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IDE Corp.
Making a difference one teacher at a time.
Making a difference one teacher at a time.

IDE Corp.'s posts

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We will no longer be using Google Plus as a focus of our social media.

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Here is a new resources to support your work in revising curriculum and deepening understanding of how instruction can lead to greater student achievement. We just uploaded these to the IDEportal from insight 1 of Dr. Sulla’s book, It’s Not What You Teach But How: 7 Insights to Making the CCSS Work for You.

“Ends-Based Teaching” means first identifying the actual end goal of the standard and then addressing the means of getting there. Teaching to the means falls short of engaging students in grappling with the end goal.

The IDEportal has a set of graphic organizers related to “Ends-Based Teaching” that you can use. Log in or click through the Demo button to access it. Feel free to pass this along to anyone you think might benefit from it and let me know what you think.

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Rigor as a system: 

▪ Rigor: not only higher-order lessons; it must focus on students’ learning, which requires→

▪ Differentiation: not only a choice of activities; it must include deliberate learning vs. practice activities following a cognitive progression, which requires→

▪ Student Responsibility: not only giving students freedom and power, it must build executive function beyond compliance, which requires→

▪ Engagement: not only hands-on activities and group work, it must include minds-on activities that challenge students at higher levels of rigor.

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Some inspiring words from Dr. Sulla’s second book, It’s Not What You Teach But How: 7 Insights To Making the CCSS Work for You (available on June 3rd...just 13 days away).

▪ “The CCSS can be summed up in two words: understanding and application.”

▪ “The CCSS do not address how to acquire new knowledge nor how to motivate students to learn a given skill, concept, or piece of information. That’s what this book is about.”

▪ “Without executive function, you cannot achieve the level of mastery required by the CCSS.”

▪ “Every subject area can be viewed as a language and taught as such.”

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Creating a Felt Need in the Classroom: Many students can answer questions about “what” they are doing. The answer to “why” they are working on certain activities can be used to gauge if students are engaged or just compliant. To achieve engagement, content needs to connect to personal experience or to solving a real problem.

We call this connection a "felt need."  "Felt need" is the lever to engagement.

As @nsulla explains, “When students experience a felt need to learn, and they are then provided with just-in time instruction, they retain that learning.”

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Have you heard of Plato’s Cave?

As @amandaripley retells the allegory in her book, "the smartest kids in the world: and how they got that way," "People assumed the familiar shadows they’d seen on the wall in front of them were real, even if they were just reflections of their own imaginations.”

Inspired by this allegory, HS Principal, Mark Blanchard changed the culture of his school. His goal was for everyone in school to “dream bigger,” beyond their own shadows.

How do you get inspired to dream bigger?

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Dr. Sulla's latest blog post is on increasing engagement in class through designing a learning environment that allows students to get in what Mihaly Csikszentmihalyi labels as "flow."

What blogs do you visit?

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Dr. Nancy Sulla in the news

Nancy was interviewed in "Education Week Teacher" by @Larryferlazzo on the difference between Problem-Based vs Project-Based Learning
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