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Educators' most important work is to help students develop the
intellectual and social strength of character necessary to live
well in the world. The way to do this, argue authors Bena Kallick
and Allison Zmuda, is to increase the say students have in their
own learning and prepare them to navigate complexities they face
both inside and beyond school. This means rethinking traditional
teacher and student roles and re-examining goal setting, lesson
planning, assessment, and feedback practices. It means establishing
classrooms that prioritize: Voice-Involving students in "the what"
and "the how" of learning and equipping them to be stewards of
their own education. Co-creation-Guiding students to identify the
challenges and concepts they want to explore and outline the
actions they will take. Social construction-Having students work
with others to theorize, pursue common goals, build products, and
generate performances. Self-discovery-Teaching students to reflect
on their own developing skills and knowledge so that they will
acquire new understandings of themselves and how they learn. Based
on their exciting work in the field, Kallick and Zmuda map out a
transformative model of personalization that puts students at the
center and asks them to employ the set of dispositions for
engagement and learning known as the Habits of Mind. They share the
perspectives of educators engaged in this work; highlight the
habits that empower students to pursue aspirations, investigate
problems, design solutions, chase curiosities, and create
performances; and provide tools and recommendations for adjusting
classroom practices to facilitate learning that is self-directed,
dynamic, sometimes messy, and always meaningful.
A real-world action plan for educators to create personalized
learning experiences Learning Personalized: The Evolution of the
Contemporary Classroom provides teachers, administrators, and
educational leaders with a clear and practical guide to
personalized learning. Written by respected teachers and leading
educational consultants Allison Zmuda, Greg Curtis, and Diane
Ullman, this comprehensive resource explores what personalized
learning looks like, how it changes the roles and responsibilities
of every stakeholder, and why it inspires innovation. The authors
explain that, in order to create highly effective personalized
learning experiences, a new instructional design is required that
is based loosely on the traditional model of apprenticeship:
learning by doing. Learning Personalized challenges educators to
rethink the fundamental principles of schooling that honors
students' natural willingness to play, problem solve, fail,
re-imagine, and share. This groundbreaking resource: * Explores the
elements of personalized learning and offers a framework to achieve
it * Provides a roadmap for enrolling relevant stakeholders to
create a personalized learning vision and reimagine new roles and
responsibilities * Addresses needs and provides guidance specific
to the job descriptions of various types of educators,
administrators, and other staff This invaluable educational
resource explores a simple framework for personalized learning:
co-creation, feedback, sharing, and learning that is as powerful
for a teacher to re-examine classroom practice as it is for a
curriculum director to reexamine the structure of courses.
Students following directions, dutifully completing assignments,
and quietly cooperating. For some teachers, this kind of compliance
is a goal worth pursuing, but for you, it's not enough. You want
real engagement-a classroom filled with students who ask intriguing
questions, immerse themselves in assignments, seek feedback on
their performance, and take pride in their progress. So even as you
race to cover a demanding curriculum and address standards, you're
wearing yourself out searching for the hooks that will inspire your
students and make them eager to learn. It's not that you're not
doing enough to motivate your students; it's that you're probably
focusing on the wrong things. In this book, Allison Zmuda and Robyn
R. Jackson explain the four keys to real engagement: clarity,
context, challenge, and culture. Their smart, concrete strategies
for improving classroom assignments, assessments, and environments
will help you create learning experiences that are rigorous,
meaningful, and rewarding for your students and yourself.
How can a school become a place where all members of the staff are
learning, growing, and working to increase student achievement? The
answer lies in systems thinking and a focus on continuous
improvement, two concepts that can transform staff development from
something that people merely tolerate to something that they
actively pursue to create lasting improvements in teaching and
learning. Each chapter of Transforming Schools: Creating a Culture
of Continuous Improvement is grounded in a set of operating
principles that provide practical guidance to school leaders. The
story of a fictional school brings the ideas to life as the
characters-a school principal, teachers, and district-level
administrators-experience the shifts in thinking that are necessary
to transform a school into a competent system. Through their story,
the reader gains a clear understanding of the six steps of
continuous improvement: Identify core beliefs. Create a shared
vision. Use data to determine gaps between the current reality and
the shared vision. Identify the innovations that will most likely
close the gaps. Develop and implement an action plan. Endorse
collective accountability. Thoughtful analysis of the fictional
dialogue throughout the book gives readers an understanding of the
dynamic nature of change, systems thinking, and continuous
improvement. And questions at the end of each chapter help readers
apply key concepts to their own schools. Whether your school
improvement goals are clearly defined or still in development,
Transforming Schools will help you tackle the many challenges of
the change process.
Zmuda and Harada explore the increasing number of job descriptions
in schools for learning specialists with the accompanying
difficulty in effectively leveraging these roles to positively
affect student learning. School librarians have been one of these
learning specialists for decades. The ranks have expanded in recent
years to include many other content area specialists. Grant
Wiggins' foreword emphasizes the relevance of learning specialists
is grounded in their ability to deliver results on mission-critical
measures. This title incorporates quotations, exemplars, and
findings from experts in both mainstream and librarian-focused
education literature in an inclusive approach making the text
accessible and credible for any leader charged with improving the
system's ability for improved student achievement. There are an
increasing number of job descriptions in schools for learning
specialists - certified teachers with specialized areas of
expertise whose job it is to improve student performance. While
these positions are attractive ideas in theory, there are real
challenges in effectively leveraging such roles to positively
affect student learning. School librarians have been one of these
learning specialists for decades. The ranks have expanded in recent
years to include reading specialists, literacy coaches, writing
coaches, technology specialists, mathematics specialists, science
specialists, and teachers of English Language Learners. References
included throughout the book incorporate quotations, exemplars, and
findings from experts in both mainstream and librarian-focused
education literature. This inclusive approach makes the text
accessible and credible for any leader charged with improving the
system's ability for improved student achievement. Grant Wiggins'
foreword emphasizes the premise that the relevance of learning
specialists is grounded in their ability to deliver results on
mission-critical measures.
This book, written by teachers for teachers, takes an important
look at the compendium of factors that make up a competent
classroom. The authors troubleshoot issues surrounding content
standards, instructional objectives, and the aims of curriculum
while keeping in mind the importance of inspiring students. This
book helps readers consider the essential questions surrounding
creative teaching and the ways of helping students take ownership
of their learning.
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