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Our expert researchers, evaluators, and veteran educators synthesize information gleaned from our research and blend it with best practices gathered from schools and districts around the world to bring you insightful and practical ideas that support changing the odds of success for you and your students. By aligning practice with research, we mix professional wisdom with real world experience to bring you unexpectedly insightful and uncommonly practical ideas that offer ways to build student resiliency, close achievement gaps, implement retention strategies, prioritize improvement initiatives, build staff motivation, and interpret data and understand its impact.

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The Reading Now Network: Redefining value to chart a course to improvement

In Major League Baseball, game data have been a constant, with RBIs, batting averages, and ERAs long-serving as measurements of player and team performance. The end goal for all teams, year after year, has also been a constant: win a World Series championship. What has changed more recently are the metrics: measurements that are used to track and assess the status of progress. Thanks to Moneyball, most of us know the story of the 2002 Oakland Athletics baseball team and their relentless commitment to dissecting player data in new ways, which helped them assemble a low-budget ball club that won more games and eventually entered the playoffs. Since then, many teams across the entire landscape of baseball have changed the way they do business. They’ve found a better way to use data to identify good players who were previously undervalued.

What if an entire region of schools and districts took a similar approach to addressing challenges with early literacy? What would that look like?

The Reading Now Network of West Michigan and its ongoing work on addressing challenges with early literacy could provide a glimpse of what is possible.

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Intentional teaching inspires intentional learning (Infographic)

Why do we have to learn this? Many students challenge teachers with this question and, for a teacher without the answer, it can be mortifying. In an instant, your authority is undermined and your confidence is shattered.

Don’t get mad, get ready! While we could do without the eye-rolling that frequently accompanies this inquiry, the question itself is perfectly valid. We should ask ourselves before every lesson, Why do my students have to know this? Finding the answer is part of being intentional with one’s instruction—and it’s one of three key imperatives for effective teaching, along with being demanding and being supportive, that are discussed in McREL’s The 12 Touchstones of Good Teaching.

Being intentional means that teachers know and understand why they are doing what they are doing in the classroom to coach their students to deeper understanding and knowledge.

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Solving problems? Good. Developing problem-solving skills? Priceless

Solving a problem is great. Even better is when solving one problem helps students form a schema that they can use to solve future, more complex problems, McREL CEO Bryan Goodwin writes in his “Research Matters” column in the October 2017 issue of Educational Leadership.

Schema is the researchers’ term for the experience required to innovate solutions to new problems, Goodwin writes, offering two examples of careers that require the instantaneous meshing of learning, experience, and new data: airline pilot and chess master.

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Supporting student creativity, perseverance, and risk-taking (the good kind)—(Infographic)

When I was five, I saw my sisters riding their bikes and thought it looked fun, so I decided I would learn, too. I got on a bike, toppled over, and skinned my knee. My grandpa, who was watching nearby, helped me up, gave me a little hug with some advice on how to keep my balance, and told me I needed to try again. I got back on, determined to conquer the bike, and started pedaling. I could hear my grandpa behind me, encouraging me and telling me to keep pedaling.

Eventually, with my grandpa’s encouragement, I learned to ride a bike. Without that support, I may have given up, feeling defeated and a bit wounded. Students can feel the same way in the classroom when they don’t feel supported, encouraged, and safe.

Being supportive is one of three key characteristics of effective teachers, along with being intentional and being demanding, that are discussed in McREL’s The 12 Touchstones of Good Teaching. Being supportive means that a teacher interacts with students and encourages growth in a trusting, nurturing environment.

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Are we thinking about what we’re asking students to think about?

An anecdote at the end of a recent New York Times article caught my attention because it raised the question of what constitutes meaningful student work. For a unit on Harper Lee’s To Kill a Mockingbird, students in a Michigan high school were given a choice of assignments: give a regular class presentation (meh) or use a 3-D printer to illustrate a theme from the novel (super cool!). The teacher proudly Tweeted one such student artifact: a 3-D gavel that illustrated the novel’s theme of social justice.

Amazing!

Or … is it?

Without wading into the thornier issue that the assignment was slyly related to a side business the teacher was running out of his basement (the focus of the Times piece), I had a question about the educational value of the project: What do we imagine students are thinking about when they engage in this sort of exercise?

Learning to use software and a 3-D printer to manipulate shapes and objects is a perfectly valid objective. But this was supposed to be an opportunity to think about themes from the novel. The student who chose the printer assignment probably didn’t put much thought about social justice into the task.

We know from cognitive studies of how our brains process information that we must at some point concentrate on what we’re learning to develop long-term memories. As University of Virginia cognitive psychologist Daniel Willingham states: “Students remember … what they think about.”

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Demanding the best from your students, and helping them believe they can achieve it (Infographic)

Back when my daughter was in high school, she professed to me that she didn’t like one of her new teachers, Mr. Bagley. He’d sent an e-mail to students before the first day of school, telling them to review the syllabus and be prepared to take a quiz on the first day of class, which she didn’t think was fair. During the first class, he told them that his job was to help prepare them for college-level work, so the learning, assignments, and tests in his class would be like college courses. From the start, he helped them set goals, encouraged them through the process, and clearly explained the requirements to be successful in his class. They knew exactly what he required and the high expectations he set for every student, every day, with every lesson.

Being demanding is one of three key characteristics of effective teachers, along with being intentional and being supportive, that are discussed in McREL’s The 12 Touchstones of Good Teaching. Being demanding is not about being a no-nonsense, authoritarian teacher. It’s about having high expectations of your students and, just as importantly, helping them gain confidence in themselves and encouraging them to take on more challenges than they previously thought themselves capable of handling. The 12 Touchstones book gives four key things for teachers to think about within the be demanding imperative.

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The power of parental expectations is expressed in everyday messages

The importance of parent involvement may be obvious. How schools should harness it remains a bit of a mystery.

In his September Research Matters column for ASCD’s Educational Leadership, McREL CEO Bryan Goodwin observes that research shows home environment heavily influences student achievement.

But what about home environment and parental involvement has the most influence? Nagging kids to do homework? Showing an interest in school? Getting involved with extracurricular activities?

These tactics may be good for parent-child relationships, but none of them makes much difference in student achievement, Goodwin writes. The unsettling consequence? “[M]any schools’ parent involvement efforts may miss the mark.” These include such commonplace requests as checking homework or attending school events.

The thing about home that does have the power to boost achievement, Goodwin stresses, is “parental communication of high expectations.” Such expectations may be transmitted quietly, but they work—perhaps because young people internalize them and convert them into their own expectations for themselves.

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