This post was originally published on Finding Common Ground
To “unwrap” or not to “unwrap”? – Actually, there is no question.
In addition to the voluminous numbers of standards teachers must impart to their students each year, there is the added challenge of really understanding what the
Contributed by Susan Creighton
In my previous blog post, “Using Formative Assessment to Create Active Learners,” I listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Here, I discuss Practice #4 from that list:
I confess: I don’t believe in motivation. I don’t believe we can motivate kids to learn. Like you, I learned about intrinsic and extrinsic motivation in my teacher preparation courses. Intrinsic, I was told, is the best, because the student is internally motivated to learn.
Before my training sessions, I’ve made a habit of chatting up participants, asking them to name their primary student behavior concerns. Turns out, teachers rarely come to behavior management seminars because their students chew gum or call out without raising their hands. Sure, there’s always
An issue for some time in education has been how to best prepare both ourselves and our students for high stakes testing. How can we take the “surprise” out of test results? It stands to reason that if we know what we are being tested
Have you listened to a motivational speaker lately? I found myself watching a video of a well-known motivational speaker (who shall remain nameless!), and I was mesmerized. Afterwards, I realized that I already knew just about everything the speaker shared with her audience—nothing new—but the
Contributed by Pamela Nevills
Picture a learning environment that demands student engagement. No student is allowed to be disconnected from lessons. Each one is in a constant state of readiness, for students know they are expected to think, respond, and learn. When students are engaged learning
I want you to stop covering material, stop covering standards, stop covering a lesson. Instead, I want you to dig deep, to create learning environments where your students read, and think, and question, and write. I never became a teacher in order to cover curriculum.
As a young child, I remember my Mom teaching me how to remember all of the conjunctions (those little words that connect words and parts of a sentence to other parts of the sentence). She told me the conjunctions were “and”, “or”, “but”, or “nor”
2015 is not only Corwin's 25th anniversary, but also the 50th anniversary of SAGE, Corwin's parent company. SAGE has a very unique history - starting with its unconventional beginning in 24-year-old Sara Miller's apartment in New York. Read The SAGE Story to find out how