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The world is a noisy place. It’s full of voices, but what are they all for? How are they different, and how do people use their voices to be heard? Two young birds, Cay and Adlee, are going on an adventure to find out! Follow along as they explore, listen, learn, and meet new friends who use their unique voices to express themselves. Along the way, Cay and Adlee find their own voices and aspirations. We all have an important voice. What kind of voice do you have? Created by internationally recognized education leader Russ Quaglia and his daughter Cali—along with award-winning illustrator Daniel Minter—Cay and Adlee Find Their Voice supports Quaglia’s pioneering work around the importance of student voice.
(ASCD book, 2017) 8" x 10", 48 pages
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.
Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this “other-determined” manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning—which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally.