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| dufour's four questions: Learning by Doing Richard DuFour, Rebecca DuFour, 2013-06-15 Like the first edition, the second edition of Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs). |
| dufour's four questions: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| dufour's four questions: Learning by Doing Richard DuFour, Rebecca Burnette DuFour, Robert E. Eaker, Thomas W. Many, Mike William Mattos, 2020 In the third edition of Learning by Doing: A Handbook for Professional Learning Communities at Work®, authors Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos provide educators with a comprehensive, bestselling guide to transforming their schools into professional learning communities (PLCs). In this revised version, contributor and Canadian educator Karen Power has adapted the third edition for Canadian educators, emphasizing how Canadian educators can effectively improve learning for each student across their unique and widely diverse provinces and territories. Rewritten so that the scenarios, research, and language appropriately meet the needs of Canadian educators, this version is packed with real-world strategies and advice that will assist readers in transforming their school or district into a successful PLC. |
| dufour's four questions: On Common Ground Richard DuFour, Robert Eaker, 2009-04-01 This anthology presents the recommendations of education leaders, and each chapter contributes to a sound conceptual framework and offers specific strategies for developing PLCs. These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America. |
| dufour's four questions: Driven by Data Paul Bambrick-Santoyo, 2010-04-12 Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD. |
| dufour's four questions: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-05-16 What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy. |
| dufour's four questions: On Your Mark Thomas R. Guskey, 2014-08-05 Create and sustain a learning environment where students thrive and stakeholders are accurately informed of student progress. Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover research-based strategies to implement effective grading and reporting practices. Identify policies and practices that render grading inaccurate, and understand the role grades play in students’ future success and opportunities. |
| dufour's four questions: Professional Learning Communities at Work Richard DuFour, Robert E. Eaker, 1998 Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide. |
| dufour's four questions: Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek, 2004-07 |
| dufour's four questions: Cultures Built to Last Richard DuFour, Michael Fullan, 2013-05-20 Take your professional learning community to the next level! Discover a systemwide approach for re-envisioning your PLC while sustaining growth and continuing momentum on your journey. You’ll move beyond isolated pockets of excellence while allowing every person in your school system—from teachers and administrators to students—the opportunity to be an instrument of lasting cultural change. |
| dufour's four questions: Quality Questioning Jackie Acree Walsh, Beth Dankert Sattes, 2004-10-27 Use effective questions to advance student thinking, learning, and achievement! Authors Walsh and Sattes provide an in-depth look at how quality questions can transform classrooms. Drawing on two decades of research on teacher effectiveness, the authors offer strategies that engage all students in the teacher’s questions and prompt students to generate their own questions. Quality Questioning includes: A complete framework for preparing and presenting questions, prompting and processing student responses, teaching students to generate questions, and reflecting on questioning practice Checklists for classroom applications Reproducibles, rubrics, resources, evaluation tools, and more |
| dufour's four questions: Clarity for Learning John Almarode, Kara Vandas, 2018-10-24 An essential resource for student and teacher clarity With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students through five essential components: crafting learning intentions and success criteria co-constructing learning intentions and success criteria with learners creating opportunities for students to respond effective feedback on and for learning students and teachers sharing learning and progress The book is full of examples from teachers and leaders who have shared their journey, struggles, and successes for readers to use to propel their own work forward. |
| dufour's four questions: Revisiting Professional Learning Communities at Work® Richard DuFour, Rebecca DuFour, 2009-11-01 This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey. |
| dufour's four questions: The Data Coach's Guide to Improving Learning for All Students Nancy Love, Katherine E. Stiles, 2008-02-27 Use data as an effective tool for school change and improvement! This resource helps data team facilitators move schools away from unproductive data practices and toward examining data for systematic and continuous improvement in instruction and learning. The book, which includes a CD-ROM with slides and reproducibles, illustrates how the authors' model has proven successful in: Narrowing achievement gaps in all content areas and grade levels Achieving strong, continuous gains in local and state assessments in mathematics, science, and reading Initiating powerful conversations about race/ethnicity, class, educational status, gender, and language differences Developing a vision for a high-performing, data-informed school culture |
| dufour's four questions: Practices That Promote Innovation for Talented Students Nyberg, Julia, Manzone, Jessica A., 2023-11-24 Pedagogy for talented students is a widely discussed area in the field of gifted education. Much debate exists over the instruction required to meet the unique learning needs of the gifted. The learning experiences focused on the strategies of yesterday are no longer sufficient to address the thinking demanded by the innovations of tomorrow. Interdisciplinary connections are a critical component of innovation and must be a cornerstone of learning for the gifted. Innovation requires interdisciplinary thinking that is adaptable and not anchored to a specific context. Practices That Promote Innovation for Talented Students curates cutting-edge, high-leverage practices that develop innovation and inquiry in talented learners and highlights the belief that the future of education requires a shift from teacher-centered strategies to student-centered high-leverage practices that are interdisciplinary and function across educational contexts. Covering key topics such as teaching advocacy, creative thinking, and student learning communities, this reference work is ideal for industry professionals, policymakers, administrators, researchers, scholars, academicians, practitioners, instructors, and students. |
| dufour's four questions: Insights Into Action William Sterrett, 2011 Award-winning educator William Sterrett draws from research and interviews with distinguished practitioners to identify the most important issues facing today's school leaders and offer practical, effective strategies to help leaders realize growth in their schools. |
| dufour's four questions: Learning Communities In Practice Anastasia Samaras, Anne R. Freese, Clare Kosnik, Clive Beck, 2008-10-26 Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: “Are learning communities essential in education?” “How are they designed and developed?” “What difference do they make in learning?” The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the “how to” of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators. |
| dufour's four questions: Dive Into Deep Learning Joanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, Max Drummy, 2019-07-15 The leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, Deep Learning: Engage the World Change the World. This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. Dive Into Deep Learning: Tools for Engagement is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. |
| dufour's four questions: Questioning for Formative Feedback Jackie A. Walsh, 2022-05-20 When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals. Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences? In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K–12 classrooms and how dialogue serves as the bridge connecting the two. Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students. In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice: * Blueprints for coherent models of key processes and products. * Tools and strategies to help you achieve identified outcomes. * Protocols with step-by-step directions to complete an activity. * Classroom artifacts of authentic classroom use, including links to 21 original videos produced exclusively for this book! Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition. |
| dufour's four questions: Neurobiology of Chemical Communication Carla Mucignat-Caretta, 2014-02-14 Intraspecific communication involves the activation of chemoreceptors and subsequent activation of different central areas that coordinate the responses of the entire organism—ranging from behavioral modification to modulation of hormones release. Animals emit intraspecific chemical signals, often referred to as pheromones, to advertise their presence to members of the same species and to regulate interactions aimed at establishing and regulating social and reproductive bonds. In the last two decades, scientists have developed a greater understanding of the neural processing of these chemical signals. Neurobiology of Chemical Communication explores the role of the chemical senses in mediating intraspecific communication. Providing an up-to-date outline of the most recent advances in the field, it presents data from laboratory and wild species, ranging from invertebrates to vertebrates, from insects to humans. The book examines the structure, anatomy, electrophysiology, and molecular biology of pheromones. It discusses how chemical signals work on different mammalian and non-mammalian species and includes chapters on insects, Drosophila, honey bees, amphibians, mice, tigers, and cattle. It also explores the controversial topic of human pheromones. An essential reference for students and researchers in the field of pheromones, this is also an ideal resource for those working on behavioral phenotyping of animal models and persons interested in the biology/ecology of wild and domestic species. |
| dufour's four questions: Dateline Paul Fleischman, Gwen Frankfeldt, Glenn Morrow, 2006-08-08 Offers a retelling of the story of the Trojan War illustrated with collages featuring newspaper clippings of modern events from World War I through the Iraq War. |
| dufour's four questions: In Defiance of Painting Christine Poggi, 1992-01-01 The invention of collage by Picasso and Braque in 1912 proved to be a dramatic turning point in the development of Cubism and Futurism and ultimately one of the most significant innovations in twentieth-century art. Collage has traditionally been viewed as a new expression of modernism, one allied with modernism's search for purity of means, anti-illusionism, unity, and autonomy of form. This book - the first comprehensive study of collage and its relation to modernism - challenges this view. Christine Poggi argues that collage did not become a new language of modernism but a new language with which to critique modernism. She focuses on the ways Cubist collage - and the Futurist multimedia work that was inspired by it - undermined prevailing notions of material and stylistic unity, subverted the role of the frame and pictorial ground, and brought the languages of high and low culture into a new relationship of exchange. |
| dufour's four questions: Leaders of Learning Richard DuFour, Robert J. Marzano, 2011-07-26 For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms |
| dufour's four questions: The Periodic Table Eric R. Scerri, 2019 Eric R. Scerri presents a modern and fresh exploration of this fundamental topic in the physical sciences, considering the deeper implications of the arrangements of the table to atomic physics and quantum mechanics. This new edition celebrates the completion of the 7th period of the table, with the naming of elements 113, 115, 117, and 118 |
| dufour's four questions: Leading Professional Learning Communities Shirley M. Hord, William A. Sommers, 2008-02-01 Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity. —From the Foreword by Andy Hargreaves The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning. —Joseph Murphy, Professor Vanderbilt University The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′ —Arthur L. Costa, Professor Emeritus California State University, Sacramento Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit. —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision. —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, rocks in the road and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning. |
| dufour's four questions: The Board and Superintendent Handbook Amy E. Van Deuren, Thomas F. Evert, Bette A. Lang, 2015-09-10 The Board and Superintendent Handbook: Current Issues and Resources is a practical guide for both board members and superintendents. The book includes contributions from experienced and new superintendents and board members on a wide range of topics that boards and superintendents must navigate together successfully in order to move districts in a positive direction for students, staff, parents, and communities. |
| dufour's four questions: Leading and Learning Fred Steven Brill, 2008 Faced with a vast list of roles and responsibilities and answering to a broad array of stakeholders, school administrators can feel like they must constantly play the role of invincible superhero. Rarely do they have the opportunity to engage in the kind of reflection, inquiry, and collegial sharing that is so effective in teacher professional development. In Leading and Learning, Fred Brill draws on personal narratives from new and experienced school administrators to examine common themes, concerns, successes, and failures. From these stories, practices and protocols emerge to help administrators navigate the complexity of their jobs, and better manage their own professional development. Leading and Learning examines the administrative roles of school leaders from enforcer to system-builder, to instructional leader as well as the psychological, emotional aspects of the position, and the impact of school culture. Fred shares research on the success and structures of professional learning communities and shows how the power of combining PLCs with the practice of reflective storytelling results in better school leadership and professional growth. Woven throughout the book are stories from over 260 interviews with school administrators that will energize readers while generating chuckles and knowing nods. The book' s goal is to provide a model that inspires change in schools and in administrator induction programs. By offering a detailed analysis of effective (and ineffective) leadership, Leading and Learning gives readers a new method for making decisions, solving problems, and working to get things done in their school communities. And by demonstrating the power of reflective storytelling and collaborative learning, it provides school leaders with an effective process for more clearly translating belief into action. |
| dufour's four questions: In Praise of American Educators Richard DuFour, 2015 Leadership, Professional Learning Communities, PLC at Work |
| dufour's four questions: Common Formative Assessment Kim Bailey, Chris Jakicic, 2011-10-11 Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning |
| dufour's four questions: Powerless to Powerful Charles Salina, Suzann Girtz, Joanie Eppinga, 2015-12-08 The pressure is on. Throughout the country, educators and administrators are working hard to make sure students pass standardized tests and graduate. At the same time, teachers are overwhelmed by ever-increasing demands. Efforts at reforming schools often replicate the same approaches and net the same discouraging results. Staff at many schools feel defensive and powerless as a result of being unable to meet standards they didn’t set and don’t know how to achieve. This book describes a humanistic approach to implementing programs and systems that bring academic press, social support, and relational trust together in unique ways. Based on the understanding that old beliefs are changed by supporting new behaviors, the approach includes acquiring and using data in innovative and intentional ways. Properly conducted, the approach results in high morale, a sense of inclusiveness and success, increased efficacy, and improved metrics in all areas of education. The book includes the research and theory behind the approach, action steps for leaders, and lessons learned in the process—useful elements of success for any school. |
