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| ascd curriculum handbook: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways. |
| ascd curriculum handbook: A Handbook for the Art and Science of Teaching Robert J. Marzano, John L. Brown, 2009 A series of modules designed to help educators explore and put into practice the research findings presented in The Art and Science of Teaching. |
| ascd curriculum handbook: ASCD Curriculum Handbook , 1993 |
| ascd curriculum handbook: How to Give Effective Feedback to Your Students Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including Strategies to uplift and encourage students to persevere in their work. How to formulate and deliver feedback that both assesses learning and extends instruction. When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| ascd curriculum handbook: The School Law Handbook William C. Bosher Jr., Kate R. Kaminski, 2004-03-15 A parent objects to a curriculum that includes a unit on Greek gods, arguing that it violates the separation of church and state. As a teacher or administrator, how should you respond? This type of issue is one most educators will have to confront eventually, in addition to other hot-button issues such as zero-tolerance policies, drug and alcohol testing, and prayer in schools. The School Law Handbook is designed to enable educators to confront such issues with information, insight, and initiative. The issues are organized into five areas: the school environment, Constitutional issues, students, personnel, and accountability. Within each area are several chapters, each beginning with a realistic scenario followed by legal and practical analyses of the situation. Armed with this knowledge of the parameters governing each scenario, educators can more effectively manage their responses, asking and answering the key questions: - What are the legal boundaries? - What is the district policy related to this issue? - What are the potential strategies for resolution? In this era of unparalleled public scrutiny, The School Law Handbook is essential reading for all school personnel. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| ascd curriculum handbook: ASCD Curriculum Handbook Association for Supervision and Curriculum Development. Curriculum/Technology Resource Center, 1993 |
| ascd curriculum handbook: Teacher Evaluation and Student Achievement James H. Stronge, Pamela D. Tucker, 2000 This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) Teacher Evaluation and Student Achievement: An Introduction to the Issues; (2) What is the Relationship between Teaching and Learning? (e.g., whether teachers are responsible for student learning and how to measure student learning); (3) Assessing Teacher Performance through Comparative Student Growth: The Dallas Value-Added Accountability System; (4) Assessing Teacher Performance through Repeated Measures of Student Gains: The Tennessee Value-Added Assessment System; (5) Assessing Teacher Performance with Student Work: The Oregon Teacher Work Sample Methodology; (6) Assessing Teacher Performance in a Standards-Based Environment: The Thompson, Colorado, School District; and (7) Teacher Evaluation and Student Achievement: What are the Lessons Learned and Where Do We Go from Here? (e.g., basic requirements of fair testing programs that are to be used to inform teacher evaluation). Chapters 3-6 include information on the purposes of the accountability system and how it was developed; student assessment strategies; how the accountability system works; how the accountability system relates to teacher evaluation; the advantages and disadvantages of the accountability system for teacher evaluation; and results of implementation. (Contains 66 references.) (SM) |
| ascd curriculum handbook: The Understanding by Design Guide to Creating High-quality Units Grant P. Wiggins, Grant Wiggins, Jay McTighe, 2011 This book introduces version 2.0 of the UbD Template and allows you to download fillable electronic forms to help you more easily incorporate standards, advance your understanding of backward design, and improve student learning. |
| ascd curriculum handbook: Professional Development That Sticks Fred Ende, 2016-02-22 How can we approach professional development in a thoughtful way, keep teachers motivated, and make the process worthwhile? It's a truth that school leaders can't deny: teachers tend to think of PD as a distraction from the real work of the classroom—as something to get through instead of an opportunity to engage, learn, and grow as professionals. Too often, they're absolutely right. When PD is packaged as a one-size-fits-all, one-and-done experience, even content that teachers might greet with enthusiasm won't stay with them for long. It just doesn't stick. In Professional Development That Sticks, Fred Ende makes the case for a better approach—one that melds traditional PD structures with personalized learning. Here, school leaders will find a framework for developing professional learning experiences that spark and maintain teacher motivation and lead to real changes in practice. Ende's three-stage professional development for learning (PDL) process covers critical aspects of planning, providing, and following up. In addition, PDL's Think, Act, and Reflect method ensures your teachers will acquire meaningful, deep, sticky learning that lasts. |
