The Exploration Of Student Shadowing And School Based Instructional Rounds On Deeper Learning In The Middle And High School Classroom
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The Exploration Of Student Shadowing And School Based Instructional Rounds On Deeper Learning In The Middle And High School Classroom
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Author : Regina Kloes-Corwin
language : en
Publisher:
Release Date : 2018
The Exploration Of Student Shadowing And School Based Instructional Rounds On Deeper Learning In The Middle And High School Classroom written by Regina Kloes-Corwin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
Ell Shadowing As A Catalyst For Change
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Author : Ivannia Soto
language : en
Publisher: Corwin Press
Release Date : 2012-02-29
Ell Shadowing As A Catalyst For Change written by Ivannia Soto and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-02-29 with Education categories.
This book helps teachers understand the classroom experience from the english-language learner's viewpoint.
Lesson Study Challenges In Mathematics Education
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Author : Maitree Inprasitha
language : en
Publisher: World Scientific
Release Date : 2015-03-25
Lesson Study Challenges In Mathematics Education written by Maitree Inprasitha and has been published by World Scientific this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-03-25 with Mathematics categories.
Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies.Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms.
Instructional Rounds
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Author : Christa S. DiBonaventura
language : en
Publisher:
Release Date : 2019
Instructional Rounds written by Christa S. DiBonaventura and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Effective teaching categories.
The purpose of this study was to determine teacher perceptions of instructional rounds. This was a qualitative study with descriptive statistics that examined the phenomenology of instructional rounds and its impact on teaching. The researcher collected data using a comparative survey that was administered to school-based teachers and administrators at four middle schools in a large, rural district. A similar survey was provided to district leaders who have been trained and implemented instructional rounds. The researcher also conducted interview groups to obtain information to support the quantitative surveys. This study found instructional rounds to be effective in improving instructional practices in the classroom through peer observations, collaborative discussions with a focus on curriculum, and instructional practices. The researcher, who is the school administrator at one of the middle schools, is a limitation of the study. Another limitation is the district leaders are serving in different roles than when instructional rounds was first implemented. This study provides useful data for school districts when determining job-embedded professional development for improving the instructional practices in classrooms.
The Shape Of Deeper Learning
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Author : Mette Huberman
language : en
Publisher:
Release Date : 2014
The Shape Of Deeper Learning written by Mette Huberman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--is a proof-of-concept study, the purpose of which was to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes than would have been likely had they not attended these schools. In this report--our first in a series of three--we provide a picture of the strategies and supporting structures in our study sample of schools. This analysis focuses on the strategies implemented in 19 high schools across 10 school networks participating in the Foundation's Deeper Learning Community of Practice. We also include some comparative information collected from 11 comparison high schools. While we collected a wide range of data for this study, the analysis in this first report relies primarily on qualitative data from interviews and focus groups with school administrators, teachers, students, and network leaders and support providers, supplemented with relevant data from a survey of teachers in both network and comparison schools. Key findings include the following: 1. Across the three deeper learning domains, sampled network schools used a range of strategies to develop deeper learning competencies--most commonly project-based learning, internship opportunities, collaborative group work, and longer term cumulative assessments. " In the cognitive domain, all but one network school (18 of 19) employed project-based learning (PBL) to some degree to develop mastery of core academic content knowledge and critical thinking skills. PBL was integral to daily instruction in slightly over a third of these schools and used more sporadically in others. " Also in the cognitive domain, three quarters of the network schools (14 of 19) provided connections to the real world through internship opportunities for students. At two schools, internships were considered central to learning and occurred two or three days per week across all four years. The remaining 12 schools incorporated internships for a portion of students at some point in their school career to provide career-related experience, boost life skills, or help with the transition from high school to college and careers. " In the interpersonal domain, collaboration and communication skill development was an explicit goal reported by staff at a majority of network schools (11 of 19), which they addressed through collaborative group work and longer term assessments (such as portfolios and exhibitions, where students had to present and defend their work). " In the intrapersonal domain, almost half of the network schools (9 of 19) reported having explicit goals related to intrapersonal competencies (learning how to learn and academic mindsets) for students and they used a variety of strategies to encourage the development of these skills, including study groups and student participation in decision making. Three schools focused on individualized learning as a way to develop independent learning and self-management skills. 2. Most network schools supported the implementation of instructional approaches aligned with deeper learning through the development of specific structural and cultural elements, including advisory classes (16 schools), alternative scheduling (14 schools), and personalized learning environments (all schools). However, these structures and cultures looked different across the schools. For example, advisory classes had different numbers of students (from 15 to 30 students), ran for different amounts of time (between 30 and 60 minutes), and happened with different frequencies (from every day to once or twice a week), depending on the school. 3. Comparisons between the network and non-network school principal interview data suggest that the network schools employed strategies to foster the deeper learning competencies to a greater extent than did the non-network schools, particularly in the areas of project-based learning, internship opportunities, collaborative group work, longer term cumulative assessments, and development of intrapersonal skills. Network schools also employed advisory classes and alternative scheduling to a higher degree than the non-network schools. [See: Report 2 at ED553361; and Report 3 at ED553364.].
Instructional Rounds In Education
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Author : Elizabeth A. City
language : en
Publisher:
Release Date : 2009
Instructional Rounds In Education written by Elizabeth A. City and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Education categories.
Instructional Rounds in Education is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms--much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before--educate all students to high levels--yet we don't know how to do that in every classroom for every child. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.
