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IowaASCD
Iowa ASCD is the source for instructional leadership - translating research into best practice. Check out our web site, our newsletters, and our conferences.
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IowaASCD retweeted
Robert J. Marzano Jun 8
By asking students to track their progress over time, teachers are encouraging them to see assessments not as isolated tests that can permanently influence their overall grade but as connected measurements of their learning and progress over time.
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Robert J. Marzano Jun 4
The relationships students have with the teacher and with their peers have a profound effect on their perceptions of being welcomed, accepted, and supported, which, in turn, help establish an affective tone that either promotes or discourages .
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Robert J. Marzano Jun 5
4 strategies to enhance students’ sense of self-efficacy: 1) tracking and studying progress 2) using effective verbal feedback 3) providing examples of self-efficacy 4) teaching self-efficacy
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achievethecore.org May 31
These free text sets now have scaffolds built in throughout to better support . Find one for grades K-2!
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ASCD Jun 2
How many of us have been formally trained to teach students living with adverse childhood experiences? , , & offer five elements of a -based environment.
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EL Magazine May 31
"A is more than a score; it's the key to supporting an ongoing loop for teaching and learning." Try these tips for using rubrics to provide meaningful formative feedback.
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Robert J. Marzano Jun 2
By encouraging all students to think through their answers to a question, a teacher is more likely to increase the rate of response. In other words, a student who is given some time to thoughtfully tailor a response is more likely to offer it.
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IowaASCD retweeted
Robert J. Marzano Jun 1
Some of Peter Jonas’s positive findings for using humor in the classroom: • Associated with a 40 percentile point gain in instructional effectiveness • Can change classroom culture • Associated with enhanced productivity • Reduces student stress • Promotes creative thinking
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ASCD Jun 1
To improve instructional practices and student outcomes, every teacher—no matter their experience level—deserves a coach.
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achievethecore.org Jun 1
6th grade math teachers and coaches: do any of these common mistakes resonate with you?
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TeachThought May 24
10 Dos & Don'ts For Teaching Vocabulary In Any Content Area
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IowaASCD retweeted
Robert J. Marzano May 23
When assessments are not scored or recorded, they are referred to as instructional feedback and help both students and teachers understand what is clear and not clear about the content. Short oral responses are a perfect vehicle for instructional feedback.
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achievethecore.org May 23
Have you noticed struggling to keep up with the conversation in math class? Use our mathematical language routines as a solution!
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Ian Jukes May 25
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Robert J. Marzano May 25
Classroom assessment must be executed in a formative manner if it is to be used as a tool to enhance student achievement.
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Robert J. Marzano May 22
To design a standards-referenced system, a district must first reorganize state standards into a format that can be used to track student progress using formative/summative scores. The process starts by rewriting the standards at each grade level into a series of learning goals.
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achievethecore.org May 25
Have you noticed that some math textbooks over-scaffold instruction? A recent Aligned blog post presents three quick fixes for solving this problem:
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TeachThought May 24
50 Questions Every Student Should Be Able To Answer Before They Graduate High School -
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Robert J. Marzano May 23
Omnibus grades for each subject area should not include life-skills scores (i.e. participation, work completion, behavior, and working in groups). Grades should be based solely on measurement topics that deal with subject content.
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IowaASCD retweeted
WeAreTeachers May 19
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