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Living Agency - Growing in Sound Judgment and Decision-making

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Living Agency - Growing in Sound Judgment and Decision-making

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Napper and Rao (2020)

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Mentor #1
Mentor #2
Mentor #3

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This book presents an instructional framework that provides readers with a systematic means to ensure that both teacher and student clarity is present.

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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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

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Developing Assessment-Capable Visible Learners, Grades K-12

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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...

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Cornelius Minor

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Equity, Access, and the Quest to Be Who Our Students Need Us to Be

While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. Cornelius Minor identifies tools, attributes, and strategies that can augment our listening, allowing us to make powerful moves toward equity by broadening access to learning for all children.

"That's the problem with you, Minor" a student huffed. "You want to make everything about reading or math. It's not always about that. At school, you guys do everything except listen to me. Y'all want to use your essays and vocabulary words to save my future, but none of y'all know anything about saving my now. "

In We Got This Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That "my lessons were not, at all, linked to that student's reality."

While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. What we hear can spark action that allows us to make powerful moves toward equity by broadening access to learning for all children. A lone teacher can't eliminate inequity, but Cornelius demonstrates that a lone teacher can confront the scholastic manifestations of racism, sexism, ableism and classism by showing:

exactly how he plans and revises lessons to ensure access and equity

ways to look anew at explicit and tacit rules that consistently affect groups of students unequally

suggestions for leaning into classroom community when it feels like the kids are against you

ideas for using universal design that make curriculum relevant and accessible

advocacy strategies for making classroom and schoolwide changes that expand access to opportunity to your students

"We cannot guarantee outcomes, but we can guarantee access" Cornelius writes. "We can ensure that everyone gets a shot. In this book we get to do that. Together. Consider this book a manual for how to begin that brilliantly messy work. We got this."

(click any section below to continue reading)

Contents

Foreword, Kwame Alexander

Acknowledgments
Introduction: PART 1 This Ain't Everybody's Hero Story-It's Yours 1. Begin by Listening We All Want Better
How Listening Can Help

How to Listen to What Students Are Really Communicating
2. You Can Disrupt the Status Quo in Your Class
How to Ensure That Your Lessons Speak to What Students Say They Need

Question the Things That Define Your Classroom Culture

Identify Any Groups That Consistently Benefit Less from the Way Things Are
3. Do Your Homework and Then Go for It
Change the Way You Do School So That Kids Have More Opportunities to Succeed

Identify Why Change Needs to Happen

Do a Little Bit of Research

Decide What to Do and Make a Plan

Execute the Plan
PART 2 Taking Your Dreams off Deferment
Find a Productive Way to Say No

4. Show Kids That You Hear Them

Plan for and Hold Regular Class Meetings to Maintain Community

Designate Specific Kids Who Can Give You Feedback
5. Make Curriculum Work for Your Kids
Shift from a Punitive to an Instructive Mind-Set

Use a Universal-Design-for-Learning Framework to Make Learning Accessible

Understand Exactly What You're Being Asked to Do

Understand What Test Prep Is Really Asking You to Do

6. Being a Good Teacher Versus Being a Good Employee

Engage in Imaginative Mind-Set Work

Gather a PR Team as You Make a Plan to Be Better for Kids
Epilogue: The Gravity of Our Work
Bring It Back to the Classroom

Companion Resources

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While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. Cornelius

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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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.

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Article summarizing feedback study. (Original Study embedded)

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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EKC

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Designing for Learning & Transfer in the MYP Classroom - BCIS G6-G7

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colleen@erinkentconsulting.com

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EKC

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi L. Andrade and Margaret Heritage

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Table of Contents

List of Figures, Tables, and Boxes

Preface

Chapter 1: Introduction to Formative Assessment

Overview

What About Grading?

Three Guiding Questions

Formative Assessment Influences Learning through Feedback

Formative Assessment and Self-Regulated Learning

Classroom Culture and Formative Assessment

Chapter 2: Actionable Principles of Formative Assessment

Overview

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-Regulated Learning, Self-Efficacy, and Motivation

