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Channing Hall : Charter School Draper Utah

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My church service is quite extensive, and I am often called to leadership positions, which include the following:

Relief Society (Women's Group) Presidency
Stake Single Adult Representative
Young Women's Presidency and Girls' Camp Director
Primary Presidency
Webelos Leader and Scout Committee Member

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I play flute and sing soprano, and I am often provided with opportunities to perform solo or in choirs, orchestras, or bands. My most rewarding experience was to play the "Armed Forces Salute" and watch each military veteran stand when his or her song was played.

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One of the most rewarding experiences of my career was working with students at Hillcrest High School to provide support for refugees who had just come to the United States.

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As part of my Spanish fluency classes, we visited Mexico for two weeks and stayed with a family to gain the true experience.

I spent time in the Dominican Republic and France with my mother, who was also an educator.

I traveled to Canada with a neighbor on a regular basis.

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Creating a Collaborative Culture Activity

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Creating a Collaborative Culture Activity

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Continuous School-based Professional Development Activity 

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Continuous School-based Professional Development Activity 

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While there has always been a requirement for ethics in leadership, the last hundred years have seen a shift in the paradigm of leadership ethics. Leadership for the 21st century is grounded in moral and ethical virtues, but the challenge is to define what exactly moral and ethical virtues are and how they should be measured and implemented. What qualifies as ethical in the educational context? What character traits are associated with ethical leadership? What is the application of leadership ethics within the U.S. school setting?

George Marshall’s Eight Principles of Ethical Leadership offer a strong scaffold for administrators who seek guidance on how to implement ethical practices in their schools. These principles add to the significant conversation about ethical leadership happening within the educational community, and in fact across the public domain. Ethics are a key domain in public administration, in particular, the school setting thanks to the vast number of schools in the United States, their community integration, and their importance for society as a whole.

Read on to learn about how the Eight Principles of Ethical Leadership can be effectively applied to the school environment.

1. Personal Courage – While it seems that the challenges that schools are facing increase by the day, it’s still the case that in order to create a positive educational environment, administrators must be willing to stand up against policies that they feel are not helpful for their students, rising against both local, state and national interests as needed. Dissenting opinions are must essentially be expressed, even in the face of the administrators own superiors.

2. Public Interest Ahead of Self – What is best for students and staff must be placed ahead of the needs of the individual leader. In this case the public interest is understood to be the interest of the school community, and the stakeholders therein. Their opinions and needs should always precede the self interests of the school leader.

3. Self Control, Self Discipline and Integrity – All types of leadership essentially include these three traits in order to be considered ethical . Followers in the wider community look to leaders in all capacities, and as such, it’s necessary for leaders to be a positive role model and force in the lives of the stakeholders. Relationships between leaders and followers should not rely too heavily on trust, but rather should be built on mutual respect and ethical actions.

4. Task and Employee Centeredness – School leaders must create a foundation of success that draws from the strengths of the teachers and staff who interact with students. Successful school leaders focus on both the needs of students and the needs of staff when they make decisions. The key is balancing energy between the current task while also creating unity by building on the varied needs of students and teachers.

5. Recognizing Talent – Ethical leaders recognize the talent of their followers. This means that administrators identify both staff and students who display the qualities of excellence and then go on to recognize and promote those individuals in ways that create goodwill among all of the members of the school community. The other side of recognizing talent is maximizing it – so placing people where they’re talents are most useful to everyone. This affords opportunities to both individuals and to the organization as a whole.

6. Requiring High Ethics From Everyone – Administrators need not only concern themselves with their own ethical standards but also with the ethical standards of others in their organization. That includes not only teachers and staff, but extends to students and parents. These standards must be communicated clearly and enforced without exception in order to be effective.

7. Sensitivity and Understanding – This applies to the political, social and economic environment of the stakeholders in the school settings. Sensitivity and understanding are necessary in order to practice equity among members of the school community. One of the most challenging areas of the ethical picture, this practice must be implemented through educational as well as institutional policies.

8. Inclusiveness – A sense of belonging is key to gaining trust within an organization, and trust a driving factor in success in any context but most especially within the educational context. Inclusiveness requires that all stakeholders be brought into process of making and implementing decisions. Consideration of, and respect for, members of the organization has been shown to motivate followers and lift morale, thereby increasing school performance and effectiveness.

When school leaders follow these eight points of ethical consideration, they are far more likely to gain a higher degree of success in their school environment. Schools are uniquely charged with not only affecting the people who walk through their doors every day, but the transitory nature of the population means that administrators and staff have that much more of a responsibility to execute their jobs ethically. Solid ethical practices are inspiring to followers, earning respect for instructional authority and leading by example.

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The Eight Principles of Ethical Leadership in Education

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What character traits are associated with ethical leadership?

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An Inquiry-based Model for Administrators

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An Inquiry-based Model for Administrators

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When I ask principals what prevents them from focusing on instructional quality in their school, the number one answer I get is: time. It's true, time is always a concern for principals, but it is not the only one. I have found that even when principals carve out the time to improve instruction, they are often at a loss for what to do.

That's a problem because principals matter. School leadership is the second greatest school-related influence on student learning, second only to teacher effectiveness (Leithwood & Riehl, 2003). Without an effective principal in every school, it will be difficult to improve student outcomes and close persistent achievement gaps.

So why do principals struggle to find the right approach to foster instructional excellence? It's because principal leadership is complex and requires expertise, practice and reflection. As we all know from trying to learn a new skill or change a habit, it is difficult to do without continuous support, a plan, feedback and a way to monitor progress.

At the University of Washington Center for Educational Leadership (CEL), my colleagues and I are working with principal supervisors and principals across the country to form new habits and learn new skills. Over the years we have developed an instructional leadership inquiry cycle tool that helps principal supervisors and principals to collaboratively engage in a continuous process of instructional improvement and analysis.

Let's take a closer look at this inquiry cycle and see how taking an "inquiry stance" can become a way of working in our schools.

Instructional Leadership Inquiry Cycle

The Instructional Leadership Inquiry Cycle has four phases: analyze evidence, determine a focus, implement and support and analyze impact.

One important piece of advice before you start: don't try to solve every problem at once. The cycle of inquiry is short term, often completed in three to four months and therefore the student-learning problem and teaching problem are small in scope. The principal area of focus is a specific skill needed to solve the identified teaching and learning challenges.

Step I: Analyze evidence

In the first step, principal supervisors and principals use student test scores, self-assessments, classroom observations and observations of principal practice to identify the most pressing student learning problems and contributing teaching and leading problems of practice.

Questions to help identify these challenges are: What are the learning strengths and challenges of student learning? What are the related instructional strengths and challenges of teaching practice? What type of evidence will be collected to determine the principal's area of focus? What is the principal area of focus for this cycle of inquiry?

Let's look at a recent example from our practice. At a 500-student elementary school with declining test scores in mathematics, a large percentage of those identified as English Language Learners (ELL) were not meeting standards in math at the fifth grade level. More specifically, ELLs recently released from ELL programs were struggling with comprehension of mathematics problems and explaining their thinking to others. The principal and his team identified this as the student-learning problem.

The principal supervisor and principal repeatedly observed classroom instruction. They noticed that the four fifth grade teachers were not consistent in giving ELL students opportunities to learn mathematical academic vocabulary or to talk to the teacher or other students. As a result of these observations and discussions with teachers they determined that the key teaching problem of practice was that teachers needed to better teach the vocabulary and the processes for students to engage in effective mathematical discourse.

Step II: Determine a focus

In the above example, the principal completed a self-assessment of the district's instructional leadership framework and the principal supervisor shared his observations in order to determine a focus. They decided that the area of focus for this cycle of inquiry was for the principal to find out about the resources available for teaching school leaders and staff what mathematical discourse looks and sounds like in a fifth grade math classroom. The principal was also going to learn how to develop systems to hold staff accountable for implementing learned strategies.

One important thing to remember in this phase: be sure to surface the current realities of student learning, teaching and leading practice to project what would count as evidence of success at the close of the cycle.

Step III: Implement & support

Creating an implementation and support plan is the next step in the process. Typically, the principal supervisor and principal set up a series of learning activities together based on the principal's and teachers' learning needs to improve student learning in the identified area of need for this cycle.

Critical questions in this phase include: What are the possible actions for a series of learning sessions? How will these sessions improve principal performance?

In our example, the team used the Instructional Leadership Inquiry Cycle to plan a series of four learning visits. It is important to remember that this is a short-term cycle so the learning activities need to be carefully designed to improve principal practice in the identified area of need. Keep in mind that these are learning activities and not steps that the principal is expected to take on his or her own since it was clearly established that this is a task that the principal does not know how to do without additional learning or support.

Coming back to our example, this included working with a math specialist to determine resources, planning professional development activities and observing together in classrooms. During one learning session the principal supervisor modeled a feedback session with a teacher and then provided feedback to the principal when he executed a similar feedback session.

Step IV: Analyze impact

Facing initiative overload, this is the step in the inquiry process principals and their supervisors often skip. This is unfortunate because collecting evidence and analyzing results generated by the actions taken is crucial to building a virtuous cycle of instructional improvement.

Critical questions in this phase include: What was learned about leadership practice and its impact on teacher practice and student learning? What are the implications for the next inquiry cycle?

To share the project results, principals often prepare a written reflection on the changes in student learning and teaching and principal practice. After presenting this to the principal supervisor or colleagues, the team can decide whether or not to continue with the current cycle or begin anew.

Let's get back to the example we have been following. In this specific case we had a group of principals who were completing their cycle of inquiry at the same time. The principal presented his cycle results to three other principals using a structured protocol. The principal, after obtaining feedback from colleagues, decided that there was enough evidence of improved teaching practice and student learning that he could release the fifth grade team to continue to work with the math coach to further refine their practice. The principal, with input from his principal supervisor, decided to work with the K-2 ELL students and teacher to prepare them better for what they would experience in fifth grade.

The feedback from principals was very positive. Many admitted that at first the process had intimidated them, but after working through it, they shed their earlier reservations and even wanted to continue to work in similar fashion in the future. Some principal supervisors even said that the experience was the best learning they had since taking the position.

