The challenges are many, and for the faculty—whose jobs may depend on their students’ ability to improve on the test—the stakes are high.Ten-year-old Hydea is about to start fifth grade—with second-grade reading skills. Her friend Marbella is a little further along, but she’s more interested in socializing than in learning. And then there’s Matthew, a second grader who began the school year below grade level and who, over the course of the year, slipped even more. In past years, these three students and many others would have received help from the literacy specialist Mrs. Schaefer. But with cutbacks and a change in her job description—the third in as many years—she won’t be able to give all struggling students the same attention. This year, she will have to select the few students whom she and the teachers can bet on—the ones who are close to achieving proficiency on the CMT. The hope is that this strategy, though not ideal, will give them the boost they—and the school—need to pass the exams. And, for added measure, Principal Hay has already asked his faculty to teach to the test.Journalist Ron Berler spent a full year at Brookside, sitting in on classes, strategy sessions, and even faculty meetings. In Raising the Curve, he introduces us to the students, teachers, and staff who make up the Brookside community. Though their school is classified as failing—like so many others across the country—they never give up on themselves or on one another. In this nuanced and personal portrait, Berler captures their concerns, as well as their pride, resilience, and spirited faith.

    

    The authors review their earlier findings and then synthesize what has been learned since 1990 about college's influences on students' learning. The book also discusses the implications of the findings for research, practice, and public policy. This authoritative and comprehensive analysis of the literature on college-impact is required reading for anyone interested in higher education practice, policy, and promise3/4faculty, administrators, researchers, policy analysts, and decision-makers at every level.

    In this book, over 20 Michaela teachers explore controversial ideas that improve the lives of pupils from disadvantaged backgrounds. Michaela is blazing a trail in education, defying many of the received notions about what works best in schools.Michaela teachers, from founders to classroom teachers to senior leaders, lead readers through different aspects of what makes Michaela unique. The school gets hundreds of visitors a year. So many ask: what's the secret? But the reality is that it isn't only one thing that makes Michaela work.This book raises challenging questions for teachers and school leaders about how they see education. How can we help new Year 7 pupils get their bearings in secondary school quickly? How do we teach pupils to remember rather than forget what they've learned? How do didactic teaching, drill and memorisation boost motivation and academic achievement? How do we get pupils to be considerate, kind and caring to each other? How do we make lunchtime a calm, happy time every day? How do we ensure new teachers are just as respected as veteran teachers? How can we ensure the weakest readers do the most reading rather than the least? How can we make sure all teachers love teaching in our schools, and want to stay in teaching? How can we prevent teachers from overworking and burning out? What do we do about parents that push back against the school's rules? These questions cut to the core of how we educate and how we see the world.

    Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

    I doubt you'll find an education book with more useful insights per minute of reading time." - Dylan Wiliam - Emeritus Professor of Educational Assessment, UCLThis book is for any educator who's interested in understanding how learning works, and how to optimise their teaching to make it happen.From the author of Lean Lesson Planning, this latest instalment in the High Impact Teaching series pulls together the best available evidence from cognitive science and educational research, and stitches them together into a concise and coherent set of actionable principles to improve your impact in the classroom.POWER UP YOUR TEACHINGIt's an evidence-informed teacher's guide to building enduring understanding, and sits alongside books such as Make It Stick, Why Don't Students Like School?, and What Every Teacher Needs To Know About Psychology.---CONTENTSAct I PreliminariesWhy memory?Memory architectureThe 9 principlesAct II Principles1: Manage information2: Orient attention3: Streamline communication4: Regulate load5: Expedite elaboration6: Refine structures7: Stabilise changes8: Align pedagogies9: Embed metacognitionPRAISE FOR MEMORABLE TEACHING"I can't remember when I have ever read a book that takes such complex ideas and communicates them with sophistication and simplicity." - Oliver Caviglioli, Founder and author of HOW2s"The book packs an awful lot of useful material into a short, easy to read format and as such is something that all teachers should add to their collections." - Josh Goodrich, Head of CPD at Oasis Southbank"A truly excellent book which sets out the science behind learning with remarkable clarity." - Mark Enser, Head of Geography at Heathfield Community College

    Here you'll find practical suggestions, charts, planners, and examples from experienced special area teachers who use Responsive Classroom practices every day. You'll learn how to: Open and close each period in calm, orderly ways Set students up for success by modeling and practicing skills and routines Use positive teacher language Engage students more deeply Refocus and recharge students with quick, fun, movement breaks Respond to misbehavior to get students back to learning

    If students are to thrive in their academic and 21st century careers, then independent and creative thinking hold the highest currency. The authors explain in detail how to add these new components of literacy:Solution Fluency Information Fluency Creativity Fluency Collaboration Fluency Students must master a completely different set of skills to succeed in a culture of technology-driven automation, abundance, and access to global labor markets. The authors present an effective framework for integrating comprehensive literacy or fluency into the traditional curriculum.

    **Please see the NEW EDITION titled "Reaching All by Creating Tribes Learning Communities" by Jeanne Gibbs ISBN:0932762417 Copyright 2006

    Hoping to escape her predictable American life in the States, she runs away in search of adventure and self-discovery.The story reveals daily life in France, and the encounters with wonderful and not so wonderful characters along the way.It is perfect reading for anyone tempted to run away and ideal for a book club.

    This is an aspiring story of one teacher who resisted the pressures of 'teaching to the test' and created a curriculum based on his students' needs, wants, and desires.

    It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn.  Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning.   This book includes:  An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives.Effective strategies for using technology to create authentic learning experiences for their students.Case studies to guide appropriate tech integration.A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction.

    

    Book annotation not available for this title.Title: Simplifying Response to InterventionAuthor: Buffum, Austin/ Mattos, Mike/ Weber, ChrisPublisher: Solution TreePublication Date: 2011/10/13Number of Pages: 216Binding Type: PAPERBACKLibrary of Congress: 2011034298

    Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity. Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools "shape up or shut down" invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities.Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve--provide the basic economic and social support so that teachers and students can get the job done!