4622 Chapters
Medium 9780985890285

3 Use High-Yield, Research-Based Strategies

Heflebower, Tammy; Hoegh, Jan K. Marzano Research ePub


Use High-Yield, Research-Based Strategies

You can change your mindset.

—Carol Dweck

We all want strategies, techniques, and tools that will magically transform students into engaged learners who can’t wait to enter our classrooms and master the work. As teachers, we want this so much that, when we have opportunities for professional development, we most often ask for strategies and teaching techniques. Fullan (2008) calls this search for strategies “‘techniquey’—seeking tools as solutions instead of getting at the underlying issues” (p. 130). Techniquey strategies don’t solve problems and bring about change, because there are underlying issues present in schools that prevent students from achieving at their full potential—and we can’t solve the problem of low achievement with a single strategy. However, there are strategies and effective teaching tools that do influence student learning and support the implementation of the Common Core State Standards, and research (Hattie, 2012) provides a list of the most effective ones, some of which we examine in this chapter. Too often we are trying our best, but we are not using the most effective high-yield, research-based learning strategies. To influence student learning, we need to choose and refine strategies, techniques, and tools that are proven by the research to make a difference.

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Medium 9781475815894


R&L Education ePub

Richard P. Manatt

Historically most reforms in higher education have come from outside. In my inaugural column for The College Department (January, 1992) of this journal, I mentioned the National Council for Accreditation of Teacher Education (NCATE) as one of the forces ratcheting up standards for colleges of education and the other departments across the institution that assist the college in the preparation of professional educators. The column also said that such higher expectations apparently were causing a loss of membership. Additionally, I mentioned Dr. Arthur Wise, formerly with the Rand Corporation, was NCATE’s new president and that I knew him to be very capable. Promising to revisit NCATE’s new standards, the column moved on to Professional Development Schools. Because my own department and college were in the throes of preparing for revisitation under the new standards, and because a change in deans had required two years of postponement, the results of ratcheting up of standards and the growing number of complaints led me to move the scheduling of the NCATE column ahead of the other promised topics.

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Medium 9780795317217

Chapter 10. The Rule of Global Positioning

Matthew Murdoch and Treion Muller FranklinCovey RosettaBooks, LLC ePub

Making the move online can be challenging. But with the right resources, tools, and rules, you will be the spark that ignites your virtual training. We have provided a few action plans from the book that will help you in the transition from live to virtual training.

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Medium 9781879639867

Part III: The Reclaiming Environment

Larry Brendtro Solution Tree Press ePub

To be reclaimed is to be restored to value, to experience attachment, achievement, autonomy, and altruism—the four well-springs of courage.

Sociologist Martin Wolins once observed that the ideal of the “reclaiming” environment was best exemplified by the work of the Polish youth work pioneer, Janusz Korczak. Dr. Korczak was a pediatric physician who directed a school for Jewish street children in Warsaw from 1912 to 1942. The century’s leading champion of youth empowerment, Korczak authored 20 books, from his earlier How to Love a Child to his final Ghetto Diary, which was written while living under Nazi occupation. He saw children as the ultimate underclass and denounced adult oppression, whether by stifling love or dictatorial domination. He believed that great untapped potentials of youth were masked by traditional education and child care:

We fail to see the child, just as one time we were unable to see the woman, the peasant, the oppressed social strata and oppressed peoples. We have arranged things for ourselves so that children should be in our way as little as possible. . . . A child’s primary and irrefutable right is the right to voice his thoughts, to actively participate in our verdicts concerning him.37

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Medium 9781475824711

Students’ Perceptions of Project-Based Learning Within the New Tech School Model

Rowman & Littlefield Publishers ePub

Students’ Perceptions of Project-Based Learning Within the New Tech School Model

Gina G. Mosier

Jill Bradley-Levine

Tyonka Perkins

ABSTRACT: This study used survey design to investigate how high school students perceive the implementation success of a school reform called the New Tech School (NTS) model, which is organized around project-based learning (PBL), a democratic school culture, and technology integration. The study examined the relationship of the PBL instructional approach to specific indicators of NTS success as viewed by the students. Statistically significant, positive relationships were found between PBL and these indicators of success. By examining students’ perceptions, this study affirmed that PBL is critically linked to improved outcomes within the context of the NTS reform model. Implications for all educators incorporating PBL in the New Tech environment are discussed.

KEYWORDS: project-based learning, New Tech, 21st century skills

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