Index
- A
- “Accountable talk” sentence starters, 110
- Activating student learning,119, 121
- Active reading, self‐explaining and, 29
- “A Diary from Another World” (Weissmann Klein), 129
- Adidas, 137, 138
- Advances of Cognitive Psychology, 172
- ‘Affirmative’ point, 42
- Again and Again, in standardized signpost, 84
- Agarwal, Pooja K., 13, 19
- Agenda
- Agostinelli, Anne, 13
- Agree‐or‐disagree questions, 59, 60, 64
- Aha Moment, 84, 172
- Ahrendt, Susan, 38
- Align Practice and Assessment principle, 22–23
- “All But My Life,” 129
- Alternatives, 13
- Anaya, Rudolfo, 129
- Anchor charts, 84
- Anderson, Che, 77, 78, 95–96
- Anderson, Lorin, 2
- Anderson's, today's version of Bloom's taxonomy, 2
- Anticipation Guides model, 59–60, 64
- Apthorp, Helen, 121
- Armsby Abbey, 7–8
- Assessments
- ASU+GSV Summit, 156
- Automaticity, state of, 100–101
- B
- “Backward Design,” 127
- Bain, Patrice M., 19
- Balance and agility, transforming, 147–149
- Barnard College's Reacting to the Past Consortium, 203
- Bates, Kathy, 186
- Battery Boy (game), 200
- Bauerlein, Mark, 3
- BBQ. See Big Basket Quizzes (BBQ) model
- “Because of Libraries” (Nye), 129
- Beers, Kylene, 60, 82, 199
- Bell‐ringers
- Beneson, Stephanie, 192–193
- Bercume, Jenny, 179–180
- Berger, Ron, 42
- Big Basket Quizzes (BBQ) model, 19, 24
- Biles, Simone, 128
- Bloom, Benjamin, 1
- Bloom's conceptual framework, categories of, 2
- Bloom's Taxonomy, 2, 4, 15, 73, 97, 135
- Bloom's Taxonomy: retrieving, 1
- Bloom's Taxonomy Word Bank, 133
- Books, on education, 204–205
- Boston, Busing, 130
- Boyd, Lisa Shultz, 176–177
- Boys State (documentary), 202–203
- Brain dumps, 11, 87, 95
- Braund, Heather, 33
- Brigham Young University study, 178
- Burks, Jennessa, 31–32, 141–145
- Burrow, Anthony, 173, 174
- C
- Caldarella, Paul, 178
- Calkins, Lucy, 212
- Cañas, Alberto J., 90
- Canuel, Ryan, 199
- Cardenas, Amanda, 91
- Carey, Benedict, 123–124
- Cause and effect, 55
- Cavanagh, Sarah, 175
- Celan, Paul, 129
- “Chalk talk” activity, 87
- Chase, Catherine, 13
- Chase, William, 114
- The Checklist Manifesto (Gawande), 121
- Checklists, 32, 121, 122, 125, 134
- Chin, Doris, 13
- “Choice” practice Assessments, 105
- “Choice time,” 214–215
- Classrooms
- Clemons, Trudy, 121
- “Clickers,” 39
- Closing Predictions model, 62–63
- Closing questions, processing, 18
- Closing Questions model, 17–19
- Collaboration, 194–196
- Collaborative activities roles, 91
- Collaborative group work, 33, 35, 91, 94, 186
- Common Core ELA standards, 195
- Common Core Standards, 10–11, 15
- Communicate for Growth principle, 164
- Community‐based learning, 196
- Community building tool, 142
- Community Service Learning (CSL)
- principle, 198–199
- Community service project, 197
- Compacting technique, 58
- Computer‐based testing, 98
- Concepts maps model, 90–92
- Connections
- Connectors
- Contrast and contradictions, in standardized signpost, 84
- Co‐regulation, in Ontario curriculum, 33
- Courville, James, 169–172
- Cramer, Kathleen, 38
- Creativity, 54
- CSL. See Community Service Learning (CSL)
- Cult of Pedagogy (Cardenas), 91
- Curiosity, question asking and, 65
- Curriculum
- D
- Days of Wonder: Mr. Browne's Book of Percepts (Palacio), 127
- Debate Club, 42
- Definition, devising, 55
- Design for Growth principle, 164
- Dickson, Bowman, 101–103
- Digital LSAT, 99
- Digital test‐taking, 99
- “The Dinner Party” (Gardner), 129
- Discussion Leader role, 91
- Discussion Protocols model, 40–43
- Donahue, Deborah, 60
- Do nows
