Differentiating literacy across the content areas

Posted by Class Measures on Sep 17, 2020 3:35:32 PM

The varied ability across classrooms in the United States is, oftentimes, a daunting challenge for today’s teachers. Considering the limited time and resources available in which to meet all those needs, leaves the educator asking the question, how do I divide my time, resources and myself in order to effectively meet the needs of all my learners? This article will examine how teachers can leverage high impact, research based instructional literacy principles and strategies in order to achieve academic growth across all content areas.

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Topics: Blog, School Improvement

Differentiation for English Language Learners

Posted by Class Measures on Sep 10, 2020 6:05:37 PM

In today’s reality of standards-based instruction, it has become increasingly challenging to ensure that all students receive high quality and equitable access to a culturally relevant education. For English language learners (ELLs), the challenge is even greater. ELLs are faced with the task of acquiring content knowledge while learning a second language. As the number of ELLs throughout the United States continues to increase, it is critical that teachers, both mainstream and ELL specific, consider how best to enhance ELLs language proficiency in order to increase understanding of academic content. This article seeks to equip teachers with different ways to support and engage English language learners in the mainstream classroom.

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Topics: Blog, School Improvement

Differentiation acceleration - Identifying and adapting instruction to address learning loss

Posted by Class Measures on Sep 4, 2020 12:40:09 PM

As school begin to address the challenge of reopening schools, a greater concern of how to address learning loss created during remote instruction has taken center stage. Now, more than ever, administrators, teachers and families continue to question how best to meet the learning needs of their students, especially after losing more than a quarter of the 2019-2020 academic year to the current pandemic. One recent study, conducted by NWEA, predicts that students will experience a learning loss of 30% in reading and as much as 50% in math as a result of the pandemic. Left untamed, these types of academic setbacks could have significant negative implications for students who were previously preforming on grade level and even more disastrous for students who were already behind. This article hopes to discuss the how differentiation practices can be leveraged to address lost learning during pandemic remote instruction, while also highlighting procedural steps to effectively accelerate learning.

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Topics: Blog, School Improvement

Alternative Licensure - for when you want credit for what you already know - and don’t have time to take a ‘step back’

Posted by Mat Kirby on Jan 21, 2020 11:45:24 AM

As you know, Massachusetts' teachers holding a Provisional license* are expected to advance to an Initial license during their fourth or fifth year of teaching. The traditional route to licensure (Route 1) requires grad school, intensive study and student-teaching scenarios. For some people, like Katherine Flynn, this felt like a ‘step back’. An experienced Special Educational Needs teacher, just three classes away from her Masters in teaching, Katherine started to research alternative ways to achieve licensure – quickly:

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Topics: Blog, PRPIL

PRPIL makes more sense than Grad School for Steven Marks

Posted by Mat Kirby on Jan 21, 2020 11:44:56 AM

"What you get for your money with Class Measures is worth way more than anything you could get at grad school." 

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Topics: Blog, PRPIL

A fast and hassle-free way to achieve licensure when you transfer to Massachusetts

Posted by Mat Kirby on Jan 21, 2020 11:44:08 AM

Before his move to Massachusetts, Stephen Pettit had been a teacher for a long time. His route to teaching was a more unusual one. Despite having always wanted to teach, Stephen graduated from his undergraduate degree in the early 1970s and was advised not to go into teaching, because at that time there was a glut of teachers and no one was hiring. So he began a very successful career in the steel industry, working his way up over the next 30 years:

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Topics: Blog, PRPIL

Feeling and Thought: What Cognitive Science Tells us About Social Emotional Learning

Posted by Class Measures on Nov 27, 2019 11:50:00 AM

Nineteenth century American social reformer Henry Beecher once said, “The head learns new things, but the heart forever practices old experiences.” For centuries, philosophers as well as scientists have strived to intellectually to explain how the brain processes as well as incorporates new information. Consequently, the how/what the brain learns has dramatic implications for how students perceive themselves. Although it has only been in the last few decades that strides in cognitive science have revealed new information about how non-cognitive factors influence student learning. This has provided tremendous insight and generated new implications for classroom instruction.

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Topics: School Improvement

Research commentary: "Contested Knowledge: A Critical Review of the Concept of Differentiation in Teaching and Learning"

Posted by Class Measures on Nov 20, 2019 11:41:00 AM

In this article entitled “Contested Knowledge: A Critical Review of the Concept of Differentiation in Teaching and Learning” written by Sasha Taylor, the paper outlines her case for how differentiation has led to increasing inequality in the classroom. It starts with an introduction to her definition of differentiation, theories and knowledge, implementation, benefits, and then outlines the factors she believes impacts differentiation – socio-economic background, gender, culture.

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The power of action planning

Posted by Class Measures on Nov 19, 2019 1:06:00 PM

 

School leaders tasked with school improvement face a daunting challenge. As the bottom 5% of schools within the U.S are identified in need of school improvement based on, among other factors, proficiency on standardized tests, school leaders and their constituents face often unique and alarming sets of circumstances when confronting such problems. Oftentimes available improvement strategies can appear numerous, overwhelming, extravagant and time consuming. Time, in many cases, is not an unlimited resource gifted to school improvement leaders and personnel. The brilliance of quality action planning, when done strategically, offers school leaders a targeted cost-effective game plan to address the unique needs within a school building. This article will examine and discuss key factors leaders should consider in order to facilitate action planning that delivers authentic results.

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Topics: School Improvement

Research commentary: "Constructivism and differentiation: Research and Practical Strategies for Assessment"

Posted by Class Measures on Oct 23, 2019 11:54:00 AM

In their article entitled, “Constructivism and Differentiation: Research and Practical Strategies for Assessment”, provided by the Lookstein Content Team, they detail a justification for the use of differentiated assessment in Jewish Day Schools. This perspective is continuously validated through the use of psychological and scholarly research, mainly a discussion of constructivism and instructional practices that, according to the author, best supports the acquisition of knowledge. Their premise revolves around the idea that the most effective form of instruction is one that is “hands on...that encourages students to be actively involved in learning.”

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