School Family And Community Partnerships
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Author : Joyce L. Epstein
language : en
Publisher: Corwin Press
Release Date : 2018-07-19
School Family And Community Partnerships written by Joyce L. Epstein and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-07-19 with Education categories.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Using Instructional Rounds At The School Level To Improve Classroom Instruction
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Author : John Melvin
language : en
Publisher:
Release Date : 2017
Using Instructional Rounds At The School Level To Improve Classroom Instruction written by John Melvin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Despite the growing descriptions of effective teacher community --and lessons about the conditions needed for them to survive -- more research has been done on exemplars of strong professional community than on efforts to produce professional community where it doesn't already exist. Building professional community is important to school improvement as it promotes cooperative, job-embedded learning where teachers engage in serious discussions about teaching that could lead to shift in instructional practice. Research on individual and group change suggests that these shifts are unlikely to occur without a supportive environment that includes positive pressure for change. The introduction of organizational routines designed to make teaching more public and collaborative is one solution. Instructional Rounds is a collegial network based approach to improving teaching and learning. At the school site level, Instructional Rounds can create a system and structure where teachers engage in professional dialogue and take collective action in their schools. Using a modified design development format (with an action research component), this study focuses on the implementation of Instructional Rounds at a school site. The study documents teacher experience with Rounds and documents a second iteration of Rounds that more resembled the protocol of Lesson Study. The participants were 24 teachers from an urban elementary school in the Bay Area of California where I serve as Principal. The findings of this study indicate that Instructional Rounds is a promising practice at a school site that can further the goal of making teaching more public and collaborative. The findings also indicate that, due to embedded norms of privacy and a culture of isolation, teachers will receive Rounds with some resistance as it opens up a focus on classroom practice. A key component of the initial success of Rounds was the role played by a site instructional leadership team, which led the planning and endorsed the approach. A second implementation of the intervention, grade-level rounds that resembled Lesson Study, did not have sufficient buy-in and contained many competing foci, and was not as effective. Nonetheless, for the teachers who did complete the full parameters of the Lesson Study, there was evidence documenting the promise of this practice to promote in-depth conversations of instructional practice. Overall, the findings in this study demonstrate the complexity in the introduction of organizational routines designed to make teaching more public and collective at a school site. From a perspective of distributed leadership, all leadership entities (teachers, administration, outside partners) need to be aligned and all potential resources in the school need to be sufficient for the introduction of the new routine to be successful.
Deeper Learning Dialogic Learning And Critical Thinking
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Author : Emmanuel Manalo
language : en
Publisher: Routledge
Release Date : 2019-09-30
Deeper Learning Dialogic Learning And Critical Thinking written by Emmanuel Manalo and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-30 with Education categories.
Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers’ work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students’ capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life.
Evidence Of Deeper Learning Outcomes Findings From The Study Of Deeper Learning Opportunities And Outcomes
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Author : Kristina L. Zeiser
language : en
Publisher:
Release Date : 2014
Evidence Of Deeper Learning Outcomes Findings From The Study Of Deeper Learning Opportunities And Outcomes written by Kristina L. Zeiser and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes than they would have had they not attended these schools. In this report--our third in a series of three--we focus specifically on key questions about student outcomes: Did students who attended participating network high schools perform better on tests of cognitive competency, report higher levels of interpersonal and intrapersonal competencies, or attain higher rates of high school graduation and college enrollment than they would have had they not attended the network schools? The analyses in this report focus on students from between 10 and 13 pairs of matched deeper learning network and comparison schools in California and New York (the number of pairs included in specific analyses varied based on the availability of data). After statistically accounting for differences in student background characteristics, we found that students who attended participating network high schools that explicitly focused on deeper learning experienced superior outcomes compared to students who attended non-network comparison high schools. Key takeaways include the following: 1. On average, students who attended the network schools in the study achieved higher scores on the OECD PISA-Based Test for Schools (PBTS)--a test that assesses core content knowledge and complex problem-solving skills--than did similar students who attended non-network high schools. Students who attended network schools scored higher on all three PBTS subjects tested (reading, mathematics, and science). They also earned higher scores on the state English Language Arts (ELA) and mathematics tests. 2. Students who attended participating network schools reported more positive interpersonal and intrapersonal outcomes than students who attended non-network schools. In particular, they reported higher levels of collaboration skills, academic engagement, motivation to learn, and self-efficacy. There were no significant differences between students who attended network and non-network schools on reported creative thinking skills, perseverance, locus of control, or self-management. 3. Students who attended participating network schools were more likely to graduate from high school on time (within four years of entering Grade 9) than were students who attended non-network high schools. The graduation rate among students who attended network schools was estimated to be about 9 percentage points higher than among similar students who attended non-network schools. 4. Students who attended participating network schools and non-network schools had similar rates of enrollment in postsecondary institutions overall. However, students who attended network schools were more likely to enroll in four-year institutions and in selective institutions. 5. Although there were significant positive effects of attending a network school averaging across the pairs of network and non-network schools in our sample, for many outcomes--for example, PBTS mathematics scores--the effects of attending a network school varied significantly across individual pairs of schools. Attending a network school had similar benefits for students who entered high school with low achievement and those who entered with high achievement, particularly for the test score and high school graduation outcomes. However, while attending a network school increased the postsecondary enrollment rate of students who entered high school with low achievement, it had no effect on the postsecondary enrollment rate of students who entered with high achievement. [See: Report 1 at ED553360; and Report 2 at ED553361.].