1584 Chapters
Medium 9781943874866

2 Planning Curriculum, Assessment, and Preinstruction

Casey Reason Solution Tree Press ePub

CHAPTER 2

Planning Curriculum, Assessment, and Preinstruction

Because many of you are in very different places in terms of curriculum expectations, we approach instructional planning in this chapter from a broad perspective that you can apply to your classroom’s needs. As you conceptualize your curriculum, we attempt to clarify the methods of online teaching you can prepare as a precursor to launching your course. Here are some common questions that individuals ask when embarking on an online teaching endeavor.

KEY QUESTIONS ANSWERED IN THIS CHAPTER

•  When choosing a curriculum program to plan and develop, what are its advantages and disadvantages?

•  What are the implications of attention to appropriate instructional pacing?

•  What are the implications of supporting learning content and skill proficiency?

•  How do teacher teams inform the process of planning and developing online learning?

•  What types of instructional activities work well online?

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Medium 9781934009055

A Focus on Results

Robert Eaker Solution Tree Press ePub

MEMBERS OF A PROFESSIONAL LEARNING COMMUNITY continually assess their effectiveness on the basis of results: tangible evidence their students are acquiring the knowledge, skills, and dispositions essential to their future success.

Learning by Doing

ONE OF THE MOST SIGNIFICANT TOOLS available to a school that is attempting to build a PLC is this process of clarifying essential outcomes, building common assessments, reaching consensus on the criteria by which teachers will judge the quality of student work, and working together to analyze data and improve results.

On Common Ground

IN A PROFESSIONAL LEARNING COMMUNITY, educators are hungry for evidence of student learning. Relevant, timely information is the essential fuel of their continuous improvement process.

Learning by Doing

UNLESS INITIATIVES ARE SUBJECTED to ongoing assessment on the basis of tangible results, they represent random groping in the dark rather than purposeful improvement.

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Medium 9781935249467

Appendix A: Instructional Scenario Chart

Diane Lapp Solution Tree Press ePub

We have included small-group scaffolded instructional scenarios throughout the text as examples of what can occur after a whole-group close reading experience when a few students have not comprehended the text. Please use the instructional scenario chart in table A.1 to find examples of contingency instruction designed to promote close reading success for every student. Column one identifies the grade level at which the small-group contingency instruction occurred. Columns two and three identify the chapter and page number to make finding these scenarios very time efficient, and column four identifies the focus of each instructional example.

Table A.1: Instructional Scenario Chart

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Medium 9781936764952

6 Collaborating to Create Assessments

Nicole Dimich Vagle Solution Tree Press ePub

Chapter 6

Collaborating to Create Assessments

When spider webs unite, they can tie up a lion.

—African Proverb

The Design in Five process, outlined in the first five chapters of this book, leads to meaningful and engaging assessment practices. While the process can be used by individual teachers, there is power in collaborating with colleagues to create engaging assessments and use information to help students learn more and invest in their learning. Through dialogue during the phases, a deeper understanding of what we want students to learn emerges and a culture of learning in classrooms and schools is created. Collaborating with colleagues to tap into the expertise of the group can be a powerful means for finding innovative solutions that help all students learn at high levels. This chapter defines common assessment practice and structures of assessment in collaboration and offers tools that describe common assessment work and implementation plans to ensure engaging assessments and high levels of learning.

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Medium 9781943874705

1 | Establishing a Culture of Learning

Erkens, Cassandra; Schimmer, Tom; Vagle, Nicole Dimich Solution Tree Press ePub

CHAPTER 1

ESTABLISHING A CULTURE OF LEARNING

Research in both learning and motivation supports the idea that classroom assessment is not solely the end point. Rather, it is a powerful agent for influencing learning and motivation.

—James H. McMillan

Maintaining a classroom culture that is conducive to learning is paramount to every teacher’s instructional efforts and ultimate success. Culture, a group’s generally unspoken but commonly shared attitudes, beliefs, values, goals, behaviors, rituals, and social norms, can act as a lever or a roadblock to change. In other words, a teacher who intends to apply powerful strategies with instruction and assessment but does not attend to the classroom culture will most likely fail despite those strategies. If, for example, the students in a school have adopted the attitude that learning is not cool, and that culture is pervasive, then a teacher’s effort to employ the best instructional strategy will have minimal impact. On the other hand, a teacher who strives to create the desired culture and then aligns instructional efforts to those shared beliefs will experience rapid change. Culture is that powerful.

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