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Students become attentive, curious, and passionate about learning when they can see its relevance to their lives and when they're empowered to use that learning to solve problems that matter. Regardless of the subject or grade level you teach, you can infuse your instruction with the meaning students crave by implementing design thinking. Design thinking prompts students to consider: "I’ve learned it. Now what am I going to do with it?"
In Designed to Learn, cognitive scientist and educator Lindsay Portnoy shares the amazing teaching and learning that take place in design thinking classrooms. To set the stage, she provides easy-to-implement strategies, classroom examples, and clear tools to scaffold the processes of inquiry, discovery, design, and reflection. Because formative assessment is crucial to the process, Portnoy includes sample assessments that measure student learning and ensure that learners take the lead in their own learning.
As the author guides you through the five elements of design thinking (understand and empathize, identify and research, communicate to ideate, prototype and test, and iterate and reflect), you’ll learn how to support students as they
Equipped with the strategies and supports in Designed to Learn, teachers will be able to ensure that learning in their classrooms is visible, student-centered, and measurable—by design.
(ASCD Premium, Select, and Institutional Plus Member book, 2019) 7" x 9", 170 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.
Educational LeadershipOctober 2019Making School a Safe PlaceVolume 77, No. 2
DescriptionIt's hard for students to learn if they don't feel safe, known, and cared for within schools. The October 2019 issue of Educational Leadership explores how schools can cultivate a greater sense of overall safety, in both physical and emotional terms. Get ideas and strategies for ensuring that students and teachers feel protected, supported, and free to learn.
Educational LeadershipNovember 2019A Culture of CoachingVolume 77, No. 3
Instructional coaching and leadership coaching have become key forms of educator professional development and growth. The November 2019 issue of Educational Leadership looks at the dynamics of effective coaching and how schools can create the right conditions to support it.
Educational LeadershipDecember 2019/January 2020Building Bridges for ELLsVolume 77, Number 4
English language learners (ELLs) are the fastest-growing student population group in the United States. Yet most teachers are not trained to work with these learners. The December 2019/January 2020 issue of Educational Leadership explores strategies and school cultural shifts to improve instruction and opportunities for ELLs and make schools more intentionally supportive, enriching spaces for these students.