Douglas Fisher and Nancy Frey suggest educators create purpose statements for each lesson to make the purpose very clear. They argue that the purpose statement should reflect the understandings that students will gain through the lesson rather than simply the tasks that must be completed.
The author argues that there are important differences between managers and leaders and offers these ways to build leadership…
Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness
The CCSS gave states an opportunity to voluntarily adopt common expectations in English language arts and literacy, and mathematics. With common standards in place, states could more easily and efficiently share best practices in curriculum and assessments, while still retaining flexibility on how best to teach these subjects locally (Phillips & Wong, 2010). Major questions remain to be answered about these standards, chief among them the degree to which they reflect what is necessary to be ready for college and careers.
Teacher Larry Ferlazzo shares his list of questions he uses to self-examine and improve his teaching.
Psychologist Peg Dawson suggests that children who struggle in school despite strong cognitive skills may be deficit in executive skills, not lazy. She suggests a number of strategies to help students develop executive skills.
Douglas Fisher and Nancy Frey suggest educators create purpose statements for each lesson to make the purpose very clear.
John Larmer and John R. Mergendoller advocate student-driven projects. To facilitate such projects, the authors propose that every teacher make sure he or she includes the seven essential elements of project-based learning in every long-term assignment.
Authors Nancy Frey and Douglas Fisher assert that teachers pay attention to these indicators of productive group work and suggest ways to ensure them…
Linda Darling-Hammond explores Finland’s successful educational reforms and the lessons from it that can be applied in the United States.
Stanford professor Carol S. Dweck discusses how teachers can promote growth-mindsets in their classrooms, leading to higher confidence among students. She emphasizes that teachers must first create a culture of risk-taking, where it is the process, and not the outcome, that is the most important part of mastering a new concept.