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7 Search Results for ""susan brookhart""

  • EL Study Guide: What's the Poi EL Study Guide: What's the Point of Grading?

    • From: Teresa_Preston
    • Description:

      Welcome to the EL Study Guide on ASCD EDge. Each month, EL provides an online study guide to assist educators with their professional development. Here on EDge, we will regularly post excerpts from the Study Guide for EDge members to discuss.

      The November EL theme is "Effective Grading Practices," and today's study guide excerpt focuses on the purpose of grading.

      Before making changes to grading practices, it's important for educators to step back and ask some difficult questions about the purposes of grades. In "Starting the Conversation About Grading" (p. 10), Susan M. Brookhart suggests ways that teachers can begin the conversation.

      • What do you think the purpose of grading is? Is it to communicate students' academic achievement to students and parents? Is it to motivate students to put forth their best effort? Some combination of both? How might that belief affect your grading practices?
      • On p. 14, Brookhart offers a list of discussion points to begin the grading conversation. Using one of the conversation techniques on p. 13, start a conversation with your colleagues about one or more of the discussion points.
      • Once you've established, on your own or with colleagues, some ideas about the purpose of grading, consider what steps you might take to align your grading practices to these purposes. Who needs to get involved in the conversation? What additional training or support might you need? Thomas R. Guskey's article, "Five Obstacles to Grading Reform" (p. 16), lists several commonly held ideas about grading that you may need to consider as you move forward.

      If you've used any of these ideas to start a conversation with your colleagues about grading, please share in the comments how it went.

    • Blog post
    • 3 years ago
    • Views: 902
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  • Connie Moss on Learning Target Connie Moss on Learning Targets

    • From: Teresa_Preston
    • Description:

      Earlier this week, EL reader and EDge member Susan Smith raised a serious concern on the EL EDge group page about the March EL article "Knowing Your Learning Target" by Connie M. Moss, Susan M. Brookhart, and Beverly A. Long. She was concerned that in the use of "I Can" statements, as suggested in the article, amounts to the parroting of teacher-created objectives. We on the EL staff thought this was an important question, so we shared it with the article's authors.

      Connie Moss shared these thoughts:

      Hi Susan,

      Your comment is a powerful one and helps us examine an all too common misconception about shared learning targets. At first blush, it is easy to confuse shared learning targets with a simple restating of instructional objectives or curriculum standards. And we agree with you 100% that when teachers merely parrot curriculum standards in the form of "I CAN" statements they are short-changing their students.

       

      Shared learning targets are very different from instructional objectives or curriculum standards, although they are derived from them. Here is a specific example using a standard regarding mathematical functions, patterns and relationships to illustrate our point. The standard states: "Students will describe the relationships among variables, predict what will happen to one variable as another variable is changed, analyze natural variation and sources of variability, and compare patterns of change."

       

      Usually, benchmarks follow the standard to further describe the knowledge and skills that characterize achievement by program an/or grade levels. A benchmark for the mathematic standard reads: "Variability is represented in a variety of symbolic forms." Benchmarks describe specific performances for various developmental levels. A benchmark performance for the elementary grades reads: "Use tables, charts, open sentences and hands-on models to represent change and variability."

       

      School district curriculum teams design down these national and state standards to develop district curriculum/unit goals that clarify the district’s expectations for which of these standards students will master at specific grade levels during specific units of study.

       

      Classroom teachers, then, write instructional objectives for individual lessons or a series of related lessons to align their teaching with the district’s curriculum.  An instructional objective for an elementary level lesson derived from the standards and curriculum goals regarding mathematical functions, patterns and relationships might look like this: "Students will describe how the element of chance makes any set of data subject to variation."

       

      Clearly, instructional objectives and curriculum standards have the "right stuff" when it comes to framing the lesson or series of lessons from the teacher's point of view, but as you so rightly stated, they do little to help students understand what is important to learn or what they will be asked to do to demonstrate that learning in today’s lesson.

       

      If a teacher merely writes an instructional objective on the board and asks students to state it, we agree with you whole-heartedly that students will not be able to harness the workings of their own minds or develop powerful motivational factors like self-efficacy, self-regulation, and self-assessment.