- Don't Be Afraid to Dipstick principle, 136
- Do‐over, 158, 159, 164
- Doyle, Craig, 57
- Dr. Detail role, 91
- Drafts, using first, 32
- Dstillery, 125–126
- Duckworth, Angela, 156
- Dunaway, Faye, 47
- Dweck, Carol, 151, 154–155
- E
- Ebersbach, Mirjam, 21
- Educational Leadership, 42
- Effort praise, 151
- Elementary schools, teaching synthesis at, 144–145
- Emergent storytelling, 213–214
- Emotions
- Encouragement
- English, bell‐ringer or do now in, 54–55
- English language learners, 120–121
- Enthusiasm
- Environment, cresting safe, 144
- Evaluation tasks, 2
- Exit ticket, 17, 18–19, 22, 23, 65
- Expanding
- Experience‐first approach, 13, 14
- Experience(s)
- F
- Facilitate synthesis principle, 94
- Facing History, 16
- Falsities, self‐explanation and, 34
- Fat Chance, Chalie Vega (Maldonado), 130
- Feedback
- Feedback for Growth principle, 164–165
- “The Final Word” protocol, 41
- Finding the Main Idea model, 88–90
- Fixed mindset, 155, 160
- Flannery, Mary Ellen, 12
- Foldit (game), 201–202
- Forkey, Heather C., 122–123
- Formative assessment, 22
- Foundation Skills, 129, 130
- Four A's protocol, 42–43
- Four‐square graphic organizer, 55
- Fourth‐grade classroom, implementing meaningful practice in, 142–143
- Frayer Model, 55
- Free recall exercises, 11
- Frequency matters principle, 22
- G
- Games
- Games and Simulations principle, 203
- Gardner, Mona, 129
- Gates, Bill, 114
- Gawande, Atul, 121, 122
- Gen‐Z, 176
- Gimkit, 22, 203
- Giovanni, Nikki, 130
- Give Growth‐Language Feedback model, 160–162
- Gladwell, Malcolm, 78, 114
- Google, 3, 4
- Google Chrome, 110
- Google Classroom's “Question” feature, 136
- Google Earth, 153
- Google Forms, 21, 22, 60, 196
- Google Meets, 21
- Google's free Jamboard platform, 90
- Google Slide, 68–69, 91
- Grading, pretests and, 58
- Grande, Ariana, 86
- Gratitude, 188–189
- Grigg, Allan, 184–185
- Grit, notion of, 156–157
- Grit: The Power of Passion and Perseverance (Duckworth), 156
- Growing
- Growing, models of, 157–163
- Growing, principles of, 163–164
- Growth language, 162, 165
- Growth mindset, 155
- Growth‐mindset translations, 160–161
- “Guard rails,” 42
- H
- Hale, Lucy, 73–75
- Halpern, Matt, 211–216
- Hammond, Zaretta, 102
- “The Happiness Lab” (podcast), 38
- Harbor Voices, 192–193
- Harmon, Janis, 179
- “Harriet Tubman” (Petry, Giovanni, Hughes, Till, Boston), 130
- Harry Potter and the Sorcerer's Stone (Rowling), 85
- Harvard University database ABLConnect, 195
- Hawk, Tony, 49
- Hedrington, Jennifer, 67–72
- Hey, Kiddo (Krosoczka), 130, 183, 184
- History, anticipation guide in, 60
- Housiaux, Andy, 101–103
- How Does This Connect to Our Goal? model, 37–38
- How Learning Works: & Research‐Based Principles for Smart Teaching (Abrose, Bridges, DiPietro, Lovett, and Norman 2010), 81
- How People Learn (National Research Council, 2000), 80
- “How to Respect Girls and Women (Plus People in General): A Basic Guide”, 191–192
- How We Learn (Carey), 123–124
- Hughes, Langston, 4, 130
- I
- I am Malala (Yousafzai), 130
- “I do, we do, you do” approach, in math, 106
- Igel, Charles, 121
- In‐class practice, 111
- Individualism, 54
- Inspirational quotes, 54
- Instagram filters, to capture photos, 199
- Interest in text, using anticipation guides to develop, 60
- Interleaving strategies, 12, 13
- Internet, as resource for learning objective, 125
- Invoke Self‐Transcendent Purpose model, 181–182
- J
- Jazz musician, 4
- K
- Kahoot, 21, 203
- Kendi, Ibram X., 130
- The KIDS (Kids Involved Doing Service Learning) Consortium, 87
