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Alicia Koster

ASCD Express 9.12 - Assessing Our Way to Creative Thinking - 1 views

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    Excellent article....
Lois Whipple

ASCD and CDC Announce Whole School, Whole Community, Whole Child Model - 2 views

    • Lois Whipple
       
      Will a big picture model require BIG funding?
  • The school in blue and green, surrounding the child, acting as the hub that provides the full range of learning and health support systems to each child, in each school, in each community The community, represented in orange, demonstrating that while the school may be a hub, it remains a focal reflection of its community and requires community input, resources, and collaboration in order to support its students The child in the center, at the focal point and surrounded by the whole child tenets: healthy, safe, engaged, supported, and challenged
    • Lois Whipple
       
      Visuals speak a thousand words.
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    ASCD and CDC Announce Whole School, Whole Community, Whole Child Model
Gina Cinotti

Types of Feedback - 1 views

  • Figure 2.1. Feedback Timing
  • Purpose: For students to get feedback while they are still mindful of the learning target For students to get feedback while there is still time for them to act on it
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • ...12 more annotations...
  • Figure 2.2. Amount of Feedback Purpose: For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on "teachable moment" points but not an overwhelming number
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • Figure 2.4. Feedback Mode
  • Figure 2.5. Feedback Audience Purpose: To reach the appropriate students with specific feedback To communicate, through feedback, that student learning is valued
  • Examples of Good Feedback Focus Examples of Bad Feedback Focus
  • Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") Making criticisms without offering any insights into how to improve Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")
  • Making comments about the strengths and weaknesses of a performance Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work Making comments that position the student as the one who chooses to do the work Avoiding personal comments
  • Figure 2.7. Kinds of Comparisons Used in Feedback
  • Purpose: Usually, to compare student work with established criteria Sometimes, to compare a student's work with his or her own past performance Rarely, to compare a student's work with the work of other students
  • Examples of Good Kinds of Comparisons Examples of Bad Kinds of Comparisons
  • Purpose (for Formative Assessment): To describe student work To avoid evaluating or "judging" student work in a way that would stop students from trying to improve
  • Examples of Good Feedback Function Examples of Bad Feedback Function
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    ASCD article. Provides charts to define types and give examples. I might print this and give to principals to share with teachers
debra joseph-charles

New Leaders for New Schools: Data-Driven Instruction - ASCD Express 5.08 - 0 views

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    New Leaders for New Schools Data-Driven Instruction
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    The more explicit tags you used on this bookmark are more helpful than your initial tags that were very general "Learning" I hope the tags will be helpful for you to search for bookmarks in the future for you and your faculty. Great start. Looking forward to learning from you and your shared resources next week.
Adriana Coppola

ASCD - 0 views

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    Interesting...
Adriana Coppola

Meet Student Needs with Backchanneling | ASCD Inservice - 0 views

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    Meet Student Needs with Backchanneling
Gina Cinotti

ASCD Book: Personalizing the High School Experience for Each Student - 0 views

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    Seen this a few times.....sit and read it....worth it.
Adriana Coppola

Educational Leadership:Using Assessments Thoughtfully:The Right Questions, The Right Way - 0 views

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    The Right Questions, The Right Way
debra joseph-charles

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 0 views

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    Seven Keys to Effective Feedback
mccahillk

Educational Leadership:Strengthening Student Engagement:Engaging Students: What I Learn... - 0 views

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    Low grades on tests do not necessarily mean that students haven't studied. Some students may have been confused when the material was covered in class. Incomplete homework isn't always a sign that students don't care.
mccahillk

Educational Leadership:What Students Need to Learn:High-Stakes Testing Narrows the Curr... - 0 views

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    "Are science, social studies, the arts, and physical education really disappearing from elementary schools? Are critical thinking and deep reading of literature fading from the high school curriculum?"
mccahillk

Educational Leadership:Writing: A Core Skill:Making the Most of Mentor Texts - 0 views

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    Mentor texts are most powerful when students frequently revisit them throughout the writing process-and when teachers help them take lessons from writing exemplars.
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