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IS Denver MYP L&L Session 5 Reflecting on Assessment Practices

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10-25 The Science of Motivating Young People

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10-25 The Science of Motivating Young People

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Acclaimed developmental psychologist David Yeager reveals the new science of motivating young people in this groundbreaking book. ______________________________
‘Required reading for anyone who aspires to be a wise influence on the young people they care about.’ Angela Duckworth ‘This book is life-changing . . . a must-read for anyone who works with young people.’ Laurie Santos, Professor of Psychology at Yale University ‘An important and extremely useful book.’ Andrew Huberman
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In 10 to 25, David Yeager explains the emerging science of adolescent and young adult brains to reveal how we can engage, teach and support the young people in our lives. Neuroscientists have discovered that around age ten, changes in the brain spur young people to crave socially rewarding experiences, such as pride, admiration, and respect, and to become highly averse to social pain. This sensitivity to status and respect continues into the mid-twenties. 10 to 25 helps adults to use this science to learn how to encourage young people and avoid frustrating patterns of miscommunication and conflict. Young people in this age group are poised to learn, grow, and accomplish incredible things – if only we can tap into the basic neurobiological systems that drive their motivation and behaviour. 10 to 25 offers long-term strategies to help nurture well-adjusted, independent, accomplished young adults, and is necessary reading for all parents, educators and mentors.

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Just Tell Them: The Power of Explanations and Explicit Teaching

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Just Tell Them: The Power of Explanations and Explicit Teaching [Groshell, Zach] on Amazon.com. *FREE* shipping on qualifying offers. Just Tell Them: The Power of Explanations and Explicit Teaching

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Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning

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In this provocative and timely book, education writer Natalie Wexler argues that the best way to end the “reading wars” is to recognize that learning to read is inextricably linked to learning in gene

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Know Better, Do Better: Comprehension: Fueling the Reading Brain With Knowledge, Vocabulary, and Rich Language

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Know Better, Do Better: Comprehension: Fueling the Reading Brain With Knowledge, Vocabulary, and Rich Language

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Know Better, Do Better: Comprehension: Fueling the Reading Brain With Knowledge, Vocabulary, and Rich Language

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Teaching Reading Across the Day, Grades K-8

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Research-based and classroom-tested lesson structures help K–8 teachers plan and deliver lessons that ensure students meet both reading and cont…

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Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to facilitate the construction and transfer of conceptual und…

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Session 1 Slides: The Science of Teaching Reading / Key Shifts

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Session 1 Slides: The Science of Teaching Reading / Key Shifts

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IS Denver MYP G6-G8 Shifts in Literacy That Matter Session 1 (Sept 2025)

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Review an L&L Unit with the Reading Rope & Continuum of Instruction in mind...

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Review an L&L Unit with the Reading Rope & Continuum of Instruction in mind...

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Look closely at an upcoming L&L unit plan. Where in this unit are learners exploring language and literature through each strand of the rope?

Please post a short summary of your findings and reflections on the unit plan in this column.

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What assessment opportunities exist beyond the formatives and summative already named on the planner for the upcoming unit?

What data was useful and how did it impact instructional decisions?

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IS Denver MYP L&L Session 2 Assessment & Responsive Planning - Oct 2025 (2)

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Cognitive Load & Instructional Continuum

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Cognitive Load & Instructional Continuum

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IS Denver MYP L&L Session 2 Assessment & Responsive Planning - Oct 2025 (3)

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IS Denver MYP L&L Session 2 Assessment & Responsive Planning - Oct 2025 (4)

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (1)

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (2)

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (3)

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Taking Action on the Data - Responsive Instruction & Differentiation

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Taking Action on the Data - Responsive Instruction & Differentiation

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (4)

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Lesson Structures to Support Independent Reading and Research

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Lesson Structures to Support Independent Reading and Research

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (5)

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1) Review formatives from the unit last year. Zoom in and discover opportunities to narrow them down to be more specific about what the data will tell us as teachers.

2) Review related texts and media for Romeo & Juliet Unit. Start to curate a text-set for the unit. Compile materials so they are accessible to learners for independent reading and knowledge building.

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IS Denver MYP L&L Session 3 Designing Formative Assessments - Jan 2026 (6)

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IS Denver MYP L&L Session 4 IDU Summative and Unit Design (Mar 2026)

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IS Denver MYP L&L Session 4 IDU Summative and Unit Design (Mar 2026) (1)

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A tool to support the development and refinement of performance tasks.

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IS Denver MYP L&L Session 5 Reflecting on Assessment Practices (1)

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IS Denver MYP - Exploring Year-Long Theme