- KIDS (Kids Involved Doing Service‐Learning) Model, 196
- King, Martin Luther, Jr., 128
- Knowledge
- Knowledge Dumps model, 86–88
- KoOoLKOjAK. See Grigg, Allan
- Krosoczka, Jarrett J., 130, 183–184
- K‐2 teachers, implementing play and project‐based learning, 216
- L
- “The Lady, or the Tiger?” (Stockton), 54–55, 59, 108, 129
- LaHair, Brian, 180–181
- La La Land, 47
- Lang, Anne, xvii
- Lang, Jim
- Langer, Ellen, 100
- Language
- Larsen, Ross, 178
- Layering, 12
- Learners
- Learning
- Learning goals. See Learning objectives/learning goals
- Learning objectives/learning goals, 37, 104, 124–125, 198, 212
- Learning outcomes, using play to achieve, 214
- Learning process, 139, 181, xxi
- Lemov, Doug, 131, 132
- Leslie, Ian, 2
- Lesson plans, 118, 119, 121, 125, 167
- Lessons
- Leverage Peer Learning principle, 94
- The Lightning Thief (Riordan), 85
- Literacy Today, 36
- Literature circles, 51
- Livers, Stefanie, 119–120
- Lombrozo, Tania, 34, 180, 218
- Long‐term memories, 9, 11, 14, 15, 80, 81–82, 91
- Love Time for Reflection principle, 64
- Low‐stakes memory, 10
- M
- Made first objective, 131, 132
- Magic Trash, 200
- Main Ideator role, 91
- Make the Time for in‐Class Practice principle, 111
- Maldonado, Crystal, 130
- Manageable objective, 131, 132
- Mapping
- Mapping, models of, 125–134
- Mapping, principles of, 134–136
- “Marketing to You” (course by Norman), 138
- Mastery
- Math
- Mathematics Teacher: Learning & Teaching PK‐12 (Ahrendt, Monson and Cramer, 2021), 38
- Matt Halpern Education, 211
- Mazu, Eric, 39
- McCluster, Dexter, 100–102
- McTighe, Jay, 127
- Measurable objective, 131, 132
- “Meltdown,” 161–162
- Memorization, 4
- Memory(ies)
- Memory Lab of Henry L. Roediger/Washington University, 1111
- Memory Moment, in standardized signpost, 84
- Metacognition, 32–33
- Metacognitive experiences, 32–33
- Metacognitive knowledge, 32
- Metacognitive regulation, 32, 33
- Meyers, Walter Dean, 197
- Miller Bennett, Victoria, 119–120
- Mindful approach to learning, 100
- Mindful learner, 100
- The Mindset: The New Psychology of Success (Dweck), 155
- Mindset theory, 155–156
- The Minute Thesis model, 92–93, 95
- Misery (Bates), 186
- Mistakes, educator and making, 71
- MIT App Inventor, 168
- Mizrachi, Alice, 166
- Mollick, Ethan, 200–202
- Monson, Debra, 38
- Moonlight?, 47–48
- Most important criteria, 131, 132
- Mote, for communication, 110
- Motivating
- Motivating, models for, 176–184
- Motivating, principles of, 184–185
- Mr. Timer (YouTube), 135
- Mueller, Claudia, 154–155
- Multi‐Part Quizzes model, 19–21
- N
- National Research Council, 50
- National School Reform Faculty (NSRF) protocols, 40, 41–42
- National Youth Leadership Council (NYLC), 198
- ‘Negative’ point, 42
- Ness, Molly, 36
- New Today, 12
- New York Times, 86, 156
- New York Times's Styles Desk, 86
- Next Generation Science Standards (NGSS), 50
- NGSS. See Next Generation Science Standards (NGSS)
- Nijkamp, Marieke, 130
- Norman, Lawrence, 137–138
- Nosek, Erin, 25
- “Not Alone,” 193–194
- ‘Notice and Note’ signposts, 82, 85
- Notice & Note: Strategies for Close Reading (Beers and Probst, 2013), 82
- Novak, Joseph D., 90
- NSRF. See National School Reform Faculty (NSRF)
- Nye, Naomi Shihab, 129
- NYLC. See National Youth Leadership Council (NYLC)
- O
- Objectives
- O'Donnell, Mary, 42
- “One Million Volumes” (Anaya), 129
- One‐‐to‐one iPad initiative, 3
- Online resources, using, 68–69
- Online tools, 22
- Ontario curriculum, 33
- Ontario model, 32
- Opel, John, 114
- Open‐ended prompts, 54
