1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
This book provides a nuanced explanation of how teachers can apply the strategies and techniques in The New Art and Science of Teaching to the teaching of writing. This book takes the framework in The New Art and Science of Teaching and offers more than one hundred detailed strategies for and examples of implementation. Throughout the book, the authors address ten teacher actions from The New Art and Science of Teaching within the categories of feedback, content, and context. They focus on how the forty-three elements embedded in these categories specifically apply for teachers of writing. Each chapter includes self-rating scales that readers can use to assess their performance on each element. By doing this, they can determine their areas of strength and the areas in which they might want to improve relative to The New Art and Science of Teaching. Each chapter ends with Guiding Questions for Curriculum Design to help with planning.
(A joint publication of ASCD and Solution Tree, 2018) 8 1/2" x 11", 192 pages
In this guide, experts Susan M. Brookhart and Jay McTighe show how best to incorporate the formative learning cycle into everyday instruction. They offer techniques for sharing learning targets, assessment activities to use in the classroom, and strategies for providing student feedback.
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.