# data[].attributes.body
This chapter is about the various learning environments within each discipline particularly as it relates to the language used. In order for students to be college, career, or workforce ready, students need to know more than just the content - critical thinking and inquiry skill is a must! This also includes students being able to hone their communication skills - to exchange ideas and problem solve to create knowledge together. This type of collaboration will help students beyond the classroom environment; learning how to consider other's opinions, thoughts, ideas, and perspectives is key to working together is ALL types of learning environments. Furthermore, teachers need to create learning environments that actively involve the learning is speaking, listening, using academic language, and working together with peers. These learning environments need to have a level of rigor to keep students accountable and engaged!

# data[].attributes.headline
The Role of Discourse and Collaboration in the Common Core State Standards

# data[].attributes.subject
The Role of Discourse and Collaboration in the Common Core State Standards

# data[].attributes.body
This section discusses the importance of a student centered approach to learning - one that will respond to all student's "needs, goals, interests." To be college ready, students need to know more than just the content knowledge. This suggests that each discipline-specific culture promote an environment of inquiry, collaboration, and apprenticeship. Teachers need to be ready to facilitate this type of learning. This section emphasizes that fact that teachers need not only be experts in their discipline, but also need to know how to mentor students in the learning process - this means to listen to students and help provide appropriate praise and feedback. Communication is key!

# data[].attributes.body
This section section emphasizes academic language as the "essence of thinking and learning." By definition, academic language is the language that is used by teachers and students for the purpose of acquiring new knowledge ad skills. This section goes into detail about what academic looks like in various content areas. It stresses that academic language is something ALL disciplines have and use. The section then goes on to discuss the ways in which academic language can be developed in various disciplines. For example, creating an authentic environment where students feel supported and engaged can help promote academic language. Another example to create opportunities in your classroom for students co-construct meaning from texts/sources - inspire academic language!

# data[].attributes.body
- Reading
- Speaking and Listening
- Vocabulary and Language

Students can benefit from setting person goals and co-construction classroom norms, or goals, for speaking, listening, and thinking!

Furthermore, classroom talk needs to be utilized to balance students' background knowledge of the content AND help give them social interaction.

In history, socratic seminars are great to help students learn through talk and argument.

# data[].attributes.headline
Characteristics of Discipline Specific Learning Environments

# data[].attributes.subject
Characteristics of Discipline Specific Learning Environments

# data[].attributes.body
Every learning environment should be a conversation, thinking, hands-on, creative, relevant, and inviting space for students to learn.

IN HISTORY - Social studies should help students become active and responsible citizens. Students need to learn how to take a critical stance toward arguments, and evaluate information from multiple sources and perspectives.

# data[].attributes.body
- Explain how... and why...
- How does ... connect with what we have already learned from....?
- What are the implications of....?
- What is another way to look at...?
- Why is ... important/significant?

# data[].attributes.body
Group Work! Teachers need to be clear in their instructions for group work. They need to:
1. Model what is expected prior to placing students in groups
2. Require student accountability
3. Monitor each group
4. Assess and evaluate students' group work
5. Ask students to evaluate their own and other's performance and reflect on the group learning process.

# data[].attributes.headline
The Classroom Environment and How Students Should Learn

# data[].attributes.subject
The Classroom Environment and How Students Should Learn

# data[].attributes.body
- Immersion
- Demonstration
- Expectations
- Responsibility
- Practice
- Response
- Application
- Engagement

# data[].attributes.body
In order for students to be college, career, and workforce ready, they need to have good writing skills. This skill requires students to learn how to inquire, read, think, speak, and write. Writing effective arguments, or claims, that are supported by evidence, is a must! Students need to be able to read diverse texts and then write about the texts they read. Teachers should provide students will sufficient feedback and instruction, so that students can learn to revise from their earlier writings. Writing is essential!!

# data[].attributes.headline
Writing for Postsecondary and Life Success

# data[].attributes.subject
Writing for Postsecondary and Life Success

# data[].attributes.body
Most students think of writing skills as only important for college, but most professions require people to have writing skills as well. Teachers need to think of ways to make writing central to the school agenda; they need to ensure that curricula in schools provide the necessary time for students to use writing to learn to write.

# data[].attributes.headline
Transitioning from High school to College Writing

# data[].attributes.subject
Transitioning from High school to College Writing

# data[].attributes.body
Technology is not the sole blame for students who are not college ready in their writing. Teachers need to engage students in rigorous inquiry about how to best express their ideas in writing. In order for students to be ready for writing in college they need to know how to develop an argument - a claim - and to support that claim with evidence. College writing is much more demanding and requires students to make clear arguments and provide clear explanations of analysis. This is something that is currently highlighted in the History CCSS!

# data[].attributes.body
Proficient writers are not born - they are made! A proficient writer balances thinking about a subject, its purpose, the audience, and the word choice. These writers take time to think about the "what" and the "how" - then they organize their thoughts about the subject. It is important for students to remember that WRITING IS A PROCESS! It is not an isolated act. It is important that teachers teacher students various writing strategies for planning, revising, and editing.

# data[].attributes.headline
What is the Role of the Teacher in all of This?

# data[].attributes.subject
What is the Role of the Teacher in all of This?

# data[].attributes.body
The teacher should MODEL the writing. THINK OUT LOUD while writing. Do this in front of the whole class.

# data[].attributes.body
1. Argumentative Writing
2. Informational/Exploratory Writing
3. Narrative Writing

# data[].attributes.body
Have students keep journals, take notes, keep logs, do reflective writing. Students can all write summaries of what they read or write exit tickets at the end of a class so the teacher can better assess their learning.

# data[].attributes.body
Assessment has become mandatory for teachers both nationally and internationally. It exists to improve instruction and promote student learning. There are fundamental questions teachers should ask when thinking of assessment. Most importantly, "What is it you want students to learn and what are the best instructional practices to get them there?"

There are various types of assessments teachers can use - formal and informal. But teachers should be ready to always assess their students and to be flexible in the form of assessments. Furthermore, teachers should set clear and fair objectives for their assessments to ensure student success.

# data[].attributes.body
This  refers to the process of collecting, analyzing and interpreting information from many sources. There are many different types of assessments that teachers can utilize in their instruction. While No Child Left Behind (NCLB) has led to some criticism of assessment only teaching, teachers need to be knowledge about ways in which they can do more than simple rely on standardized tests when assessing student performance.

# data[].attributes.body
- Students can write a postcard from a historical figure after learning the content of a time period.
- Students can write a reflection after an activity.
- Students can discuss inquiry based questions in groups while the teacher walks around the classroom.

# data[].attributes.body
This is a formal or statewide test that is administered and scored in a standard manner.

# data[].attributes.body
- Observations and Anecdotal Records
- Surveys, Questionnaires, Interest and Attitude Inventories, and Interviews
- Portfolios

# data[].attributes.headline
PARCC - Partnership for Assessment  of Readiness for Colleges and Careers

# data[].attributes.subject
PARCC - Partnership for Assessment  of Readiness for Colleges and Careers

# data[].attributes.body
How do teachers assess student learning with new educational standards? - By using PARCC! The main goal of PARCC is to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than distraction from good work!