Impact on Practice

Getting this process up and running is not easy. But when it grows and takes root it is a powerful force for instructional improvement.

In our wide array of work with principal supervisors, I have seen this many times. In one district a principal supervisor told me that she now has clarity on how to work with principals to help them implement actions to improve teaching practice and student learning. She also recognized that she and the principal do not need to wait for benchmark data or end-of-year assessments to see if student learning is improving. They can see changes in teacher practice and student behavior every day. Many principals comment that the dedicated support and a clear plan helped them to improve in ways they never imagined.

Because school leaders are getting results, they have a greater sense of accomplishment, which - almost everybody tells me - increases their motivation to continue to dedicate time to focus on instructional leadership.

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4 Steps of Inquiry That Help Principals Improve Instruction - Center for Educational Leadership | University of Washington

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by SANDY AUSTIN When I ask principals what prevents them from focusing on instructional quality in their school, the number one answer I get is: time. It's true, time is always a concern for principals, but it is not the only one. I have found that even when principals carve out the time to impr ...

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Personal Praise from the International Baccalaureate

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Personal Praise from the International Baccalaureate

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Kilby IB LOR--evaluation report sent by Kelsey Day

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Evaluation Report Related to Personal Praise from the IB

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Evaluation Report Related to Personal Praise from the IB

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2019-03-01 IB 003899 Channing Hall MYP Evaluation Visit report

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J Kilby Letter of Recommendation 7-19-22 Leon Wilcox

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6899 Kilby Secondary Internship Competencies

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More about an active learning environment.

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More about an active learning environment.

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6500 AAA #1 - Governor's Speech Response Kilby

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6100 AAA #5 Instructional Improvement Plan (IBO)

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6100 AAA #5 Instructional Improvement Plan (IBO)

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6100 AAA #5 Instructional Improvement Analysis

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6100 AAA #5 Instructional Improvement Analysis

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6100 AAA #4 Characteristics of Documentation

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6100 AAA #4 Characteristics of Documentation

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6100 AAA #3 An Effective Staff Development Program

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6100 AAA #3 An Effective Staff Development Program

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6100 AAA#2 Purposes of Teacher Supervision and Evaluation

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6100 AAA#2 Purposes of Teacher Supervision and Evaluation

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6080 AAA #1 Kilby Leadership Theory Response

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6080 AAA #1 Kilby Leadership Theory Response

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6080 AAA #1 Kilby Leadership Theory Response.docx

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Jane Kilby 6080 AAA #3--Climate and Culture.docx

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AAA #4 Parental and Community Involvement

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AAA #4 Parental and Community Involvement

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6080 AAA #4 parental and community involvement.docx

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6100 AAA #1--Supervisory Leadership Styles

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6100 AAA #1--Supervisory Leadership Styles

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Education law reflects the interests of many different parties in schools; the interests of parents, students, the communities in which the parents and students live and the teachers who work in schools. Furthermore, education law serves important national goals. Both federal and state law impacts…

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K-12 School Officials | Protecting Student Privacy

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The resources on this page are intended for staff and educators of public K-12 schools and school districts. Resources found here typically address FERPA and how it applies to the various day-to-day operations of public schools at the administrative level. Guidance is also provided for specific situations that occur only in the K-12 setting.

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For an assignment in my last seminary class before I graduate, we had to discuss with other students what key functions are provided by effective leaders. One of my classmates cited a radio interview with Maestro Lorin Maazel, retired conductor of the N.Y. Philharmonic. Now 79 years old, he reflected upon his prestigious career and what it means to be an effective leader of musicians.

I think that a symphony conductor is a great analogy for effective leadership. In keeping with that metaphor, I believe the functions of a leader to be:

1. Rebuking / Correcting

A conductor needs to have the gumption to tell others when they're out of tune. An effective leader can't be so concerned with being amicable that s/he can't put people in their place when they step out of line. While it might not make one popular, it does ensure that the group maintains a certain level of quality.

2. Exhorting / Encouraging

Likewise, a good conductor doesn't let good deeds go unnoticed. If someone has shown remarkable improvement in an orchestra, putting in those extra hours of practice or taking the time to fine-tune one's instrument, that will be self-evident amongst the group. A good conductor will say a few words of encouragement to publicly recognize the hard work of various individuals. So too an effective leader should praise his/her constituents, so all will strive for excellence.

3. Instruction / Guidance

A good conductor doesn't expect the musicians in his/her charge to become amazing overnight. S/he realizes that to hone the necessary talent takes a lifetime of dedication. Therefore, a good conductor / leader is willing to put in the time to teach others how to best use their natural gifts. Some people can master a variety of instruments, others might play only one or two, but do so exceptionally. Both generalists and specialists are needed.

4. Scouting / Recruiting

A good conductor realizes that there is inevitable turn-over in any orchestra. Musicians leave to join other ensembles, or occasionally strike off on their own to pursue a solo career. Long-standing members might pass away, and their vacancies need to be filled, lest the symphonic harmony become unbalanced. A good conductor is always on the lookout for new up-and-coming talent, that can be cultivated into the professional musicians of tomorrow. Likewise, a good leader is always thinking about empowering the next generation of spiritual trailblazers. There is no success without a successor.

X. First-Chair

Not sure where this fits in my bulleted list, so I'm just calling it out separately. In orchestras, there is the concept of "first-chair." This is the #1 person in a respective category or instrument. Orchestras sit in a half-circle when performing, which means that only one person per row can be seen directly by the audience. This honor is reserved for the first-chair. This person usually performs solos when called for in a particular song, and acts as a mentor.

Because this position of esteem is highly sought-after, orchestras often have in place a "challenge" system, by which someone in a lower rank can call-out the first-chair to a duel of sorts. After a play-off of a selection of music, and perhaps group consensus, the challenger can potentially claim first-chair. There is usually a time period that someone must wait after challenging unsuccessfully, and a duration of immunity if one has recently become first-chair. This allows for tempers to cool, and for motivation to build to work harder.

While an effective leader runs things according to a process, it is also important to afford opportunities for advancement based on merit, not necessarily seniority. If there is a situation in which there is a long time employee up for a promotion, but that person is less capable than someone who exhibits an obvious knack for performing that particular set of job duties, a leader must choose wisely. Ultimately, the decision has to be in the best interest of the group, not just to do right by a single individual.

As an aside: That's why non-denominational churches have dynamic leaders who seemingly come out of nowhere, whereas large mainline denominations do business-as-usual, and miss out on their prodigies. I am in no way saying that of myself, but would point to Steven Furtick as an example. He is in his 20's but leads a large congregation, as the senior pastor of Elevation Church.

Anyway, that summarizes my thoughts. I would love to hear any other analogies and metaphors that you think help to encapsulate what good leadership entails.

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For an assignment in my last seminary class before I graduate, we had to discuss with other students what key functions are provided by effective leaders. One of my classmates cited a radio interview with Maestro Lorin Maazel, retired conductor of the N.Y. Philharmonic.

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The need for play-based learning in the early years

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The need for play-based learning in the early years

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Children's early years from birth to the age of eight are crucial for their social, emotional and intellectual development. However, early years education in Australia is fragmented. It operates across two spaces, the pre-compulsory period, often called early childhood education, and the first three years of compulsory schooling.

In recent times the focus in these three years has been on assessment that produces numerical data. Teachers need to demonstrate children are meeting standards.

In contrast, in the pre-compulsory years the focus is on observing and interacting with the child. Practices are based on the belief that all children have agency and are capable learners.

A chasm has opened up between these separate education systems. Children go from playing to being tested in the blink of an eye. This abrupt change in young children's education is problematic.

What does research tell us about the early years?

A 2015 review of research on best practices in the early years identified key factors in successful teaching and learning. The review noted the importance of:

a smooth transition between pre-school education and compulsory school education

play-based learning

seeing children as capable and having agency in their learning

dialogic interactions involving rich discussions between children and between children and teachers.

Australia has introduced a mandated curriculum and a national assessment program in primary schools. The review noted this meant many early years teachers have adopted a more formalised and narrow approach to learning in schools. It isn't appropriate for young children.

We can see the resulting divide between non-compulsory and compulsory early years education in Victoria. On the one hand, teachers need to acknowledge the needs of children from birth to eight years. On the other hand, for those between the ages of five and 12, the Victorian Curriculum requires teachers to assess and report against curriculum standards.

The focus on formal assessment and numerical data in the early years of schooling means children as young as six can be labelled as failing. In countries like Finland and Singapore, which have been identified as high-performing, children do not even begin formal schooling before the age of six or seven.

One study has described the early years in countries like the United Kingdom, America and Australia as being at the mercy of top-down policy development, leading to "a highly prescriptive and assessment-driven early years climate". UK researchers have identified the "datafication" of early years education and its impacts on children and teachers. And Australian researchers used the term "adultification" to describe the unrealistic expectations placed on young children.

So what happens in our schools?

My doctoral research found "datafication" and "adultification" defined the early years of schooling in Victoria. I engaged with more than 100 early-years teachers to explore their literacy teaching and assessment practices. The recurring theme was these teachers were expected to frequently assess young children in formal ways that provided numerical data.

Teachers voiced frustration. One described the early years as "death by assessment". Another lamented that community expectations were unreasonable, saying "people are hung up on data, numbers".

There was an overwhelming sense that the teachers knew their children best and should be given the agency to assess and plan for literacy teaching rather than being required to use a suite of commercially produced assessment tools.

The Victorian Early Years Learning and Development Framework ( VEYLDF) is designed to support early years teachers working with children and families. Its premise is that children have the greatest opportunities to develop neural pathways for learning and are also most vulnerable to negative experiences from birth to eight years.

The framework is based on research into best practice for children in these years. Rather than formal assessment based on numbers, the VEYLDF advocates for assessment that is authentic and responsive to how all children can best demonstrate their learning and development.

The Victorian Education Department encourages teachers in schools to use the framework. However, little is known about how many actually use the framework to inform teaching and learning.