       

      That's why our article advocates that teachers turn instructional objectives into clear, student-friendly, and developmentally appropriate descriptions of the "lesson-sized chunk" of essential content and skills that describe the exact learning intention for today's lesson—why they are asking their students to learn this chunk of information on this day in this way.

       

      Let's look again at the lesson about how elements of chance can influence a data set to illustrate what we mean. In the lesson, the teacher asks his students to mix a batch of cookie dough using, among other ingredients, 30 chocolate chips. He tells the students to separate the cookie dough into 10 cookies, count the chocolate chips present in each cookie, and graph their findings.

       

      To make sure his students understand why they are being asked to engage in this learning activity, he shares the learning targets for today's lesson using student friendly descriptive language and "I CAN" statements: Today we are learning to examine an everyday procedure, like making cookies, to analyze the many ways that the element of chance can influence the final product. These unplanned factors make it highly unlikely for us to predict number patterns. To learn more about this, we are going to follow a recipe to mix up a batch of cookies using 30 chocolate chips. In your groups, you will shape the cookie dough into 10 cookies. You will count and display on a bar graph the number of chocolate chips you find in each cookie. Then, in your groups you will think about what you did to make the 10 cookies and identify all the elements of chance that were part of the process.  We will get back together as a class to discuss what each of your groups discovered.

       

      We will know that we met our learning targets for today's lesson when we are able to say: I can describe the steps my group used to mix the cookie dough and form the 10 cookies. I can analyze each step to identify the elements of chance that are hidden in that step. And, I can use my own words to describe how the elements of chance I uncovered in each step work together to make it difficult to predict how many chocolate chips will be in each of our 10 cookies."

       

      With the learning targets clearly in their minds as they begin the activity, the students can be mindful of those targets and intentionally aim for them. The "I CAN" statements help students do exactly what you say is important—be mindful of their own thinking, analyze experiences so that they can assimilate, accommodate or create new schema, regulate their own thinking and performance, and take control of their own learning.

       

      One last thing—as we state in our article, the best way to share learning targets is through a strong performance of understanding—a learning experience that promotes content mastery, develops increased proficiency with specific reasoning skills, and provides compelling evidence of student learning. When "I CAN" statements are linked with a strong performance of understanding, they are very powerful indeed.

       

      Thank you for calling our attention to this important aspect of student learning.

      Sincerely,

      Connie Moss

    • Blog post
    • 3 years ago
    • Views: 2698
  • L2L News: February 2011 L2L News: February 2011

  • L2L News: December 2010 L2L News: December 2010

    • From: Meg_Cohen
    • Description:

      ASCD Leader to Leader (L2L) News is a monthly e-mail newsletter for ASCD constituent group leaders that builds capacity to better serve members; provides opportunities to promote and advocate for ASCD’s Whole Child Initiative; and engages groups through sharing and learning about best practices. To submit a news item for the L2L newsletter, send an e-mail to constituentservices@ascd.org.

       

      Join the L2L Conversation on Twitter

      Add #ASCDL2L to your tweets to share news and resources with your fellow ASCD leaders.

      This Month’s L2L News


      Register for the Leadership Institute for Legislative Advocacy (LILA)

      • Congress is making education policy decisions that affect you, your local schools, and your students. Do not let Congress make decisions without the crucial information you can provide! Come to the national’s capital for information and insights on the behind-the-scenes action where policy and politics collide.
      • LILA, formerly known as LEAP, will be held from January 23 to 25, 2011, in Washington, D.C. E.J. Dionne, journalist, political commentator, and Washington Post columnist, will be the opening speaker at the LILA kickoff session on Sunday evening, January 23, 2011.  Check out the detailed LILA agenda! 

      Watch the Recording of the Post-Election Policy Edition of L2L Web Seminar Series On DemandPost-Election Analysis: What the Midterm Election Results Mean for Education. 

       

       

      Register today for the 2011 Annual Conference & Exhibit Show!

