# data[].attributes.headline
Mind the Gap: Methods to Support Self-monitoring and Self-adjusting

# data[].attributes.subject
Mind the Gap: Methods to Support Self-monitoring and Self-adjusting

# data[].attributes.attachment_link.title
Mind the Gap - Actionable, Agency-rich Feedback - TG

# data[].attributes.attachment_link.title
ISHR - Vision, Mission, Values 2022-2026

# data[].attributes.body
Watch the attached video of a whole group minilesson. As you watch, jot notes on your thoughts regarding the following:

How does the teacher keep the lesson brief (~11 minutes), yet still clear and significant (thus protecting time for responsive teaching—small groups and 1:1 conferring—to follow)?

Where do you see inquiry? AtL? Agency?

What intel might a teacher get from this whole group lesson to provide next-step responsive teaching in 1:1, small group, and whole group experiences?

# data[].attributes.attachment_link.title
Whole Class Instruction: Analyzing Point of View in Persuasive Texts (5-8)

# data[].attributes.body
Napper and Rao

# data[].attributes.attachment_link.readable_text
Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

# data[].attributes.attachment_link.title
The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

# data[].attributes.attachment_link.description
Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

# data[].attributes.body
tonya@tonyagilchrist.com

# data[].attributes.headline
The Interplay of Self-regulated Learning

# data[].attributes.subject
The Interplay of Self-regulated Learning

# data[].attributes.headline
Culturally Responsive Teaching and The Brain

# data[].attributes.subject
Culturally Responsive Teaching and The Brain

# data[].attributes.body
Zaretta Hammond

# data[].attributes.attachment_link.readable_text
The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

# data[].attributes.attachment_link.title
Culturally Responsive Teaching and The Brain

# data[].attributes.attachment_link.description
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

# data[].attributes.headline
Choice Words: How Our Language Affects Children's Learning

# data[].attributes.subject
Choice Words: How Our Language Affects Children's Learning

# data[].attributes.body
Peter Johnston

# data[].attributes.attachment_link.readable_text
Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

# data[].attributes.attachment_link.title
Choice Words: How Our Language Affects Children's Learning

# data[].attributes.attachment_link.description
Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

# data[].attributes.attachment_link.embed_code
Tweets by Mrs_Gilchrist

# data[].attributes.body
Frey, Hattie, and Fisher

# data[].attributes.attachment_link.readable_text
Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

# data[].attributes.attachment_link.title
Developing Assessment-Capable Visible Learners, Grades K-12

# data[].attributes.attachment_link.description
Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

# data[].attributes.headline
Inquiry, Agency, & Responsive Teaching in International Schools

# data[].attributes.subject
Inquiry, Agency, & Responsive Teaching in International Schools

# data[].attributes.body
Join this Facebook group to connect with educators around the world as well as to access articles and resources.

# data[].attributes.headline
ILA Reading Research Quarterly - The Science of Reading Progresses

# data[].attributes.subject
ILA Reading Research Quarterly - The Science of Reading Progresses

# data[].attributes.body
Nell K. Duke and Kelly B. Cartwright (2021)

# data[].attributes.body
Douglas Fisher, Nancy Frey, and Nancy Akhavan

# data[].attributes.attachment_link.readable_text
Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

# data[].attributes.attachment_link.description
All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

# data[].attributes.body
Julia B. Lindsey

# data[].attributes.attachment_link.readable_text
The newest addition to Scholastic's "Science of Reading" collection is an early literacy handbook written by a teacher for teachers. This book is about decoding and phonics. Lindsey uses her impeccable body of research to create a powerful translational work interpreting reading science. She employs a scaffolded approach to teaching foundational skills, starting with decoding and oral language, moving through phonemic awareness and sound-spelling knowledge, and ending with fluency. Of particular value is the focus on bridging to practice: activities and lessons presented here can be used immediately in the classroom. The book is predicated on the "Essential Instructional Swap" of substituting ineffective activities for more effective, evidence-based routines. For example, "Fewer Rhymes, More Phonemes" and "Less Pointing to Text in Predictable Books, More Engaging in Shared Reading." The depth of research backing this text cannot be overstated. Lindsey refers to the findings of meta-analyses throughout, and the book sports a beefy and current reference section. VERDICT This title can be used as a handbook for professional educators; its clear organization and focused language will be useful for early literacy teachers.-Jennifer Townesα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

" Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!"Book Smart: How to , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success."

- ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Develop and Support Successful, Motivated Readers Letter Lessons and First Words: Phonics Foundations That Work

"This book speaks to something near and dear to my heart-the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all."

- SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

"One of the best books I've read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies-a veritable 'go-to' resource. This is exactly the kind of translational work the field needs!"

- SUSANNE NOBLES, Chief Academic Officer, ReadWorks

"Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again."

- REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

"If you think a professional book about decoding and foundational skills can't be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!"

- ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

"Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the 'why' behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach 'above the fray.'"

- KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools
- HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Reading Above the Fray

# data[].attributes.attachment_link.title
Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice)

# data[].attributes.attachment_link.description
Julia Lindsey's evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending--and enjoying--what they read! You'll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teac...

# data[].attributes.body
We will look at the booklists to see what we can buy.

# data[].attributes.body
Dr. Heidi Anne Mesmer

# data[].attributes.attachment_link.readable_text
If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

# data[].attributes.attachment_link.description
Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

# data[].attributes.body
We will look at the booklists to see what we can buy.

# data[].attributes.headline
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.subject
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.body
Michelle Kay Compton and Robin Chappele Thompson

# data[].attributes.attachment_link.title
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.attachment_link.description
Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners: 9781605546032: Compton, Michelle Kay, Thompson, Robin Chappele: Books

# data[].attributes.headline
EY3 will begin to pull together a syllabus of strategies with a view to creating book packs that match the strategies

# data[].attributes.subject
EY3 will begin to pull together a syllabus of strategies with a view to creating book packs that match the strategies

# data[].attributes.body
Cecilia M. Espinosa & Laura Ascenzi-Moreno

# data[].attributes.attachment_link.readable_text
Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

# data[].attributes.attachment_link.title
Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

# data[].attributes.attachment_link.description
Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

# data[].attributes.body
Danling Fu, Xenia Hadjioannou & Xiaodi Zhou

# data[].attributes.attachment_link.readable_text
Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

# data[].attributes.attachment_link.title
Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

# data[].attributes.attachment_link.description
Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

# data[].attributes.body
Debbie Miller

# data[].attributes.attachment_link.readable_text
Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

# data[].attributes.attachment_link.description
"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

# data[].attributes.headline
The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

# data[].attributes.subject
The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

# data[].attributes.body
William Stixrud and Ned Johnson

# data[].attributes.attachment_link.readable_text
" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

# data[].attributes.attachment_link.title
The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

# data[].attributes.attachment_link.description
The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

# data[].attributes.body
Lester L. Laminack and Katie Kelly

# data[].attributes.attachment_link.description
Books as bridges enable readers to speak freely, think deeply, and take action. In Reading to Make a Difference, Lester and Katie build on the work of

# data[].attributes.headline
Handbook of Self-Regulation of Learning and Performance

# data[].attributes.subject
Handbook of Self-Regulation of Learning and Performance

# data[].attributes.body
Dale H. Schunk and Jeffrey A. Greene

# data[].attributes.attachment_link.readable_text
Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

# data[].attributes.attachment_link.title
Handbook of Self-Regulation of Learning and Performance

# data[].attributes.attachment_link.description
The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

# data[].attributes.headline
Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

# data[].attributes.subject
Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

# data[].attributes.body
Heidi Andrade and Margaret Heritage

# data[].attributes.attachment_link.title
Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

# data[].attributes.attachment_link.description
Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators) [Andrade, Heidi L., Heritage, Margaret, McMillan, James H.] on Amazon.com. *FREE* shipping on qualifying offers. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

# data[].attributes.headline
Giving Students a Say: Smarter Assessment Practices to Empower and Engage

# data[].attributes.subject
Giving Students a Say: Smarter Assessment Practices to Empower and Engage

# data[].attributes.body
Myron Dueck

# data[].attributes.attachment_link.readable_text
Assessment is an essential part of teaching and learning, but too often it leads to misleading conclusions-sometimes with dire consequences for students. How can educators improve assessment practices so that the results are accurate, meaningful, informative, and fair?

Educator and best-selling author Myron Dueck draws from his firsthand experience and his work with districts around the world to provide a simple but profound answer: put student voice and choice at the center of the process.

In this engaging and well-researched book, Dueck reveals troubling issues related to traditional approaches and offers numerous examples of educators at all levels who are transforming assessment by using tools and methods that engage and empower students. He also shares surprising revelations about the nature of memory and learning that speak to the need for rethinking how we measure student understanding and achievement.

