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Accelerating Learning for All, PreK-8: Equity in Action [Pehme köide]

  • Formaat: Paperback / softback, 176 pages, kõrgus x laius: 254x177 mm, kaal: 340 g
  • Ilmumisaeg: 04-Jul-2023
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071888986
  • ISBN-13: 9781071888988
  • Formaat: Paperback / softback, 176 pages, kõrgus x laius: 254x177 mm, kaal: 340 g
  • Ilmumisaeg: 04-Jul-2023
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071888986
  • ISBN-13: 9781071888988
"Accelerating Learning for All is designed to support educators in providing equitable access and opportunities for all students, including students of color, through high expectations and engaging curriculum and instruction. By providing concrete strategies to move students towards becoming independent critical thinkers and problem-solvers, this book will accelerate learning for all. The current educational environment is ripe for change, and this book helps classroom teachers put equity into action through the implementation of strategies proven to deepen and accelerate learning layered with culturally responsive teaching strategies. Providing all students with authentic, engaging learning opportunities focused on strengths and accelerating learning rather than on deficits and filling gaps can change the educational trajectory for students within our schools. To engage students in their learning and provide equity across the system, the strategies in this book must be widespread and available to all learners"--

Ensure high expectations and engaging learning experiences for all students

Providing all students with authentic experiences focused on strengths and learning progression—not deficits and gap filling—can change their trajectory.  It’s time to use strategies typically reserved for advanced and gifted learners to advance all students’ learning.

Designed to support equitable access and opportunities through rigorous and engaging assessment, curriculum, and instruction, Accelerating Learning for All, PreK-8, provides strategies to move all students towards becoming independent critical thinkers and problem-solvers—a goal that should not be contingent on background, assessment performance, or zip code. Packed with evidence-based practices and culturally responsive teaching methods, this book includes:

  • Strategies to support diverse learners and develop student voice
  • Support for social emotional learning
  • Tools, prompts, and exercises

The current educational environment is ripe for change. Authors McKinney and Urlik help teachers put equity into action with strategies proven to deepen and accelerate learning for all.

Arvustused

"I definitely recommend Accelerating Learning For All given its depth and timeliness in addressing what is direly needed in the field, particularly current life situations we all find ourselves in as well as the historical challenges that have been prevalent. The book encourages supporting learners and thinkers from all walks of life. " -- Debbie Arakaki "One of the major strengths of Accelerating Learning For All is its relevance in the current education environment. As an instructional coach, I look forward to sharing these strategies with teachers who are hungry to improve the outcomes for all students in their classrooms." -- Kendra Hanzlik "Every teacher can relate to the content in Accelerating Learning For All because every teacher at some point in their career has had students that have struggled and needed support. In addition, many teachers are trying to close the learning gap created by the COVID-19 pandemic. This book would be a good addition to any educators library." -- Meghan Love "I recommend Accelerating Learning For All. The strategies presented are ones I could implement next week. The book was that easy to understand." -- Jennifer Newell "Accelerating Learning For All presents powerful strategies that classroom teachers traditionally have not had access to. I would purchase copies of this book for myself and for my team, school, and district because the strategies would help my staff put equity into action and change outcomes for all students by accelerating learning rather than focusing on deficits, skills, and drills." -- Linda OKonek, EdD "Accelerating Learning For All encourages creation of a school culture that values critical thinking and independent transfer of learning where students take an active role in their education. School leaders want to know how to create such a culture, and teachers want to work in buildings where a culture like this is present." -- Elaine Shobert

