3334 Chapters
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Chapter 2: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

Solution Tree Press ePub

Chapter 2

Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

It seems obvious that students would find it helpful to know what they are going to be learning, and yet, consistently and effectively sharing learning intentions with students is a relatively rare phenomenon in classrooms. While many districts mandate that teachers post a learning objective to begin a lesson, this typically results in the teacher writing the objective on the board, the students copying the objective into their notebooks, and the students subsequently ignoring the objective for the rest of the period. This kind of tokenistic approach is not sufficient for sharing learning intentions and is most definitely not what the strategy of clarifying, sharing, and understanding learning intentions and success criteria intends.

So how, then, are students supposed to effectively understand learning intentions and success criteria? This chapter reviews some effects of ensuring learners understand what they are meant to do and explains why it is helpful to distinguish among learning intentions, success criteria, and the context of the learning. The chapter also provides a number of techniques that teachers can use to share learning intentions and success criteria with their students. Before we discuss ways to strengthen our communication of learning intentions and success criteria, let’s take a look at current practices.

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Chapter Six

Sheryl Nussbaum-Beach Solution Tree Press ePub

Chapter Six

Building Your Connected Learning Community

Do not go where the path may lead; go instead where there is no path and leave a trail.

—Ralph Waldo Emerson

Our Stories

My first memories of building a personal learning network go back to the early 1990s. I had just gotten online and started using bulletin boards to find people with whom to learn. My first attempt was on a science board called Newton. Amazingly, it still exists as of writing this book (www.newton.dep.anl.gov).

The first person I met on Newton was a young science teacher who taught me how to use IRC chat and how to share files and have private conversations. We shared information about science education and weather. He even tutored some of the children in the charter school I was leading. Through email and a bulletin board system, I added a second network member, a fellow university professor I had never met who was from a department other than education. We used a threaded discussion format to talk about education and what needed to change. It was the first time I connected with someone I didn't know, who felt exactly like I did about kids and learning.

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Medium 9781935249658

Chapter 3: Preinstructional Strategies

Gwen Doty Solution Tree Press ePub

Learning that is oriented toward developmental levels that have already been reached is ineffective from the viewpoint of a child’s overall development. It does not aim for a new stage of the developmental process but rather lags behind this process. Thus, the notion of a zone of proximal development enables us to propound a new formula, namely that the only “good learning” is that which is in advance of development.

—Lev Vygotsky

In this chapter . . .

• Brain Activator: How Will I Customize My Lessons?

• Which Students Need Differentiated Instruction?

• Meeting the Needs of Diverse Learners

• Enrique Lopez’s Sixth-Grade Class

• Building the Customized Course of Study

• Thinking About Your Thinking

• Read All About It!

• Tools and Templates

Chapter 1 gave you the terminology and overview of focused instruction. You learned that focused instruction combines the highest impact components of direct instruction, indirect instruction, and differentiated instruction. Throughout the first two chapters, we discussed the need to customize or differentiate your lessons based on student readiness for a particular goal or standard. As we saw, differentiation can occur on three levels:

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Chapter 6

Schimmer, Tom Solution Tree Press PDF

6

Self-Assessment in Action

Perhaps the most powerful promise of self-assessment is that it can raise student academic performance by teaching pupils self-regulatory processes, allowing them to compare their own work with socially defined goals and revise accordingly.

—Gavin T. L. Brown and Lois R. Harris

U

ltimately, a culture of learning places the learner at the center of the assessment experience. Because assessment is the process determining the discrepancy between where students are versus where they need to be, selfassessment means the students are doing this for themselves. Self- and peer assessment ultimately result in active learners who are invested in their learning to the point of self-direction, rather than being passive recipients to what teachers have to say about what comes next in the learning.

Moving From Rationale to Action

The latest research about self- and peer assessment lays the foundation so teachers can put the subsequent strategies into action. Most teachers recognize the importance of developing students’ self- and peer assessment skills—that through self- and peer assessment, students become more intimately involved and more invested in their learning. That said, the process of developing students’ skills at recognizing the discrepancies between where they are and where they need to be may take some time.

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Chapter 1 Learning on Demand and Byod

Kipp D; Rogers Solution Tree Press ePub

The washing machine started the violent, shaking spin cycle again. This time it sounded as if it would explode. I thought, “I have to fix this thing now.” With wrench and level in hand, I went into the laundry room to try to level the washing machine. The bubble on the level quickly slid to the left as it was placed on the machine. I tilted the front up and carefully turned the screw supports to raise the left front slightly. The bubble in the glass tube slid quickly to the right of the level line. After about thirty minutes of doing the “washing machine tango,” my then fifteen-year-old came by and asked what I was doing. By then, I was sweating profusely and feeling frustrated to no end, but I unflappably shared that I was trying to level the washing machine but having no luck.

In a very matter-of-fact voice, my son said, “Why don’t you look it up on YouTube, Dad?” I responded, “Look what up?” He replied, “How to level a washing machine. I’ll look it up for you.” He pulled out his iPhone, went to YouTube, and pulled up a video on how to level a washing machine. I watched with my mouth open. The video was about three seconds shy of two minutes long. The smiling gentleman was dressed in coveralls and spoke with a slow, southern accent. He taught me that most washing machines are self-leveling in the rear and that with just a simple tilt towards the front, the washing machine should be level. To my surprise, I had the washing machine leveled in about five minutes. Had my son not had his phone, I wonder how long it would have taken me to fix it using my method.

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