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| end of quarter reflection questions for students: Studio Thinking from the Start Jillian Hogan, Lois Hetland, Diane B. Jaquith, Ellen Winner, 2018-08-24 Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments. Book Features: Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists. Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind. Sample templates for students to use as they plan, reflect upon, and talk about works of art. Innovative approaches to assessment and strategies for implementation. Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks. Suggestions for using Studio Thinking for arts education advocacy. COMPANION VOLUME— Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan |
| end of quarter reflection questions for students: Flash Feedback [Grades 6-12] Matthew Johnson, 2020-02-11 Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback. |
| end of quarter reflection questions for students: Coaching Business Builder Workbook and Planner Jennifer J. Britton, 2018-08 Part workbook, part planner, the Coaching Business Builder, guides you step-by-step through a series of reflective questions to help you gain clarity, and intent, to create more consistent action around your work. |
| end of quarter reflection questions for students: Teaching Numeracy Margie Pearse, K. M. Walton, 2011-03-23 Transform mathematics learning from “doing” to “thinking” American students are losing ground in the global mathematical environment. What many of them lack is numeracy—the ability to think through the math and apply it outside of the classroom. Referencing the new common core and NCTM standards, the authors outline nine critical thinking habits that foster numeracy and show you how to: Monitor and repair students’ understanding Guide students to recognize patterns Encourage questioning for understanding Develop students’ mathematics vocabulary Included are several numeracy-rich lesson plans, complete with clear directions and student handouts. |
| end of quarter reflection questions for students: Brain-Friendly Strategies for Developing Student Writing Skills Anne Hanson, 2008-10-14 Aligned with core principles of effective instruction, this resource provides brain-compatible strategies, reflection questions, and cross-curricular writing activities to boost students' writing and achievement. |
| end of quarter reflection questions for students: High School Quarterly , 1913 |
| end of quarter reflection questions for students: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| end of quarter reflection questions for students: 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. |
| end of quarter reflection questions for students: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| end of quarter reflection questions for students: Guided Math Workshop Laney Sammons, Donna Boucher, 2017-03-01 This must-have resource helps teachers successfully plan, organize, implement, and manage Guided Math Workshop. It provides practical strategies for structure and implementation to allow time for teachers to conduct small-group lessons and math conferences to target student needs. The tested resources and strategies for organization and management help to promote student independence and provide opportunities for ongoing practice of previously mastered concepts and skills. With sample workstations and mathematical tasks and problems for a variety of grade levels, this guide is sure to provide the information that teachers need to minimize preparation time and meet the needs of all students. |
| end of quarter reflection questions for students: Ditch That Textbook Matt Miller, 2015-04-13 Textbooks are symbols of centuries-old education. They're often outdated as soon as they hit students' desks. Acting by the textbook implies compliance and a lack of creativity. It's time to ditch those textbooks--and those textbook assumptions about learning In Ditch That Textbook, teacher and blogger Matt Miller encourages educators to throw out meaningless, pedestrian teaching and learning practices. He empowers them to evolve and improve on old, standard, teaching methods. Ditch That Textbook is a support system, toolbox, and manifesto to help educators free their teaching and revolutionize their classrooms. |
| end of quarter reflection questions for students: Challenging the Apartheids of Knowledge in Higher Education through Social Innovation Joana Bezerra, Craig Paterson , Sharli Paphitis, 2021-05-12 In order to understand the relationship between social innovation and the reimagining of the knowledge economy necessary to reorient higher education most fully towards the public good, we must draw from the experiences of those working on the front lines of change. This collection represents diverse voices and disciplines, drawing together the critical reflections of academics, students and community partners from across South Africa. The book seeks to bring together theoretical and practical lessons about how research methods can be used in socially innovative ways to challenge the ‘apartheids’ of knowledge in higher education and to promote the democratization of the knowledge economy. |
| end of quarter reflection questions for students: Fair Isn't Always Equal Rick Wormeli, 2006 Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and gray areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from rationale for differentiating assessment and grading to understanding mastery as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms. |
| end of quarter reflection questions for students: Book Fiesta! Pat Mora, 2009-03-10 Take a ride in a long submarine or fly away in a hot air balloon. Whatever you do, just be sure to bring your favorite book! Rafael López's colorful illustrations perfectly complement Pat Mora's lilting text in this delightful celebration of El día de los niños/El día de los libros; Children's Day/Book Day. Toon! Toon! Includes a letter from the author and suggestions for celebrating El día de los niños/El día de los libros; Children's Day/Book Day. Pasea por el mar en un largo submarino o viaja lejos en un globo aerostático. No importa lo que hagas, ¡no olvides traer tu libro preferido! Las coloridas ilustraciones de Rafael López complementan perfectamente el texto rítmico de Pat Mora en esta encantadora celebración de El día de los niños/El día de los libros. ¡Tun! ¡Tun! Incluye una carta de la autora y sugerencias para celebrar El día de los niños/El día de los libros. The author will donate a portion of the proceeds from this book to literacy initiatives related to Children's Day/Book Day. La autora donará una porción de las ganancias de este libro a programas para fomentar la alfabetización relacionados con El día de los niños/El día de los libros. |
