Tag Archives: CCSS

Online PLC: P.L. Thomas Confronts Privilege

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This week’s Online PLC article is written by P.L. Thomas and comes from the Heinemann Digital Library collection on Social Justice.

Educators wear many hats throughout the course of a school year. At times we may not be sure how to don one or the other due to the nature of a difficult or controversial topic. In his article, available for download below, P.L. Thomas challenges us to explore our own privileges so we can teach students about it.

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Online PLC: Teaching Reading in Small Groups, Grades K–6

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This week's post is a portion of Jennifer Serravallo's On-Demand PD course titled "Teaching Reading In Small Groups: Matching Methods to Purposes." You can learn more about our on-demand offerings here.

Creating positive experiences for students during both small groups and independent reading begins with setting a tone that encourages student confidence. Starting your one-on-one conferring session with a compliment notices and names a child’s current approximation of a strategy or behavior that you’d like them to continue doing (Johnston 2004).

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Online PLC: Harnessing the Common Core Standards with Mary Ehrenworth

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Asking children to utilize Common Core close reading skills, such as comparing and contrasting, analyzing characters, and providing evidence to support claims, sounds like a heavy order for young readers. What does this really look like in action?

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Revisiting “Schooling Beyond Measure” with Alfie Kohn

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Before he departs as Education Secretary this winter, Arne Duncan has revealed a "Testing Action Plan," which seeks to reduce the amount of testing in schools. The plan states that testing should take up no more than 2% of instructional time.

Today on the blog, we return to an essay from Alfie Kohn, who writes of testing, "You’ve heard it said that tests and other measures are, like technology, merely neutral tools, and all that matters is what we do with the information? Baloney."

Revisit "Schooling Beyond Measure" below.

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Habits of Mind: Communicating With Precision

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Precise and thoughtful communication supports both correctness and clarity.

In Making Sense of Algebra, Paul Goldenberg, June Mark, and their colleagues look carefully at how our students think about mathematics. They explore five “Habits of Mind” that focus not just on the results of mathematical thinking, but on how proficient students do that thinking.

In today’s blog, which is the last one in a series of five adapted from the book, the authors talk about the habit of communicating with precision.

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Habits of Mind: Using Tools Strategically

algebra-habits

Tools should help students make sense of a mathematical world…and sense-making requires strategic thinking about which tools to use.

In Making Sense of Algebra, Paul Goldenberg, June Mark, and their colleagues look carefully at how our students think about mathematics. They explore five “Habits of Mind” that focus not just on the results of mathematical thinking, but on how proficient students do that thinking.

In today’s blog, which is the fourth of five adapted from the book, the authors talk about the habit of using tools strategically.

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