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The Essentials for Standards-Driven Classrooms

A Practical Instructional Model for Every Student to Achieve Rigor

As a supplement to the Essentials for Achieving Rigor book series, this guide gives teachers a big-picture view of the Essentials model and its research-based strategies. Its valuable tips and guidance empower educators and leaders to increase classroom rigor and transform their schools into thriving, sustainable communities of practice.

As a supplement to the Essentials for Achieving Rigor book series, this guide gives teachers a big-picture view of the Essentials model and its research-based strategies.

Beyond Reform

Systemic Shifts Toward Personalized Learning Shift from a Traditional Time-Based Education System to a Learner-Centered Performance-Based System

Like many school districts, Lindsay Unified School District faced difficulty meeting the needs of increasingly diverse student populations. Through this detailed resource, you will learn how Lindsay Unified took action to improve student learning by shifting from a traditional time-based education system to a learner-centered performance-based system. By adopting and tailoring Lindsay Unified s instructional model, you and your team can embark on your own district s transformation toward establishing a revised education system that empowers and motivates all students to succeed. Benefits Consider Lindsay Unified s core values and visions for leadership, curriculum, assessment, learning, and technology. Meet Lindsay Unified students and see how the district s performance-based system transformed their learning. Explore core value rubrics that school staff can use to reflect on personal leadership growth, frame important conversations, and provide feedback. Study Lindsay Unified s instructional model, which helps align the district s instructional decisions with its unified instructional vision. Download a free reproducible checklist for shifting to a performance-based system and lists of recommended strategies for ensuring a successful district transformation. Contents Chapter 1: Preparing for Change Chapter 2: Creating a New Culture Chapter 3: Transforming Leadership Chapter 4: Transforming Personnel Chapter 5: Transforming Curriculum and Assessment Chapter 6: Transforming Teaching and Learning Chapter 7: The Lindsay Community Epilogue Appendix "

Beyond Reform: Systemic Shifts Toward Personalized Learning details Lindsay Unified's subsequent shift from a traditional time-based education system to a learner-centered performance-based system.

Identifying Critical Content

Classroom Techniques to Help Students Know What Is Important

Do your students know which content is most important to learn? Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also take responsibility for their own learning. They need to be able to determine which content is critical, why it is important, how it connects to their existing knowledge, and when it will inform their future learning.Based on the earlier work of Dr. Robert J. Marzano, Identifying Critical Content: Classroom Strategies to Help Students Know What is Important explores explicit techniques for mastering a crucial strategy of instructional practice: teaching students the skill of identifying critical content. It includes: ·Explicit steps for implementation ·Recommendations for monitoring if students are able to identify critical content ·Adaptations for students who struggle, have special needs, or excel in learning ·Examples and non-examples from classroom practice ·Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.

They need to be able to determine which content is critical, why it is important, how it connects to their existing knowledge, and when it will inform their future learning.Based on the earlier work of Dr. Robert J. Marzano, Identifying ...

Possible Heritage Language Loss in Hispanic Students Enrolled in English as a Second Language Programs Or in Transitional Bilingual Education Programs

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area. Ten students were enrolled in Transitional Bilingual Education (TBE) classes and ten students were enrolled in English as a Second Language (ESL) classes, during the academic year 2004-2005. Oral Reading Fluency (ORF) in English and Spanish were measured over a short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a long-term follow-up period (i.e. nine and twelve months later, respectively). To answer the first research question on the amount and type of growth in English and Spanish ORF demonstrated by the students over time, two main types of analyses were conducted: a) time series analysis of group improvement trends, and b) Analysis of Variance (ANOVA) on individual student slope coefficients. Results from quantitative analyses revealed that both groups of students improved in English reading over time. However, when considering the long-term progress, the TBE group demonstrated a faster rate of improvement in English reading when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at best, minimal skills in the heritage language while continuing to progress in English. To answer the second research question, regarding parents' beliefs on bilingualism and maintenance of the heritage language in their children, semistructured Parents' Interviews (PI) with open-ended questions were conducted. Results from qualitative analyses revealed three major themes: Both sets of parents believed in the connection between the native language and increased life opportunities, the TBE parents affirmed the heritage language as symbol of their cultural identity, and the ESL parents acknowledged their children's native language loss. Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area.

Revising Knowledge

Classroom Techniques to Help Students Examine Their Deeper Understanding

Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also be able to deliberately revise their own knowledge. They need to know how to use visual tools, written work, and academic notebooks to make revisions that help to deepen their understanding of the content. Based on the earlier work of Dr. Robert J. Marzano, Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding explores explicit techniques for mastering a crucial strategy of instructional practice: teaching students to revise their knowledge. It includes: Explicit steps for implementation Recommendations for monitoring if students are able to revise their knowledge Adaptations for students who struggle, have special needs, or excel in learning Examples and non-examples from classroom practice Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.

Do your students know how to effectively revise their knowledge?

Dimensiones del aprendizaje

Existen habilidades que ayudan a aprender y corresponde a los maestros enseñarlas, de una manera explícita y deliberada, en el aula. Esa premisa guía este manual, que ha demostrado ser una herramienta poderosa para asegurar que el centro de la labor de los educadores sea el aprendizaje, entendido como un sistema complejo de procesos interactivos. (ITESO)

Existen habilidades que ayudan a aprender y corresponde a los maestros enseñarlas, de una manera explícita y deliberada, en el aula.

Coaching Classroom Instruction

Demonstrates the importance of coaching as an essential component of effective teaching, discussing targeted feedback and identifying specific steps that teachers can take to improve their knowledge and skill.

Demonstrates the importance of coaching as an essential component of effective teaching, discussing targeted feedback and identifying specific steps that teachers can take to improve their knowledge and skill.

Roman Villas in Central Italy

A Social and Economic History

Drawing on documentary sources and archaeological evidence this book offers a socio-economic history of elite villas in Roman Central Italy and brings a new perspective to the debate on the slave-based villa system and the crisis of Italian villas in the imperial period.

Drawing on documentary sources and archaeological evidence this book offers a socio-economic history of elite villas in Roman Central Italy and brings a new perspective to the debate on the slave-based villa system and the crisis of Italian ...

The New Taxonomy of Educational Objectives

Thoroughly field-tested and used in a wide variety of educational environments, Marzano's Taxonomy reflects the most current research and today's movement to standards-based education.

Thoroughly field-tested and used in a wide variety of educational environments, Marzano's Taxonomy reflects the most current research and today's movement to standards-based education.