      Check out five ways to save on your conference registration fees:
       

      1. Register early. Register by January 12, 2011, to save up to $110 on your conference fee and increase your chances to reserve the most popular ticketed sessions and best hotel accommodations.   
      2. Register as a volunteer. Volunteer and save up to 69 percent on the cost of conference registration without sacrificing a minute of your conference learning experience. Register as a volunteer!
      3. Save on both conference and pre-conference registrations. Receive a discount when you register for Annual Conference and a Pre-Conference Institute at the same time (ASCD refers to this as a combo fee). Combo fees are not available after March 2, 2011, or on site at the conference. 
      4. Save when you send a team. Every fifth person who registers from your school or district may attend Annual Conference, Pre-Conference Institutes, or both for free. To take advantage of this offer, all team members must register at the same time and for the same events: Annual Conference, Pre-Conference Institutes, or both. All five registration forms must be mailed together. (For Pre-Conference Institutes, registrations must include materials fees for all attendees, including the attendee with the free registration.) 
      5. Save as a student or senior (62 or older). Receive this discount when you register over the phone with a credit card or purchase order. Call 1-800-933-2723 (toll-free) or 1-703-578-9600, then press 1, Monday–Friday, 8:00 a.m.–6:00 p.m. eastern time. This discount option is not available online. You may also mail or fax your registration form and payment to ASCD. Checks and money orders are accepted via mail. Students, when you mail or fax your registration, please include a copy of your current student ID.

       

       

      Announcing a New Venue for L2L 2011: Westfields Marriott Washington Dulles

      Reserve July 21 – 23 , 2011 for Leader to Leader 2011. The event will take place at the Westfields Marriott Washington Dulles. The Westfields Marriott Washington Dulles hotel combines sophisticated meeting facilities with elegant hotel accommodations in Chantilly, Va.

       

      Tune in to November’s Whole Child Podcast: Applying Developmental Science to Impact Teaching and Learning

      Developing successful learners who are prepared for success in college or further study and for employment and citizenship in a global environment requires us to think outside the box—the cognitive box, that is. Although traditional education is thought to exist in the cognitive domain, science tells us that children’s academic progress cannot be separated from the emotional, social, and cognitive changes that occur simultaneously. The science of learning and child development is rarely used in classrooms, and research has demonstrated that we can maximize learning when educators apply developmental principles effectively.
      Download this episode of the Whole Child Podcast to learn about key principles of developmental science that can affect the way teachers teach and the way students learn. You’ll hear from

      • Eric Schaps, founder and president of Whole Child Partner the Developmental Studies Center and member of the National Council for Accreditation of Teacher Education’s national expert panel on increasing the application of knowledge about child and adolescent development and learning in educator preparation programs;
      • Chip Wood, author of Yardsticks, a resource for parents and teachers on child development, and director of curriculum, instruction, and professional development in the Gill-Montague Regional School District;
      • John Lee, an exceptional educator with Prince George’s County Public Schools in Maryland who has grounded his teaching in the Comer School Development Program to improve his teaching and student learning.

       

       

      Healthy School Communities Site Receives Accolades for Promoting Authentic Parent Engagement, Healthy Lifestyles, and Student Voice

      Parents, students, staff, and community partners from Iroquois Ridge High School in Oakville, Ontario—a Healthy School Communities site—are being recognized by Ontario's Ministry of Education for their work in creating a welcoming and engaging environment for parents. The Tuesday at Ten and Tuesday at Seven programs, which were created by Mary Tabak and Sue Graham, the school’s public health nurse and parent engagement coordinator, connect parents with one another and with the school in partnership with students to support learning about healthy lifestyle choices.  Congratulations to “the Ridge”!

       

       

      Kansas ASCD Hosts Live Streaming Presentation by ASCD Author Robyn Jackson
      Robyn Jackson presented How to Support Struggling Students-Mastering the Principles of Great Teaching at a September 27, 2010 Just-in-Time KASCD sponsored  event  for over 200 participants  at the University of Kansas.

      Because the economy is struggling in this large rural state, a live streaming presentation allowed low-cost professional development statewide as participants drove in to a satellite location. Robyn Jackson also maximized her time by flying in and out of Kansas on the day of the workshop.

       

      Ohio ASCD Presented the Ohio School Improvement Institute

       Ohio ASCD has just concluded a successful collaborative effort to present the Ohio School Improvement Institute November 18-19, 2010 in Columbus, Ohio.

      Partnering groups included the Ohio Department of Education, the Ohio Board of Regents, and the Ohio Association for Career and Technical Education.

