For Improved Student Achievement
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Questioning Toolkit
Essential Questions If we were to draw a cluster diagram of the Questioning Toolkit , Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions . Most Essential Questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration.
In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few. This paper focuses on what Astuto and colleagues (1993) label the professional community of learners, in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn.
Professional Learning Communities: What Are They And Why Are They Important?: Introduction
Elements that Define a PLC? It can become complicated when educators seek to operationalize PLC definitions at the school level. A PLC is more than simply a collection of teachers working together or a social network of educators who share stories, materials, and advice (Coburn & Russell, 2008; Protheroe, 2008). In fact, the PLC concept often is misused to describe committees, grade-level teams, and/or weekly planning meetings in which the participants undertake data-based decision making (DuFour, 2004; Jessie, 2007). While these groups may share some similarities of purpose with PLCs, the philosophy and characteristics of a PLC differentiate and define it.
Professional Learning Communities - Defining elements of a PLC?
The Instructional Design of Learning Objects by Joanne Mowat : Learning Solutions Magazine
To deliver the focused and current training that rapidly changing business environments require, some organizations are implementing a reusable learning object approach to instructional design. Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens. As well as using this approach to create new learning products, some organizations are also redesigning existing learning products into learning objects, in order to standardize those learning products and to create a large enough database of learning objects to enable reuse. Existing instructional design (ID) models may not always meet the needs of learning object design projects, and so, in my organization, we developed a ten-phase model.Sorry, we could not locate the page or file you requested! Our redesigned website contains the similar information as our old site. However, as a result of our move, some documents and pages may not have the same Web address. If you were brought to this page from a bookmark in your Web browser, you will need to relocate that document or page on our new site and create a new bookmark to replace your old one.
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Marzano Research
In this section, you’ll find a list of instructional strategies that Marzano Research Laboratory (MRL) has identified for meta-analysis research. You can find data for all of these strategies in our Action Research Meta-Analysis Database . Get Involved MRL invites you to be a contributor in the ongoing research on the following strategies. To submit dissertations and studies based on one or more of these instructional strategies, visit our Submit Research page , where you can upload documents and enter the specific strategy your work is based on in the Additional Information box. Strategies Used in Meta-Analysis Research
Montgomery County Public Schools - Baldrige Education Criteria for Performance Excellence
There are numerous quality tools that staff and students may use to enhance participation in group processes, to problem solve, and to analyze and monitor progress. The following quality tools are among the most frequently used tools. Several resources are available to staff and students who wish to broaden their knowledge, use, and application of quality tools. view larger image Plus deltas can be used by the class or individual students to determine what is working (pluses) as well as what is not working, translated into opportunities for improvement (deltas). Pluses and deltas are reinforced or reviewed in follow-up sessions or instruction.
You can’t fix a problem if you don’t define it properly. A central issue for improving schools in the U.S. is this: there is a common core of professional knowledge about teaching and learning that gets results for students. Large segments of it are missing in action from each of the ten processes that form the supply chain of our teacher workforce. No one is accountable for seeing professional knowledge even shows up in these processes, much less in an integrated way. This is eminently fixable, but only if we redefine the problem and radically refocus our resources.
Research for Better Teaching - RBT Free Downloads
Visible Thinking
VisibleThinking In Action Every committed educator wants better learning and more thoughtful students. Visible Thinking is a way of helping to achieve that without a separate ‘thinking skills' course or fixed lessons. Visible Thinking is a broad and flexible framework for enriching classroom learning in the content areas and fostering students' intellectual development at the same time. Here are some of its key goals: Development of learners' attitudes toward thinking and learning and their alertness to opportunities for thinking and learning (the "dispositional" side of thinking).