John T. Almarode, Douglas Fisher, Kateri Thunder
The Success Criteria Playbook
A Hands-On Guide to Making Learning Visible and Measurable
John T. Almarode, Douglas Fisher, Kateri Thunder
The Success Criteria Playbook
A Hands-On Guide to Making Learning Visible and Measurable
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Ensure equity of access to learning and opportunity for all students by designing and employing high-quality, high-impact success criteria that connect learners to a shared understanding of what success looks like for any given learning intention.
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Ensure equity of access to learning and opportunity for all students by designing and employing high-quality, high-impact success criteria that connect learners to a shared understanding of what success looks like for any given learning intention.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: SAGE Publications Inc
- Seitenzahl: 224
- Erscheinungstermin: 26. Mai 2021
- Englisch
- Abmessung: 272mm x 227mm x 16mm
- Gewicht: 570g
- ISBN-13: 9781071831540
- ISBN-10: 1071831542
- Artikelnr.: 60181660
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
- Verlag: SAGE Publications Inc
- Seitenzahl: 224
- Erscheinungstermin: 26. Mai 2021
- Englisch
- Abmessung: 272mm x 227mm x 16mm
- Gewicht: 570g
- ISBN-13: 9781071831540
- ISBN-10: 1071831542
- Artikelnr.: 60181660
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode¿s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic. Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021.
Introduction
Module 1: What are success criteria?
Module 2: What are the challenges to creating and implementing success
criteria? How do we overcome those challenges?
Module 3: How do success criteria pave the way for equity?
Module 4: Creating and implementing effective "I Can"/"We Can" statements
Module 5: Creating and implementing single-point rubrics
Module 6: Creating and implementing rubrics
Module 7: Creating and implementing success criteria through teacher
modeling
Module 8: Creating and implementing success criteria through exemplars
Module 9: Co-constructing criteria for success
Module 10: Different types of success criteria for different aspects of
learning
Module 11: How do we use success criteria to foster meta-cognition
Module 12: How do success criteria support deliberate practice and transfer
of learning?
Module 13: What is the relationship between success criteria and feedback?
Module 14: How do we use success criteria to fulfill the promise of equity?
References
Module 1: What are success criteria?
Module 2: What are the challenges to creating and implementing success
criteria? How do we overcome those challenges?
Module 3: How do success criteria pave the way for equity?
Module 4: Creating and implementing effective "I Can"/"We Can" statements
Module 5: Creating and implementing single-point rubrics
Module 6: Creating and implementing rubrics
Module 7: Creating and implementing success criteria through teacher
modeling
Module 8: Creating and implementing success criteria through exemplars
Module 9: Co-constructing criteria for success
Module 10: Different types of success criteria for different aspects of
learning
Module 11: How do we use success criteria to foster meta-cognition
Module 12: How do success criteria support deliberate practice and transfer
of learning?
Module 13: What is the relationship between success criteria and feedback?
Module 14: How do we use success criteria to fulfill the promise of equity?
References
Introduction
Module 1: What are success criteria?
Module 2: What are the challenges to creating and implementing success
criteria? How do we overcome those challenges?
Module 3: How do success criteria pave the way for equity?
Module 4: Creating and implementing effective "I Can"/"We Can" statements
Module 5: Creating and implementing single-point rubrics
Module 6: Creating and implementing rubrics
Module 7: Creating and implementing success criteria through teacher
modeling
Module 8: Creating and implementing success criteria through exemplars
Module 9: Co-constructing criteria for success
Module 10: Different types of success criteria for different aspects of
learning
Module 11: How do we use success criteria to foster meta-cognition
Module 12: How do success criteria support deliberate practice and transfer
of learning?
Module 13: What is the relationship between success criteria and feedback?
Module 14: How do we use success criteria to fulfill the promise of equity?
References
Module 1: What are success criteria?
Module 2: What are the challenges to creating and implementing success
criteria? How do we overcome those challenges?
Module 3: How do success criteria pave the way for equity?
Module 4: Creating and implementing effective "I Can"/"We Can" statements
Module 5: Creating and implementing single-point rubrics
Module 6: Creating and implementing rubrics
Module 7: Creating and implementing success criteria through teacher
modeling
Module 8: Creating and implementing success criteria through exemplars
Module 9: Co-constructing criteria for success
Module 10: Different types of success criteria for different aspects of
learning
Module 11: How do we use success criteria to foster meta-cognition
Module 12: How do success criteria support deliberate practice and transfer
of learning?
Module 13: What is the relationship between success criteria and feedback?
Module 14: How do we use success criteria to fulfill the promise of equity?
References