Chapter 3: Clear Learning Goals and Criteria

Overview

Learning Goals Derived From Standards

Learning Goals Derived From Learning Progressions

Performance and Product Criteria

Performance Criteria

Product Criteria

Checklists

Rubrics

Goals, Criteria, and Self-Regulation

Co-Constructing Criteria With Students

Chapter 4: Collecting and Interpreting Evidence of Learning

Overview

Collecting and Interpreting Evidence as Students Work

Collecting and Interpreting Evidence of Learning From Diagnostic Items

Collecting and Interpreting Evidence of Learning From Parallel Tests

Collecting and Interpreting Evidence of Learning With Technology

Researcher-Developed Tools

Online Assessment Response Tools

Evidence Quality

Validity in Formative Assessment

Reliability in Formative Assessment

Fairness in Formative Assessment

Using the Evidence

Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment

Collecting and Interpreting Evidence of Learning From Peers

Student Interpretations of Feedback

Chapter 5: Taking Action

Overview

Teachers Taking Action

Continue With the Lesson as Planned

Make Immediate Instructional Adjustments

Modeling

Prompting

Questioning

Telling

Explaining

Directing

Providing Feedback

Make Plans for Subsequent Lessons

Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria

Summing Up and Moving Forward

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers.

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Dylan Wiliam and Siobhan Leahy

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embedding formative assessment: practical techniques for k-12 classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms [Dylan Wiliam, Siobhan Leahy] on Amazon.com. *FREE* shipping on qualifying offers. Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Dr. Paul Napper and Dr. Anthony Rao

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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.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter H. Johnston

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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.

Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently 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 the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. 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.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool:

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The importance of learning progressions and making the end result (success) visible

Wants:
Can you share the bibliography we are using? Hati's book? Minor's work? etc.

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GOTS - use of visuals to break down the skills for students in PHE so they can use that as a marker on self assessment. WANTS - opportunity to go and implement and create with smaller instruction time to be more productive and give the chance to actually produce something to use rather than just a taster.

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It is good to be reminded of strategies and steps in planning for skills development.

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It is good to be reminded of strategies and steps in planning for skills development.

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Gots: Good discussions of how to progress with scaffolding skills we aim to teach.

Wants: I am curious to see how this will lead towards a focus on inquiry, assuming there is a progression in this direction.

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Gots - I see the value in helping students identify where they are on their learning journey with examples for what more needed to be done to improve.                                           Wants -I would like to share unit plans with others/professionals and get feedback on how to implement inquiry/voice and choice more.       

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Gots - I see the value in helping students identify where they are on their learning journey with examples for what more needed to be done to improve.                                           Wants -I would like to share unit plans with others/professionals and get feedback on how to implement inquiry/voice and choice more.       

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Got  to see the similarities of key concepts and progression across disciplines

Wants: Specific examples of inquiry activities that we can facilitate in our lessons (in specific discipline and general ones)

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Make a Copy

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Minilesson Architecture for Inquiry Method

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Minilesson Architecture for Inquiry Method

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We plan to try giving strategies to small groups FIRST before teaching thinking strategies and let students decipher and explore while listening in and "huddling up" to promote meaningful discussions.

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We want to work on time management/structure of the lesson so that we can implement the mini-lesson effectively. We want to try some "new moves".

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Plan to try video delay to analyze performance and strategies used. Advancing tech to provide larger scale view during gameplay. Try mini lesson in class to have students demonstrate progression independently.

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We plan to try analyzing existing products as whole groups first with different scaffolds to allow for more visible thinking.

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We plan to continue using questioning as a method for diving deeper into content and skill building.

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Focus on mini-lesson planning for different pieces of the lab report. First stop - which graph to best represent our data.

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Small group reflection on our teaching unit. Come up with a whole grade idea for Top 5 teaching strategies.

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Small groups work to learn about algebraic expressions: vocabulary, variables, terms, expressions.

Use variety of feedback tools such as mentor text

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Use this resource to keep track of potential conferences and conferences you've had.

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Design Principles that Support Translanguaging

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Design Principles that Support Translanguaging

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BCIS Conference with an 8th Grade Writer

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BCIS Conference with an 8th Grade Writer

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-How am I already fostering flexible use of languages?
-What ideas am I interested in trying?

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it?

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Translanguaging is becoming a hot topic in education, especially in international schools, where linguistically diverse classes are the norm. However, the topic also generates confusion and concern for many educators, due to the fluid nature of the definition and conflicting/concurrent definitions such as code-switching, code-meshing, interlingual teaching and so on.

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I thought conferring was a lot to do with personality or relationships but can see there are clear strategies in order help support this process that can be applied universally.

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Thinking about my rules of the room for speaking Chinese. Especially in units where the knowledge is vital and skills and techniques aren't abundantly demonstrated

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I used to think why use it and now I'm trying to think of the best ways to use it.

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I used to think why use it and now I'm trying to think of the best ways to use it.

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I used to think that conferring with students during check-ins / independent practice focuses mostly on addressing questions. Now I think that there are strategies and steps that we can consider to make these conferences more effective and meaningful

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Breaking down the skills into mini steps with visuals