Ken O'Connor updates eight guidelines for good grading, provides practical applications, and examines a number of additional grading issues, including grade point average calculation and computer grading programs. Thoroughly revised, this edition includes:A greater emphasis on standards-based grading practices Updated research and additional information on feedback and homework New sections on academic dishonesty, extra credit, and bonus points Additional information on utilizing level scores Reflective exercises

    

    It's not enough to just "do projects." Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors -- leaders at the respected Buck Institute for Education -- take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework.

    A class can be skilled and motivated to learn without a teacher always having to lead. Engaging learners in this way unpicks intrinsic motivation, the foundation that underpins a productive learning environment and helps to develop independent learning.Based on five years of intensive research through Osiris Education's award-winning Outstanding Teaching Intervention program this book is packed with proven advice and innovative tools that were developed in these successful outstanding lessons. Written in the same humorous, thought-provoking style with which they both teach and train, the authors aim to challenge all who teach, from newly qualified teachers to seasoned professionals, to reflect on their day-to-day practice and set an agenda for sustainable improvement.

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    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.

    It shows teachers how to create an environment in which technology can effectively enhance learning. It contains a technology integration framework that builds on research and the TIP model.

    ... and the world! 80,000 registered members worldwide, 3,000,000 YouTube views, 10,000,000 pages of free ebooks downloaded from WholeBrainTeaching.com, one of the world's largest, free, education websites! If your rambunctious kids are driving you batty, read this book. Guffaw with delight as your class, guided by the Guff Counter, halts back talking students in their tracks! Weep with joy at the power of the Independents that turns rebel cliques against each other. Gasp in awe as you discover Mirror, the simple technique that makes every lesson magnetically engaging. Chortle with merriment as the magical Scoreboard transforms classroom management into a living video game. Whole Brain Teaching, a grass roots, education reform movement, begun in 1999 by three Southern California teachers, has attracted an astonishing following among educators across the U.S. and in 30 foreign countries. Based on cutting edge scientific research, Whole Brain Teaching recognizes that students learn the most when they are engaged in lessons that involve seeing, hearing, doing, speaking and feeling. Join the revolution! Transform your students from passive receivers of information to dynamic creators of high energy lessons. "In my 38 years in education, I have never seen a more successful classroom management system than Whole Brain Teaching. It's simple, effective and powerful. Chris Biffle and his colleagues have developed a strategy that works for all students." Dominic F. Mucci, Superintendent of Schools, Englewood Cliffs, New Jersey

    It's filled with specific teaching ideas for helping children in kindergarten through Grade 3 who are having difficulty in reading and writing.We want these young students to think and behave like effective readers who not only solve words skillfully but comprehend deeply and read fluently. To achieve our goal, we need to place them in situations in which they can succeed and then provide powerful teaching. Gay Su Pinnell and Irene Fountas offer numerous examples and descriptions of instruction that can help initially struggling readers become strategic readers. When Readers Struggle: Teaching That Works focuses on small-group intervention and individual interactions during reading and writing. Pinnell and Fountas also illustrate how to closely observe readers to make the best possible teaching decisions for them as well as how to support struggling readers in whole-class settings.Find immediately usable answers to your questions about struggling readers from educators you trust. Read Pinnell and Fountas's When Readers Struggle: Teaching That Works and find teaching that works for struggling readers.

    Teachers are better. Blending new technologies into instruction is a non-negotiable if we are to help our students gain the skills they’ll need to thrive in careers. And so too is educators’ old school wisdom in planning intentional blended learning that works. Too often, sincere enthusiasm for technologies pushes proven instructional strategies to the wayside, all but guaranteeing blended learning that is all show and no go.   Bold School is a book that restores teachers to their rightful place in effective instruction. Bold School thinkers embrace Blended pedagogies and Old school wisdom. In Bold School, teachers are put back into the blended learning equation. Blended learning is demystified and distilled into the powerful, yet simple Bold School Framework for Strategic Blended Learning™—a methodology to help you meld purposeful technology use with your old school wisdom to enhance instruction and learning. After all, the goal of blended learning isn’t technology—it’s student achievement. With a Bold School mindset, every teacher is capable of finally delivering on the promise of blended learning.

    Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas.In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas:Elaborating and ClarifyingSupporting Ideas with EvidenceBuilding On and/or Challenging IdeasParaphrasingSynthesizingThis book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following:Academic vocabulary and grammarCritical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and applicationLiteracy skills such as questioning, predicting, connecting to prior knowledge, and summarizingAn academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual supportThe ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.

    Without artful instruction, many students will never acquire the literacy skills they need not only to meet Common Core Standards but also to meet the challenges this brave new world is sure to deal them." -Carol JagoAgain and again the Common Core Standards state that students must read "proficiently and independently" but how do we achieve this when students are groaning about having to read demanding literature and looking for ways to pass the class without turning pages? Carol Jago shows middle and high school teachers how to create English classrooms where students care about living literate lives and develop into proficient independent readers. With 50% new material, With Rigor for All, Second Edition features: integration of the Common Core State Standards as teaching touchstones YA lit pairings with classic texts to aid comprehension for middle and high school students tips to motivate reluctant readers with immersion, encouragement, and small steps a study guide and guidelines for curriculum development. Students need books that mirror their own experiences and if you teach literature that you love, your students will be more likely to love it too. Let Carol show you how to create an individually designed curriculum in which students read literary works of comparable quality, complexity, and range and enjoy doing it!

    "It's not the tools-it's what we do with them that counts.Katie and Kristin start with our most important educational goals-literacy, independence, and critical thinking-and helps you connect them to the technology available in your classroom or school. You'll help students dig into texts, research their questions, and create powerful learning communities by using digital tools effectively, responsibly, and in combination with trusted artifacts and print resources.Amplify does exactly what the title implies. "When introducing technological tools, we often apply the same practices and strategies we use in our daily teaching, but amplify their power with technology," write Katie and Kristin. "We model what we want students to do with the technology, guide them to try it out with us, provide time for practice, then share as a class." They help amplify your literacy curriculum with lessons and guidance for:explicitly teaching kids how to be effective digital readers and thinkers giving students practice with closely reading images, infographics, and video emphasizing student ownership and creativity Whether you are in a 1:1 school, want to squeeze everything you can out of the one device in your classroom, or your school is encouraging you to use more digital tools, read Amplify. You'll discover how to gradually release responsibility to empower students as you-and your students-make the most of any technology.

    Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.It's time for a change in course.Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach — called Collaborative Problem Solving — can help challenging kids at school.His lively, compelling narrative includes:• tools to identify the triggers and lagging skills underlying challenging behavior.• explicit guidance on how to radically improve interactions with challenging kids — along with many examples showing how it's done.• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.

    Based on survey responses from over 900 adult readers and classroom feedback, Reading in the Wild offers solid advice and strategies on how to develop, encourage and assess key lifelong reading habits, including dedicating time for reading, planning for future reading, and defining oneself as a reader.Includes advice for supporting the love of reading by explicitly teaching lifelong reading habits. Contains accessible strategies, ideas, tips, lesson plans and management tools along with lists of recommended books co-published with Editorial Projects in Education, publisher of "Education Week" and "Teacher Magazine"Packed with ideas for helping students choose their own reading material, respond to text, and build capacity for lifelong reading.