Group items tagged

"Donald B. Bartalo reveals the experiences of school leaders and teachers who have discovered that meaningful school improvement does not necessarily come from the top-it comes from effective teaching and leaders who support it. Based on eight fundamental tenets, the text features a clear how-to process, success stories, and methods for bridging the teaching gap between the kinds of teaching needed for the 21st century and that which is found in most schools. Special features include: An interactive writing style that "coaches" educators Powerful "what to do" and "how to do it" tools Case illustrations and success stories Protocols for leading collaborative inquiry Journal reflections Leadership team activities"

Discusses how the daily 5 fits into the common core

Discusses how the daily 5 fits into the common core

* What new teachers want in their induction programs is "experienced colleagues who will take their daily dilemmas seriously, watch them teach and provide feedback, help them teach and provide feedback, help them develop instructional strategies, model skilled teaching, and share insights about students' work" (Johnson & Kardos 2002).

Shane Safir Credit: Courtesy of Linda Galender, Impact Academy Danfeng Koon's voice is measured and empathetic as she tells me, "I appreciate the positive feedback, but I need you to be more specific and ask reflective questions in order for me to improve my practice."

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"When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning. "