Title I funds: three considerations for school year’s end

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Title I funds: three considerations for school year’s end

May 26, 2016

Categories: Assessment, Math, Reading

When I think of a role model who’s had a major impact on my life, I immediately think of my mother.  Not only is my mom the best mom in the world (of course!), but she was also a Title [...]

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Giving meaning to test scores

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Giving meaning to test scores

May 12, 2016

Categories: Assessment,

Test scores are of much interest to parents and educators. We all want our children to achieve their best—so, we frequently use tests to measure what a student has learned and can do as a result of instruction. Sometimes we [...]

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NCTM 2016: Insights from the year’s premier math event

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NCTM 2016: Insights from the year’s premier math event

April 28, 2016

Categories: Math

Earlier this month, I attended the National Council of Teachers of Mathematics (NCTM) conference in San Francisco with nearly 9,000 math educators. At a math conference, you would expect the emphasis to be on numbers, but in many ways, [...]

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Designing an ecosystem for academic excellence: 7 elements to consider

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Designing an ecosystem for academic excellence: 7 elements to consider

April 14, 2016

Categories: Math, Reading

As a teacher, you want your students to achieve great things. Our responsibility as educators is to create an academic ecosystem—a community of “just-right” conditions—where students are able to thrive. If we could create the perfect ecosystem for learning, what [...]

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Where is our reform focus?

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Where is our reform focus?

March 31, 2016

Categories: Math, Professional Development, Reading

A subtle transition has occurred around our profession’s discussions of reform, so subtle that many of us may not have consciously picked up on it. That transition is from conversations about “school effectiveness” to ones of “educator effectiveness.” In the [...]

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The difference practice makes

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The difference practice makes

March 17, 2016

Categories: Math, Reading

A few years ago, one of my colleagues suggested we take advantage of the gym in the basement of our office building and bring in a trainer. While I’d always been active, I found group training intimidating. Somehow I always [...]

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Four strategies for teaching talkativeness

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Four strategies for teaching talkativeness

March 3, 2016

Categories: Assessment, Math, Reading

In an earlier post on the interdependent relationship between talkativeness and cognitive development, I shared Vygotsky’s theory on vocabulary acquisition as the defining moment in cognitive development, as well as the classic 1965 Hart & Risley study that validated [...]

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Talkativeness and cognitive development

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Talkativeness and cognitive development

February 4, 2016

Categories: Reading

“Please see if I am grokking this properly.” (Angel, 2016) Admit it, before reading further, you thought about jumping to Google, dictionary.com, or even Wikipedia to see what “grokking” is, and more importantly, to learn what is required to grok [...]

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Welcome to a new era in testing

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Welcome to a new era in testing

January 21, 2016

Categories: Assessment,

When I go into schools and talk to teachers, there’s a lot of rich dialogue going on around testing. I’ve only recently come to the Marysville district, but I’ve been in the business for over 15 years and have seen [...]

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Vygotsky and Gita explore the ZPD’s social side

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Vygotsky and Gita explore the ZPD’s social side

December 17, 2015

Categories: Assessment,

I want to tell you about a person who has been described in many ways: an “outstanding scientist,” an “eminent scholar,” and even a “genius.” I want to tell you about Lev Semenovich Vygotsky. –Gita Vygodskaya And so begins Gita [...]

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