| dufour's four questions: Records and Briefs of the United States Supreme Court , 1832 |
| dufour's four questions: The Five Disciplines of PLC Leaders Timothy D. Kanold, 2011-08-01 Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex |
| dufour's four questions: The Grapes of New York U. P. Hedrick, 2021-05-19 The Grapes of New York by U. P. Hedrick. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format. |
| dufour's four questions: The Practice of Authentic PLCs Daniel R. Venables, 2011-01-11 Discover the keys to building effective PLCs Creating an authentic professional learning community requires breaking down the walls of isolation and collaborating to improve student learning, because collectively we are more than the sum of our parts. Grounded in the award-winning author’s foundational work with the Coalition of Essential Schools, this book enables educators to hit the ground running with a research-based process that includes: Setting the foundation for collaboration and team building Facilitating protocols Examining student and teacher work Implementing teacher-designed common formative assessments Analyzing and responding to data |
| dufour's four questions: What Works in Schools Robert J. Marzano, 2003 Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data. |
| dufour's four questions: UDL Now! Katie Novak, 2016 In this revised and expanded edition of UDL Now! Katie Novak provides practical insights and savvy strategies for helping all learners meet high standards using the principles of Universal Design for Learning (UDL). UDL is a framework for inclusive education that aims to lower barriers to learning and optimize each individual's opportunity to learn. Novak shows how to use the UDL Guidelines to plan lessons, choose materials, assess learning, and improve instructional practice. Novak discusses key concepts such as scaffolding, vocabulary-building, and using student feedback to inform instruction. She also provides tips on recruiting students as partners in the teaching process, engaging their interest in how they learn. UDL Now! is a fun and effective Monday-morning playbook for great teaching. |
| dufour's four questions: Unlocking Student Talent Robin J. Fogarty, Gene M. Kerns, Brian M. Pete, 2018-01-12 How do we truly help students achieve their fullest potential? What are the roles of motivation, deliberate practice, and coaching in developing talent and abilities in students? This hands-on guide examines each of these elements in detail providing definitions, relevant research, discussions, examples, and practical steps to take with students in elementary, middle, and high school. The authors examine cutting-edge research on world-class performance and distill information specifically for educators. Offering guidelines to help teachers spot and encourage students’ exceptional aptitudes, passionate interests, and special strengths, they show concretely how to promote greater motivation for learning and success. This foundational book infuses new ideas into established teaching. User-friendly chapters include thought-provoking insights, vignettes of how notable talents were developed, teaching and learning tips, grade-level examples, and discussion questions. “Offers revolutionary proposals for transforming education…and describes how to produce high-school graduates who are independent learners.” —From the Foreword by K. Anders Ericsson and Robert Pool “The authors of this book understand that educators who seek to unlock talent must first and foremost build the confidence, not just the achievement, of the possessor of that talent—the student. This volume is the guide book for all who wish to use assessment for learning and other strategies in partnership with talented learners in the service of their success.” —Rick Stiggins, founder, Assessment Training Institute |
| dufour's four questions: Masterpieces of Swiss Entrepreneurship Jean-Pierre Jeannet, Thierry Volery, Heiko Bergmann, Cornelia Amstutz, 2021-04-21 This open access book focuses on Switzerland-based medium-sized companies with a longstanding export tradition and a proven dominance in global niche markets. Based upon in-depth documentation and analysis of 36 Swiss companies over their entire history, an expert team of authors presents several parallels in the pathways and success factors which allowed these firms to become dominant and operate from a high-cost location such as Switzerland. The book enhances these insights by providing detailed company profiles documenting the company history, development, and how their relevant global niche positions were reached. Readers will benefit from these profiles as they compile a diverse selection of industries, mainly active within the B2B sector, with mostly mature companies (60 years to older than 100 years since founding) and different types of ownership structures including family firms. ‘Masterpieces of Swiss Entrepreneurship’ brings unique learning opportunities to owners and leaders of SMEs in Switzerland and elsewhere. Findings are based on detailed bottom-up research of 36 companies -- without any preconceived notions. The book is both conceptual and practical. It fosters understanding for different choices in development pathways and management practices. Matti Alahuhta, Chairman DevCo Partners, ex-CEO Kone, Board member of several global listed companies, Helsinki, Finland Start-up entrepreneurs need proven models from industry which demonstrate the various paths to success. “Masterpieces of Swiss Entrepreneurship” provides deep insights highlighting these models and the important trade-offs entrepreneurial teams must consider when choosing the path of high growth or of maximum control, as they are often mutually exclusive. Gina Domanig, Managing Partner, Emerald Technology Ventures, Zurich |
