2758 Chapters
Medium 9781936763818

Chapter 13 Time for a Change

Ian Jukes Solution Tree Press ePub

We do not need to improve schools, we need to reinvent them
for our times. We need people who can think like children


We regularly hear complaints from teachers, parents, and the media about how different kids are today, how differently they learn, and how differently they’re motivated. We hear criticisms that kids today can’t concentrate the same way the older generations can. We hear that kids today can’t even memorize the names of the states, the provinces, or their capitals. And yet, despite the complaints about what kids today can’t do, we continue to teach and test them the same way we always have.

Meanwhile, those same kids are thinking to themselves, “Why in the world do I have to remember the names of the states or the capitals when I can just use Siri or Google and get the answer in three seconds on my smartphone?” At the same time, many teachers are saying, “What’s a Siri?” And yet, the same kids who seem completely incapable of remembering the names of the states or the capitals can instantly and with enthusiasm tell you the lyrics of one thousand songs or the attributes of one hundred game characters.

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Chapter 4. Gaming as a Literacy: An Invitation

Heidi Hayes Jacobs Solution Tree Press ePub

By Marie Alcock

Existing models of literacy simply do not
fully address reality in the world today

—Eric Zimmerman

The truth is, video games are hard work, and learning to play one can be a frustrating experience. Many complex games can require over fifty hours of play time to reach “a win state.” In addition, complex games often have a number of different win states, allowing a number of different solutions or strategies to be effective in solving the given problems. When a player has won using one strategy he or she will often replay the game using a new strategy. A game might have a win state reached by having the most points, the greatest amount of territory on a map, the most levels complete, or by having developed the strongest character (avatar). A player can be working toward several different win states at the same exact time. What is it about these games that encourages children and adults to work so hard at mastering them? Does something in this process point to the pleasure of working that all humans share?

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Chapter 2

Wink, John R. Solution Tree Press PDF


Leading for Excellence:

Learning Resources

Creating meaningful learning spaces for today’s students requires us to remember that the learner is the driver and the tools for learning are the accelerators.

—John Wink

The classroom is a blank canvas. The teacher is the artist, and the resources at his or her disposal are the paintbrushes. The teacher’s ability to skillfully create a vibrant learning environment is largely influenced by whether or not he or she has the appropriate resources and the skills to use them. In this chapter, we will explore how excellent teachers develop skillful use of their resources and how we, as leaders, can guide and support teachers to develop these skills.

This chapter offers a quick review of how knowledge of learning resources and their skillful use forms the foundation of the Hierarchy of Instructional Excellence. To help students gain the most benefit from learning resources, teachers must be skillful in the preparation and delivery of resource instruction. After examining the specific skills involved in those efforts, we’ll walk through some practices and tools teachers can use to reflect on and continually improve those skills.

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Chapter 5

Many, Thomas W. Solution Tree Press PDF


Amplifying Your Impact

With Support

A positive school culture is a place where . . . educators create policies and procedures and adopt practices that support their belief in the ability of every student.


So far, we have discussed how to help collaborative teams create a SIG to clarify their vision, and we described why providing teams with feedback about their development is so important in helping them become more effective. Eaker and Dillard

(2017) find that:

Helping collaborative teams perform at a high level requires recognition of the fact that adults, like students, learn at different rates. 

. . . For leaders of PLCs, this means that some teams will require more, and different, additional time and support in order to continually improve the quality of their collaborative efforts. (p. 47)

This chapter focuses on the pathways for coaching collaborative teams in a PLC, which provide collaborative teams with differentiated support and increase their effectiveness in answering the four critical questions of a PLC (DuFour et al., 2016):

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Medium 9781943874514

The Science of Making Music

Marge Maxwell Solution Tree Press ePub

Source: Adapted from Anthony Paganelli and Andrea Paganelli. Used with permission.

Content: Science and music

Learning Objectives:

1.Students will create a musical instrument utilizing various items that can include wood or paper products, strings, and even technological items, such as cellular phones, apps, or electronic devices.

2.Students will design a musical performance.


Next Generation Science Standards—

•1-PS4–1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate (NGSS Lead States, 2013).

National Core Arts—

•MU:Cr1.1.Ka With guidance explore and experience music concepts (NCCAS, n.d.).

•MU:CR1.1.1b With limited guidance generate musical ideas in multiple tonalities and meter (NCCAS, n.d.).

Project Options: This assignment could be adjusted to any grade or skill level and is adaptable to multiple cross-curricular subjects. Use the Landfill Harmonic video at www.youtube.com/watch?v=UJrSUHK9Luw (jammer jhed, 2012) to extend the assignment. This video can be used to create real-world connections with conservation, geography, and social studies.

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