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Chapter 1 Empowering Students to Learn Scientific Practices

Maria C. Grant Solution Tree Press ePub

Think for a few minutes about all of the good teachers you’ve encountered in your lifetime. What qualities led you to put them in your best-teacher category? Look for the possible reasons in table 1.1, and check each statement that describes your best teachers. (Visit go.solution-tree.com/commoncore for a reproducible version of this table.)

Table 1.1: Characteristics of Your Best Teachers

These are some of the strengths that the best teachers have. As you can see, they interact with students, plan and implement purposeful instruction that motivates students, and are patient supporters offering additional instruction on the side to ensure that every student learns. Do you have these strengths?

As elementary school teachers, we are often very good at providing excellent purposeful instruction when we are teaching our students how to read and write.

Like most of your elementary school colleagues, you probably love to teach English language arts, and because of this, you’re wonderful at sharing ideas through picturewalks, think-alouds, and guided reading groups. During these times, you teach your students to read fluently, dig deeply into a piece of literature to analyze the traits of a character, make predictions based on the clues the author gives, identify the language devices the author uses to persuade, and finally use critical thinking to evaluate, synthesize, and summarize as they compare characters and ideas across texts.

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Chapter 4 Leading the Implementation of the Teaching- Assessing-Learning Cycle

Solution Tree Press ePub

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.

—Dylan Wiliam

The focus of this chapter is to illustrate the appropriate use of ongoing student assessment as part of an interactive, cyclical, and systemic collaborative team formative process on a unit-by-unit basis. You can support your collaborative teams by using this chapter as the engine that will drive your systematic development for student attainment of the Common Core mathematics content and instruction described in chapters 2 and 3.

When led well, ongoing unit-by-unit mathematics assessments—whether in class, during the lesson checks or end-of-unit assessment instruments, like tests, quizzes, or projects—serve as a feedback bridge within the teaching-assessing-learning cycle. The cycle requires your teams to identify core learning targets or standards for the unit, create cognitively demanding common mathematics tasks that reflect the learning targets, create in-class formative assessments of those targets, and design common assessment instruments to be used during and at the end of a unit of instruction.

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2. The Americanization of the Mexican Family

Gilbert Gonzalez UNT Press ePub

Chapter 2

The target of Americanization extended beyond the Mexican child in the classroom to include the adults in the colonia or barrio. For example, in many communities of the Southwest, classes for women included English, nutrition, child rearing, hygiene, homemaking, and sewing. While the men also took courses in English, Americanization training for them also included various vocational subjects. Often public schools financed programs that provided teachers who taught English in factories and in agricultural labor camps, especially in the citrus-growing areas of California. In southern California, some teachers lived in the camps (performing a role not unlike today’s Peace Corps volunteers). Others, called “Home Teachers,” traveled into the urban barrios to offer classes.

The broad sweep of Americanization touched every member of many communities. The Los Angeles city schools’ Americanization classes aimed no less than to offer Americanization “to the individual from birth to old age or death.”1 The Los Angeles program reached into nurseries, elementary, junior and senior high schools, adult evening schools, industrial work sites, day classes for mothers, and naturalization classes. Indeed, this was a comprehensive program designed to completely eliminate Mexican culture in the United States.

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2 Creating the Culture and Structures for Data Use

Edie L. Holcombe Solution Tree Press ePub

Mode Middle School is a typical (modal) school serving 744 students in grades 6–8 in a city that once prospered with industry and now suffers from unemployment and declining property values. As staff discover that school performance has also declined, defenses are going up.

Mr. Good comes to Mode Middle School as principal and recognizes conditions that concern him. But he waits a year to incorporate any changes so he can learn more about the school’s history, staff, and students. As part of his entry plan, he created a set of questions that he uses as a protocol for many interactions during the year, especially in get-acquainted conversations:

•  What’s going well here that should be continued?

•  How can I learn about that?

•  What can I do to support it?

•  What do you think needs to be improved or changed?

•  How can I help or contribute to your goals? (Holcomb, 2009, p. 184)

Some staff members and stakeholders initiate conversations with him right away in the fall. At midyear, he reviews his log and begins to intentionally seek out those who have not yet engaged in dialogue.

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Introduction

Jeanie M. Ilberlin Marzano Research ePub

INTRODUCTION

Cultivating Mindfulness in the Classroom is part of a series of books collectively referred to as The Classroom Strategies Series. This series aims to provide teachers, as well as building and district administrators, with an in-depth treatment of research-based instructional strategies that can be used in the classroom to enhance student achievement. Many of the strategies addressed in this series have been covered in other works, such as Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001), Classroom Management That Works (Marzano, 2003), The Art and Science of Teaching (Marzano, 2007), and Effective Supervision (Marzano, Frontier, & Livingston, 2011). Although those works devoted a chapter or a part of a chapter to particular strategies, The Classroom Strategies Series devotes an entire book to an instructional strategy or set of related strategies.

The purpose of this book is to encourage the use of mindfulness as a highly effective, low-cost strategy to help students meet their psychological needs in school and throughout life. It makes the case for why educators must help students become more mindful and offers a user-friendly approach to mindfulness that is grounded in the science of managing stress, focusing the brain for longer periods of time, and increasing emotional intelligence. Cultivating Mindfulness in the Classroom takes a broad view of the concept, incorporating positive psychology, emotional awareness, and a variety of pragmatic approaches.

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