Classroom set up and our philosophy of learning
The power of student driven learning
Pink, D. (2009).Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Optimal Learning Resources:
If kids are learning, if they see themselves growing, if they are continually able to challenge themselves and develop their skills to meet ever increasing challenges, they are motivated. Who wouldn't be? Shelley Beleznay
Chabris, C., & Simons, D. (2010).The invisible gorilla: And other ways our intuitions deceive us.
New York: Crown.Csikszentmihalyi, M. (1990).Flow: Thepsychology of optimal experience. New York: Harper &Row. Syed, M. (2010).
Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. New York
If kids are learning, if they see themselves growing, if they are continually able to challenge themselves and develop their skills to meet ever increasing challenges, they are motivated. Who wouldn't be? Shelley Beleznay
Chabris, C., & Simons, D. (2010).The invisible gorilla: And other ways our intuitions deceive us.
New York: Crown.Csikszentmihalyi, M. (1990).Flow: Thepsychology of optimal experience. New York: Harper &Row. Syed, M. (2010).
Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. New York
Teachers need to know their students, so that they know when to push, and they know when to back off.
Feedback can be swampy. It is not easy- Shelly Beleznay
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment.
Phi Delta Kappan International. Retrieved September, 2016.
Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational
Assessment, Evaluation and Accountability, 21(1), 5-31.Cozolino, L. (2012).
The social neuroscience of education: Optimizing attachment and learning in the classroom. New York, NY: W.W. Norton.
Didau, D. (2014, March 12).
Why AfL might be wrong, and what to do about it-David Didau: TheLearning Spy. [Web log post].
James, M., & Pedder, D. (2006). Beyond Method: Assessment and Learning Practices and Values.TheCurriculum Journal,
17, 109-138.Wiliam, D. (2014, April 25). Dylan Wiliam's defence of formative assessment-David Didau: The Learning Spy.
Wiggins, G. (2012). Seven Keys to Effective Feedback.Educational Leadership,70 (1), 1-16.
View article online at http://www.ascd.org/publications/educational-
leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspxWheatley, M. (1992).
Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler.
Feedback can be swampy. It is not easy- Shelly Beleznay
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment.
Phi Delta Kappan International. Retrieved September, 2016.
Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational
Assessment, Evaluation and Accountability, 21(1), 5-31.Cozolino, L. (2012).
The social neuroscience of education: Optimizing attachment and learning in the classroom. New York, NY: W.W. Norton.
Didau, D. (2014, March 12).
Why AfL might be wrong, and what to do about it-David Didau: TheLearning Spy. [Web log post].
James, M., & Pedder, D. (2006). Beyond Method: Assessment and Learning Practices and Values.TheCurriculum Journal,
17, 109-138.Wiliam, D. (2014, April 25). Dylan Wiliam's defence of formative assessment-David Didau: The Learning Spy.
Wiggins, G. (2012). Seven Keys to Effective Feedback.Educational Leadership,70 (1), 1-16.
View article online at http://www.ascd.org/publications/educational-
leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspxWheatley, M. (1992).
Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler.
The Effects of Belonging
Learning is affected by the communities we are excluded from and belong to.
" A scholar is someone who loves to learn and is good at it"- Chip and Don Heath
Cohen, G., & Garcia, J. (2008). Identity, Belonging, and Achievement: A Model, Interventions,Implications.Current Directions in Psychological Science, 365-369.
Christakis, N., & Fowler, J. (2009). Connected: The surprising power of our social networks and how they shape our lives. New York:
Little, Brown and.Heath, C., & Heath, D. (2010).Switch: How to change things when change is hard. Toronto: Random House Canada.
Kohl, H. (1994). I won't learn from you: And other thoughts on creative maladjustment. New York, NY: New Press.
Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: PenguinPress. Syed, M. (2010).
Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. New York:
Knaack, Liesel. Practices about teaching and learning. Think about Formative Assesment and tickets out the door. Do we journal as much as we should in Math? How can journals be used to build learner profiles
* Knowing that early learning experiences differ significantly...How can we use documents such as this to guide our instruction and assesment for learning as we think about 'readiness'?
Learning is affected by the communities we are excluded from and belong to.
" A scholar is someone who loves to learn and is good at it"- Chip and Don Heath
Cohen, G., & Garcia, J. (2008). Identity, Belonging, and Achievement: A Model, Interventions,Implications.Current Directions in Psychological Science, 365-369.
Christakis, N., & Fowler, J. (2009). Connected: The surprising power of our social networks and how they shape our lives. New York:
Little, Brown and.Heath, C., & Heath, D. (2010).Switch: How to change things when change is hard. Toronto: Random House Canada.
Kohl, H. (1994). I won't learn from you: And other thoughts on creative maladjustment. New York, NY: New Press.
Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: PenguinPress. Syed, M. (2010).
Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. New York:
Knaack, Liesel. Practices about teaching and learning. Think about Formative Assesment and tickets out the door. Do we journal as much as we should in Math? How can journals be used to build learner profiles
* Knowing that early learning experiences differ significantly...How can we use documents such as this to guide our instruction and assesment for learning as we think about 'readiness'?