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Saved by 3 people (-1 private), first by anonymouse user on 2008-04-07


Public Sticky notes

Highlighted by mguhlin

on 2008-04-08 by mguhlin

I love the quote about the "stop doing" list...it is so true and one I try to adhere to in my work.

successful schools are places where teams of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results

Highlighted by mguhlin

on 2008-04-08 by mguhlin

Fullan's remarks here highlight the importance of teacher self-reflection on their teaching practice. Blogs present an excellent method of encouraging this kind of communal reflection on lessons, fostering the introspection needed to improve one's own practice.

clarity

Highlighted by mguhlin

on 2008-04-08 by mguhlin

Clarity does not necessarily equate to simplicity. Over-simplification of methodological approaches can leads to confusion. Simply, well-structured problems send one message, while ill-structured problems encourage inquiry and higher-order thinking. Simplify a problem and you risk removing that which is most engaging. Of course, it's easy to imagine a simple ill-structured problem. You know one?

One recent study of large school districts found that evidence of effects typically takes a back seat to "personal testimonials, philosophical comfort ... and good marketing by developers"

Highlighted by mguhlin

They don't concentrate on how teams of teachers can improve instruction in areas of lowest performance--often one at a time--to reach measurable goals.

Highlighted by mguhlin

we never talk about how to teach just one difficult skill

Highlighted by mguhlin

develop and refine strategies and lessons targeted toward areas of high student failure and frustration.

Highlighted by mguhlin

setting goals (few in number); using data to identify areas of lowest performance; and then finding, creating, and continuously refining better ways to teach to those skills using a baseline and measuring the number of students who actually learn the specific targeted skills.

Highlighted by mguhlin

But they don't begin with the strategy. They begin with the specific standard or standards we want more students to learn. Then they choose and adapt the appropriate strategy. Being specific does not mean only basic skills, as important as they are.

Highlighted by mguhlin

on 2008-04-08 by mguhlin

Unfortunately, this approach means beginning with curriculum standards. I think we should start with NETS for Students and adapt curriculum/content strategies/activities to that.

redefining the task and eliminating what need not be done."

Highlighted by mguhlin

we must all make a "stop doing list." We must "stop doing anything and everything" that doesn't get us the results we want

Highlighted by mguhlin