 2 Emotion

Mary Kim Schreck Solution Tree Press ePub

Emotions shape the mood and feel of lesson content, student activities, and the classroom. Emotions also color and solidify the positive or negative attitudes that students take away with them when they leave the classroom. Because emotions are contagious, teachers are able to regulate and utilize the emotions and energy levels of their students for much more effective and memorable learning by regulating and utilizing their own emotions and energy.

First Thoughts on Emotion

This chapter discusses how energy and emotions are interconnected, and the impact of a teacher’s emotions on students’ feelings about learning. What are your feelings about the role of emotion in your own teaching? What emotions dominate your classroom? Have you ever considered your emotional state to be a contributing factor in the degree of student achievement?

The following journal entry covers a class discussion of chapters 14–16 of Mark Twain’s novel The Adventures of Huckleberry Finn. The purpose of including this class scenario is to highlight the change as well as the range of the students’ emotional states within one class period.

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Medium 9781935542667

Chapter 8: Responding When Kids Don’t Learn

Richard DuFour Solution Tree Press ePub

[Highly effective schools] succeed where other schools fail because they ruthlessly organize themselves around one thing: helping students learn a great deal. This seems too simple an explanation, really. But, by focusing on student learning and then creating structures that support learning, these schools have drastically departed from the traditional organizational patterns of American schools.

—Karin Chenoweth

If there are certainties in education, one is that despite the best efforts of well-intentioned individual classroom teachers, some students will struggle to acquire the knowledge, skills, and dispositions those teachers work so hard to convey. A team of teachers can work conscientiously to create a guaranteed and viable curriculum, plan wonderful lessons, use varied instructional strategies, monitor learning in their classrooms on an ongoing basis, and develop valid and reliable assessments, only to find at the conclusion of the unit that some students did not learn. To say this is a perennial problem understates the issue. It does not merely happen over the course of a year or two but typically will occur at the conclusion of each unit, if not each lesson. How does a collaborative team of teachers respond when, at the end of a carefully designed and executed unit, some students have mastered the objective and others have not? In this chapter we examine how a professional learning community addresses this challenge in a systematic way.

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Medium 9781936763238

Chapter One: Types of Work and Their Purposes

Eileen Depka Solution Tree Press ePub

Types of Work and Their Purposes

Over the years, I have heard dozens of reasons for the assignment of homework. Class was cut short, and there wasn’t enough time to finish the lesson. Without homework, students will lose skills over a vacation period. Poor student behavior, poor test performance, or poor preparation for advanced placement calls for additional homework. Students need homework to practice a skill or prepare for a test. Homework is a way for students to practice skills addressed during class, or homework is an extension of the school day. Homework provides discovery work for students (Guskey & Bailey, 2001). The list goes on. However, reasons are not the same as purpose. Ultimately, purpose defines the reason and why it is important for the student to engage in the task.

The word homework is just as global in scope as generic adjectives such as good, big, and nice. Often we fail to more clearly define the purpose of the homework for both the students and ourselves. Are we assigning a task that will provide information about the readiness level of students for the next unit? Are we asking students to do some introductory work so they are ready for class the following day? Are we assigning practice work to ensure that students have a better understanding of concepts or processes introduced in today’s class? Is it also possible to assign a task or project that sums up the skills and concepts learned while providing evidence that students can demonstrate their understanding of recent lessons?

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Medium 9780253011329

Appendix A: Course Syllabus

Howard Tinberg Indiana University Press ePub


ENG 264

Remembering the Holocaust in Literature and History: An Honors Interdisciplinary Seminar

Mondays, 4:00–6:40 PM

Web Page: contentbuilder.merlot.org/toolkit/users/HT/bcceng64

Contact Info:

Howard Tinberg

Office Hours: M–W 12:30–1:45 PM (or by appointment)

Office: B215

Phone: 678-2811, ext. 2317

E-mail: Howard.Tinberg@bristolcc.edu

Ron Weisberger

Office Hours: M–F 9:00–5:00 (by appointment)

Office: B-110a

Phone: 678-2811, ext. 2444

E-mail: Ron.Weisberger@bristolcc.edu

What is this course about?

The Holocaust, or, as it has come to be known, the Shoah, is one of the most horrific events in all of world history. Even more than fifty years after the fact, the world continues to struggle with the enormity of this human catastrophe. Nevertheless, a body of writing—both historical and literary—exists that enables us to confront this key moment in world history. This course serves as an introduction to this work. Students gain an understanding of the historical facts, including circumstances leading up to the Holocaust itself and the event’s critical aftermath. In addition, students reflect on the role of literature, principally through accounts of that time written by survivors and the children of survivors, in the struggle to represent an event that many have described as beyond the limits of language to capture. Prerequisite: ENG 101 and ENG 102. Open to Commonwealth Honors Program students and others with permission of instructors.

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Medium 9781936765294

Chapter 5: Improving Collaborative Capacity

Ferriter, William M. Solution Tree Press ePub

Working in a collaborative environment isn’t easy. It stretches people and pushes them out of their comfort zones. No longer can teachers return to their individual classrooms, make isolated decisions, and ignore the efforts of their colleagues. No longer can administrators sit in their offices, processing paperwork and budgets, removed from the teaching and learning in their buildings. Instead, teachers and school leaders must work interdependently, allowing collective decision making and inquiry to drive evidence-based practices.