Making it mandatory to report against curriculum standards from the time children begin compulsory schooling sets the boundaries for how many teachers operate. It is hard to have a foot in both camps when reporting against these standards is mandatory and you feel compelled to prepare children for what comes next - which includes NAPLAN, the national assessment program.

Schools can still let children be children

However, some schools are turning their backs on the relentless measuring of young children's attainments. St John's, a multicultural primary school in Melbourne's inner west, is one example. You only need to look at the school website to see its philosophy differs from many others.

"St John's Horizon [a school community-developed vision] clearly states 'KIDS AT THE HEART' which encapsulates our focus and belief in the image of the child - the child who is capable, curious, full of wonder, rich in knowledge, able to construct and co-construct his or her own learning. We believe in JOY - Joy in learning."

A conversation with the then principal, Gemma Goodyear, gave me an insight into these beliefs, which are inspired by teaching and learning in schools in Reggio Emilia, Italy. Goodyear said children do not come to school to be "fixed", and the teachers engage them by providing meaningful, contextualised learning experiences. And, yes, through their focus on rich learning they still get great results without relentless testing.

It is time to revisit the early years of schooling and ensure teachers have the skills and understandings they need to support learners in this phase. These years should be a time when children become engaged and excited about learning, a time of great joy, and a time when children are allowed to be children.

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A failure at 6? Data-driven assessment isn't helping young children's learning

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Children's early years from birth to the age of eight are crucial for their social, emotional and intellectual development. However, early years education in Australia is fragmented. It operates across two spaces, the pre-compulsory period, often called early childhood education, and the first three years of compulsory schooling.

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I included this because there are so many creative ways to assess students, and the more we can implement them the better our students will remember the content past the test.

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This was one of my favorite group projects because my peers had so many good ideas to get students away from paper and pencil activities to getting up and about the classroom and learning.

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This project was where I gained the most confidence as a leader. I led with self-assurance and an appreciation for the strengths of others, and my group members commended me for it.

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Group Project 5440 Jane Kilby as Group Leader

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Walking around the room

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Guiding students through a unit by using a concept map helps them to grasp things visually, and it gives me a quick and easy way to do formative assessment.

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5270 Unit 3 PA  questioning and concept maps

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A way to try inquiry-based teaching.

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Engaging Young Learners with Primary Sources

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Grit

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Start With Struggle

Jo Boaler, a revolutionary researcher and math educator, says that struggle is critical to mastering a skill or concept. When we sense discomfort in our classrooms, we can be quick to explain and provide steps to follow. But removing the struggle for students also removes the cognitive heavy lifting that leads to deep learning and understanding.

Shift the script and begin lessons by asking students to experience struggle. Explain what you are doing and how grappling with concepts will help them learn before support is given. In math, use an open-ended problem or provide a solution with a mistake in the work and ask students to analyze the error.

In other subjects, use brain research to encourage students to persevere through writer's block or try a task for a second or third time. Shift your classroom culture so that getting stuck is valued over getting the right answer right away.

Reduce Teacher Talk Time

In effective classrooms, students see themselves as their own teachers, and teachers know the impact that their strategies have on students' learning.

A few simple strategies can help shift the teacher from lecturer to facilitator:

Ask a student to time your mini-lessons so that they are limited to eight to 10 minutes. Ask a student to politely interrupt you when the allotted time has passed.

Use video to allow students to watch direct instruction at their own pace, while you coach your students.

Limit your initial instruction to two minutes, and leave the rest of the time for students to do the work as you coach and provide actionable feedback.

Observe students as they practice, allowing them to make mistakes, get feedback, and revise. Be transparent with students about the fact that you are in observation mode, which demonstrates that you value their work.

Use Questions Instead of Explanations

When students have difficulty with comprehension, our instinct is to consider how we can explain more clearly. Instead, consider ways to frame questions to encourage cognitive work of understanding. Keep a list of questions to turn to when in front of your class or working with a small group. Simple questions can facilitate deeper learning:

Turn and talk: Students turn to a partner next to them and ask each other, "What do you think?"

Looking back at this example, can you answer your own question? Can someone else answer that question?

What questions do you have?

Right about now, a student typically has a question. Who has that question today?

Slow Down and Observe

Dedicate a chunk of time to observing student learning. Give your students a differentiated complex task, watch, take down data, and ask questions. Slowing down and watching students helps gather evidence of learning for planning your next steps. Use your observations to answer the questions, "What can my kids do right now? Where might they need to be pushed to next?"

Create a chart with student names and particular behaviors you might observe (e.g., zoning out, engaged, fake reading, collaborating). Throughout class, mark what you notice in each student. Use this data to plan engagement mini-lessons or conferences. Note particular behaviors such as "perseveres when problem solving" or "tries a variety of solutions." Observing students and noting what they need can better inform your next steps to move toward student ownership.

Provide Non-teacher Scaffolds

Struggling can be an important part of learning, but at times we expect students to work independently too early, too often, or without any support. When this happens, students often look to the teacher immediately whenever they are unsure, and we end up with teacher dependence. Instead, establish a culture where students ask classmates first before asking a teacher. Try some simple non-teacher scaffolds:

Establish critical partnerships with fellow students, and train students how to provide feedback to each other.

Create "coach" name tags for students to wear when they are ready to provide feedback to classmates.

Use clear teaching points paired with visuals. This can take the form of a note after a conference or an anchor chart in front of the class.

Ask students to teach the concept or strategy to another student or small groups.

Reducing teacher talk, asking questions instead of providing explanations, observing students, and providing non-teacher scaffolds engage students in their own learning. Purposefully focusing on doing less so that students do more will push your students toward doing the heavy lifting of learning.

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Jo Boaler, a revolutionary researcher and math educator, says that struggle is critical to mastering a skill or concept. When we sense discomfort in our classrooms, we can be quick to explain and provide steps to follow. But removing the struggle for students also removes the cognitive heavy lifting that leads to deep learning and understanding.

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This graphic demonstrates well how I feel about classroom culture. All of the elements are important. If I had to choose one over the others, it would be the classroom environment because if a student feels safe, loved, appreciated, he, they, or she will do the work.

Ritchhart, R. (2021). Info Graphics — Ron Ritchhart. In Ron Ritchhart. Harvard University Project Zero. www.ronritchhart.com/

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Sample Whole School Zoom Workshop W Facilitattor

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I have been working with our librarians to update books with Lexile levels. Students should read within or above their Lexile level to move through their Zone of Proximal Development.

US DOE (2008). What Does the Lexile Measure Mean? The Lexile Framework for Reading. Metametrics. https://doe.sd.gov/octe/documents/WhatDoestheLexileMeasureMean.pdf

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I introduced a new class--21st Century Skills

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I introduced a new class--21st Century Skills

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In order to focus on the IB's suggestion that we focus more on Approaches to Learning, I introduced a new class for sixth graders. It focuses on the 4 Cs.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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A good provocation is essential to stimulate the students' critical thinking. I think educators should do something and not explain why for an hour or two, then open it up to students for questioning.

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PA 5810 Unit 3 facilitate/provacate for global issues

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This was a key turning point in gaining more self-confidence.

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PA 5240 Unit 8 Reflection on the other Jane

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Traditional literature, myths, legends, and folktales

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Traditional literature, myths, legends, and folktales

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I learned about the danger of presenting students with books that do not represent a variety of cultures and peoples.

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PA 5271 three types of traditional literature, myths, legends, and folktales,

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A reflection on Maslow's hierarchy and Erickson's stages

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A reflection on Maslow's hierarchy and Erickson's stages

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https://docs.google.com/document/d/1PlrQhMTeG9552nGohS7n5nra75tXu4jOugNBJ8mciWA/edit?usp=sharing

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PA 5470 Unit 5 To be or not to be Agreeable?

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PA 5470 Unit 5 To be or not to be Agreeable?

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At times when it is important to emphasize an essential point, I had to step outside of my comfort zone and not be as agreeable as I would like to me. But it was worth it for progress.

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PA 5470 Unit 5 To be or not to be Agreeable?

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As the IB Coordinator, I am usually working to help teachers come up with alternate assessment ideas that are often performance based. I am particularly partial to skits or student presentations for assessment as learning, and our fifth grade exhibition is our culminating project for assessment of learning. I watched a math webinar today, and the facilitator spoke about teachers shaming one another for using play-based practices. This has happened to me when I use skits as a tool for assessment as learning, but I have learned to not let other teachers talk me out of doing it because it benefits our students so much.

Especially in our middle school, students crave the attention, and I feel that skits offer them an opportunity where they can get it. Skits and student presentations are great methods to use in assessment as learning because they provide an opportunity for students to adjust and rethink things as they go (Western and Northern Canadian Protocol for Collaboration in Education, 2006). Performance assessments are very beneficial for English Language Learners, especially if we keep the rubrics to fewer than three items (Colorin Colorado, 2007). These shorter rubrics are something that I can really work on. I often overcomplicate things, and even my own children had a hard time following me at times. After students present their skits, I think it is important for them to reflect on their own work, as well as the work of their peers to emphasize the metacognitive process (WNCP, 2006).

Our culminating performance assessment of the Primary Years Program is the fifth-grade exhibition. It is an assessment of learning because it shows not only the product, but also the process. The IBO explains some key purposes for assessing students through the exhibition: collaborative inquiry, responsibility for the students own learning, and taking action as a result of learning (Making the PYP Happen, 2009). The students are able to choose their own topic, they work in groups, and they present it in a science-fair type manner. The exhibition is useful as an opportunity to assess research skills, collaboration, language skills, my own performance as a coordinator, and many other skills that students have learned throughout the Primary Years Program. We invite community members and leaders such as the mayor, our school board, parents, and any other stakeholders that might be interested. I need to do more research to see how we are going to do it virtually this year. It’s such an important part of the transition from elementary to middle school.