| ascd curriculum handbook: ASCD Curriculum Handbook Association for Supervision and Curriculum Development, 1991 |
| ascd curriculum handbook: The Instructional Leader’s Guide to Implementing K-8 Science Practices Rebecca Lowenhaupt, Katherine L. McNeill, Rebecca Katsh-Singer, Ben Lowell, Kevin Cherbow, 2021-10-25 An accessible, engaging primer on the eight science practices at the heart of the Next Generation Science Standards (NGSS), providing K–8 instructional leaders with the grounding they need to ensure excellent science instruction in every classroom. The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by thinking like scientists and engaging in discrete science practices. However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science? Although a content-neutral approach to supervision—one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management—is undoubtedly beneficial, the best instructional leaders know that content-specific approaches are necessary to achieve real excellence. We therefore need to go deeper if we want to engage both teachers and students with the science practices. We need science-specific supervision. With that in mind, the authors provide vignettes and examples of the science practices in use, advice on observing science classrooms, concrete look-fors, and guidance on fostering ongoing teacher learning. They also offer a rich compendium of research- and evidence-based resources, including sample lessons, FAQs, and more than a dozen downloadable tools to facilitate classroom observation, feedback sessions, and professional development. This is an essential guide for any K–8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive and noncognitive skills students will need to thrive in more advanced courses, work, and society. |
| ascd curriculum handbook: Never Work Harder Than Your Students and Other Principles of Great Teaching Robyn R. Jackson, 2018-08-29 Some great teachers are born, but most are self-made. And the way to make yourself a great teacher is to learn to think and act like one. In this updated second edition of the best-selling Never Work Harder Than Your Students, Robyn R. Jackson reaffirms that every teacher can become a master teacher. The secret is not a specific strategy or technique, nor it is endless hours of prep time. It's developing a master teacher mindset—rigorously applying seven principles to your teaching until they become your automatic response: Start where you students are. Know where your students are going. Expect to get your students there. Support your students along the way. Use feedback to help you and your students get better. Focus on quality rather than quantity. Never work harder than your students. In her conversational and candid style, Jackson explains the mastery principles and how to start using them to guide planning, instruction, assessment, and classroom management. She answers questions, shares stories from her own practice and work with other teachers, and provides all-new, empowering advice on navigating external evaluation. There's even a self-assessment to help you identify your current levels of mastery and take control of your own practice. Teaching is hard work, and great teaching means doing the right kind of hard work: the kind that pays off. Join tens of thousands of teachers around the world who have embarked on their journeys toward mastery. Discover for yourself the difference that Jackson's principles will make in your classroom and for your students. |
| ascd curriculum handbook: Using Understanding by Design in the Culturally and Linguistically Diverse Classroom Amy J. Heineke, Jay McTighe, 2018-07-11 How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn the components of the UbD framework; the fundamentals of language and language development; how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction. |
| ascd curriculum handbook: Readicide Kelly Gallagher, 2009 Argues that the standard instructional practices used by most schools is contributing to the decline of reading, and suggests ways in which teachers and administrators can encourage the development of lifelong readers. |
| ascd curriculum handbook: The Educator's Guide to Preventing and Solving Discipline Problems Mark Boynton, Christine Boynton, 2005-11-15 What can you do to keep students from fighting in the hallways and acting out in class? When they break the rules, what disciplinary actions can you take to help students behave themselves in the future? You'll find the answers to these questions and many more in this comprehensive, research-based guide to developing a schoolwide discipline system. Preventing discipline problems usually requires less energy than coping with problems after they occur, and a day without discipline problems is certainly more enjoyable for teachers and students alike! With this in mind, Mark and Christine Boynton present a wide variety of prevention strategies that any teacher can use, including advice about their relative appropriateness in different settings and circumstances. Of course, even the most successful preventive measures sometimes can't stop a student from disrupting a lesson or picking on classmates. In those situations, it is crucial to know which interventions are effective and which are counterproductive. This book will help you learn the most appropriate reactions to (and consequences for) student misbehavior, as well as specific strategies for handling oppositional defiant disorder, attention deficit hyperactivity disorder, and anger management issues in students. You'll also find ideas for exploring your school's philosophical beliefs concerning discipline, promoting positive teacher-student relations, and establishing clearly defined parameters of acceptable classroom behavior. Whether you're a K-12 teacher or a school principal, The Educator's Guide to Preventing and Solving Discipline Problems will change the way you approach discipline in your school—for the better! |