Readers will find sound advice and detailed guidance on how to

* Share and cocreate precise learning targets,
* Develop student-friendly rubrics linked to standards,
* Involve students in ongoing assessment procedures,
* Replace flawed grading systems with ones that better reflect what students know and can do, and
* Design structures for students' self-reporting on their progress in learning.

Inspired by the origins of the word assessment -derived from the Latin for "to sit beside"-Dueck urges educators to discard old habits and instead work with students as partners in assessment. For those who do, the effort is rewarding and the benefits are significant

# data[].attributes.attachment_link.title
Giving Students a Say: Smarter Assessment Practices to Empower and Engage

# data[].attributes.attachment_link.description
Buy Giving Students a Say: Smarter Assessment Practices to Empower and Engage: Read Kindle Store Reviews - Amazon.com

# data[].attributes.body
Examine and discuss the above ISHR document while also considering key slides on this Padlet and all that we've explored in today's session.

How might ISHR goals and values be "living in the same box" with responsive and sustaining practices? Enhancing one another? Forming one strong braid?

Add your insights and ideas to the attached Jamboard.

# data[].attributes.attachment_link.title
ISHR - Collaborative Jamboard (Connections) - August 2023 - Google Jamboard

# data[].attributes.attachment_link.description
Collaborative Jamboard (Connections) - August 2023

# data[].attributes.body
Patrick Griffin

# data[].attributes.attachment_link.provider_name
Higher Education from Cambridge University Press

# data[].attributes.attachment_link.readable_text
Key features

Thoroughly revised and updated to include the latest research into competence based assessment, collaborative teaching and learning and assessment

A revised and updated companion website features new materials for instructors

Includes a new case study outlining the implementation of the assessment for teaching approach

About the book

Access options

Review the options below to login to check your access.

Have an access code?

To redeem an access code, please log in with your personal login.

If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.

Also available to purchase from these educational ebook suppliers

# data[].attributes.attachment_link.title
Assessment for Teaching | Higher Education from Cambridge University Press

# data[].attributes.attachment_link.description
Thoroughly revised and updated to include the latest research into competence based assessment, collaborative teaching and learning and assessment A revised and updated companion website features new materials for instructors Includes a new case study outlining the implementation of the assessment for teaching approach Review the options below to login to check your access.

# data[].attributes.headline
High-impact Moves to Support Assessment-capable Learners

# data[].attributes.subject
High-impact Moves to Support Assessment-capable Learners

# data[].attributes.attachment_link.title
Reflective Practice to Cultivate Self-Adjusters (All levels) - TG

# data[].attributes.headline
Lenses for Responsive and Sustaining Pedagogies

# data[].attributes.subject
Lenses for Responsive and Sustaining Pedagogies

# data[].attributes.attachment_link.title
Lenses for Responsive & Sustaining Pedagogies - TG

# data[].attributes.headline
A Workshop Framework in the Early Years...

# data[].attributes.subject
A Workshop Framework in the Early Years...

# data[].attributes.body
IB PYP

# data[].attributes.headline
A Guide to Lesson Planning Through an AtL Lens

# data[].attributes.subject
A Guide to Lesson Planning Through an AtL Lens

# data[].attributes.body
Examine this lesson planning guide.

How could this work in your context?

What follow-up questions do you have for Tonya? Please add them as comments on this post.

# data[].attributes.body
This is the framework mentioned in the above lesson planning guide.

# data[].attributes.headline
The Interconnection of Feedback, Assessment, and Responsive Teaching

# data[].attributes.subject
The Interconnection of Feedback, Assessment, and Responsive Teaching

# data[].attributes.attachment_link.title
Interconnection of Feedback, Assessment, and Responsive Teaching - TG

# data[].attributes.attachment_link.title
Warm Demander Stance - Hammond and Kleinfeld - TG

# data[].attributes.headline
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.subject
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.headline
High-impact Moves to Support Assessment-capable Learners

# data[].attributes.subject
High-impact Moves to Support Assessment-capable Learners

# data[].attributes.body
Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

# data[].attributes.body
Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore together in a future session? —OR— What burning question is on your mind?

👇👇

# data[].attributes.headline
One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

# data[].attributes.subject
One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

# data[].attributes.body
You can find resources moving through this progression below.

# data[].attributes.headline
Dialogic Conversation - Engage, Repeat, Expand

# data[].attributes.subject
Dialogic Conversation - Engage, Repeat, Expand

# data[].attributes.attachment_link.title
Compliment Conference - Profile Attribute - TG

# data[].attributes.headline
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.subject
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.body
Consider responsive and sustaining pedagogies...

