"Partnering with TeachFirst we've been able to focus on Cornell Notes and DASH. We've seen a linkage between our use of Cornell Notes and increased student achievement. Teachers and students really get it. I can go into any classroom and see a high level of consistency and engagement in the use of the DASH strategy."
Formative Assessments: Is the feedback on student learning, or on our teaching?
Posted by Robert Manning in Blog on 09 14th, 2009 | No Comments
Unlike standardized assessments that tell us what students learned at the end of instruction, formative assessments give teachers information about students’ learning progress during the learning cycle while the teacher and student still have time to take corrective action. A lot has been written...
From “Me” to “We” – The Foundation for Collaborative PLCs
Posted by Sandi Everlove in Blog on 09 11th, 2009 | No Comments
“Our teachers are meeting in PLCs but we aren’t seeing any real changes in classroom practices.” Sound familiar? This is a consistent theme we hear in our work with schools who are implementing PLCs. In other words, they are discovering that giving teachers’ time to meet in “learning communities”...
Obstacles to Effective Learning Communities
Many districts have invested heavily in collaborative learning teams in various forms with little evidence of sustained improvement in classroom instruction. Clearly there is a difference between “awareness” of learning communities and “application” of PLCs that foster lasting...