| ascd curriculum handbook: Meeting Standards Through Integrated Curriculum Susan M. Drake, Rebecca Crawford Burns, 2004 If you've ever thought that standards-based teaching and required content prevent you from integrating subject areas, then here's a book that will change the way you think and alert you to exciting new possibilities in your approach to teaching. Learn how to identify the connections in your standards that provide the basis for interdisciplinary units. Explore all types of integrated curriculum and how they bridge content standards to authentic, relevant learning experiences. And understand how to create interdisciplinary units that provide data-based evidence of student learning. A planning template and detailed examples of successful integrated curriculums are included to help you implement integrated curriculum in practice. Discover how you can make learning more exciting for students--and rewarding for you. |
| ascd curriculum handbook: A Teacher's Guide to Special Education David F. Bateman, Jenifer L. Cline, 2016-06-27 Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. |
| ascd curriculum handbook: Uprooting Instructional Inequity Jill Harrison Berg, 2022-01-21 Noted leadership coach Jill Harrison Berg offers a comprehensive guide to help school and teacher leaders amplify the power of collaborative inquiry as a means for identifying, interrogating, and addressing instructional inequity. At the center of the book is Berg's i3PD Planning Map, an invaluable tool for enhancing inquiry-based professional development experiences so that they become engines for schoolwide transformation. The map guides teachers to recognize and reform ways their instructional practice may be contributing to inequity, bolsters facilitators' abilities to help their colleagues become more effective agents of their own learning, and cultivates a culture of organizational learning in schools. Berg lays out the process in four parts: 1. Establishing a solid foundation for your improvement cycle with a deep understanding of the three components of your instructional core: content, participants, and facilitators. 2. Attending to the three Rs—relevance, rigor, and relationships—representing the connections among the core components. 3. Designing your improvement cycle and planning it out as a series of session agendas. 4. Planning for impact by thinking through what you will accept as evidence of success and how you will use that information to take your school to the next level. If you're ready to see your school start to work smarter toward instructional equity, and if you're eager to be a part of that change, Uprooting Instructional Inequity provides the design principles and sample tools you need to get the transformation started. |
| ascd curriculum handbook: ASCD Curriculum Handbook , 1991 |
| ascd curriculum handbook: Guiding School Improvement with Action Research Richard Sagor, 2000-05-15 Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow implementation strategies, Richard Sagor guides readers through the process from start to finish. Learn how to uncover and use the data that already exist in your classrooms and schools to answer significant questions about your individual or collective concerns and interests. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action. Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers' professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. The book also demonstrates how administrators and policymakers can use action research to bolster efforts related to accreditation, teacher supervision, and job-embedded staff development. Part how-to guide, part inspirational treatise, Guiding School Improvement with Action Research provides advice, information, and encouragement to anyone interested in reinventing schools as learning communities and restructuring teaching as the true profession it was meant to be. |
| ascd curriculum handbook: Checking for Understanding Douglas Fisher, Nancy Frey, 2015-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. |
| ascd curriculum handbook: Solving Academic and Behavior Problems Margaret Searle, Marilyn Swartz, 2020-09-18 If you are a teacher looking for a proven way to help and inspire more students, a coach searching for more effective practices to support teachers, or a school leader working to create positive, systemwide change, then this book is for you. It is a book of wish craft—a way to craft, or to make real, our most important wishes for our students. —From the foreword by Harvey F. Silver How many times have you been stumped by a student's failure to learn? You tried everything in your tool kit, but nothing worked. Now what if there were a process that would help you pinpoint the student's specific need and design an action plan to swiftly remedy the problem? In Solving Academic and Behavior Problems, Margaret Searle and Marilyn Swartz offer just that. This process, based on the positive psychology of appreciative inquiry, builds on what is working with students to address what is not working. It's a system of support that helps general education teachers partner with specialists and parents to learn new ways to enrich academic, social-emotional, and behavioral growth through structured conversations and a series of productive meetings of 30 minutes or less. Using more than 25 video clips, Searle and Swartz walk you through the six basic steps of the appreciative inquiry problem-solving process: 1. Connect with team members and stakeholders. 2. Review the meeting focus/concern. 3. Share a story that details when you successfully addressed the concern. 4. Establish a goal using a concise DATA framework. 5. Design an action plan. 6. Commit to an action. The authors also outline how to use five whys to uncover hidden barriers to student achievement when learning isn't improving. Each chapter contains links to online video examples, activities, reflection questions, scenarios, handy tools, and tips from practitioners. A great resource to strengthen RTI and MTSS plans and invaluable to teachers, support staff, and administrators alike, Solving Academic and Behavior Problems provides the kind of insights and guidance that expand and sharpen educators' capacity to help all students learn. |
| ascd curriculum handbook: Using Technology with Classroom Instruction That Works Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, 2012-08-02 Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective. |
| ascd curriculum handbook: Integrated Curriculum H. Lynn Erickson, Association for Supervision and Curriculum Development, 2003 |
| ascd curriculum handbook: Setting the Standard for Project Based Learning John Larmer, John Mergendoller, Suzie Boss, 2015-05-26 Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. 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. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings. Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including * increased student motivation and preparation for college, careers, and citizenship; * better results on high-stakes tests; * a more satisfying teaching experience; and * new ways for educators to communicate with parents, communities, and the wider world. By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students—and teachers—excel. |
| ascd curriculum handbook: The Differentiated Classroom Carol Ann Tomlinson, 2014-05-25 Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection. |
| ascd curriculum handbook: Enhancing Professional Practice Charlotte Danielson, 2007 Describes a framework for teaching based on the PRAXIS III criteria which identifies those aspects of a teacher's responsibilities that promote improved student learning; exploring twenty-two components, grouped into the four domains of planning and preparation, classroom environment, instruction, and professional responsibilities. |
| ascd curriculum handbook: Teaching with Poverty in Mind Eric Jensen, 2010-06-16 In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students. |
| ascd curriculum handbook: The Flexibly Grouped Classroom Kristina Doubet, 2022-01-31 Want to make your instruction more equitable and effective, more interesting, and more fun? It's time to try flexible grouping. Unlike traditional grouping, which typically puts like with like or combines students without regard to the best way to promote their individual growth, flexible grouping is both purposeful and fluid, regularly combining and recombining different students in different ways to pursue a wide range of academic and affective goals. In this comprehensive guide to flexible grouping, author Kristina J. Doubet shares a staged implementation approach that takes students from simple partner set-ups designed to build cooperative skills to complex structures ideal for interest and readiness-informed academic exploration. She covers the key factors to consider when forming groups and highlights how this approach to organizing learning can help you disrupt rigid tracking, deliver targeted instruction, connect to student interests, boost collaboration, and build community. Focused, practical, and written for teachers of all subjects and grade levels, The Flexibly Grouped Classroom provides * Dozens of strategies to expand your instructional repertoire, along with links to additional models and resources; * Guidance on setting the tone and expectations for group tasks, ideas for student role distribution, and tips for monitoring progress, noise, and time; * A planning template and sample grouping plans for an elementary and secondary classroom; and * Specific troubleshooting advice to help you navigate common complications. Choosing to make your classroom a flexibly grouped one means positioning every student to learn better—without feeling superior or inferior, without being overburdened or underchallenged—and to discover for themselves how much farther they can go together than they ever could alone. |
| ascd curriculum handbook: ASCD, 1984-2004 Association for Supervision and Curriculum Development, 2004 Founded in 1943, the Association for Supervision and Curriculum Development (ASCD) is an international, nonprofit, nonpartisan organization that represents 160,000 educators from more than 135 countries and 66 affiliates. Its members span the entire profession of educators--superintendents, supervisors, principals, teachers, professors of education, and school board members. ASCD was initially envisioned to represent curriculum and supervision issues. Over the years, its focus has changed, and it now addresses all aspects of effective teaching and learning, such as professional development, educational leadership, and capacity building. ASCD 1984-2004: Defining Moments, Future Prospects serves as a chronicle of the past 20 years of the Association and offers a look at the next stages of its activities on behalf of educators and the students they serve. |
| ascd curriculum handbook: Becoming a Better Teacher Giselle O. Martin-Kniep, 2000-11-15 This book provides K-12 educators with key information about some of the most effective teaching and learning tools available today--in one convenient publication. Each of the innovations has a long history of use and has been researched and evaluated in a variety of settings. Giselle Martin-Kniep chose these specific innovations because, as a whole, they foster a student-centered classroom environment that is both equitable and rigorous. In separate chapters for each topic, she addresses (1) essential questions, (2) curriculum integration, (3) standards-based curriculum and assessment design, (4) authentic assessment, (5) scoring rubrics, (6) portfolios, (7) reflection, and (8) action research. Annotated lists of recommended resources provide suggestions for further exploration of each topic. Readers new to these topics will gain a basic understanding of each and learn how to use them to create a student-centered classroom. More experienced educators can also benefit from reexamining these innovations and considering them as parts of a comprehensive whole. Numerous examples from all grade levels, along with design modules, templates, and checklists, make this an invaluable guide for teachers and administrators. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| ascd curriculum handbook: Bold Moves for Schools Heidi Hayes Jacobs, Marie Hubley Alcock, 2017-03-10 What will it take to create truly contemporary learning environments that meet the demands of 21st-century society, engage learners, and produce graduates who are prepared to succeed in the world? What skills and capacities do teachers and leaders need to create and sustain such schools? What actions are necessary? Bold Moves for Schools offers a compelling vision that answers these questions—and action steps to make the vision a reality. Looking through the lenses of three pedagogies—antiquated, classical, and contemporary—authors Heidi Hayes Jacobs and Marie Hubley Alcock examine every aspect of K–12 education, including curriculum, instruction, assessment, and the program structures of space—both physical and virtual—time, and grouping of learners and professionals. In a new job description for teachers, Jacobs and Alcock highlight and expound on the following roles: self-navigating professional learner, social contractor, media critic and media maker, innovative designer, globally connected citizen, and advocate for learners and learning. With thought-provoking proposals and practical strategies for change, Bold Moves for Schools sets educators on the path to redefining their profession and creating exciting new learning environments. The challenge is unprecedented. The possibilities are unlimited. |
| ascd curriculum handbook: Curriculum Renewal Rebecca Crawford Burns, Association for Supervision and Curriculum Development, 2001 |
| ascd curriculum handbook: Flip Your Classroom Jonathan Bergmann, Aaron Sams, 2012-06-21 Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back! |
| ascd curriculum handbook: Tomorrow’s High School Gene Bottoms, 2022-04-11 How do some high schools produce graduates that consistently achieve at high levels? Would you believe there's a set of proven strategies that could help you deliver similar impressive results and better prepare students for the world after high school? High schools in the United States face a startling reality: many graduates are unprepared for success in postsecondary studies or for high-demand, well-paying jobs in a rapidly changing economy. Although this situation is alarming, the high schools that have embraced new ways of learning show us what is possible. Drawing from his experience with the High Schools That Work initiative, Gene Bottoms offers educators a path forward by urging them to pursue bold goals and outlining bold actions for achieving those goals. His vision is clear: replace the traditional model of secondary education with one that engages students in a rigorous curriculum that combines a solid academic core with intellectually demanding career pathway courses. The notion that nearly all students can achieve at high levels is borne out by numerous examples of high schools—including those with traditionally underperforming student populations—that have used key strategies to help all students realize their potential. Bottoms explains the root causes of the current shortcomings in high school education and then specifies critical components of successful transformation: * Shared leadership; * Powerful assignments—especially in math, literacy, and career/technical education—planned and executed by academic and career pathway teachers working together; * Strengthened connections between middle school and high school; * A redesigned senior year; and * Comprehensive counseling and advisory programs. Provocative and persuasive in its sense of urgency, Tomorrow's High School offers proven and practical solutions to finally make high schools a rich and rewarding experience for all students, whatever their future college and career goals may be. This book is a copublication of ASCD and SREB. It includes access to nine downloadable appendixes. |