Where are you now? Where to next?

Hit the plus button to post your thoughts for each compass point.

# data[].attributes.body
Gots:
- The importance of teacher clarity - I think backwards planning can help here
- The importance of helping students feel 'significant' as a part of relationship building
Wants:
- Building language objectives into mini lessons, learning tasks and conferencing alongside content and (other) skills objectives

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.body
Tonya Gilchrist

# data[].attributes.body
Got
Transfer equation
Specific strategies for feedback that are sustainable and actionable

Want
More ideas on structuring class time to leave room for conferring!

# data[].attributes.body
Gots:
The warm demander stance
The transfer equation and the need for it to be cross-curricular

# data[].attributes.body
Resonated: Showing students we care gives us the 'right' to expect students to push forward.

# data[].attributes.body
Got: I appreciate the emphasis on the "why" in the transfer equation. Providing authentic relevance as a teacher contributes to motivation for students.

Want: It would be interesting to dig more deeply into conferring across different subject areas.

# data[].attributes.body
Got:
I think this was a good conversation starter within our department to discuss how we approach assessment in a way students feel is fair and promotes growth.

Want:
Specially for the first session yesterday, it would be nice if we had a little bit more time to interact with the material and talk to our colleagues.

# data[].attributes.body
How can we help students to act on our feedback in meaningful ways? How can we help them to scaffold the next steps? (Stu)

# data[].attributes.headline
One design/planning process you can use...

# data[].attributes.subject
One design/planning process you can use...

# data[].attributes.attachment_link.title
A Guide for Designed Translanguaging - TG

# data[].attributes.headline
Dialogic Conversation - Engage, Repeat, Expand

# data[].attributes.subject
Dialogic Conversation - Engage, Repeat, Expand

# data[].attributes.headline
Ways to support metalinguistic analysis...

# data[].attributes.subject
Ways to support metalinguistic analysis...

# data[].attributes.headline
Ways Parents Can Support Metalinguistic Reflection at Home...

# data[].attributes.subject
Ways Parents Can Support Metalinguistic Reflection at Home...

# data[].attributes.headline
Be sure to include your name and grade level on your post! :) 

# data[].attributes.subject
Be sure to include your name and grade level on your post! :) 

# data[].attributes.body
This list can support you when "expanding" in the engage-repeat-expand interplay of dialogic conversations.

# data[].attributes.headline
I'll print out and try using a richer vocabulary with my students- The Tier 2 words... 

# data[].attributes.subject
I'll print out and try using a richer vocabulary with my students- The Tier 2 words... 

# data[].attributes.body
I'll try using more visuals with the vocabulary I am using

# data[].attributes.headline
Do the next writing project: procedural writing in their home language as well as in English. 

# data[].attributes.subject
Do the next writing project: procedural writing in their home language as well as in English. 

# data[].attributes.body
One thing I'd like to try is to break down the IM into smaller more manageable pieces for students. Preferably, add some pictures and/or illustrations to help and support EALs.

# data[].attributes.body
I will think about bringing in explicit reference to AtLs - Tessa, G3-5

# data[].attributes.body
I plan to intentionally use syllabication lessons to build vocabulary (e.g. choose tier 2 words and include visuals). - Katie, G4-G9

# data[].attributes.headline
Be sure to include your name and grade level on your post! :) 

# data[].attributes.subject
Be sure to include your name and grade level on your post! :) 

# data[].attributes.headline
Label my classroom objects with the languages my students speak

# data[].attributes.subject
Label my classroom objects with the languages my students speak

# data[].attributes.headline
Intentionally look for verbs that need more attention when giving instructions

# data[].attributes.subject
Intentionally look for verbs that need more attention when giving instructions

# data[].attributes.headline
Be sure to include your name and grade level on your post! :) 

# data[].attributes.subject
Be sure to include your name and grade level on your post! :) 

# data[].attributes.body
Pop out ATL and Learner Profile words authentically, naming, noticing, gesturing, in context with stories, play, gatherings

# data[].attributes.headline
Play more multicultural songs during meal times and learn some songs that have similar lyrics in different langiuages.

# data[].attributes.subject
Play more multicultural songs during meal times and learn some songs that have similar lyrics in different langiuages.