However, that is all easier said than done. Maybe the greatest barrier educators face working in a PLC is the range of skills needed to collaborate successfully. In the words of DuFour and Marzano (2011):

The PLC process will require all educators to develop new knowledge, apply new skills, and engage in new practices. Those who lead the process at the district, school, or team level must therefore accept responsibility for providing educators with the clarity, structures, resources, and ongoing support essential to their success. (p. 70)

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Medium 9780253018786

1 Connecting Faculty Learning to Student Learning

William Condon Indiana University Press ePub

THE RELATIONSHIP BETWEEN teaching and learning is fundamental to higher education. The premise of higher education is that teaching by highly educated individuals engaged in ongoing learning of their own produces a valuable opportunity for students to learn essential knowledge and skills that will prepare them for life and career. This book’s title captures some reigning buzzwords in higher education: faculty development, student learning, and assessment—words that describe pieces of the puzzle of understanding and improving the relationship between teaching and learning. The research reported in this book demonstrates that these common terms belong together through evidence from two distinctly different institutions gathered over three years through a mixed-methods study. Unpacking these anodyne terms may be useful.

If any programmatic term is likely to induce a wince, surely it would be “faculty development.” Faculty themselves tend to read the term as an indication of shortcomings that require attention and active correction. While administrators recognize that faculty are employees first and need some orientation to a new workplace, it may be difficult to justify spending resources on additional opportunities for faculty highly qualified to manage learning within their disciplines to learn about teaching. Students may praise or complain about individual faculty, yet they seem to grant faculty expertise and professionalism. The notion that faculty should apply the lifelong learning that they advocate for students to the professional practice of teaching may not register.

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Medium 9781574412024

Chapter 14. Paul Patterson, Master Teacher

Edited by Kenneth L. Untiedt University of North Texas Press PDF


oon after I retired from teaching, Paul Patterson gave me my first membership in the Texas Folklore Society, with the admonition that he wanted me to “write something” for the Society. He knows I love to write, and I love history and folklore. But, much as I like to do research and be around other writers, I seldom go much farther than a news story or a newspaper feature with those loves. But Paul, who has a wonderful way of encouraging and motivating his friends just as he did his students, has perennially questioned me about whether I’m working on anything.

Now it serves you right, Paul, that I get to write about you.

I know I’m speaking to folks who already know about, and have often shown appreciation for, Paul Patterson the writer, the humorist, the storyteller. So how do I, having known him for only about half his life, have the audacity to tell this group anything about Paul Patterson? Simply by being one of the fortunate few having taught school with him, and the only person to succeed

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Medium 9781609945695

Chapter 6 Listening with Learner Ears

Adams, Marilee G. Berrett-Koehler Publishers ePub

My words itch at your ears till you understand them …

Walt Whitman

Mrs. Santiago and I started having regular meetings, sometimes for a few minutes at the end of the day, sometimes over lunch. As I shared more of Sophie’s materials with her, our exchanges became increasingly collaborative and creative. There were other changes, too. Good ones. We were now on a first name basis: Carmen and Emma. I’d never called her anything but Mrs. Santiago before.

One afternoon, after the children had left, Carmen showed me a sheet of paper she’d found crumpled up on the floor near Brandon’s desk. She smiled uneasily as she smoothed it out on the desk for me to see.

Scrawled at the top in blocky letters were the words Behavior Chart, except that Behavior was misspelled: Behaver. Under that were two names: my own and Carmen’s. Following each of our names were long rows of Xs. Carmen watched as I examined the paper. Earlier in the day we’d both put Xs after Brandon’s name on the Behavior Chart, mostly for his obnoxious remarks about other kids. He talked more than any other child in the class, but most of it had little to do with any lessons. Much of the time he was interrupting other people, including Carmen and me. There were times when he didn’t seem able to contain himself.

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Medium 9781945349027

Chapter 5

Schimmer, Tom Solution Tree Press PDF



Homework in Action

The range of complaints about homework is enormous, and the complaints tend . . . toward extreme, angry, often contradictory views.

—Brian Gill and Steven Schlossman


ew aspects of schooling rival homework in terms of multiple perspectives and definitive opinions. While some lament the very idea, others believe there is a place to extend learning beyond the school day. This chapter’s purpose is not to stake out a position on one side. Rather, we present a more productive, meaningful approach to homework should teachers decide it is a necessary part of the standards-based learning experience. Students’ age and stage of development undoubtedly play an essential role in teachers’ decisions about the role of homework, which means they must contextualize the ideas we put forth in this chapter to determine the applicability for each teacher’s classroom.

Moving From Rationale to Action

Because homework practices, strategies, tasks, and responses can vary so widely, homework is essentially a neutral practice that will either contribute to or take away from students’ learning experiences based on how teachers utilize it. The latest research about homework lays the foundation so teachers can put the subsequent strategies into action to make it meaningful. Because there are many diverse

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Medium 9781936763481

Chapter 1 Before the Unit

Kanold-McIntyre, Jessica Solution Tree Press ePub


Before the Unit

Teacher: Know thy impact.

—John Hattie

The ultimate outcome of planning before the unit is for you and your team members to gain a clear understanding of the impact of your expectations for student learning and demonstrations of understanding during the unit.

In conjunction with the scope and sequence your district mathematics curriculum provides, your collaborative team prepares a roadmap that describes the knowledge students will know and be able to demonstrate at the conclusion of the unit. To create this roadmap, your collaborative team prepares and organizes your work around five before-the-unit-begins high-leverage team actions.

HLTA 1.   Making sense of the agreed-on essential learning standards (content and practices) and pacing

HLTA 2.   Identifying higher-level-cognitive-demand mathematical tasks

HLTA 3.   Developing common assessment instruments

HLTA 4.   Developing scoring rubrics and proficiency expectations for the common assessment instruments

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