References:

Making the PYP happen: A curriculum framework for international primary education - PYP resources - Home - IB programme resources. (2009). International Baccalaureate Organization. resources.ibo.org/pyp/resource/11162-occ-file-p_0_pypxx_mph_0912_2_e?lang=en

Sadlier, W. H., & Inc. Virtual Events | Sadlier School. Retrieved October 27, 2020, from www.sadlier.com/academic-webinar-center

Using Informal Assessments for English Language Learners. (2007, March 12). Colorín Colorado. www.colorincolorado.org/article/using-informal-assessments-english-language-learners

Western and Northern Canadian Protocol for Collaboration in Education (2006) Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

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PA 5810 Unit 8 critical thinking, reflection, problem-solving

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PA 5810 Unit 8 critical thinking, reflection, problem-solving

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I believe in equal opportunities for all students, no matter their differences.

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PA 5810 Unit 8 critical thinking, reflection, problem-solving

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Transdisciplinarity (curriculum) transgresses subjects. It begins and ends with a problem, an issue or a theme. Students’ interests and questions form the heart of transdisciplinary learning. It is a curriculum-organizing approach where human commonalities rise to the top without regard for subject boundaries. Subjects become an instrument/tool/resource to explore a theme, problem or concept in depth. The result is a different or new organizing framework (Beane 1997; Klein 2006).

As a teacher at an IB school, I believe that all curriculum must be based on a Central Idea, such as “Conflict leads to a  different way of life for people.” From there, I would talk about concepts, such as war. Local standards require teachers to be more specific with a topic such as the Revolutionary War, and to study facts about that war. I believe that boxed curriculum is not always necessary or effective. We should start with the big ideas and relate the facts and figures to it to help students gain a greater understanding of why their learning matters in the real world.

IBO. (n.d.). From Principles into Practice. Retrieved January 31, 2020, from https://resources.ibo.org/pyp

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Motivating students to do service learning outside the classroom can be a challenge, but they understood the reasoning behind it after these constructivist activities.

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Creating Emotional Investment in Students

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Creating Emotional Investment in Students

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Teaching tolerance and love for one another creates a safe and productive learning environment. Students work harder when they are invested in what they are doing.

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DA 5210 Unit 8--Creating Emotional Investment (1)

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Teachers should be facilitators more than lecturers. This list of questions will help facilitate inquiry.

Voltaire. Judge a man by his questions rather than by his answers – Voltaire. In j2odeepthoughts. j2odeepthoughts.wordpress.com/2012/11/28/judge-a-man-by-his-questions-rather-than-by-his-answers-voltaire/

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by Terry Heick

Essential questions are, ask Grant Wiggins defines, 'essential' in the sense of signaling genuine, important and necessarily-ongoing inquiries." These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with-that could lead students to some critical insight in a 40/40/40-rule sense of the term.

I collected the following set of questions through the course of creating units of study, most of them from the Greece Central School District in New York. In revisiting them recently, I noticed that quite a few of them were closed/yes or no questions, so I went back and revised some of them, and added a few new ones, something I'll try to do from time to time.

Or maybe I'll make a separate page for them entirely. Or, who knows. Nonetheless, below are many, many examples of essential questions. Most are arts & humanities, but if this post proves useful, we can add some STEM inquiry to the mix as well. Let me know in the comments.

See also 8 Strategies To Help Students Ask Great Questions
Many, Many Examples Of Essential Questions Decisions, Actions, and Consequences

1. What is the relationship between decisions and consequences?

2. How do we know how to make good decisions?

3. How can a person's decisions and actions change his/her life?

4. How do the decisions and actions of characters reveal their personalities?

5. How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?

Social Justice

1. What is social justice?

2. To what extent does power or the lack of power affect individuals?

3. What is oppression and what are the root causes?

4. How are prejudice and bias created? How do we overcome them?

5. What are the responsibilities of the individual in regard to issues of social justice?

6. How can literature serve as a vehicle for social change?

7. When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?

8. What are the factors that create an imbalance of power within a culture?

9. What does power have to do with fairness and justice?

10. When is it necessary to question the status quo? Who decides?

11. What are the benefits and consequences of questioning / challenging social order?

12. How do stereotypes influence how we look at and understand the world?

13. What does it mean to be invisible? (context: minorities)

14. In what ways can a minority keep their issues on the larger culture's "radar screen?"

15. What creates prejudice, and what can an individual overcome it?

16. What are the causes and consequences of prejudice and injustice, and how does an individual's response to them reveal his/her true character?

17. What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?

18. What are the causes and consequences of prejudice and how does an individual's response to it reveal his/her morals, ethics, and values?

Culture: Values, Beliefs & Rituals

1. How do individuals develop values and beliefs?

2. What factors shape our values and beliefs?

3. How do values and beliefs change over time?

4. How does family play a role in shaping our values and beliefs?

5. Why do we need beliefs and values?

6. What happens when belief systems of societies and individuals come into conflict?

7. When should an individual take a stand in opposition to an individual or larger group?

8. When is it appropriate to challenge the beliefs or values of society?

9. To what extent do belief systems shape and/or reflect culture and society?

10. How are belief systems represented and reproduced through history, literature, art, and music?

11. How do beliefs, ethics, or values influence different people's behavior?

12. How do individuals reconcile competing belief systems within a given society (e.g., moral beliefs conflicting with legal codes)?

13. When a person's individual choices are in direct conflict with his/her society, what are the consequences?

14. What is morality and what are the factors that have an impact on the development of our morality?

15. What role or purpose does religion / spirituality serve in a culture?

16. What purpose or function do ethics / philosophy have in governing technological advances?

17. How do our values and beliefs shape who we are as individuals and influence our behavior?

Adversity, Conflict, and Change

1. How does conflict lead to change?

2. What problem-solving strategies can individuals use to manage conflict and change?

3. How does an individual's point of view affect the way they deal with conflict?

4. What personal qualities have helped you to deal with conflict and change?

5. How might if feel to live through a conflict that disrupts your way of life?

6. How does conflict influence an individual's decisions and actions?

7. How are people transformed through their relationships with others?

8. What is community and what are the individual's responsibility to the community as well as the community's responsibility to the individual?

Utopia and Dystopia

1. How would we define a utopian society?

2. How has the concept of utopia changed over time and/or across cultures or societies?

3. What are the ideals (e.g., freedom, responsibility, justice, community, etc.) that should be honored in a utopian society?

4. Why do people continue to pursue the concept of a utopian society?

5. How do competing notions of what a utopian society should look like lead to conflict?

6. What are the purposes and/or consequence of creating and/or maintaining a dystopian society?

7. What is the relationship between differences and utopia?

Chaos and Order

1. What is the importance of civilization and what factors support or destroy its fabric?

2. What are the positive and negative aspects of both chaos and order?

3. What are the responsibilities and consequences of this new world order described as "global"?

4. What role does chaos play in the creative process?

5. What are the politics and consequences of war, and how do these vary based on an individual or cultural perspective?

Constructing Identities

1. How do we form and shape our identities?

2. In a culture where we are bombarded with ideas and images of "what we should be,"

3. How does one form an identity that remains true and authentic for her/himself?

4. What turning points determine our individual pathways to adulthood?

5. In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

Creation

1. What is creativity and what is its importance for the individual / the culture?

2. What is art and its function in our lives?

3. What are the limits, if any, of freedom of speech?

Freedom and Responsibility

1. What is freedom?

2. What is the relationship between freedom and responsibility?

3. What are the essential liberties?

4. What is the relationship between privacy, freedom, and security?

5. When does government have the right to restrict the freedoms of people?

6. When is the restriction of freedom a good thing?

Good and Evil in the World

1. Is humankind inherently good or evil?

2. Have the forces of good and evil changed over time and if so, how?

3. How do different cultures shape the definitions of good and evil?

Heroes and "She-roes"

1. Do the attributes of a hero remain the same over time?

2. When does a positive personality trait become a tragic flaw?

3. What is the role of a hero or "she-roe" (coined by Maya Angelou) in a culture?

4. How do various cultures reward / recognize their heroes and "she-roes"?

5. Why is it important for people and cultures to construct narratives about their experience?

6. What is the relevance of studying multicultural texts?

7. How does the media shape our view of the world and ourselves?

8. In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

The Human Condition / Spirit

1. In the face of adversity, what causes some individuals to prevail while others fail?

2. What is the meaning of life, and does that shape our beliefs regarding death?

Illusion vs. Reality

1. What is reality and how is it constructed?

2. What tools can the individual use to judge the difference, or draw a line between, illusion and reality?

Language & Literature

1. How is our understanding of culture and society constructed through and by language?

2. How can language be powerful?

3. How can you use language to empower yourself?

4. How is language used to manipulate us?

5. In what ways are language and power inseparable?

6. What is the relationship between thinking and language? How close or far are they apart?

7. How does language influence the way we think, act, and perceive the world?

8. How do authors use the resources of language to impact an audience?

9. How is literature like life?

10. What is literature supposed to do?

11. What influences a writer to create?

12. What is the purpose and function of art in our culture?

13. How does literature reveal the values of a given culture or time period?

14. How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?

15. In what ways are all narratives influenced by bias and perspective?

16. Where does the meaning of a text reside? Within the text, within the reader, or in the transaction that occurs between them?

17. What can a reader know about an author's intentions based only on a reading of the text?

18. What are enduring questions and conflicts that writers (and their cultures) grappled with hundreds of years ago and are still relevant today?

19. How do we gauge the optimism or pessimism of a particular time period or particular group of writers?

20. Why are there universal themes in literature-that is, themes that are of interest or concern to all cultures and societies?

