College And Career Readiness 17
By Scott Sterling Many educators believe that pedagogy and classroom management are mutually exclusive, but that’s not the case at all. You can micromanage every aspect of classroom life without ever engaging or challenging a single child. Conversely, you can present good, rigorous content without ruling with an iron fist. Those with a more holistic […]
By Scott Sterling By now, we’re all familiar with the gradual release model, sometimes shortened to I do; We do; You do. It just makes sense for teachers to help students acquire new skills using some form of this method. That being said, it can be argued that the I do phase is the easiest […]
By Scott Sterling We often consider cognitively complex tasks as ideal classroom activities—the culmination of rigor. It’s a very specific process; for students to find success, instruction must be precise and deliberate. Luckily, one of the latest books in the Essentials for Achieving Rigor series, Engaging in Cognitively Complex Tasks, goes into detail about how […]
By Scott Sterling Stop me if you’ve seen this scenario before: Teacher presents new information with a lecture or video and asks students to take notes. Teacher pauses every so often to ask questions in a half-hearted attempt at formative assessment; students desperately try not to be chosen. Obligatory homework assignment is given with about […]
By Scott Sterling It’s often difficult for young people to acknowledge that something might be incorrect. That would mean the source from which they received the information, whether it was a teacher, parent, or older sibling, is fallible. Children need their information sources to be infallible. In actuality, learning occurs when a misconception is revised […]
By Scott Sterling Just like a computer or office, the brain needs to organize information in a way that makes it easily accessible while enabling further growth. For example, if you can’t classify and find information related to the solar system, how are you supposed to understand astrophysics? Students need to move from rote memorization […]
By Scott Sterling You would think that needing to understand how to record and represent knowledge has lost importance in the age of smartphones, BYOD, and tablets. After all, to record knowledge, a student only has to tap the “record” button. That practice might accomplish one goal (having access to that knowledge at a later […]
By Scott Sterling The more rigorous college and career readiness standards, on which most states are embarking, universally call for students to have a deeper interaction with knowledge. It’s not enough to simply remember things—they have to be able to use new knowledge effectively in order to achieve goals, such as making strong arguments and […]
As we discussed last week, the full name of the Common Core ELA standards document is? “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects”. The implications of that wording are a two-way street. Just as we explored how STEM teachers can help ELA and the other […]
By Scott Sterling This is something that not many people have paid attention to: do you know what the full name of the Common Core ELA standards document is? “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” The new standards aren’t just about getting kids to […]
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By William N. Bender
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