- Opening questions, processing, 18
- Oppezzo, Marily, 13
- Outliers (Gladwell), 114
- P
- Padgett, Helen, 11
- Palacio, R. J., 127
- ‘Paper Talk’ strategy, 106
- Parcel Them Out and Practice Them model, 106–109
- Patrick, Danica, 117, 118, 119
- Pear Deck platform, 21
- Peer feedback, 20, 110
- Perseverance, 139–140, 156, 157
- Personal connections, self‐explanation and, 29
- Petricore, Inc., 199–200
- Petry, Ann, 130
- Phelps, Michael, 173–174
- “Photo dump,” 86–87
- Play, to achieve learning outcomes, 214
- “Playlist” (Norman), 137, 138, 139–140
- Pobieglo, Tracy, 105, 106
- Point to Principles, 43
- Poll Everywhere platform, 21
- Polling model, 21, 23
- Positive Recognition model, 178–180
- Post an Agenda model, 133–134
- Powerful Teaching (Agarwal and Bain), 19
- POW! WOW!, 77, 78
- Practice
- Practice Mindfully principle, 112
- Practice sessions, learning and, 111, 112
- Practicing
- Practicing, models of, 104–111
- Practicing, principles of
- Praise
- Predict during Do Nows model, 54–57
- Predicting
- Predicting, models of, 53–63
- Predicting, principles of, 63–64
- Predictions, activating, 54
- Predictive activities, effective vs. ineffective, 52
- Pre‐reading strategy, 61
- Pretesting model, 57–58
- Prior knowledge
- Problem solving tools, 142
- Project‐based learning, 194–195
- Promote Success Strategies model, 162–163
- Provide Fast Feedback principle, 63
- Provide Feedback model, 109–110
- Provide the Framework principle, 94
- R
- RAND research organization, 207
- Reflection
- Reinforcement, giving, 143–144
- Relationship building, 94, 178
- Relationships, recognizing, 77
- Remembering, practice, 9
- Repetition, teaching math through, 67
- Require Thinking principle, 23
- Resources
- Restorative circle, 142
- Retrieval effect, 8
- Retrieving
- Retrieving, models for, 15–21
- Retrieving, principles of, 22–23
- Retrieving practice
- “The Return” campaign, 138
- Reward Growth model, 157–160
- Reynolds, Jason, 130
- Rida, Flo, 184
- Rillero, Peter, 11
- Riordan, Rick, 85
- Roediger, Henry L., 11, 12, 14
- Rose, Derrick, 138
- Rowling, J. K., 85
- Roy, Michael “Birdcap,” 78
- S
- Santos, Laurie R., 38, 188
- Scaffolding responses, 38
- Scaffold Self‐Explanation principle, 43
- Schlicht, Jen, 20
- Schwartz, Daniel, 13
- Schwartz, Darcy, 52
- Science, using Frayer Model in, 55–56
- Science of learning, 122, 219
- Scratch paper, 32
- Self‐control, 156, 157
- Self‐explaining
- Self‐explaining, models of
- Self‐explaining, principles of, 43–44
- Self‐explanation effect, 34
- Self‐Regulated Strategy Development (SRSD), 83
- “Self‐talk,” 83
- Self‐transcendence motivations, 173
- Sentence starters, 36
- Sequence scramblers, 55
- Sequencing
- “Serial positioning effect,” 17
- Set a Timer principle, 134–135
- Share Your Enthusiasm model, 182–183
- Sheltered Instruction Observation Protocol (SIOP), 120, 121
- Show Compassion model, 183–184
- Silver, Harvey, 124
- Simon, Herbert, 114
- SIOP. See Sheltered Instruction Observation Protocol (SIOP)
- Six, (number), 1, xvii
- The Six‐Minute Fix
- Small Teaching (Lang, first edition), 181
- Small Teaching Online, xx
- Smith, Samantha, 159
- Social and emotional needs
- Social connections, in the classroom, 38
- Social media, 206
- Social shared regulation, 33
- Social Studies, unscrambling events in, 55
- Socrative platform, 21, 22
- Songs, teaching math through, 68
- Space It Out principle, 111–112
- Spacing out retrieval practice, 12, 15
- The Spark of Learning: Energizing the College Classroom with the Science of Emotion (Cavanagh), 175
