Learning Sciences International imprint: 33 books

Academic standards call for increased rigor, but simply raising complexity is not enough. Students need to be able to understand learning goals, embedded in performance scales, which include application of knowledge. They should even be capable of generating their own learning scales. In turn, teachers...

Academic standards call for increased rigor, but simply raising complexity is not enough. Students need to be able to interact productively within a small-group setting. As teachers become better at planning and providing practice sessions that build these skills, students become more adept at participating...

Your school may have a technology plan, but how will that plan advance learning? Millions of iPads are in the hands of students worldwide. Many educators, however, see them only as game stations or replacements for notebooks and textbooks. In iPads in the Classroom, authors Tom Daccord and Justin...

In today’s classrooms and schools, rigorous instruction and learning don’t just happen by accident. In fact, ensuring rigorous instruction happen consistently, teachers must be willing to pay close attention to their respective learning environments. And that includes having the foresight to plan...

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing...

Leading education authority Dylan Wiliam explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement. He also presents compelling research to give readers a clear picture of: ·       Changes in classroom...

How can students knock the top off any test? That’s one of the 14 key questions that Dr. Marcia L. Tate answers in Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning? Although teachers find some types of assessments difficult to grade, these assessments...

Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also take responsibility for their own learning. They need to be able to determine which content is critical, why it is important, how it connects to their existing knowledge, and when it will inform...

It’s not just about what students know. What can students do with their knowledge? Tests show us what learners know, but well-designed performance assessment goes much further. It shows students the true purpose and value of their learning. It allows them to do something with their knowledge, transferring...

Literacy leaders are working to provide highly effective, rigorous teaching and learning as they work with families, communities, individuals, and the system simultaneously. To do that, they need to wear many hats, serving as leaders, facilitators, designers, and advocates. In Cultivating Coaching...

This story will ring familiar to every teacher working to prepare students for an increasingly complex, rapidly changing world. The young squirrels and blue jays must learn to fly to a nut tree far in the distance, a task that has never been accomplished before, but the flight instructors aren’t...

Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also be able to examine similarities and differences within the critical content they are learning. They need to know how to use comparisons, classifications, metaphors, and analogies to generalize,...

Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also know how to retrieve critical information and comprehend key features of the content. Teachers must strategically impart the skills students need to authentically engage with content so they...

Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also know how to investigate, experiment, solve problems, and deepen their understanding of the content. They need to be able to apply their learning to authentic, reality-based situations. Engaging...