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This book introduces you to a field-tested framework for teaching that ensures that inclusion and differentiated instruction are in harmony with standards-based education
Models of Teaching: Connecting Student Learning with Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how they can be connected to state content standards and benchmarks, as well as technology standards. This book provides readers with the theoretical and practical understandings of how to use models of teaching to both meet and exceed the growing expectations for research based instructional practices and student achievement.
Features a field-tested framework for teaching to ensure inclusion and differentiated instruction are in harmony with standards-based education.
What exactly is an "assignment," and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers? Drawing from her extensive experience as a teacher coach, author Eleanor Dougherty answers these questions and many more, with two aims in mind: (1) to guide teachers and administrators in crafting high-quality assignments, and (2) to help educators understand the powerful impact that assignments can have on teaching and learning. The book explains the critical differences among "assignments," "activities," and "assessments" and thoroughly describes the key elements of an assignment: prompts, rubrics, products, and instructional plans. Readers will learn how to * Follow a seven-step process for crafting effective assignments; * Link assignments to units and courses; * Devise "Anchor" assignments for collaboration and consistency across grades; * Tap into instructional "touchstones" that can enrich any assignment; * Create classroom and school environments that support assignment-making; and * Use assignments as a source of data about teaching and learning. Equipped with the knowledge and expertise gained from Assignments Matter, readers will be able to create meaningful learning experiences for their students and come to appreciate the author's belief that "assignments may well be the missing link in school reform efforts to improve student achievement."
This exciting new text examines the connection between meeting literacy standards and conducting literacy assessments and helps students understand the confusing world of standards and tests directly affecting today's classrooms. Taking a common sense approach to the complex set of assessment challenges teachers face today, respected author Mark Conley maps a clear route to balance in the use of large-scale assessment to serve its intended purposes and the use of classroom assessment to meet the information needs of its intended users. Sure to get students engaged and thinking critically about assessment in standards-based schools, Conley challenges students to address a critical assessment issue: assessment, evaluation and grading practices born and bred to produce dependable rankings--that is, to help only a few students succeed--must now be transformed into practices that permit all students to succeed. Some of the topics featured in the text (e.g. and instruction in relation to assessment, early literacy standards and assessments) have been carefully selected for their currency, importance and relevance to students' needs. A great text for any student in a teacher preparation program, Connecting Standards and Assessments Through Literacy helps pre-service teachers make clear meaning out of the complexity surrounding assessment and guides them in making practical connections between standards, test performance and future classroom practice.
Translate the new standards into meaningful curriculum! This updated edition of Susan Drake’s classic text serves as a road map through the Common Core State Standards, giving you the flexibility to design an integrated curriculum that’s right for your students. Focusing on multidisciplinary, interdisciplinary, and transdisciplinary approaches, Drake provides guidance on: Unpacking the Common Core State Standards Planning assessment tasks Designing instructional strategies Developing daily activities Helping students connect essential questions to enduring understandings Included are new examples of exemplary programs, discussion questions, a sample completed interdisciplinary curriculum, and activities for building your own standards-based integrated curriculum.
This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.
Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum—even an elegant one—to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
Get to know which practices related to curriculum, instruction, and assessment are essential to make learning the goal for every student! You’ll learn how to Create learning targets that are scalable and transferable within and across units Develop instructional scales for each learning target Design non-scored practice activities and assessments Introduce and model skills that will be assessed and design tasks that allow students to use these skills Differentiate instruction and activities based on data from various types of assessments Maintain a gradebook that tracks summative achievement of learning targets, and score assessments accordingly Communicate progress clearly and efficiently with students and families
The Common Core State Standards require students to do more with knowledge and language than ever before. Rather than be mere consumers of knowledge, students must now become creators, critics, and communicators of ideas across disciplines. Yet in order to take on these new and exciting roles, many students need daily teaching with an extra emphasis on accelerating their academic communication skills. Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy describes seven research-based teaching practices for developing complex language and literacy skills across grade levels and disciplines: using complex texts, fortifying complex output, fostering academic interaction, clarifying complex language, modeling, guiding, and designing instruction. Most important, you will find clear descriptions and examples of how these essential practices can-;and should-;be woven together in real lessons. The book: Clarifieshow to support the learning of complex language that students need for reaching Common Core and other standardsProvides practical ways to realize the instructional shifts needed with the implementation of new standards in diverse classroomsIncludes frameworks and descriptions on how to develop students' complex language, speaking, and writingHelps maximize strategies and tools for building system-wide capacity for sustained growth in the practicesCommon Core Standards in Diverse Classrooms is a concise guide for helping us improve our practices to strengthen two vital pillars that support student learning: academic language and disciplinary literacy.