| dufour's four questions: Best Practices at Tier 1 Gayle Gregory, Martha Kaufeldt, Mike Mattos, 2015 Improve core instruction to ensure learning for all. Created specifically for grades 6-12, this book provides proven response to intervention strategies to differentiate instruction, engage students, increase success, and avoid additional interventions. Discover how to identify essential power standards to include in Tier 1 instruction, create a brain-friendly learning environment, shift instructional processes to support collaboration, and more. |
| dufour's four questions: Essential Questions Jay McTighe, Grant Wiggins, 2013-03-27 What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested response strategies to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages. |
A Quick Overview of The DuFour PLC Model — Sacajawea PTA
May 8, 2019 · What makes the Du Four model different? The Du Four model is based around four questions and four pillars. We use the four questions to plan instruction, assess student …
Using the 4 PLC Questions to Personalize Learning
Popularized by Rick DuFour, the four critical questions of a PLC include: What do we want all students to know and be able to do? How will we know if they learn it? How will we respond when …
Principal's Playbook - PLC - Dufour
"Unless you're using actual evidence of student learning to inform and improve your practice, you are not yet a PLC." - Dr. Richard DuFour
PLCs and the 4 Essential Questions of Learning - ICS Addis
Question 4 forces PLC members to look at the evidence of student learning, for each and every student, and come up with creative ways to challenge students to take the next step in their …
Four Critical Questions for PLCs to Address - NAESP
Feb 9, 2012 · As collaborative PLC teams launch, principals should stress the importance of revolving the work of the teams around four critical questions: What is it we want our students to …
PLC Framework Four Guiding Questions of a PLC - LPS
Ask guiding questions for reflection and offer support to PLC groups. May ask PLCs to share progress to inform school action plans and trends. Ensure PLC time is protected and insist no …
That Pesky Fourth PLC Question - Solution Tree Blog
Feb 15, 2017 · There are four questions that drive the conversations of members of collaborative planning teams have as part of their Professional Learning Communities. These questions are …
Bringing the Four PLC Questions to Life: Systems That Ensure …
This session focuses on systemic implementation of the four critical questions of a PLC. Participants gain a powerful understanding of what it takes to move from theory to practical, systemic …
Best dufour questions - thenarratologist.com
In this article, we will explore what Dufour Questions are, why they are important, and how they can transform your classroom into a hub of active learning. Dufour Questions are open-ended …
Lesson Planning Using The Four Critical Questions - Edunators
Turns out what we get is a blueprint for how we should go about lesson planning in our classrooms. 1. What do you want us to know? Spend some time making sure students understand what it is …
A Quick Overview of The DuFour PLC Model — Sacajawea PTA
May 8, 2019 · What makes the Du Four model different? The Du Four model is based around four questions and four pillars. We use the four questions to plan instruction, assess student …
Using the 4 PLC Questions to Personalize Learning
Popularized by Rick DuFour, the four critical questions of a PLC include: What do we want all students to know and be able to do? How will we know if they learn it? How will we respond …
Principal's Playbook - PLC - Dufour
"Unless you're using actual evidence of student learning to inform and improve your practice, you are not yet a PLC." - Dr. Richard DuFour
PLCs and the 4 Essential Questions of Learning - ICS Addis
Question 4 forces PLC members to look at the evidence of student learning, for each and every student, and come up with creative ways to challenge students to take the next step in their …
Four Critical Questions for PLCs to Address - NAESP
Feb 9, 2012 · As collaborative PLC teams launch, principals should stress the importance of revolving the work of the teams around four critical questions: What is it we want our students …
PLC Framework Four Guiding Questions of a PLC - LPS
Ask guiding questions for reflection and offer support to PLC groups. May ask PLCs to share progress to inform school action plans and trends. Ensure PLC time is protected and insist no …
That Pesky Fourth PLC Question - Solution Tree Blog
Feb 15, 2017 · There are four questions that drive the conversations of members of collaborative planning teams have as part of their Professional Learning Communities. These questions are …
Bringing the Four PLC Questions to Life: Systems That Ensure …
This session focuses on systemic implementation of the four critical questions of a PLC. Participants gain a powerful understanding of what it takes to move from theory to practical, …
Best dufour questions - thenarratologist.com
In this article, we will explore what Dufour Questions are, why they are important, and how they can transform your classroom into a hub of active learning. Dufour Questions are open-ended …
Lesson Planning Using The Four Critical Questions - Edunators
Turns out what we get is a blueprint for how we should go about lesson planning in our classrooms. 1. What do you want us to know? Spend some time making sure students …