Foreword xi
Joy Lawson Davis
Preface xiii
Why We Wrote This Book xiii
Goals xiv
Audience xiv
Chapter Organization xv
Chapter Contents xvii
Chapter 1 Creating A Foundation: Implementing Student Voice xvii
Chapter 2 Rigorousassessment xvii
Chapter 3 Concept-Based Instruction xvii
Chapter 4 The Depth And Complexity Framework xviii
Chapter 5 Rigorous Questioning xviii
Chapter 6 Curriculum Compacting xviii
Special Features And Tools xix
Acknowledgments xxi
Publisher's Acknowledgments xxi
About The Authors xxiii
Introduction
1(1)
Setting The Stage
1(2)
Examining Implicit Bias
3(1)
Equity Lens
3(4)
1 Creating A Foundation: Implementing Student Voice
7(26)
Setting The Stage
7(2)
Whyitworks
9(3)
Taking Action
12(1)
Building Relationships
13(1)
Reflections of Self
13(1)
Quick Checks
13(3)
2×10 Strategy
16(1)
Kidwatching
17(1)
Student and Family Inventories
18(2)
Studentdiscussion
20(5)
Differentiation
25(1)
Multilingual Learners
25(1)
Students Experiencing Trauma
25(1)
Assessment
26(4)
Tips For Ongoing Success
30(1)
Reflect, Stretch, And Implement
30(2)
Conclusion
32(1)
2 Rigorous Assessment
33(23)
Setting The Stage
33(1)
Terminology
33(1)
Floor and Ceiling
33(2)
Pre-assessment
35(1)
Formative Assessment
36(1)
Summative Assessment
37(2)
Best Practices
39(2)
Why It Works
41(1)
Taking Action
42(1)
Assessing Learning Behaviors
42(5)
Ensuring High Expectations
47(1)
Bloom's Taxonomy
47(1)
Webb's Depth of Knowledge
47(4)
Hess's Cognitive Rigor Matrices
51(1)
Evaluating And Creating Assessments
51(4)
Differentiation
55(1)
Students Struggling With Assessments
55(1)
Students Struggling With Timed Assessments
56(1)
Students Struggling With Classwork But Acing Assessments
56(5)
Tipsforongoingsuccess
57(1)
Reflect, Stretch, And Implement
57(3)
Conclusion
60(1)
3 Concept-Based Instruction
61(24)
Setting The Stage
61(4)
Why It Works
65(1)
Taking Action
66(1)
Grouping
67(1)
Brainstorm Ideas And Examples
67(3)
Categorize
70(1)
Brainstorm Non-Examples
71(1)
Categorize
72(1)
Make Generalizations
73(2)
Continually Utilize Concept And Generalizations
75(2)
Differentiation
77(1)
Multilingual Learners
77(1)
Students Struggling With Abstract Thinking
78(1)
Students With Advanced Abstract Thinking
79(1)
Students Not Participating Or Overtaking
80(1)
Assessment
81(1)
Tips For Ongoing Success
81(1)
Reflect, Stretch, And Implement
82(1)
Conclusion
83(2)
4 The Depth And Complexity Framework
85(22)
Setting The Stage
85(4)
Why It Works
89(1)
Vertical Articulation
90(2)
Taking Action
92(1)
Introducing Prompts
92(1)
Individual Use Of Prompts
93(4)
Utilizing Multiple Prompts Concurrently
97(1)
Connectionto Previous Strategies
98(1)
Plan With High Expectations
99(2)
Differentiation
101(1)
Multilingual Learners
101(1)
Students Struggling With Thinking Skills
101(1)
Students With Advanced Thinking Skills
102(1)
Students Not Participating Or Overtaking
102(1)
Assessment
103(1)
Tips For Ongoing Success
103(1)
Reflect, Stretch, And Implement
104(2)
Conclusion
106(1)
5 Rigorous Questioning
107(24)
Setting The Stage
107(1)
Best Practices
108(1)
Rigorous Versus Difficult Questioning
109(1)
Why It Works
110(2)
Taking Action
112(1)
Frameworks To Develop Questions
112(1)
Bloom's Taxonomy
112(4)
Hess's Cognitive Rigor Matrices
116(1)
Concept-based Instruction
116(1)
The Depth and Complexity Framework
116(1)
Practical Strategies
116(1)
Essential Questions
116(4)
Question Formulation Technique
120(3)
The Answer Is... Strategy
123(2)
Differentiation
125(1)
Multilingual Learners And Students Struggling Withthinking Athigh Levels
126(1)
Students With Advanced Thinking Skills
126(1)
Assessment
127(1)
Tips for on going success
128(1)
Reflect, Stretch, And Implement
128(2)
Conclusion
130(1)
6 Curriculum Compacting
131(13)
Setting The Stage
131(1)
Why It Works
132(1)
Taking Action
133(1)
Success criteria
134(1)
Pre-Assessment
135(1)
Pre-Assessment Implementation And Analysis
135(3)
Curriculum Compacting
138(3)
Ongoing Implementation
141(1)
Differentiation
142(1)
Assessment
142(1)
Tips for on going success
142(1)
Reflect, Stretch, And Implement
143(1)
Conclusion 144(1)
References 145(4)
Index 149
Rebecca McKinney, EdD, is the director of the Office of Gifted Education with the Colorado Department of Education. She holds a doctorate in Curriculum and Instruction from the University of Denver. She began her career in 1997 as an elementary teacher and athletic coach.   After several years in elementary classrooms, Dr. McKinney moved into teaching in an early childhood classroom, teaching three and four year olds, where her passion for strength based instruction developed. Upon leaving the classroom, she spent several years as district level coordinator, a district director, and now as a state director. A focus of Dr. McKinneys work continues to be creating equitable, culturally responsive systems and structures that remove barriers for students. During her time as the Gifted Education Director in the largest school district in Colorado, she implemented systems that increased identification of underserved gifted learners, supported school leaders in developing equitable strength based programming for diverse learners, and facilitated professional learning for educators, leaders, and district administration. Dr. McKinney currently designs and facilitates professional development, oversees program evaluations, and provides ongoing support to district and school leaders. She has a passion for supporting educators and school leaders as they continue to grow in the ways they can support and nurture all students. Dr. McKinney presents professionally on a wide variety of topics including but not limited to change leadership, differentiation, family engagement, and instructional strategies. She is a founding partner of Rising Tide Education Consultants LLC.

Colleen Urlik, EdD, holds her doctorate in Curriculum and Instruction from the University of Denver and is the Principal at Hulstrom K-8, the Adams 12 Five Star School Districts magnet school for Advanced and Gifted Learners. She has been in education since 2003 in various roles, beginning as a classroom teacher, working with traditionally marginalized students, where her passion for equity and inclusion developed. Dr. Urlik stepped out of the classroom to become an Instructional Coach, then after several years entered into school administration as an Assistant Principal and now Principal. As a K-8 Principal, she focuses on providing a safe environment for teachers and students to take risks and grow while advocating for high expectations, equity, access, and inclusion for all.  Her goals include involving educators and students voice at the building and program level, working with students and community, and partnering alongside educators as they continue to learn and grow in their abilities and confidence to support all students. 

Dr. Urlik acted as President for the Colorado Association for Gifted and Talented for several years. In this capacity, she stepped into nonprofit leadership, including but not limited to collaborating across the state to impact policy and legislation and supporting and organizing large scale conferences, statewide student events, and a variety of learning events for families and educators. She presents professionally on a wide variety of topics, including leadership, curriculum and instruction, differentiation, and family engagement. Dr. Urlik is a founding partner of Rising Tide Education Consultants LLC.