       

       

      Affiliates ‘Talking Tech-y’

       

      Texas ASCD Blogs to Promote Hot Topics
      Texas ASCD has a blog associated with its web site to promote timely information and views on hot topics pertinent to members. The November blog post is on electronic textbooks.

       

      New Mexico ASCD Uses Prezi to Showcase Mission
      New Mexico ASCD has showcased its mission as a Prezi presentation on the front page of its website. Simply use the left and right arrow keys on your keyboard to navigate through the presentation.

       

      Alberta ASCD Launches New Wiki
      Alberta ASCD is launching its new website using wiki technology to promote online collaboration. Executive Director Brenda Giourmetakis reports, “We are very excited to get this going so that we can keep our membership up to date and to offer them a platform to interact on the Canadian Network.”
      The affiliate is also in the process of booking a speaker who will take part in the Greater Edmonton Teachers’ Convention in March. Brenda explains these two activities are symbolic of the re-birth of Alberta ASCD.

       

      Washington State ASCD Has a New Look!
      Washington State ASCD’s affiliate board of directors’ selected an updated logo that communicates a strategic focus on learning, teaching and leading.
      With its rebranding efforts comes a renewed focus on educating the whole child; Washington ASCD board of directors has revised the affiliate’s mission statement to include the five whole child tenets.
      Visit the Washington ASCD website at www.wsascd.org.

       

      New York State ASCD Holding Statewide Competition for 21st Century Whole Child Award.
      New York State ASCD’s Whole Child for the 21st Century Award Program second round of statewide competition is now in progress.

      New York State ASCD is sponsoring this award program for the second year. All 6,500 school buildings (public, private, independent and charter schools) in New York State have received program brochures and New York State ASCD is now sending applications to interested schools. All information about this project is available on line at www.newyorkstateascd.org

       

       

      Mark Your Calendar: ASCD and Affiliate Events

       

      December 2010

       


      January 2011

       

      February 2011
       


        

      March 2011
       

      • Friday, March 25
        • All Day—ASCD Leadership Council Meeting                       
        • 8:00 a.m. to 12:00 noon—ASCD Student Chapter Service Day Project
        • 5:00–7:00 p.m.—Welcome Reception
      • Saturday, March 26
        • All Day—Whole Child Central
        • 11:30 a.m.–1:00 p.m. — ASCD Legislative Committee Meeting
        • 1:00–2:30 p.m.—ASCD Connected Communities Meeting
        • 3:00–4:30 p.m.—Emerging Leaders & OYEA Forum
        • 3:00–5:00 p.m. —Professional Interest Communities (PICs) Meeting
      • Sunday, March 27
        • All Day—Whole Child Central
        • 7:30–9:30 a.m.—Affiliate Executive Directors Meeting
        • 3:00–4:00 p.m.—ASCD Annual Business Meeting
        • 4:15–5:15 p.m.—Meet the President-Elect Candidates Forum
        • 5:00–6:30 p.m. —Student Chapters Meeting

      July 2011
       

      • July 21-23, 2011: 2011 L2L Event takes place at the Westfields Marriott Washington Dulles in Dulles, Va. 

       

       

      Something to Talk About

      ASCD Leaders Participate in National Blogging Day for Education Reform

      Monday, November 22, marked the National Blogging Day for Education Reform (PDF). Educators blogged about their ideas for education transformation and many ASCD leaders contributed.

      Check out these blogs:

       

      Association News

       

    • Blog post
    • 4 years ago
    • Views: 818
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  • How to Assess Higher-Order Thi How to Assess Higher-Order Thinking Skills in Your Classroom

    • From: Johnny_Damon
    • Description:
      Can multiple-choice tests measure higher-order thinking? Are lower-order thinking questions always easy? How do you effectively assess creativity? Assessment expert Susan M. Brookhart provides thoughtful answers to these questions and more in this interview about her new ASCD book.
    • 4 years ago
    • Views: 2677
    • Not yet rated
  • Advancing Formative Assessment Advancing Formative Assessment in Every Classroom

    • From: Tim_Ito
    • Description:

      Authors Susan Brookhart and Connie Moss discuss their Dec. 2009 member book with Genny Ostertag.

    • 4 years ago
    • Views: 1660
    • Not yet rated
  • Susan_Brookhart

    • ASCD EDge Member
    • Points:485
    • Views: 1391
    • Since: 4 years ago
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