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 | Principal helps school make huge strides by focusing on student strengths
Education World talks to Charlie Coleman, principal of Khowhemun Elementary School in British Columbia, Canada, about how he retooled the school's curriculum to focus on students' strengths. Since he launched the program in 2002, the percentage of students meeting or exceeding provincial standards in math has soared to 88% from 65%, and in reading the tally has jumped to 83% from 66%. Coleman was the recipient of ASCD's 2005 Outstanding Young Educator Award. Education World (5/3)
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| Report looks at factors influencing students' motivation to learn
Many factors can affect students' academic achievement, but one of the most crucial is how confident they are of their abilities to succeed in the classroom, according to report by the nonprofit MDRC. Schools must seek to engage students through instruction and other practices designed to foster a sense of belonging and caring, the report says. Click here to read the report.
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| | Student success depends on quality staff development
The National Staff Development Council (NSDC) is the 12,000-member association
committed to ensuring a successful educational experience for all students through staff
development and school improvement. Join before October 31, 2006 for our special
"baker's dozen": Sign up 12 or more schools in your district—for only $59 each (less
than ½ price)—and get the 13th membership FREE! Call 800-727-7288, or
click here for more information. | | |
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| Researcher: Positive attitudes make for productive school environments
Human beings tend to influence each other with their emotional states, says Daniel Goleman of Rutgers University. Knowing this, principals should pay a lot of attention to how their emotional energy affects students, teachers and other school staff, Goleman says. Educational Leadership (9/1)
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| San Diego leaders to launch trade school designed to engage potential dropouts
A group of San Diego leaders is working with the Bill & Melinda Gates Foundation and other groups to launch a trade school designed for students who simply can't focus in regular high school classes. The school will offer an blend of academic and vocational training in the construction business, an approach many believe will attract teens who might otherwise drop out of school. At the heart of the strategy is a belief that all students have potential to succeed, but many of them don't feel engaged. San Diego Source (subscription required) (9/12)
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| Secrets to successful differentiated instruction unlocked
Developing differentiated instruction strategies takes significant time and effort, but the payoff can be huge, particularly for students with special needs, says Carol Ann Tomlinson of the University of Virginia. According to Tomlinson, teacher leaders should focus on helping educators focus hard on four basic fundamentals to achieve success in their classrooms:- View students as individuals.
- Be clear about what students should know.
- Master instructional practices that "invite student-centeredness and flexibility."
- Develop classroom management skills that facilitate flexible teaching.
Journal of Staff Development (Fall 2005)
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| Analysis: Schools must turn all students into conceptual thinkers
Former Memphis schools chief Gerry House challenges educators to create a new type of school to close what she calls the Reality Gap, or a combination of the racial achievement gap with one in curriculum rigor. She says successful schools offer a demanding, inquiry-based curriculum in small, personalized learning communities. American School Board Journal (April 2006)
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 | | This can be the year your district makes genuine strides in professional development. NSDC can help. Join NSDC before October 31, 2006 and take advantage of our special "baker's dozen" offer: Sign up 12 schools in your district—for only $59 each (less than ½ price)—and get the 13th membership FREE! Call us at 800-727-7288, or click here for more information. |
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| Study: Power of suggestion can shrink gender gap in math
Although women score lower than men on standardized math tests, new research suggests the differential has more to do with a confidence gap than an ability gap. A recent Lafayette College study found that women scored better on a spatial-abilities test linked to math performance when they were subtly prompted to think about how smart they were. The Washington Post (8/31)
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| Learning From What Doesn't Work
In these achievement-driven times, educators are looking for strategies to improve reading comprehension that raise test scores, improve comprehension, and motivate students to read. The summer issue of The Best of Educational Leadership examines common practices that create barriers to engaged reading and comprehension development for adolescent learners. Educational Leadership (Summer 2006)
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| Study: Holding back children hurts more than helps
Repeating a grade offers little academic benefit and makes students 20 to 50% more likely to drop out, concludes a Deakin University survey of dozens of Australian and American studies on retention. Researcher Helen McGrath says that rather than simply promote struggling students, schools should instead consider tailoring support and instruction to their needs. The Sydney Morning Herald (Australia) (8/30)
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| Study: ADHD a big risk for girls, too
Girls with attention deficit hyperactivity disorder have a higher risk of developing emotional and substance abuse problems and having academic difficulties than their peers who don't have the condition, according to a new major study on the issue. The study followed 200 girls since 1997, and researchers say the findings counter the widely held belief that ADHD is less of a risk to girls than to boys. The Washington Post (7/11)
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| How to Coteach to Meet Diverse Student Needs
When special-education teachers and general education teachers work as equal team members, a school has a powerful way to provide differentiated instruction to meet a wide range of student learning needs. This video explores the qualities of effective coteachers and the planning and support that ensure coteaching works. Find out more
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| Using Assessment in the Differentiated Classroom
Differentiating instruction requires that teachers respond to variations in students' readiness, interest and learning profiles, information best gathered through appropriate use of assessment. This professional development online course will identify uses of assessment to pinpoint students' learning needs, reflect on some principles of differentiated instruction and analyze uses of continual assessment that inform instruction. Find out more.
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| Differentiated Instruction & Understanding by Design
The ASCD Virtual Symposium on Differentiated Instruction and Understanding by Design is an online learning extension to the 2006 ASCD Summer Conference. The Virtual Symposium will provide opportunities to listen to recorded presentations by Design experts, react to comments and questions posed by participants, create an online learning community and access additional resources. Find out more.
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| Creating a Positive School Climate
Five sessions highlighting tips and strategies to help educators improve the learning climate in schools and classrooms were recorded live at the 2006 ASCD Annual Conference in Chicago. ASCD's annual conference held sessions including such topics as NCLB, reading and literacy, differentiated instruction, and closing achievement gaps. Find out more.
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| Winning Over Challenging Students
During the 2006 ASCD Annual Conference in Chicago, ASCD recorded five sessions highlighting new strategies for educators in overcoming the most difficult challenges with classroom management and student motivation. ASCD's annual conference held sessions including such topics as NCLB, reading and literacy, differentiated instruction and closing achievement gaps. Find out more.
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| Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids
A curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them. In this book, two of education's leading experts team up to provide a comprehensive and in-depth approach to ensure all students are learning at maximum levels. See sample chapters
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 | Person to person, moment to moment, as we love, we change the world."
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Product announcements appearing in SmartBrief are paid advertisements and do not
reflect actual ASCD endorsements. The news reported in SmartBrief does not necessarily
reflect the official position of ASCD.
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