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Want to improve your students’ standardized test results? Want to make your students more responsible for their own learning? Don't limit yourself to a narrow curriculum that stifles students’ inherent desire to learn and explore. Classroom teacher Mark Barnes introduces you to a results-only classroom where teachers use a combination of individual and cooperative learning activities, completed in class and over extended periods of time, that benefit from constant feedback and opportunities to change. Find out how to transform your classroom into a bustling community of learners by
(ASCD Premium Member book, February 2013) 6" x 9", 175 pages.
Book review of Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom
“This is required reading by every teacher librarian, because as you recognize a teacher like Mark in your building who is doing something different, pounce on that person to help out and partner in the experimentation!”
—David Loertscher, Professor, San Jose State University, San Jose CA
“For the teacher and school leader looking for a model of learning that truly captures Daniel Pink’s principles of intrinsic motivation—autonomy, mastery, and purpose—Barnes’ book offers just such a model. Best of all, Barnes results-only classroom offers the kind of classroom in which students achieve at higher levels.”
—John Robinson, Principal, Discovery High School at Newton-Conover, Newton, North Carolina
“If you are a control freak, this book is not for you. If you like lecturing to students, assigning worksheets, and marking up tests, don’t even bother. However, if you want real change and students who are engaged in their learning, and you are willing to start with even just one or two of these ideas, you’ll find that Barnes backs up all he does with good reasons, and there’s no way your ideas will stay the same.” —Joy Kirr, teacher, Los Angeles, CA
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.