"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 |
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xi | |
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Preface |
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xiii | |
Why We Wrote This Book |
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xiii | |
Goals |
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xiv | |
Audience |
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xiv | |
Chapter Organization |
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xv | |
Chapter Contents |
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xvii | |
Chapter 1 Creating A Foundation: Implementing Student Voice |
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xvii | |
Chapter 2 Rigorousassessment |
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xvii | |
Chapter 3 Concept-Based Instruction |
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xvii | |
Chapter 4 The Depth And Complexity Framework |
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xviii | |
Chapter 5 Rigorous Questioning |
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xviii | |
Chapter 6 Curriculum Compacting |
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xviii | |
Special Features And Tools |
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xix | |
Acknowledgments |
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xxi | |
Publisher's Acknowledgments |
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xxi | |
About The Authors |
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xxiii | |
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1 | (1) |
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1 | (2) |
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3 | (1) |
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3 | (4) |
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1 Creating A Foundation: Implementing Student Voice |
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7 | (26) |
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7 | (2) |
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9 | (3) |
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12 | (1) |
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13 | (1) |
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13 | (1) |
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13 | (3) |
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16 | (1) |
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17 | (1) |
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Student and Family Inventories |
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18 | (2) |
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20 | (5) |
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25 | (1) |
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25 | (1) |
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Students Experiencing Trauma |
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25 | (1) |
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26 | (4) |
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30 | (1) |
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Reflect, Stretch, And Implement |
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30 | (2) |
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32 | (1) |
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33 | (23) |
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33 | (1) |
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33 | (1) |
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33 | (2) |
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35 | (1) |
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36 | (1) |
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37 | (2) |
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39 | (2) |
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41 | (1) |
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42 | (1) |
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Assessing Learning Behaviors |
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42 | (5) |
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Ensuring High Expectations |
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47 | (1) |
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47 | (1) |
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Webb's Depth of Knowledge |
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47 | (4) |
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Hess's Cognitive Rigor Matrices |
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51 | (1) |
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Evaluating And Creating Assessments |
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51 | (4) |
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55 | (1) |
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Students Struggling With Assessments |
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55 | (1) |
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Students Struggling With Timed Assessments |
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56 | (1) |
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Students Struggling With Classwork But Acing Assessments |
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56 | (5) |
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57 | (1) |
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Reflect, Stretch, And Implement |
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57 | (3) |
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60 | (1) |
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3 Concept-Based Instruction |
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61 | (24) |
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61 | (4) |
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65 | (1) |
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66 | (1) |
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67 | (1) |
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Brainstorm Ideas And Examples |
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67 | (3) |
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70 | (1) |
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71 | (1) |
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72 | (1) |
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73 | (2) |
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Continually Utilize Concept And Generalizations |
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75 | (2) |
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77 | (1) |
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77 | (1) |
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Students Struggling With Abstract Thinking |
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78 | (1) |
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Students With Advanced Abstract Thinking |
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79 | (1) |
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Students Not Participating Or Overtaking |
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80 | (1) |
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81 | (1) |
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81 | (1) |
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Reflect, Stretch, And Implement |
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82 | (1) |
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83 | (2) |
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4 The Depth And Complexity Framework |
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85 | (22) |
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85 | (4) |
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89 | (1) |
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90 | (2) |
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92 | (1) |
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92 | (1) |
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Individual Use Of Prompts |
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93 | (4) |
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Utilizing Multiple Prompts Concurrently |
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97 | (1) |
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Connectionto Previous Strategies |
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98 | (1) |
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Plan With High Expectations |
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99 | (2) |
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101 | (1) |
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101 | (1) |
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Students Struggling With Thinking Skills |
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101 | (1) |
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Students With Advanced Thinking Skills |
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102 | (1) |
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Students Not Participating Or Overtaking |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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Reflect, Stretch, And Implement |
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104 | (2) |
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106 | (1) |
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107 | (24) |
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107 | (1) |
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108 | (1) |
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Rigorous Versus Difficult Questioning |
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109 | (1) |
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110 | (2) |
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112 | (1) |
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Frameworks To Develop Questions |
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112 | (1) |
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112 | (4) |
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Hess's Cognitive Rigor Matrices |
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116 | (1) |
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Concept-based Instruction |
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116 | (1) |
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The Depth and Complexity Framework |
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116 | (1) |
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116 | (1) |
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116 | (4) |
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Question Formulation Technique |
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120 | (3) |
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The Answer Is... Strategy |
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123 | (2) |
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125 | (1) |
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Multilingual Learners And Students Struggling Withthinking Athigh Levels |
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126 | (1) |
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Students With Advanced Thinking Skills |
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126 | (1) |
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127 | (1) |
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Tips for on going success |
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128 | (1) |
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Reflect, Stretch, And Implement |
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128 | (2) |
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130 | (1) |
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131 | (13) |
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131 | (1) |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Pre-Assessment Implementation And Analysis |
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135 | (3) |
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138 | (3) |
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141 | (1) |
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142 | (1) |
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142 | (1) |
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Tips for on going success |
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142 | (1) |
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Reflect, Stretch, And Implement |
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143 | (1) |
Conclusion |
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144 | (1) |
References |
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145 | (4) |
Index |
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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.