| ascd curriculum handbook: How to Differentiate Instruction in Mixed-ability Classrooms Carol A. Tomlinson, 2001 Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom. |
| ascd curriculum handbook: Literacy Is Liberation Kimberly N. Parker, 2022-02-25 Literacy is the foundation for all learning and must be accessible to all students. This fundamental truth is where Kimberly Parker begins to explore how culturally relevant teaching can help students work toward justice. Her goal is to make the literacy classroom a place where students can safely talk about key issues, move to dismantle inequities, and collaborate with one another. Introducing diverse texts is an essential part of the journey, but teachers must also be equipped with culturally relevant pedagogy to improve literacy instruction for all. In Literacy Is Liberation, Parker gives teachers the tools to build culturally relevant intentional literacy communities (CRILCs) with students. Through CRILCs, teachers can better shape their literacy instruction by * Reflecting on the connections between behaviors, beliefs, and racial identity. * Identifying the characteristics of culturally relevant literacy instruction and grounding their practice within a strengths-based framework. * Curating a culturally inclusive library of core texts, choice reading, and personal reading, and teaching inclusive texts with confidence. * Developing strategies to respond to roadblocks for students, administrators, and teachers. * Building curriculum that can foster critical conversations between students about difficult subjects—including race. In a culturally relevant classroom, it is important for students and teachers to get to know one another, be vulnerable, heal, and do the hard work to help everyone become a literacy high achiever. Through the practices in this book, teachers can create the more inclusive, representative, and equitable classroom environment that all students deserve. |
| ascd curriculum handbook: Students Taking Action Together Lauren M. Fullmer, Laura F. Bond, Crystal N. Molyneaux, Samuel J. Nayman, Maurice J. Elias, 2022-04-27 A field-tested, classroom-based approach for developing the critical thinking, social-emotional, problem-solving, and discussion skills students need to be good citizens and effective changemakers. We often hear that a key purpose of schooling is to prepare students for informed and active citizenship. But what does this look like in practice? How do teachers pursue this goal amid other pressing priorities, including student mastery of both academic content and social-emotional competencies? Students Taking Action Together, based on a program of the same name developed at Rutgers University, clarifies that the way to prepare young people for life in a democracy is by intentionally rehearsing democratic behaviors in the classroom. This field-tested program (STAT for short) is built on five research-backed teaching strategies that work with existing social studies, English language arts, and history curriculum in the upper-elementary, middle, and high school levels. Incorporating these strategies into your lessons is a way to meet students' natural desire to be heard with skill-building that empowers them to * Adhere to norms of civil conversation, even when topics are controversial and emotions are high; * Speak confidently and listen actively; * Engage in respectful debate aimed at understanding issues rather than winning points; * Target communication to different audiences, needs, and contexts; and * Examine problems from many sides, considering potential solutions, drawing up action plans, and evaluating these plans' effectiveness against historical examples. In addition to vignettes that show the five STAT strategies in action, you'll find practical teaching tips and sample STAT lesson plans. For school leaders, there is a road map for schoolwide STAT implementation and guidance on communicating the program's value to stakeholders. Are you ready to help students understand complex content, confront pressing social issues, and engage with the structures of power to advocate for change? This book is for you. |
