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We all know that our students have diverse needs, interests, and learning styles and that in order to meet all students’ needs, we must offer differentiated learning opportunities. But when that means crafting five lessons for every class, few teachers can keep up. That, says author Mike Anderson, is one of the reasons that student choice can be so powerful. In his latest book, Anderson offers a compelling case for helping students learn how to self-differentiate their learning. In this book you’ll explore
Packed with practical suggestions and many examples, from across grade levels and content areas, this book will help support student-centered approaches such as differentiated instruction, personalized learning, and project-based learning, while also enhancing daily teaching and learning in set academic programs. This teacher-friendly guide offers everything you need to help students who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.
(ASCD Premium, Select, and Institutional Plus Member book, Editor's Selection, April 2016) 7" x 9", 160 pages
What teachers say to students—when they praise or discipline, give directions or ask questions, and introduce concepts or share stories—affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book’s many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.
Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together to gather evidence of learning. Using specific examples based on their extensive work with teachers, the authors provide strategic talking points and conversation starters to address common misconceptions about formative assessment; practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; ways to model the elements of formative assessment in conversations with teachers about their professional learning; "What if" scenarios and advice for how to deal with them; and questions for reflection to gauge understanding and progress.