Venables, D. R. (2020, September). Five Inconvenient Truths About How We Grade. ASCD: Grade Expectations, 78(1). Retrieved October 12, 2020.
It’s time to slay the “monsters” that drive our grading practices.
October 12, 2020
Effective questions posed within the learning environment elevate cognitive rigor. No longer only utilized to assess what students know, best questions engage the learner, prompt deep study, and expand the learning. Educators who employ effective questioning techniques will be better able to challenge students to demonstrate and communicate their thinking and learning.
Brookhart, S., Thomas, R. G., McTighe, J., & William, D. (2020, September). Eight Essential Principles for Improving Grading. ASCD: Grade Expectations, 78(1). Retrieved October 12, 2020.
Done well, grading can play a key role in a balanced district assessment system.
October 12, 2020
Sulla, N. (2020, May 28). The Answer Is Right Behind Your Forehead. ASCD: Unlocking the Secrets to the Learning Brain, 15(18). Retrieved October 9, 2020.
You’re reading this article, which means you have the ability to focus, store, and manipulate visual information; work toward a goal; create mental images; analyze; and more. These foundational skills
October 12, 2020
Westman, L. (2020, May). Why We Need Differentiation Now More Than Ever. ASCD: Education Update, 62(5). Retrieved October 9, 2020.
These are trying times for all of us. Pervasive school closures due to the COVID-19 pandemic have left many teachers and administrators feeling fearful, anxious, and acutely missing their students
October 12, 2020
Gewertz, C. (2020, April 7). Dos and Don’ts When Choosing Social-Emotional Learning Curricula. Retrieved October 5, 2020.
Demand for curricula that teach social and emotional skills is soaring, as schools increasingly come to see those skills as something teachers should be teaching.
October 12, 2020
Klein, A. (2020, February 25). There are smart ways to use time to aid learning, research shows. Why Do So Many Schools Ignore Them? Retrieved March 9, 2020.
Schools that prioritize emotional and social development and other soft skills over test scores enable students to perform better in school and later in life, according to a Northwestern University
April 5, 2020
Petronzio, M. (2012, August 13). Only 2% if People Can Multitask Successfully. Retreived March 9, 2020.
Despite the numerous gadgets and apps that help us get through our days, research suggests that only 2% of people can multitask effectively. As for the remaining 98%? They’re actually
April 5, 2020
Renwick, M. (2020, February 27). 5 Indicators of Empowered Readers. ASCD: Engaging Every Reader, 15(12). Retrieved March 9, 2020.
How do you know if students are empowered as readers? How do you know if they believe in themselves and their reading abilities? As a classroom teacher and principal for
April 3, 2020
Wehrly, K. (2020, February 10). Wehrly: What’s the Secret to Closing the Achievement Gap? Aligning Curriculum, Teacher and Student Expectations, and Whole-Child Support.
The key to closing the student achievement gap is focusing on alignment, asserts Kari Wehrly, chief of schools in a California community. In this commentary, Wehrly shares how coordinating curriculum,
April 3, 2020
Riley, B. (2020, February). Drawing on Reading Science Without Starting a War. Educational Leadership: Rooting in Reading, 77(5). Retrieved February 10, 2020.
Research into reading has revealed key truths about how children learn to read. Can we apply these findings in classrooms without reigniting the “Reading Wars”?
March 27, 2020
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