| ascd curriculum handbook: Excellence Through Equity Alan M. Blankstein, Pedro Noguera, Lorena Kelly, 2016-02-26 Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential and succeed. To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership: Getting to your core Making organizational meaning Ensuring constancy and consistency of purpose Facing the facts and your fears Building sustainable relationships. They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning. You'll hear from Carol Corbett Burris, Michael Fullan, Marcus J. Newsome, Paul Reville, Susan Szachowicz, and other bold practitioners and visionary thinkers who share compelling and actionable ideas, strategies, and experiences for closing the achievement gap in your classrooms and school. Ensuring that all students receive an education that cultivates their talents and potential is in all our common interest. As Andy Hargreaves writes in the coda: The opportunity for all Americans is to articulate and believe in an inspiring vision of educational change that is about what the next generation of America and Americans should become, not about a target or ranking that the nation should attain. From the Foreword by Archbishop Desmond Tutu: Letting go of a system of winners and losers in favor of what is proposed in this book is a courageous leap forward that we all must take together. Let this bold, practical book be a guide; and may you travel into this new exciting vista, in which every child can succeed. |
| ascd curriculum handbook: Restoring Students' Innate Power Louise El Yaafouri, 2022-03-31 This book explores the effects of trauma on newcomer students and presents stress-mitigating strategies that empower these multilingual students as they transition to a new environment. Diverse insights and experiences bring high-powered learning spaces to life. However, the cultural backgrounds of newcomer students and their families can be very different from the dominant norms of the new community, resulting in misalignments that constitute a persistent challenge. In addition, the process of arriving can exacerbate stress. Entering a new school or classroom means situating oneself within a new context of language, culture, community, and shifting personal identities. This transition shock contributes to a sense of diminished power. In serving these students, we can't afford to leave transition shock out of our conversations about trauma. We must not only stitch together pieces of culturally responsive practice and trauma-informed care but also become practitioners of stress-mitigating strategies that empower newcomer students. We must focus instruction on our students' unique identities. We must restore their power. In Restoring Students' Innate Power, newcomer educator and cultural competency expert Louise El Yaafouri presents * An understanding of transition shock and how stress and trauma affect recent arrivers. * The four pillars of transition shock and how they affect learning. * How students see themselves and how the cultural aspects of their identities inform teachers' work in mitigating transition shock. * How social-emotional learning links to trauma-informed practice. This book isn't exclusively about trauma; it's about restoring power. The distinction is critical. Focusing on the trauma or traumatic event roots us in the past. Restoration of power moves us forward. |
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2024 ASCD Leadership Summit | Oct. 18-20 | Nashville Discover innovative leadership approaches, collaborate with other district leaders, and get strategic insights to improve your …
Enhancing Professional Practice: The Framework for Teaching, …
Preface to the Third Edition vii The Framework for Teaching was created to enhance educators’ professional prac-tice. For nearly three decades, educators worldwide have used it to …
ASCD Annual Conference 25 | June 29-July 2 | San Antonio
Get strategies for improving outcomes for all students and solving the tough issues facing your school or district from education experts and ASCD authors.
Professional Learning Services from ASCD
Unlock your school's potential with expert-led professional learning from ASCD + ISTE.
Browse Courses | Professional Development Online | ASCD
This course is designed for educators who are interested in learning more about how assessment in a differentiated classroom can assist teachers in promoting student learning. The course …
Housing - event.ascd.org
Get strategies for improving outcomes for all students and solving the tough issues facing your school or district from education experts and ASCD authors.
Home | Professional Development Online | ASCD
About ASCD / Contact Us / Help / Privacy Policy / Terms of Use Like ASCD on Facebook; Follow ASCD on Twitter; Follow ASCD on Pintrest; Follow ASCD on Instagram; Connect with ASCD …
Pricing - event.ascd.org
Want to attend ASCD Annual 25 but need help convincing your supervisor? Share these key reasons and use our prewritten letters to explain why you want to be there in person or …
ASCD Transformational Leaders Series
Now, when you join ASCD, you’ll get complimentary ISTE basic membership, too! Member benefits include free Educational Leadership® (EL®) magazines, ebooks, exclusive webinars …
ABOUT ASCD
ASCD guides education policy at the highest levels, presenting a collective, informed perspective on the crucial issues affecting education to politicians and policymakers around the globe.
2024 ASCD Leadership Summit
2024 ASCD Leadership Summit | Oct. 18-20 | Nashville Discover innovative leadership approaches, collaborate with other district leaders, and get strategic insights to improve your …
Enhancing Professional Practice: The Framework for Teaching, …
Preface to the Third Edition vii The Framework for Teaching was created to enhance educators’ professional prac-tice. For nearly three decades, educators worldwide have used it to …