21. What are the characteristics or elements that cause a piece of literature to endure?

22. What distinguishes a good read from great literature?

23. Who decides the criteria for judging whether or not a book is any good?

24. What is the purpose of: science fiction? satire? historical novels, etc.?

Love & Sacrifice

1. If any, what are the boundaries of love and sacrifice, and where does one draw the line between them?

2. What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?

Nature in the Balance

1. What are the responsibilities of the individual / society / superpowers in regard to the health of the environment? (local, regional, national or international context can be used)

2. What are the consequences of being unconcerned with nature's balance/harmony?

Our View of the World and Ourselves

1. How do we know what we know?

2. What is changeable within ourselves?

3. How does what we know about the world shape the way we view ourselves?

4. How do our personal experiences shape our view of others?

5. What does it mean to be an insider or an outsider?

6. What does it mean to "grow up"?

7. Where do our definitions of good and evil come from?

8. What is the relevance of studying multicultural texts?

9. How does the media shape our view of the world and ourselves?

10. In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?

11. What turning points determine our individual pathways to adulthood?

Past, Present, and Future

1. Why do we bother to study/examine the past, present or future?

2. What are the recurrent motifs of history and in what ways have they changed or remained the same?

The Pursuit of Happiness

1. What is happiness, and what is the degree of importance in one's life?

2. To what extent does a culture / society / subculture shape an individual's understanding or concept of happiness?

Relationships and Community

1. What are the elements that build a strong friendship?

2. How do friendships change over time?

3. What impact does family have during different stages of our lives?

4. What can we learn from different generations?

5. How is conflict an inevitable part of relationships?

6. How do you know if a relationship is healthy or hurtful?

7. What personal qualities help or hinder the formation of relationships?

8. How are people transformed through their relationships with others?

9. What is community and what are the individual's responsibilities to the community as well as the community's responsibilities to the individual?

Shades of Truth

1. Who defines "truth"?

2. How does perspective shape or alter truth?

Sources
My brain; Grant's authenticeducaiton.org; L. Beltchenko 2007-2008 and the Greece Central School District, New York; Many, Many Examples Of Essential Questions

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Many, Many Examples Of Essential Questions

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by Terry Heick Essential questions are, ask Grant Wiggins defines, 'essential' in the sense of signaling genuine, important and necessarily-ongoing inquiries." These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with-that could lead students to some critical insight in a 40/40/40-rule sense of the term.

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My definition of curriculum is the standards, materials, experiences, and concepts that a teacher utilizes to help students gain knowledge, improve their character and skills, and want to take their learning further in an effort to improve the world.

When was the first time you encountered the term “curriculum” and what did you think it meant? My mother was an educator of English, French, and Humanities, and was never satisfied with keeping things status quo, so I don’t really remember a time when the word curriculum was not used around me. She would speak with my aunt about English curriculum because she, too, was an educator. Together, they shaped my life and their classrooms in the way Jane Addams described when she said “schools ought to do more to connect these children with the best things of the past, to make them realize something of the beauty and charm of the language, the history, and the traditions which their parents represent” (1908).

Have you identified the level, the sector, the grade, the school board and so on involved in your personal and professional definition? I work at a small International Baccalaureate charter school, and the school board is vested in keeping the values and ideology of IB. I taught them about it when we went through our Middle Years Program evaluation two years ago, and that “The teacher must provide meaningful, authentic activities to help students construct understanding relevant to solving problems” ( Wilson, 1996 ). We have a new Head of School who has only been at the school a few months. I am working on helping her to also understand the IB philosophy better.

If your definition comes from a personal narrative, then share the details of dates, names, years and such.  Perhaps a moment in your teacher timeline contributes to your understanding of curriculum. When I taught Spanish in 2001, I was not given any guidance on curriculum, so I learned to create it on my own, and I still believe that the best curriculums are formed that way, with the addition of Concept Maps. I discovered their usefulness in 2018, and now I have the students create maps with me as we navigate their learning because as Wilson indicates, "Concept maps are effective tools for making the structure of knowledge explicit, and our hope is that by using them in our planning...the material will be more accessible and more easily integrated by students" (p. 4). Maps also give students the bigger picture, and how the standards they are learning relate to real life.

How did the interview participant’s definition from last week inform your understanding of the term? The interview with another teacher and former IB coordinator really cemented in my definition of curriculum. She emphatically stated that the curriculum is “the written material that guides our teaching.” Even when probed to go further, she did not touch on the other aspects of curriculum that I think are critical, as defined by the IBO. I use the mnemonic SLACK to help me remember them. It stands for Skills, Learner Profile, Action, Concepts, and Knowledge.

Who are the stakeholders involved in determining/creating/constructing your definition? I have recently begun to understand that knowledge, or facts and figures from our local governing body, are just a piece of the puzzle. Our Head of School really wants us to focus on them. But it is so important for the teachers to help create a curriculum that educators teach the bigger picture, and concepts to match the standards. For instance, they will teach that protons, electrons, and atoms are all important because they make up matter, and why matter matters in the students’ personal lives. Our board agrees that we also need to focus on students' emotional health and other Approaches to Learning (IBO). Even in 1908, Addams mentioned that “splendid as the public schools are in their relation to the immigrant child, they do not understand all of the difficulties which surround that child-all of the moral and emotional perplexities which constantly harass him.” Especially in response to Covid-19, we need to explicitly teach skills to manage stress and other emotions.

Name a few of the researchers/theorists/thinkers we have read so far that would contribute to your curriculum reform? Besides the IBO, which has been heavily influenced by Dewey and Vygotsky, this Learner-Centered approach is influenced by one of Shiro’s ideologies. It focuses on constructivism, growth of the individual, concepts, and that the teacher should be more of a facilitator than a lecturer (2013). Tyler’s four questions should help us focus on the educational purposes, organizing them, the experiences to back it up, and assessment afterwards (1949). Finally, I believe in Slattery’s broad definition of curriculum, that it does not always need to be specific to standards, but that it must also relate to the students’ life experiences, and that we cannot separate things that students see outside of school just because we have content to cover (1995). We need to be creative enough to follow student inquiries related to real-life, and help them in their voyage to find answers to these inquiries, and the many others they will discover along their way.

References:

Addams, J. (1908). The Public School & the Immigrant Child.  Retrieved fromhttps://educ820in2015.files.wordpress.com/2015/05/addams-1908-the-public-school-and-the-immigrant-child.pdf

IBO. Further Guidance in Developing Approaches to Learning. Retrieved December 21, 2019, from https://resources.ibo.org/myp/topic/Further-guidance/resource/11162-33714?lang=en.

IBO. Written Curriculum. Retrieved April 29, 2020, from https://www.ibo.org/programmes/primary-years-programme/curriculum/written-curriculum/

Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks: Sage Publications, Inc. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/schiro-m-2013-introduction-to-the-curriculum-ideologies.pdf

Slattery, P. (1995). Curriculum Development in the Postmodern Era.  New York & London: Garland Publishing, Inc. Retrieved from https://play.google.com/store/books/details?id=mBb9CAm3BP0C or use this link: https://www.book2look.com/embed/9781136494185

The University of Tennessee at Chattanooga (n.d.). Concept Mapping and Curriculum Design.  Retrieved from https://www.utc.edu/walker-center-teaching-learning/teaching-resources/cm-cd.php

Tyler, R. (1949).In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.11-18).  New York, NY: Routledge. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/tyler-r-2013-basic-principles-of-curriculum-and-instruction.pdf

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Bloom's pyramid is not set in stone, and we should encourage learners to study at the phase that works for them.

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The assessment triangulation being flipped upside down has been an image stuck in my head to help me remember that assessment as learning is essential.

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The first few columns of my professional portfolio relate to my learnings at Southern Utah University for the educational leadership program. The second half is related to my second master's program at University of the People. I organized the portfolio by my challenges, philosophy, priorities, and instructional strategies, then by class, and finally by my professional Padlets used at work. The artifacts highlight different educational theorists who have inspired me.  

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The first few columns of my professional portfolio relate to my learnings at Southern Utah University for the educational leadership program. The second half is related to my second master's program at University of the People. I organized the portfolio by my challenges, philosophy, priorities, and instructional strategies, then by class, and finally by my professional Padlets used at work. The artifacts highlight different educational theorists who have inspired me.  

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Learning more about the top theorists in education has strengthened my resolve to teach the IB philosophy, which includes constructivism and inquiry-based instruction.

Six Education Theorists All Teachers Should Know Infographic - e-Learning Infographics. (2015). ELearning Inforgraphics. https://elearninginfographics.com/6-education-theorists-teachers-know-infographic/

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6 Education Theorists All Teachers Should Know Infographic - e-Learning Infographics

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The 6 Education Theorists All Teachers Should Know present 6 people that did some of the major research in education.

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I included this article that Dr. King-Wilkes recommended because I was married to a man for twenty-eight years who had a brain tumor. I learned personally the significance of brain issues and that if we don't address those in our teaching, we cannot personalize instruction.

Lucariello, J. Top 20 Principles from Psychology for PreK-12 Teaching and Learning. American Psychological Association. Retrieved May 4, 2021, from https://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.pdf

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The words above represent how I connect with teachers. We use technology to communicate, I lead with questions more than answers, we look at data to drive instruction, and I remind them that intentional teaching is the most important tool in their toolbox.

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I believe strongly in learned-centered instruction, and knowing what lights up students' minds. Boys and girls often need different things, so teachers should provide choices for assignments and even assessments.

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Through this program, I learnt that offering rewards can often be detrimental to student progress. Instead we need to find out what intrinsically motivates our students.

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I believe in inquiry-based instruction, and letting the units flow according to the questions that students ask.

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My philosophy about inclusive curriculum

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My philosophy about inclusive curriculum

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Curriculum should be inclusive and available to all, including culturally and linguistically diverse students.

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PA 5810 Unit 7 philosophy behind curriculum

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When there is student conflict at school, I always remind them about the story of wolves, and how they can only survive in packs. I ask them to never leave anyone alone, to be Akelas for one another and lead well.

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My focus on brain-based teaching is based on Gardner's theory of multiple intelligences. Students should have agency and choice when it comes to demonstrating their learning. Some are visual learners, others auditory, and a few need tactile strategies.

Marenus, M. Gardner's Theory of Multiple Intelligences | Simply Psychology. www.simplypsychology.org/multiple-intelligences.html

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Howard Gardner’s Theory of Multiple Intelligences

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Howard Gardner’s Theory of Multiple Intelligences posits that individuals possess various distinct types of intelligences, rather than a single general intelligence. These types encompass areas like linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences, emphasizing a broader understanding of human capability.

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I created this lesson plan because I have a personal interest in protecting our planet and teaching students citizenry.

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I am very proud of this group project. My team members were from around the world, and they said that I was the best group project leader they had ever had. I think it's because I listened to them.

I believe in assessment for learning and as learning more than I believe in assessment of learning, such as standardized tests.

