Problem-based, student-centred learning is the key to implementation of the national standards for science education in the United States. Students learn science best by `doing' science, by identifying real-world problems and designing projects that lead to possible solutions. Based on extensive experience in an award-winning US high school science programme, this book provides a step-by-step guide for designing problem-based learning in the life sciences.
Transformative Practices That Affirm and Accelerate All Learners
How well do you notice your students? Affirming students' thinking and adapting the learning experience to support and advance their understanding is an act of both expertise and compassion. This is teacher noticing. Does My Teacher Notice Me? emphasizes the often-overlooked skill of teacher noticing: observing or paying attention to students' ......
Transferable Tools for Reading ANY Nonfiction Text
With Diving Deep Into Nonfiction, Jeffrey D. Wilhelm and Michael W. Smith deliver a revolutionary teaching framework that helps students read well by noticing the rules and conventions of nonfiction texts. Classroom-tested lessons, compelling short excerpts, and provocative discussion takes reading across content areas into a whole new era.
From the best-selling authors of Deep Learning: Engage the World Change the World, this book is a must-have practical guide to help you implement your ideas. Packed with tools, tips, and protocols, this resource shows you how to design deep learning, measure progress, and assess the conditions needed to mobilize and sustain innovation and deep ......
Leading a Coherent System of Continuous Improvement
Built from the principles of Fullan/Quinn's hugely successful book, Coherence, this book explains why the long-term success of school districts requires a systemic approach for creating a coherent system of continuous improvement. The reason is that the district is the most important 'unit' of system change, not the school by itself. School districts demonstrating the clarity, commitment, collaboration, and accountability needed to create a coherent system of continuous improvement are deemed Districts on the Move. We use the phrase 'on the move' because forward motion is essential for coherence-making and continuous improvement as both necessitate constant adapting and adjusting to realize the equitable improvement of student learning outcomes.
"Alma Harris is a world leading writer on the thinking and practice of distributed leadership. This is undoubtedly the best book that she or anyone has yet written on the subject." -Andy Hargreaves, Thomas More Brennan Chair in Education Boston College "Alma Harris captures the essential challenges facing today's school and district leaders and summarizes, in precise and accessible language, important research-based lessons for practice. Her focus on building authentic relationships among all staff is both practical and a welcome antidote to an excessive focus on testing and standardization." -Karen Seashore, Professor University of Minnesota The benefits of distributed leadership are yours with this research-based change process. Distributed leadership-engaging the many rather than the few in school improvement-has long been a promising theory. But it must be implemented effectively before educators and students can reap the rewards, including improved learner outcomes and stronger organizational performance. Distributed Leadership Matters offers pragmatic approaches for realizing these benefits. First, Alma Harris shows why harnessing educators' collective expertise is an improvement strategy worth adopting. Then she details the collaborative processes that make it happen. Insights include: How to translate the research on distributed leadership into tangible results for your school Methods for building the social capital necessary for sustainable institutional change How to distribute leadership widely and wisely through professional collaboration The old-fashioned "top-down" leadership style no longer works for today's schools. Distributed Leadership Matters is a bold step into the future.
Timely and powerful, this book offers a new framework to elevate instructional practices with technology and maximize student learning. The T3 Framework helps teachers categorize students' learning as translational, transformational, or transcendent, sorting through the low-impact applications to reach high-impact usage of technologies.
The teachers aren't the problem-it's the system that needs fixing. The missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a persuasive case for making every school a reliable engine of constant learning, this book outlines the actions necessary to ensure High-Expertise Teaching reaches more children, more of the time. Informed by a substantial research base and decades of implementation, scholar-practitioner Jon Saphier presents the foundational elements of High-Expertise Teaching in this capstone work, along with A comprehensive plan for effective implementation to scale An assets-based approach to high expectations, culturally responsive teaching, and rigor Templates for re-engineering school- and district-based processes Guidance for leaders on honing their own skills to implement change Excellent teaching is complex and demanding, with challenges beyond what any teacher-preparation program can cover. That's why we must create a workplace environment that enables and prioritizes continuous professional learning about High-Expertise Teaching.
Are your students poised for success? Need a clear roadmap for achieving the college and career readiness goals of the Common Core and 21st century learning? Grounded in Costa and Kallick's groundbreaking habits of mind work, and informed by current research, this book helps educators: Build consensus around what attributes and abilities all students should possess by the time they graduate Develop a common language around these dispositions so that students will encounter them daily Integrate these dispositions into curriculum design, instruction, and assessment Create school cultures that value dispositional learning
