If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning. Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students. Benefits * Presents five key strategies with research evidence to show the impact of each * Includes over 50 practical techniques for classroom formative assessmentContents Introduction Chapter 1: Why Educational Achievement Matters Chapter 2: The Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learning Epilogue References and Resources

Embedded Formative Assessment

Dylan Wiliam

Solution Tree Press

Winner: Association of Educational Publishers 2009 Distinguished Achievement Award Finalist: Association of Educational Publishers 2009 Golden Lamp Award Are there students in your classroom who have hit the reading wall? Studies indicate comprehension regresses in many students once they reach middle school. Teachers need the right resources in their classrooms for engaging students in reading. This book is a veritable encyclopedia of literacy strategies secondary teachers can apply to all content areas immediately. It integrates key strategies, research from top literacy experts, and proven intervention practices. Benefits: 
<ul>
<li>Gain access to the most relevant research on literacy and its application in the classroom.</li> <li>Employ powerful tools to aid reflection and the implementation of new strategies.</li> <li>Discover over 50 strategies for engaging adolescent learners, empowering strategic learning, building comprehension, developing vocabulary, and writing to learn.</li> <li>Access over two dozen reproducibles for teachers and students.</li>
</ul>
Contents: Introduction: Using Power Tools to Improve Adolescent Literacy Chapter 1: Engaging the Adolescent Learner Chapter 2: Empowering Strategic Learning Chapter 3: Building Comprehension Chapter 4: Developing Vocabulary Chapter 5: Writing to Learn

Power Tools for Adolescent Literacy: Strategies for Learning (Activities and Games for the Classroom)

Education & Teaching

Jan Rozzelle

Carol Scearce

Schools & Teaching

Raising the Bar and Closing the Gap is a sequel to Whatever It Takes: How Professional Learning Communities Respond When Kids Don t Learn (DuFour, DuFour, Eaker, &amp; Karhanek, 2004). In Whatever It Takes, the authors addressed the question of what happens when students don't learn. In this sequel, the authors reiterate, reinforce, and expand upon the ideas in Whatever It Takes by exploring the following questions: 1. Is the PLC improvement process sustainable? The authors return to two of the schools featured in the Whatever it Takes case study to examine once again the intervention and enrichment processes they put in place and to consider how those processes have impacted student achievement in the years since Whatever It Takes. 2. Is this improvement process transferable? To answer this question, the authors explore the practices of schools at different grade levels, from different parts of the country, serving very different student populations to consider how they have transferred the research base on best practice and the experiences of other schools to become some of the best schools in America. 3. What is the role of the central office in promoting the professional learning communities concept throughout a district? The authors devote three chapters to case studies that examine how three different school districts have created the expectation that all of the schools in their districts would operate as professional learning communities. 4. How should we enrich and extend the learning of students who are proficient? In Whatever It Takes, the authors focused intensively on students who experienced academic difficulty. In this book, the authors address enrichment for proficient students by illustrating how the effective implementation of the PLC concept not only closes the gap for students who have historically struggled in schools but also raises the achievement bar for all students. 5. What prerequisite framework must be put in place in order for schools to create effective systems of intervention and enrichment? Creating an effective system of interventions and enrichment must be part of a larger cultural transformation of a school; however, educators often fail to fully appreciate the comprehensive change that must occur. In this book, the authors are explicit about the prerequisite work a school must address and the structures that must be in place as part of the process of creating powerful intervention and enrichment. 6. How have the changes in national educational policy impacted the premise that schools should have a systematic plan for responding to the learning needs of students? The authors address the future of No Child Left Behind and the Individuals with Disabilities Education Improvement Act (IDEIA) legislation of 2004 as it relates to the professional learning community concept. They also explore the connection between Response to Intervention (RTI) and the PLC concept.

Raising the Bar and Closing the Gap Whatever It Takes

Richard DuFour

Robert Eaker

Rebecca DuFour

Gayle Karhnek

With Foreword by William M. FerriterPersonal investment in learning is critical for every student. This practical resource introduces the key concepts of personalized learning and breaks down what personalized learning looks, sounds, and feels like in the classroom. The authors reveal structures that empower student voice and choice across a school and lead to increased motivation for students. They also share stories about real students who have had the life-changing opportunity to design their own learning experiences.Increase student engagement in the classroom using personalized learning techniques:Receive inspiration that will help you change the culture of learning for students and increase student motivation.Learn the roles of students, teachers, school site administrators, and district administrators in this culture change.Explore readiness tiers, indicators, student supports, and student engagement strategies, including personal learning plans.Uncover right-now ideas for engaging students in important curricular decisions.Discover ways to amplify student voices within school as a whole.Contents:Foreword by William M. FerriterIntroduction: Defining Moments and Defining TermsChapter 1: Empowering Learner VoiceChapter 2: Empowering Learner ChoiceChapter 3: Empowering Learner Voice and Choice at ScaleEpilogue: The Personalized Approach

Personalizing Learning Through Voice and Choice (Increasing Student Engagement in the Classroom) (Solutions for Creating the Learning Spaces Students Deserve)

Adam Garry

Amos Fodchuk

Lauren Hobbs

The Principal as Assessment Leader

Guskey, Thomas R.

What Principals Need to Know About Differentiated Instruction

Gayle Gregory

Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement

Robert J. Marzano

2015 Foreword INDIES Book of the Year Finalist in Education Discover how to enhance teaching and learning using the seven essential elements of the Unstoppable Learning model: (1) planning, (2) launching, (3) consolidating, (4) assessing, (5) adapting, (6) managing, and (7) leading. Examine how to use systems thinking to create a network of interactions that promote best practices in teaching and enhance student learning schoolwide. Every classroom has a network of relationships among schools, families, and communities that impacts the classroom. This book will help you cultivate teaching practices that create optimal learning and working environments. You'll gain a variety of proven strategies and tools for creating learning outcomes, preparing effective lessons, adapting learning in response to students' individual needs, and more. After reading this book, you should be able to: 
<ul>
<li>Distinguish patterns and consider short- and long-term consequences in the classroom.</li> <li>Use the seven elements of the Unstoppable Learning model to better understand the big picture of education and the intricate relationships that impact classrooms and school leadership.</li> <li>Prompt discussion and reflection using the driving questions and chapter takeaways to foster school improvement.</li> <li>Identify strategies and tools to create clear learning targets, prepare effective lessons, and successfully assess instruction.</li> <li>Gather helpful sample surveys, unit plans, analysis forms, rubrics, templates, and pull-out questions to reach selected learning outcomes. </li>
</ul>
Contents: Introduction: The Business of Learning Chapter 1: Planning Learning Chapter 2: Launching Learning Chapter 3: Consolidating Learning Chapter 4: Assessing Learning Chapter 5: Adapting Learning Chapter 6: Managing Learning Chapter 7: Leading Learning Appendix: Driving Questions

Unstoppable Learning: Seven Essential Elements to Unleash Student Potential (Using Systems Thinking to Improve Teaching Practices and Learning Outcomes)

douglas-fisher

NANCY, FREY

200+ Proven Strategies for Teaching Reading, Grades K-8: support the needs of struggling readers

Kathy Perez

Differentiation and the Brain

David A. Sousa

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