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HTML view of the presentation

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My research on the value of student check-ins and adult mentoring (practice)

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My research on the value of student check-ins and adult mentoring (practice)

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This paper highlights research I did with adult mentors working with students for the first time at Channing Hall. I researched how the mentoring affected their grades and Approaches to Learning skills (IBO, 2014).

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No MC, critical thinking

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This is a Padlet I use to save important items at work. References are not included because it is an extra resource.

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This is a Padlet I use to save important items at work. References are not included because it is an extra resource.

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This is a Padlet I use to save important items at work. References are not included because it is an extra resource.

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Service Learning Padlet (not part of my portfolio, just an additional resource)

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Service Learning Padlet (not part of my portfolio, just an additional resource)

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This is a Padlet I use to save important items at work. References are not included because it is an extra resource.

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IB Information for Parents (not part of my portfolio, just an additional resource)

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IB Information for Parents (not part of my portfolio, just an additional resource)

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This is a Padlet I use to save important items at work. References are not included because it is an extra resource.

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Dr. Sanders' Recommendation for Headings

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Dr. Sanders' Recommendation for Headings

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Make your headings descriptive and concise. Headings that are well formatted and clearly worded aid both visual and nonvisual readers of all abilities.

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What's the definition of assessment in education? Assessment is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve the student's path towards learning. This is a short definition of assessment. If you want to read more about assessment, click on this link.

What is evaluation?

What's the definition of evaluation in education? Evaluation focuses on grades and might reflect classroom components other than course content and mastery level. An evaluation can be used as a final review to gauge the quality of instruction. It's product-oriented. This means that the main question is: "What's been learned?" In short, evaluation is judgmental.

Example:
You're gifted a flower.
Evaluation: "The flower is purple and is too short with not enough leaves."

Evaluation is judgmental

Assessment: "I'll give the flower some water to improve its growth."

Assessment increases the quality

Relationship between Assessment and Evaluation

Besides the differences, there are also some similarities between assessment and evaluation. The both require criteria, use measures and are evidence-driven.

So, what's the difference?

Assessment Evaluation

Is ongoing Provides closure

Improves learning quality Judges learning level

Individualized Applied against standards

Ungraded Graded

Provides feedback Shows shortfalls

Process-oriented Product-oriented

Read more about assessment vs testing.

Useful resources
University of Nebraska-Lincoln
Frequently asked questions

✔️ What is an assessment?
Assessment is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes and beliefs.

✔️ What is evaluation?
Evaluation focuses on grades and might reflect classroom components other than course content and mastery level.

✔️ What is the relationship between Assessment and Evaluation?
The both require criteria, use measures and are evidence-driven.

Frequently Asked Questions

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Assessment vs Evaluation in education | Onlineassessmenttool.com

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What's the definition of assessment in education? Assessment is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve the student's path towards learning. This is a short definition of assessment.

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How to discipline without stress, punishment, or rewards.

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How to discipline without stress, punishment, or rewards.

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In this article, Marshall summarizes his Discipline Without Stress program which encourages teachers to not control students but to teach them social skills.

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Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people. For example, a parent related the following to us after a discussion of how society and youth have changed in recent generations:

"The other day, my teenage daughter was eating in a rather slovenly manner, and I lightly tapped her on the wrist saying, "Don't eat that way."
My daughter replied, "Don't abuse me."
The mother had grown up in the 1960s and volunteered the point that her generation tested authority but most were really afraid to step out of bounds. She related that her daughter was a good child and added, "But the kids today not only disrespect authority, they have no fear of it." And, because of rights for young children-which we should have-it's hard to instill that fear without others claiming abuse.

So, how can we discipline students, so we as teachers can do our jobs and teach these young children who refuse to learn?

In many cases, we resort to punishment as a strategy for motivation. For example, students who are assigned detention and who fail to show are punished with more detention. But in my questioning about the use of detention in hundreds of workshops around the country, teachers rarely suggest detention is actually effective in changing behavior.

When students are not afraid, punishment loses its effectiveness. Go ahead and give the student more detention that he simply won't show up to.

This negative, coercive discipline and punishment approach is based on the belief that it is necessary to cause suffering to teach. It's like you need to hurt in order to instruct. The fact of the matter, however, is that people learn better when they feel better, not when they feel worse.

Remember, if punishment were effective in reducing inappropriate behavior, then there would be NO discipline problems in schools.

The irony of punishment is that the more you use it to control your students' behaviors, the less real influence you have over them. This is because coercion breeds resentment. In addition, if students behave because they are forced to behave, the teacher has not really succeeded. Students should behave because they want to-not because they have to in order to avoid punishment.

People are not changed by other people. People can be coerced into temporary compliance. But internal motivation-where people want to change-is more lasting and effective. Coercion, as in punishment, is not a lasting change agent. Once the punishment is over, the student feels free and clear. The way to influence people toward internal rather than external motivation is through positive, non-coercive interaction.

Great teachers understand that they are in the relationship business. Many students-especially those in low socio-economic areas-put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships AND have high expectations.

Great teachers communicate and discipline in positive ways. They let their students know what they want them to do, rather than by telling students what NOT to do.

Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience. They know that OBEDIENCE DOES NOT CREATE DESIRE.

Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy.

Great teachers improve skills that prompt students to WANT to behave responsibly and WANT to put effort into their learning.

Great teachers have an open mindset. They REFLECT so that if a lesson needs improvement they look to themselves to change BEFORE they expect their students to change.

Great teachers know education is about motivation.

Unfortunately, today's educational establishment still has a 20th-century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good. What was overlooked was the simple universal truth that people develop positive self-talk and self-esteem through the successes of THEIR OWN EFFORTS.

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Take the Stress out of Discipline With These Tips

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Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people.

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Low-Teacher Control/The Guiding Method

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Stressing positive teacher-student relationships, empathetic adults, and differentiated consequences, the Love & Logic approach to behavior management has fans among teachers and parents. Included: Nine essential skills for teachers practicing Love & Logic.

The Love & Logic Institute may sound like a hippie holdover from the flower-power days, but its founders and practitioners say it offers a practical, time-tested system for improving student behavior and school climate.

The foundation of Love & Logic is positive bonds between teachers and students, so children want to be compliant; and using techniques to avoid arguments and power struggles. Educators also are encouraged to express empathy when students disobey the rules and tailor consequences to meet the needs of individual students and infractions.

"It's based on responsibility and relationships," said founder and former teacher and administrator Jim Fay. "It's about setting good limits in a loving way. I discovered -- and I wish I had discovered it sooner -- that if you get a kid to fall in love with you, he'll walk through fire for you."

TEACHING THE LOVE & LOGIC WAY

Fay and Dr. Foster W. Cline developed Love & Logic in 1977 after Fay said he had tried different behavior management strategies when he was an educator. The Love & Logic approach is outlined in Fay's book, Schoolwide Discipline Plan Without the Loopholes. Based on observations and his studies, Fay composed what he calls nine essential skills for teachers.

Neutralizing student arguing

Delaying consequence

Empathy

The recovery process

Developing positive teacher-student relationships

Setting limits with enforceable statements

Using choices to prevent power struggles

Quick and easy preventative interventions

Guiding students to own and solve their problems

Currently about 2,500 people are teaching the nine essential skills' program in schools and colleges and about 11,000 are teaching the Love & Logic version for parents in schools.

"It's not just for discipline and safety; it's to create an environment where everyone feels welcomed and loved," said Jennifer E. Guthals, principal of Thompson Falls (Montana) Elementary School. The entire district uses Love & Logic. "I was a brand-new principal when I came in [three years ago] and feel like this is one of the luckiest things that ever happened in my life."

"It allows us to have positive relationships, but positive relationships with high expectations."

Dr. Jerry Pauli, the superintendent of Thompson Falls Public Schools, thought Love & Logic would be a good fit for his district's needs after he and several other administrators attended a Love & Logic conference.
"I saw more stress coming in with the No Child Left Behind Act," Pauli said. "I wanted to improve relationships and wanted something for the high-risk populations coming into the district. The main thing is that the system is a way to deal with relationships -- student-student, student-staff, and staff-staff."

"Because we don't yell and we're not punitive, we have very few problems with disrespect toward adults," added Guthals. "A lot of kids are sad before Christmas and spring break because they miss us."

LAYING LOVE & LOGIC FOUNDATIONS

Educators in a Love & Logic school can begin by deciding on a list of core beliefs about working with children, said Fay. Those core beliefs could include the following:

Maintain dignity for the adult and child

Whenever possible, share the control

Whenever possible, share the thinking -- get the child to do more

If consequences are necessary, use the empathy-with-consequences approach

Learning a little about each student's interests and personality helps to foster a connection between students and teachers. Once those relationships are established, particularly with difficult students, maintaining compliance is easier. For example, if a student does not take off a hat in class, a teacher could quietly say to that student, "Hey, I'm glad your team won last night. I know what a big fan you are," and then as the teacher walks away, add, quietly, "Would you mind taking that hat off just for me?"

"You have to have relationships with high-risk students," added Guthals. "I have been amazed at how easy it is to build relationships with kids with Love & Logic strategies. When you build relationships, you can say to students, 'Will you stop doing that for me?' and they will."

Tracy Wagers, principal of Humanex Academy, a private grade 7-12 alternative school in Denver, Colorado, said Love & Logic has proven effective with most students in the 12 years the school has been using it. "It allows us to have positive relationships, but positive relationships with high expectations," Wagers told Education World. "We find we can use it to integrate academics and relationships with peers and teachers."

CHOICE AND RECOVERY

Teachers also learn techniques to prevent and interrupt disruptive behavior. One way to do that is to allow students some input into decisions affecting the class.

"We try to give kids as many choices as possible," said Wagers. "The teacher has to be able to share control. If it is a little thing, we try to allow choice -- students are more likely to cooperate when they have a choice." That could be as simple as telling a student he or she can stop disrupting the class or go to the office, she said.

"I discovered -- and I wish I had discovered it sooner -- that if you get a kid to fall in love with you, he'll walk through fire for you."

