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tonya@tonyagilchrist.com

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Tweets by Mrs_Gilchrist

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" 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

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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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.

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Frey, Hattie, and 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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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 Johnston

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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.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Paul Napper and Anthony Rao (2019)

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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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Debbie Miller

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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

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"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

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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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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.

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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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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Myron Dueck

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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

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Buy Giving Students a Say: Smarter Assessment Practices to Empower and Engage: Read Kindle Store Reviews - Amazon.com

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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 Andrade and Margaret Heritage

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

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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)

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Dale H. Schunk and Jeffrey A. Greene

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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

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Handbook of Self-Regulation of Learning and Performance

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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.

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Edward L. Deci

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What motivates us as students, employees, and individuals?If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective method of motivation? No, says psychologist Edward L. Deci, who challenges traditional thinking and shows th...

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Lester L. Laminack and Katie Kelly

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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

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Tonya Gilchrist

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How could this work in your context? What might you try next?

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How could this work in your context? What might you try next?

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How did it go when creating or co-creating a micro-progression?
Leave artifacts (pictures, reflections, etc.) below. 👇👇

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What tools might I use to help fill myself with a progression and empower my feedback to feed forward?

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What tools might I use to help fill myself with a progression and empower my feedback to feed forward?

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Primarily Narrative: Supporting Readers on the Move

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Primarily Narrative: Supporting Readers on the Move

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Nonfiction Bands of Text Complexity (K-Z)

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Informational: Text Complexity Cards (Middle School+)

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Informational: Text Complexity Cards (Middle School+)

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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Tonya Gilchrist

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Tonya Gilchrist

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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Tonya Gilchrist

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Gots: Ideas that really resonated with me and i want to consciously work on are -
1) Bringing in teacher clarity - bolster my learning about skills & levels - be able to give specific feedback
2) Positive presumptions & expectations
3) The Transfer Equation -  importance of 'How' and 'Why' in this

Wants:
To get more clarity on conveying the 'Why' to students - to paint a picture for them about the relevance of learning that skill

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Gots: Using Micro-progressions as examples for readers to think about "Where they are?" and " where they are headed to?.
Architecture of conferences: A five step process of Research-Decide and Compliment- Teach- Coach- Link
The power of Positive presuppositions. Warm Demander: It has to be "and" and "Both" warm and demanding.

Wants:
Guided teaching and conferring tools

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Frey, Hattie, and Fisher (2018)

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Words Matter: Model Productive Struggle and Learning

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Words Matter: Model Productive Struggle and Learning

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Gots:
1. The Architecture of conference.
2. Impact of powerful feedback:
- giving meaningful feedback to give clarity and what they can do next.
3. The transfer equation.
4. The power of powerful presuppositions.

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Gots
1. Architecture  of a conference
2.Teaching Methods
-Demo :showing learners how to do it and let them give a try.
- Example and explain:Examining it together how it was done.
- Guided practice : Give a strategy and let them try by coaching them along.
-Guided Enquiry: exploring together and investigating how it was done.
3. Powerful feedback

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Gots:
-Architecture of a conference : Asking reflective questions and deep listening. Deciding on what and how to teach that will have a great impact on the reader's reading/writing/thinking. Making teaching both personal and transferable. Clarifying the work the reader still needs to do and sending the learner off with a clear  plan to transfer the learning.
-The power of positive presuppositions.
-Teacher self clarity
-Teaching Methods : Demo-Guided practice-example & explanation- Guided inquiry.

Wants:
More resource and artifacts of micro-progression on Non-fiction books which can be used while conferring.

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Hit the plus button and record:
3 key takeaways
2 burning questions
1 think you'll try in the week ahead

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A Gallery Walk of Tools - Supporting AtL & More! - TG

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Duke and Cartwright (2021)

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Gots:
1) Importance of teacher clarity and importance of Noticing & Naming
2) Progressions and how to pick out skills to create micro progressions and use them to encourage Agency
3) Ideas to Teach in different ways & tools for Coaching,Demo, Inquiry,etc
Questions to explore:
1) More on Executive Functions & Theory of Mind
Will work next week on - Planning a Conferring/Teaching Toolkit for the library
2) Understanding Text Complexities

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3 Keys takeaways:
1) Characteristics of Assessment capable learners  ( especially the importance of powerful feedback, teachers' clarity, and the transfer equation)
2) Architecture/Art of conferring ( care and push)
3) a better understanding of bands of text complexities using it to create progressions based on each reader.
Wants:
ways to model productive struggle

I Will try next week: To co-create bookmarks and a digital demo book
Creating re