I’ve been reading about Project Based Learning for some time now, and struggled trying to find a way to integrate this kind of pedagogy into my regular classroom practice. I think I do a fair...
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College and Career-Ready Standards for School Leaders
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Supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
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Mel Riddile
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An ongoing series of studies shows students do better when word problems are tailored to their interests.
The studies, which were discussed at a recent meeting here at Carnegie Mellon University, highlight one way to boost learning in algebraic expression, a concept considered critical in the Common Core State Standards but which educators say is perennially challenging to students. The study found that personalized math problems not only made it easier for students to understand what was being asked, but also helped boost the confidence of students who may have been intimidated by the subject. 
Amy Keathley's curator insight,
February 16, 2014 9:45 PM
Word problems can be so intimidating! I think tailoring them to student interests is definitely a good idea, but we need to be careful - I've heard from some of my classmates that, if done poorly, it's a little offensive.
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from Education for Life and Work... To design instruction for transfer:
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National Louis University's Patrick Schwarz, Ph.D., professor in the National College of Education, describes how teachers can use backmapping to both meet C...
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A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not. Even so, the process will not be immediate. And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.
Ted Caron's comment,
September 25, 2012 11:14 PM
The second "scaffolding" section presents a list of helpful interventions for at-risk readers. Having said this, it's unclear, at least at this point, the extent to which such interventions (e.g. providing a summary or vocabulary in advance of a reading) undermine the value of reading a complex text in the first place. Of all the interventions, small group or one-to-one instruction--complete with interactive or divided notes and a list of prepared and VERY text-specific questions--may be the most effective and appropriate intervention of all, provided that we have the resources and time to give.
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Rigor is NOT a Four-Letter Word: By Barbara Blackburn Too often, we promote rigor as work that is only for advanced students, or work that is more (doubling the amount of homework) or harder (you already can’t do it, so here’s something that is even harder). That is NOT rigor.
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Instructional design is aimed at “intentional” learning as opposed to “incidental” learning. This implies that target goals and desired learning outcomes guide the design and selection of learning activities. Meaningful learning outcomes are a starting and ending point…because it is against accomplishment of the objectives that the effectiveness of the design is measured. (Gagne, R. M., Wager, W.W., Golas, K.C., Keller, J. M., 2005). I am convinced that the Common Core Standards can ladder up student achievement and school success in the most struggling of districts The Instructional Goals are the focus of lesson design. ...are not so different from the design of two approaches I have used in the past:
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The enthusiasm with which states and districts have taken to the Common Core is certainly heartening, but it still remains to be seen what implementation of the standards will look like within the classroom.
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English is like sports