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That’s exemplary!

Posted by on Dec 27, 2016

That’s exemplary!

“For all the correcting we do, directions we give, and rubrics we create about what good work looks like, students are often unclear about what they are aiming for until they actually see and analyze strong models.” Ron Berger, Leaders of their own Learning

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Learning the Language of Music

Posted by on Jun 30, 2016

Learning the Language of Music

Last week I participated in a marimba camp with David Alderdice and Arlyn Deva of Embodying Rhythm. What I learned during the week of afternoon marimba lessons was much broader than the melody and chord lines to each of the three songs we worked on; I learned the importance of listening, following the pulse, and playing within the musical framework or grid,

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Snapshot of Engagement with Language and Content

Posted by on Apr 9, 2016

Snapshot of Engagement with Language and Content

Sometimes when I walk into a classroom, students have such a sense of focus and purpose, that they don’t even look up or notice me. I recently had the opportunity to observe a second grade science class that epitomized that kind of classroom. Located in a small, rural school district in a Title One school with over 80% English Language Learners, this room buzzed with excitement and interest. Students were working at round tables asking each other questions, sharing information, or writing and reading independently. At first, I didn’t even notice the teacher in the room. When I found her, she was kneeling next to a student discussing his research and asking probing questions about his next steps.

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Close Reading with ELLs

Posted by on Jun 24, 2015

Close Reading with ELLs

When I returned to the U.S. in 2013 after teaching ESL for three years at the Bavarian International School in Germany, I began to hear the term close reading in every school I consulted with. I noticed many new books with close reading in the title; I heard teachers tell students, “Let’s do a close reading of this text”; and I saw sessions about close reading at every conference I attended. I felt completely out of the loop and wondered what I’d missed while I was out of the country. So I began to read about close reading, talk to my colleagues about the process, analyze the Common Core State Standards, and attend workshops on the topic.

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The Grading Game

Posted by on Jan 27, 2015

The Grading Game

“Mom, I got a 96 on the math test. What does that mean?” I had to laugh at my daughter’s innocent reaction to traditional grades and percentages after 11 years of schooling with alternative forms of feedback. Entering a traditional U.S. public school in Grade 10 gave her a bit of culture shock. Traditional quizzes, end of unit tests, homework for points, and percentage based grading policies were completely foreign to her.

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Cooking up a tasty lesson

Posted by on Nov 30, 2014

Cooking up a tasty lesson

Following recipes is like following lesson plans: it works best if you know what the end product should be, but are prepared to modify and adjust along the way.

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