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  • Show Me What You Know—The Power of the Graphic Organizer

    Posted By Bea Moore Luchin | Nov 02, 2016

    Graphic organizers are powerful tools that support conceptual development, language development, and skills acquisition when used appropriately. In the mathematics classroom, they can serve as powerful vehicles that facilitate discussion, provide formative assessment data, and allow students to demonstrate their thinking in creative ways.

    In order to achieve success with the use of graphic organizers, the teacher has to select the appropriate organizer, understand it, plan for how the organizer will be used to promote thinking, and develop appropriate questions and tasks.

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  • Context and its Use in Interpreting Assessment Data

    Posted By Janet R. Macpherson, Ph.D. | Oct 26, 2016
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    Editor’s Note: This is the second in a two-part blog discussing context and its use in interpreting assessment data. The first part of this blog was published here on Oct. 19.

    In last week's blog, I wrote about the importance of context in situations from reading to deciphering vocabulary words to interpreting assessment data.

    Although context has many applications for helping to understand unclear situations, it also can be an important guide for educators seeking to compare and evaluate student progress.

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  • Context of Assessments

    Posted By Janet R. Macpherson, Ph.D. | Oct 19, 2016
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    The Importance of Context when Interpreting Assessment Data, Part 1 of 2 Often, “context” is referred to in terms of reading texts or passages. Context is so important that we teach students how to use clues to understand new vocabulary words when reading. Context makes a difference when understanding ambiguous situations that might be easily misunderstood if you don’t understand what happened most recently in the passage or you don't have the culturally relevant information that helps us understand what we are reading. Context is important in many situations, not just reading, and I am going to make the case for context being important when interpreting assessment data.

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  • Civil Discourse is Doable

    Posted By Michelle George | Oct 12, 2016
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    During a recent professional development training, I was talking with some teachers from neighboring schools, and the topic of our current contentious presidential race came up. One teacher said his school had decided to ban any sort of political campaigning or sign posting. He said the administration was concerned about inappropriate discussions and aggressive disagreements, so the decision was made to simply avoid the whole thing. I was flabbergasted. If we as educators can’t provide frameworks and processes for students to have intelligent and respectful conversations about the leadership of our country, where are our young people going to learn to be active citizens? In my mind, learning the art and practice of civil discourse is an integral responsibility of public education in the United States.

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  • Talk the Walk

    Posted By Michael Milone, Ph.D. | Oct 05, 2016
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    People who have read any of my work know I’m an expert at misappropriating titles, expressions, and other text. The title of this piece is a perfect example of a poorly executed mash up of talk the talk, walk the walk.

    In this case, the point I’m making is that talking yourself through complex tasks (the walk) really works. We should be using this process when we teach and also encourage students to do it themselves when they are facing academic and other challenges.

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  • The Making of a Mentor

    Posted By Michelle George | Sep 28, 2016
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    When I was a third-year teacher, I was asked to mentor a new teacher in our building. I wasn’t exactly asked; it was more like I was informed of this new opportunity for which I would receive a $150 stipend. This new teacher was brand new to the profession, and she taught in a totally different discipline. Her prep period was in the morning and mine was at the end of the day. She was upstairs, and I was downstairs. We met sporadically and commiserated a bit. I was nearly new myself and had no training for this responsibility. I did my best. I observed her classes and congratulated her on what went well. I often baked brownies for her when she was feeling particularly overwhelmed. Yet, even at the time, I realized what I offered did little to help her develop skills for teaching. The money would have been better spent buying her a few Post-it®notes and some very strong coffee. Recently, I was again offered the opportunity to mentor some new teachers, and this time, with a bit more experience and training, I hope to do a better job. Mentoring fellow teachers is important work and can be mutually rewarding, but a mentor has to be more than just a paid buddy.

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  • One Brain, Two Systems

    Posted By Michael Milone, Ph.D. | Sep 21, 2016
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    How do we think? It depends.

    As you undoubtedly know, thinking about some things is easier than others. Here’s an example based on two related questions.

    Question 1: How many days are in a year?

    Question 2: How many days are in 80 years?

    To answer Question 1, you engage brain System 1. This is a relatively automatic set of responses that require little effort, at least for most people. Once you learn there are 365 days in a typical year, you can retrieve that information effortlessly.

    To answer Question 2, you engage brain System 2. Using this system requires more effort and concentration. You might call it higher-level thinking, and it can get complicated.

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  • Exploring Formative Assessment in the Mathematics Classroom

    Posted By Bea Moore Luchin | Sep 14, 2016
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    Formative assessment is an important tool to take full advantage of, especially in this transitional era of implementing more rigorous standards.

    When correctly incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. 

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  • Lifelong Learners

    Posted By Michelle George | Sep 07, 2016
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    The week before school ended last spring, one of my students asked what I planned to do with my summer vacation. I told him I was taking classes at the local university, and he blanched. He paused a moment and then asked, “But why?” I smiled and told him that I like learning. He shook his head and then gave me a look of disbelief mixed, I think, with pity. We were on the cusp of summer vacation, so I can easily understand his reaction, but I do strive to be a lifelong learner. I think most teachers are addicted to learning. You have to love learning to choose an occupation that keeps you in school for most of your life. We know that lifelong learning is an attitude that can enrich our lives, but I believe it’s important to share this knowledge with our students.

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  • High Fidelity for High Technology

    Posted By Michael Milone, Ph.D. | Aug 31, 2016
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    Here’s the most excellent example of stating the obvious in the history of educational research. When an intervention is implemented with high fidelity, it is more effective than when it is implemented with low fidelity. Really, it’s that simple … and obvious.

    So, what is this fidelity of implementation thing? Simply put, fidelity of implementation describes the extent to which delivery of an instructional practice adheres to the protocol on which it was developed or field tested. Or as my father liked to say when I was fiddling with assembling models as a kid, “Do it the way the instructions say.”

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