- SRSD. See Self‐Regulated Strategy Development (SRSD)
- Stamped (Reynolds and Kendi), 130
- Standardized Signposts, 84
- Standards‐based grading, 158
- Star Trek: Prodigy (Boyd), 17, 176
- Stay Conceptual principle, 63
- Stockton, Frank R., 55, 59, 108, 129
- Stoddard, Lisa, 167, 168
- Stories, teaching math through, 68
- Storyboard, 214
- Storytelling, 180–181, 213–214
- Structured Therapeutic Education Program, 161, 163
- Students
- achieving mastery, 69–70
- activating learning, 119, 121
- creating safe environment for, 123, 144
- in‐class practice, 111
- in literature circles, 51–52
- motivation and lesson plans, 167
- posting agenda, 211–212
- previous lessons and questions to, 54
- teaching to apply skills, 96–97
- voices in classroom, elevating, 71
- Summary frame, as strategy for synthesis, 85
- Summative assessments, 22, 23
- Swank, Hillary, 151
- Swimming example, 147–149
- Synthesis, teaching, 144–145
- Synthesis Sentence Starters model, 83–86
- Synthesizers, working memory of, 79
- Synthesizing, 77–78
- Synthesizing, models for
- Synthesizing, principles for
- T
- Tang, Greg, xix
- Tang Institute, 101
- Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (Bloom), 1
- Teachers
- Teachers College Units of Study, 212
- Teacher's Guide to Interactive Writing (Halpern), 211
- Teachers Pay Teachers, 120
- Teaching emotions, attitudes and, 186–187
- Teach Like a Champion (Lemov), 131
- Tea Party model, 60–62
- Technology, using, 68–69
- TEDx talks (Krosoczka), 184
- Tell Great Stories model, 180–181
- Telling‐first approach, 14
- “Test‐enhanced” learning, 11
- Testing effect, 9. See also Retrieval effect
- Test‐taking skills, 98–99
- Text‐centered instruction, 51
- Text‐centered responses, 51
- “Text Rendering” protocol, 41–42
- Thanas, Justine, 110
- Think Aloud model, 36–37
- Thinking
- act of, 100
- first level of, 2
- formulaic, 103
- “hidden power” of, 2
- See also Thinking aloud
- Thinking: strength and conditioning, 73–75
- Thinking aloud
- Thinking Aloud model, 36–37
- Third‐eighth grade students, Tea Party for, 61
- This is Where it Ends (Nijkamp), 130
- Thought, predication as accelerator of, 64
- “Three Levels of Text” protocol, 42
- Three‐Two‐One model, 16–17, 23
- Till, Emmett, 130
- Time, as barrier in retrieval, 15
- Timmons, Kristy, 33
- The Tipping Point (Gladwell), 78
- “Todesfuge” (Celan), 129
- To‐do list for students, 121
- Top Gun simulator, 202
- Tough Questions, in standardized signpost, 84
- Transforming: balance and agility, 147–149
- “The Treasure of Lemon Brown” (Meyers), 197
- Trotto, Kerry, 82, 83
- Turn‐and‐Talk model, 38–40
- Tutu, Desmond, 208
- U
- Uncle Bill, 131
- Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (Oakley, Rogowsky, Sejnowski), 79–80
- Understanding by Deisgn (Wiggins and McTighe), 127
- Uner, Oyku, 11
- Unicorn Math Company, 179
- Unit plan, 94, 112
- Unpack Your Assessments model, 104–106
- Utilize Peer Power principle, 44
- Utilize Strong Verbs principle, 135–136
- W
- Walsh, Wendy, 127–128
- Web resources, 205
- Websites, with lessons, 69–70
- Weissmann Klein, Gerda, 129
- When Kids Can't Read, What Teachers Can Do (Beers), 60–61, 199
- Whiteboards, 39
- Wiggins, Grant, 127
- Williams, Leslie, 178
- Willingham, Daniel, 100
- Wills, Howard, 178
- Wonder (Palacio), 127
- Wood, Karin G., 179
- Words of the Wiser, 84
- Working memories, 9, 11, 16, 79, 81, 172, 175
- Wormeli, Rick, 156
- Wright, Jeremiah, 56–57
- Wulfson, Jeff, 98–99
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