Love & Logic also takes a different approach to setting limits. "People who set limits don't tell kids what to do -- they tell kids what they are going to do," said Fay. "Let the kids fit in with your life." That could mean using statements such as, "I listen to people who raise their hands," or "I grade papers with names on them."
"It's saying, 'Here's how I run my life -- work to fit in,'" Fay noted. "It takes the fight out of them."

Still, problems are bound to arise. When appeals to students fail, teachers can ask pupils -- also quietly -- to go to a "recovery" area either in their own classroom or another room to regroup, adding that they will discuss the incident later.

EMPATHY AND CONSEQUENCES

Love & Logic stresses delaying any consequences until the heat of the moment has passed. When the time comes to discuss the infraction, the adult should empathize with the student's situation and administer a consequence that's appropriate for the student and the offense, according to Love & Logic. Expressing empathy can be as simple as saying "Bummer," or "I'm sorry you feel bad."

"I discovered that if you have the perfect consequence for a kid, but if you are angry, the kid remembers the anger, not the consequence," Fay told Education World. "If a teacher expresses empathy first, then the kid remembers the consequence. Then it's also hard to regard the teacher as the bad guy -- the student sees the behavior as the problem."

Empathy often is the hardest aspect of Love & Logic for teachers and administrators to remember to use. "Most of us are conditioned by modeling and repetition," Fay said. "We think we have to get angry to show kids how serious their actions are. That ruins things from the start."

He suggested educators adopt one empathetic response -- and make sure it fits them and their region. "It's not so much the word, but the feeling," Fay continued. "One-word empathy is generally more effective than anything. We teach men who want to be tough the empathetic grunt. Then they can move on to 'What a bummer.' Then put [the word or phrase] on sticky notes all over the place to remind yourself to use it."

Faculty members can use the staff's core beliefs to guide discipline decisions. "You figure out based on the guidelines what to do," Fay explained. "We believe teachers and administrators actually can think. In the traditional approach to discipline, you make rules -- decide what happens for each offense -- and each rule is enforced the same way. But that doesn't work. Kids can figure out ways to do things so consequences don't fit."

At Thompson Falls Elementary and all the schools in the district, educators apply consequences so students feel like they are learning something -- not being punished. "They are thankful for getting a second chance and realize they can help solve the problem," said Guthals. "I actually had a kid thank me because I gave him a consequence -- they think I'm helping them. It's the way you frame things."

"We have high expectations, but if a kid slips, we don't put him or her down," added Pauli, the district's superintendent. "They are all given second or third chances. Each one is treated as an individual. Each teacher knows what to do. We have a warm climate. It's not about a power trip."

LOVE & LOGIC IN ACTION

A boy at Thompson Falls Elementary last year, for example, was spreading an inappropriate rumor about a girl. Guthals called the boy to her office. "I said, 'I heard this is what is going on and want to know how to solve it.' We sat for ten minutes and talked about what to do."

The boy did receive an in-school suspension. "He had to demonstrate that he could focus just on his schoolwork," Guthals said. The student did his assignments in the counselor's office to show he could concentrate and complete his work. He also was assigned to model and monitor good behavior for the kindergartners.

"We're solving problems together rather than punishing mistakes."

In another situation, two students had been arguing for days. Guthals finally assigned the two of them to sit at a table and work together on a project until they could go more than ten minutes without squabbling. After three hours, they stopped arguing and have been getting along ever since.
"We're solving problems together rather than punishing mistakes," noted Guthals.

The decision to delay consequences for misbehavior was a trait among most highly-effective teachers Fay observed while doing research for Love & Logic.

"When you get tangled up in the idea that all kids need immediate consequences, you wind up doing something you regret later on," according to Fay.

THE EVOLUTION OF LOVE & LOGIC

And that is something with which Fay has experience from his career as an educator. "I started out with the traditional rules," he told Education World. "I would lay out the rules, the consequences, and then expect kids to follow the rules. And lie to the world that everyone was treated the same."

Part of the reason traditional discipline no longer works is that children have lost their fear of adults, Fay noted. "There is a whole different perspective kids have."

Fay continued following the conventional discipline path for several years, until an incident occurred when he was splitting his time between being a fifth-grade teacher and an assistant principal. A chronically misbehaving, borderline dangerous student finally pushed all of Fay's buttons at once. Fay slapped the boy and said the experience left him deeply troubled.

"I was at the end of my rope, and he was the typical little psychopathic kid -- a fire-starter, and everyone was afraid of him," Fay recalled. "He just thought he was tough, and I thought I just had to be tougher than he was."

Fay estimated he had talked to the boy's mother about 20 times trying to find a solution for his disruptive behavior. He told her he had slapped her son and was not proud of it. "She said, 'If you hadn't done it, someone else would have, based on how he was when he left the house.'"

But Fay decided the time had come to find a more effective behavior management approach that focused on preventing negative behavior. He watched teachers who had good classroom management skills and talked with psychologists. "I found ways to apply psychological approaches to classrooms," Fay told Education World. "I picked their [psychologists'] brains. I asked why certain things would work, and then they referred me to literature."

LAUNCHING LOVE & LOGIC

One way schools can get started with Love & Logic is by introducing one or two of the elements, asking teachers to try them on a voluntary basis, and having them report if using aspects of Love & Logic made their jobs easier. Otherwise, "when you announce a new mandated program, it's the job of a certain number of teachers to kill it," said Fay.

Love & Logic is most effective when it is implemented school-wide, as long as not all staff members are required to do it the same way. "Some people are more dramatic, some are more laid back," Fay noted.

"In the first year, it took some getting used to," admitted Guthals. "We started to realize that not every situation is the same. We have scaffolding for new teachers and try to send them to the Love & Logic Institute. We've never had a problem with parents getting onboard. Parents ask us for Love & Logic material."

Students' responses to consequences show how effective Love & Logic has been at Guthals' school. "They don't leave hating us [after receiving a consequence] -- they leave thinking we helped them," she said.

ADDITIONAL RESOURCES

Article by Ellen R. Delisio
Education World®
Copyright © 2008 Education World

09/08/2018

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Practicing Love And Logic Can Mean Happier Schools | Education World

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Stressing positive teacher-student relationships, empathetic adults, and differentiated consequences, the Love & Logic approach to behavior management has fans among teachers and parents. Included: Nine essential skills for teachers practicing Love & Logic. The Love & Logic Institute may sound like a hippie holdover from the flower-power days, but its founders and practitioners say it offers a practical, time-tested system for improving student behavior and school climate.

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I like to think of discipline as helping a student to be a discipline, to follow the right way.

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Dr. Jane Nelsen explains the Five Criteria fo

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I believe in always being positive when we discipline students. It's about teaching, not punishing. There must be consequences, but we can do that with positivity too.

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Content Acquisition Podcast: Classroom Rules and Expectations - Learning System Missouri Schoolwide Positive Behavior Support

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Reliable similarity score

Search across 40B+ web sources and open access databases

Full-scale interactive report

With clickable similarity sources and adjustable citations and references

Plagiarism is the act of wrongly appropriating ideas or words without giving credit to the source. But it isn't limited to that. In the broad sense, plagiarism is a theft of one's intellectual property, be it an image, music sample, invention, or concept. This type of violation may also be referred to as copyright infringement.

No matter how it occurs, knowingly or not, plagiarizing is a serious offense. It is like stealing someone's voice and depriving yourself of developing your own.

In education, plagiarism is considered to be one of the most severe violations of academic integrity. Both teachers and students are urged to follow the principles of academic honesty and acknowledge the sources, concepts, or ideas they use.

Plagiarism comes in different shapes:

Word-for-word plagiarism or direct plagiarism refers to taking words directly from an outside source without giving credit to their author. The easiest way to avoid this type of plagiarism is to place the sentence inside quotation marks and then cite the source.

Self-plagiarism occurs when a person recycles their own work and submits it as new writing. The best that one can do is cite one's work at all times.

Accidental plagiarism happens when something escapes attention when attributing to an external source, such as unintentional paraphrases without stating a source, failure to follow citation rules, etc. To avoid accidental plagiarism, one should take notes about every source used and review citation rules.

Mosaic plagiarism or patchwriting occurs when a person overuses quotes without acknowledging original sources. This type of plagiarism may indicate a lack of research or proper understanding of the topic. Even though a source may be mentioned in the footnotes, it is not sufficient and is likely to be considered a serious violation.

Collusion entails unauthorized collaboration on a paper. Teachers typically provide clear guidelines on what can be done collectively and what requires individual effort. When in doubt, be sure to make things clear in advance.

Academic institutions state that students may commit plagiarism because of inattentiveness or lack of understanding. They may not know how to cite sources properly, how much-cited material is allowed, how to make bibliographies and footnotes, etc. That's why it's extremely important to encourage open conversation.
Some of the most common mistakes include:

Failure to cite the source mentioned in the essay or thesis

Incorrect usage of quotation marks

Recycling too much text or too many ideas that belong to someone else without sharing one's own

Paraphrasing the original source without giving credit

Citing incorrect sources

Submitting a paper that originally doesn't belong to the student

Failure to cite the source mentioned in the essay or thesis

Failure to cite the source mentioned in the essay or thesis

Taking large portions of previously-submitted papers without acknowledging one's own work (usually treated as self-plagiarism)

K-12 and Higher Ed institutions are serious about preventing plagiarism and provide detailed guidelines for avoiding it in papers:

Keep detailed and accurate notes about sources used

Follow the citation guidelines (APA, MLA, Harvard, or other academic writing styles adopted at one's university or college)

Put quotation marks around any borrowed words

Give credit to the author even if his or her words were summarized or paraphrased

Be sure to cite one's own essay or thesis as you would for other cited works

Use a robust plagiarism checker like Unicheck to verify whether all sources were properly attributed

Teachers also recommend dividing writing tasks into easily-achievable milestones. By completing these assignments step-by-step, students feel less pressure and, therefore, become more motivated to tackle them without looking for shortcuts.

Submitting rough drafts to receive advice creates moments of personal learning, preventing plagiarism and cheating attempts and helping students spend less time writing in the future.

Plagiarism checkers can be separated into standalone online tools as well as more complex software solutions embedded into learning management systems (like Canvas, Moodle, or Google Classroom).

