2758 Chapters
Medium 9781942496090

Chapter 1: What Does It Look Like When the Teacher Becomes a Learning Partner?

Meg Ormiston Solution Tree Press ePub

If we teach today as we taught yesterday, we rob our children of tomorrow.

—John Dewey

A partnership classroom is a new experience for teachers, students, administrators, parents, and the community. The shift from traditional teaching to creating a partnership classroom does not happen overnight. When set up correctly, these classrooms are buzzing with activity, and everyone is actively engaged in the process of teaching and learning. Beyond the buzz, these partnership classrooms are highly structured, with every student focused on his or her own specific personal learning goals. The teacher and students embrace change, and they all become flexible thinkers, problem solvers, and creators. As John Hattie (2009) so eloquently states, “The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers” (p. 22).

Back in the 1980s, my college roommate was punching cards to create computer code. In the 21st century, kindergartners are coding away as if they’re trained scientists. Laughing and having a great time, these five-year-olds think they’re playing a game. I never once remember my roommate laughing when she started shuffling her stack of cards that somehow magically became computer code.

See All Chapters
Medium 9781936763382

Epilogue: Leaving a Hero’s Legacy—The Choice Is Yours

Kathleen Kryza Solution Tree Press ePub

We are all caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. For some strange reason I can never be what I ought to be until you are what you ought to be. And you can never be what you ought to be until I am what I ought to be.

—Martin Luther King Jr.

At the end of the hero’s journey, the newly transformed hero returns to her community with new insights and understandings and begins to transform the community. The hero lives on in the legacy and future lives of the people and the community she has served. At the end of The Lord of the Rings, good prevails, and life in the community will be better as a result of the courage of a hero and the hero’s brave companions. The courageous decisions of real-life heroes—such as Malala Yousafzai, Nelson Mandela, and Martin Luther King Jr.—forever change our world in positive ways.

So do we, as teacher heroes, leave a legacy each time we wrap up a school year and say good-bye to the students we have served (and learned from) throughout the year. A part of us lives on in these young people as they leave our classrooms on that final day. We must never lose sight of how our teaching impacts the future in ways we may never see.

See All Chapters
Medium 9781935249382

2 Understanding the Impact of Poverty and Culture

Donna Walker-Tileston Solution Tree Press ePub

Volumes have been written about closing gaps in achievement, and millions of dollars have been spent trying to find ways to help all students be successful—yet achievement gaps persist for some groups of students. Many schools have implemented their own interpretations of response to intervention in an effort to close those gaps, but even if undertaken with the best intentions, these interpretations will not make the expected difference unless they address two hidden issues: poverty and culture. If RTI is to fulfill its promise—if educators are truly going to assess learning difficulties versus instructional mistakes, and then address those difficulties successfully—then we must direct more attention toward alleviating the effects of poverty and culture.

The Supreme Court ruled that separate is not equal. And yet, because in many urban areas the more affluent have moved to suburbs, cities often have been left with segregated schools through attrition. Many urban facilities are older and lack the wiring capacity for newer technology. They often have younger, less-experienced staff and may lack the materials and equipment for high-quality learning.

See All Chapters
Medium 9781936764723

One - Assessment and the Writing Classroom

Bailey, Kim Solution Tree Press ePub

Assessments. Test scores. They are fundamental to education in these times. Students know what is important by what is graded or what is on the test. Teachers, likewise, look to the assessments to know what they must teach. The Common Core State Standards and subsequent assessments send a strong message that writing is important and once again at the forefront of instruction across every content area. By using the traits for assessment and instruction, we help students build thinking and shape ideas into complex, highly individual, polished products. If formally assessing student writing is what it takes to return writing to its rightful place, bring it on!

—Carol Hailey McLean, K–12 Reading/Language Arts Resource Specialist, Shawnee Mission School District, Johnson County, Kansas

Writing instruction has come of age. For many years, reading instruction dominated the research literature on literacy. However, a growing number of books and reports document the importance of writing and the most effective ways to teach it. These include the following: Because Writing Matters from the National Writing Project and Carl Nagin (2003), The Neglected “R” from the National Commission on Writing (2003), Writing Next from the Alliance for Excellent Education (Graham & Perin, 2007), the summary report from the National Assessment of Educational Progress (National Center for Education Statistics, 2012), Writing Now from the NCTE (2008), the Common Core State Standards Initiative (National Governors Association Center for Best Practices [NGA] & Council of Chief State School Officers [CCSSO], 2010), and Informing Writing (Graham et al., 2011). The consensus is that, though we have made strides, we have a long way to go to create classrooms that meet the needs of today's students. Citing troubling statistics, these publications concur that many writing classes are failing students in key areas.

See All Chapters
Medium 9781936764709

Appendix A: Sources for Futures-Oriented Thinking Tools and Processes

Jay McTighe Solution Tree Press ePub

Organizations around the world have done and are doing much work in the area of futures-oriented thinking in education. This is work that most schools are not equipped to undertake on their own; thus, these materials can substantially help these schools build a knowledge base and move from insights to foresights as part of the processes outlined in chapter 1. (Visit go.solution-tree.com/leadership to access materials related to this book.)

Futurelab: www.futurelab.org.uk

Institute for the Future: www.iftf.org

KnowledgeWorks: http://knowledgeworks.org

MindShift: http://blogs.kqed.org/mindshift

New Zealand Council for Educational Research: www.nzcer.org.nz

Organisation for Economic Co-operation and Development: www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/futuresthinking.htm

See All Chapters

See All Chapters