Month: April 2015

Socratic Seminars: The Big Leagues of Student Questioning

By Scott Sterling One of the tenets of the Common Core and its related next generation standards is the idea that students should be able to question just as skillfully as they can answer. Nothing should be out of bounds. They should be able to rigorously question everyone in the

Performance Assessment Requires Coordinating the “Performance” and the “Assessment”

By Susan M. Brookhart, author of Performance Assessment: Showing What Students Know and Can Do. Most current learning standards ask students to do more than comprehend content knowledge. Performance assessment is a great way to find out how students can use or apply content knowledge or how they implement skills. It only

American classrooms are going to look a lot different at the end of this decade (and that’s a good thing)

Vocabulary: The Building Blocks of ELL Understanding

By Scott Sterling By the end of this decade, it has been estimated that one quarter of the nation’s students will be, at some level, English language learners. Although these students represent an opportunity to create a large group of the multilingual workers that the 21st century economy desperately requires,

Integrating Movement Without Turning the Classroom Into a Playground

By Scott Sterling The First Lady wants us to get kids moving This month marks the fifth anniversary of First Lady Michelle Obama’s initiative to get kids moving and fight childhood obesity. The Let’s Move campaign’s goal is to reduce or eliminate childhood obesity in the nation’s youth. Currently, about

The golden days of paper testing

Five Creative Solutions to Test Anxiety

By Scott Sterling As carefully as we try to prepare our students for upcoming assessments aligned with Common Core State Standards and other rigorous new standards, their success could hinge on something that has nothing to do with their knowledge or even academics in general. Instead, it could be psychology.