The first ones fit the needs of individual users like students or teachers. They usually search for text matches only across online sources. A great many of them have a checkbox to copy and paste user text. Alternatively, they may ask a user to sign up and check texts from the comfort of a personal dashboard. These originality detectors may also support URL checks to ensure that published content has no duplication elsewhere on the internet.

The second group is tailored to the needs of educational institutions and provide more sophisticated features that can allow exchanging feedback, getting analytics on class originality levels, checking papers across institution databases, etc.

Since they're integrated with LMSs, the most efficient plagiarism checking software requires little effort from a user. Administrators have them installed and set up, instructors enable them for specific courses, and students submit papers that automatically pass through a plagiarism check.

Free online plagiarism checkers usually have a checkbox to paste a text in. By clicking the button, all found similarities are highlighted. It's as simple as that.

There are dozens of registration-free plagiarism tools out there. However, few of them provide quality search capabilities. Their algorithms are often too primitive and can't deliver accurate results. These checkers also don't guarantee the security of uploaded texts.

Reliable checkers are rare, and all of them require signup. Some offer freemiums, like the free online plagiarism checker provided by Unicheck. This may be enough for a user to test the tool's capacities before they sign up for a longer-term.

To start using a plagiarism checker like Unicheck.com, one simply needs to log in, verify their email address, and purchase pages to enable plagiarism search. The next steps are simple to reproduce: upload a text and push the check file button. Once the check is complete, Unicheck provides a handy report and percentage of matches found.

Manual checking entails a lot of work: one must verify all suspicious passages, quotes, footnotes, and the list of references at the end of the paper. And it doesn't end there. All illustrations, like graphs or tables, also need careful checking for proper attribution.

When this work is carried out by a professional, plagiarism checking may produce better results than an originality checker. Manual checking can be effective when there are no tight deadlines and no required proof of text uniqueness.

However, when time and evidence matter, the best option is to entrust essay or thesis checking to specialized software. With their enormous capabilities, originality detectors like Unicheck can handle thousands of checks at a time without slowdowns.

Other features supported by Unicheck include:

Quickly check a document-each page is scanned within 4 seconds

Multiple text formats supported, including .docx, .rtf, .txt, .odt, .html, .pdf, .ppt

Search against real-time web index, which means that an uploaded text will be compared to web sources that appeared only 5 hours before the search

Interactive report with a clickable list of matching sources

Downloadable report with all major data, including the percentage of text matches, citations, references, links to matching sources, and highlighted unoriginal content

Color mask that helps quickly find citations and references

Percentage of similarities adjusts in real-time, so once you exclude a source, Unicheck updates the similarity percentage immediately

Handy dashboard with a search bar and a drag-and-drop option

To carry out checks against web sources, plagiarism checkers use web index, but due to how costly this is, few of them can search through it efficiently.

So, they seek cheaper workarounds. That's why the hundreds of free online plagiarism checkers provide inaccurate search results. You can check this yourself by submitting the same text for checking to different online checkers-the similarity score is likely to be different.

More advanced tools use paid web search and have sophisticated search algorithms that examine sentence components in various combinations, which ensures more precise search results.

Some of the advanced originality detectors, like Unicheck, use real-time web index, meaning that a user receives a more accurate similarity percentage.

To expand search capacities, checkers may also scan academic databases, open online repositories, academic journals, or databases shared by universities. However, this type of check is more in demand among educational institutions.

K-12 and higher education continuously warn students about the severe plagiarism consequences they may face, which varies from disciplinary action to suspension or expulsion from a college or university.

If students take big risks, why haven't academic dishonesty rates been significantly reduced? Students approach plagiarism differently. They may think that unauthorized collaboration is less of an issue than plagiarizing a final exam paper. One can hardly disagree that the severity of academic misconduct varies, and so do the penalties. But it is still plagiarism, so it can't be ignored.

In an academic setting, there are honor codes and misconduct committees handling academic integrity violations. They decide on the penalties, taking into account all previously registered misdeeds. This also refers to academics, researchers, instructors, etc., since everyone involved in the academic world should support academic integrity policies.

The consequences of plagiarism may lead to these outcomes:

Failed course and reputation. Plagiarism may result in an "F" grade and failed course, which damages reputations and provokes suspicion in each subsequent paper.

Devalued college degree and poor knowledge. Plagiarism deprives a student of gaining a profound skillset and knowledge. Therefore, a college diploma becomes a mere sheet of paper that hardly serves as a proof of professionalism.

Damaged career. Plagiarism makes it difficult to transfer to another university or college, and in some cases, it may negatively impact a future career. Countries that place a high weight on reputation and credentials may not be willing to hire an employee with a shady past.

Suspension or dismissal from a college. Repeated plagiarism allegations may result in dismissal from an academic institution and entail extra expenses.

Legal consequences. Stealing someone's ideas or words may lead to legal repercussions if a copyright breach occurs, but this often happens in the journalism and media industries.

A plagiarism checker isn't a cure-all, but its efficient work can help you stay safe. As an individual user, you're likely looking for a quick, accurate, handy, and affordable checker, which you receive with Unicheck.

Unicheck can eventually become your lifetime assistant. The originality detector ensures an accurate similarity search against the web in real-time. The plagiarism checking service recently moved to the Amazon Cloud, improving its uptime and allowing you to run checks without glitches even during peak season.

The report delivered to you upon completion of a similarity check is simple and comprehensive. It calculates total similarity score, contains a clickable list of matching sources, highlights citations, references, and any similarity inside the text. No broken links or outdated sources-Unicheck eliminates them, providing you only with relevant information.

Because of Unicheck's intuitive and frequently-upgraded interface, navigating the dashboard takes seconds. So, you can focus on the scanned text rather than searching for a button that isn't in the right place.

Unicheck also allows for downloading a .pdf report with the same data as its online version.

Unicheck's user-centered team frequently upgrades the originality checker. For help with new updates or assistance with anything else, you can always contact our 24/7 support team.

Ready to Get Started?

Sign up and start checking for plagiarism with the powerful, AI-charged Unicheck

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Free Online Plagiarism Checker for Students and Teachers

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Search across 40B+ web sources and open access databases With clickable similarity sources and adjustable citations and references Plagiarism is the act of wrongly appropriating ideas or words without giving credit to the source. But it isn't limited to that.

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I believe it is important to as these questions to evaluate a school, not just test scores.

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eisener-2001--What does it mean to say that a school is doing well

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Responses to Eisner's questions

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This article deals with influential people in the educational system particularly in shaping the curriculum as we know today. It also talks about their specific contributions that can still be observed by the present generation of learners. Let's enumerate and discuss the curriculum theorists and their contributions by chronological order.
The Six Famous Curriculum Theorists

1. Franklin Bobbit (1876-1956)

Bobbit believes that the learning objectives, together with the activities, should be grouped and sequenced after clarifying the instructional activities and tasks. He also views curriculum as a science that emphasizes the needs of the students. This viewpoint explains why lessons are planned and organized depending on the needs of the students and these needs must be addressed by the teachers to prepare them for adult life.

2. Werret Charters (1875-1952)

Aside from emphasizing the students' needs, he believes that the objectives, along with the corresponding activities, should be aligned with the subject matter or content. For that reason, department chairpersons or course coordinators scrutinize the alignment or matching of objectives and subject matter prepared by the faculty members.

3. William Kilpatrick (1871-1965)

For him, the purpose of curriculum is child development, growth, and social relationship. He also introduced the use of small group interaction, and the project method in which the teacher and students plan together. Thus, it is called as the child-centered curriculum.

4. Harold Rugg (1886-1960)

He introduced the concept of the development of the whole child, the inclusion of social studies, and the importance of curriculum planning in advance.

5. Hollis Caswell (1901-1989)

He believes that subject matter is developed around the interest of the learners and their social functions. So, the curriculum is a set of experiences. Learners must experience what they learn.

6. Ralph Tyler (1902-1994)

And as to the hallmark of curriculum development as a science, Ralph Tyler believes that curriculum should revolve around the students' needs and interests. The purpose of curriculum is to educate the generalists and not the specialists, and the process must involve problem solving. Likewise, subject matter is planned in terms of imparting knowledge, skills and values among students.

To sum it up, the famous curriculum theorists have almost similar views. All of them believe that the curriculum should be learner-centered - addressing the needs and interests of the students. All of them have salient contributions to the educational system of the world today.

If you are an observant student, you might ask the following questions about your teachers:

Why is it that we are required to do projects, solve problems, and work in groups?

Why is it that our teachers are being observed in class, and their lesson plans or syllabi are checked?

Why is it that all of us should take social studies, and not only the 3Rs?

Why are the lessons being prepared in advance?

Why should we experience what we have learned?

Why do our teachers integrate values in our lessons?

And why is it that the school is after our development as whole individuals (to become generalists) and be ready to face life's challenges?

The answers to your questions are the people behind our educational system. They are the curriculum theorists.

Now, would you like to become one someday?
Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and Javier, R. B. (2008). Curriculum development. Philippines: Lorimar Publishing, Inc.

© 2014 December 3 M. G. Alvior

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Six Famous Curriculum Theorists and their Contributions to Education - SimplyEducate.Me

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This article deals with influential people in the educational system particularly in shaping the curriculum as we know today. It also talks about their specific contributions that can still be observed by the present generation of learners. Let's enumerate and discuss the curriculum theorists and their contributions by chronological order.

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This is a site that Dr. Ravi recommended I peruse to learn more about the elements of my job dealing with MTSS.

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Lilian Katz, Professor Emeritus, College of Education, University of Illinois at Urbana-Champaign

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IRIS | Page 1: Defining Differentiated Instruction

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Mr. Shelton learns that differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based. These evidence-based strategies include:

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Group projects were more difficult than what they probably are at a university that is strictly American. Collaborating with people across time zones was difficult. I often offered to be the group leader because of my desire to become and administrator. On this particular assignment, I did most of the work. But children's literature is entertaining for me, so I didn't mind.

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Is our teaching motivating our students, or oppressing them to sit in a desk and do the same thing day after day? It takes a lot of creativity to motivate them.

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