| end of quarter reflection questions for students: Facilitating Authentic Learning, Grades 6-12 Laura R. Thomas, 2013 Your single-best way to nurture higher-order thinkingThere′s no doubt about it: the Common Core has us scrambling. With all the pressure to accelerate instruction, how can we possibly find the time to encourage students to do some serious thinking? For Laura Thomas, the answer couldn′t be clearer: through constructivist, experiential teaching methods. In fact, constructivist teaching is the single-best way to nurture the higher-order thinking so central to the Common Core.Fusing the practical with the theoretical, Thomas offers a clear path for facilitating real understanding and real skill-building within a community of learners. Grade 6-12 teachers will learn how to: Plan learning experiences that teach content and process at the same time Assess students′ development of 21st-century skills Coach students to do the hard work of authentic learning--without leaving them to flounder Teach reflection techniques that help students process their experiences and learn from mistakes. Featuring easy-to-follow graphics, sample lessons, and tools from practicing teachers, Facilitating Authentic Learning is an immediately practical resource that both beginning and veteran teachers can put to work in their classrooms. This is a valuable book for educators, especially as we strive to help our students move from being receivers of knowledge to owners of their learning. Teachers need to develop strategies to be effective guides for our students, and to facilitate their progress toward educational goals.--Norma Barber, Language Arts TeacherUkiah School District, OR I LOVE this book! It provides step-by-step instructions for making a classroom student-centered and led by a guide on the side, not a sage on the stage. The author′s real-world examples and reader-friendly writing style make this book a winner!--Nancy Foote, Teacher/AdministratorHigley Unified School District, AZ |
| end of quarter reflection questions for students: If You Find a Rock Peggy Christian, 2000 Discover the joy of rock hunting. |
| end of quarter reflection questions for students: The ELL Teacher's Toolbox Larry Ferlazzo, Katie Hull Sypnieski, 2018-03-29 Practical strategies to support your English language learners The ELL Teacher’s Toolbox is a practical, valuable resource to be used by teachers of English Language Learners, in teacher education credential programs, and by staff development professionals and coaches. It provides hundreds of innovative and research-based instructional strategies you can use to support all levels of English Language Learners. Written by proven authors in the field, the book is divided into two main sections: Reading/Writing and Speaking/Listening. Each of those sections includes “Top Ten” favorites and between 40 and 70 strategies that can be used as part of multiple lessons and across content areas. Contains 60% new strategies Features ready-to-use lesson plans Includes reproducible handouts Offers technology integration ideas The percentage of public school students in the U.S. who are English language learners grows each year—and with this book, you’ll get a ton of fresh, innovative strategies to add to your teaching arsenal. |
| end of quarter reflection questions for students: Promoting Equity in Approximations of Practice for Mathematics Teachers Wilkerson Lee, Carrie, Bondurant, Liza, Sapkota, Bima, Howell, Heather, 2024-11-07 Within the field of mathematics teacher (PST) education, a profound challenge echoes—the persistent gap between theoretical understanding and practical application. This lingering divide raises a critical concern, one that finds its focus in the exploration of transformative tools known as approximations of practice. These tools aim to provide a realistic and contextualized environment for PSTs to cultivate their teaching skills. However, the broader, often overlooked issue permeating this educational terrain is the question of equity in mathematics instruction—an issue that this book endeavors to unravel and reshape, positioning equity at the forefront of pedagogical considerations. Promoting Equity in Approximations of Practice for Mathematics Teachers, a compelling work that not only delves into the transformative role of approximations but also champions equity as a cornerstone in reshaping the landscape of mathematics education. This groundbreaking work has a dual objective—firstly, to furnish mathematics teacher educators and researchers with a comprehensive overview of the current landscape of approximations in mathematics education. It moves beyond a mere survey, encouraging readers to critically analyze frameworks and design choices that either foreground or dismiss equity in these pedagogical spaces. Divided into three sections, the book delves into the spectrum of work characterizing approximations in mathematics teacher education. The first section surveys diverse approaches, acknowledging the current lack of focus on equity. The second section critically examines the intersection of equity and approximations, fostering collaborations between experts in mathematics education and equity-focused researchers. The third section takes a forward-looking stance, envisioning the future of equity-focused approximations in mathematics education. |
| end of quarter reflection questions for students: The Crossover Kwame Alexander, 2014 New York Times bestseller ∙ Newbery Medal Winner ∙Coretta Scott King Honor Award ∙2015 YALSA 2015 Top Ten Best Fiction for Young Adults∙ 2015 YALSA Quick Picks for Reluctant Young Adult Readers ∙Publishers Weekly Best Book ∙ School Library Journal Best Book∙ Kirkus Best Book A beautifully measured novel of life and line.--The New York Times Book Review With a bolt of lightning on my kicks . . .The court is SIZZLING. My sweat is DRIZZLING. Stop all that quivering. Cuz tonight I'm delivering, announces dread-locked, 12-year old Josh Bell. He and his twin brother Jordan are awesome on the court. But Josh has more than basketball in his blood, he's got mad beats, too, that tell his family's story in verse, in this fast and furious middle grade novel of family and brotherhood from Kwame Alexander. Josh and Jordan must come to grips with growing up on and off the court to realize breaking the rules comes at a terrible price, as their story's heart-stopping climax proves a game-changer for the entire family. |
| end of quarter reflection questions for students: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| end of quarter reflection questions for students: Helping Students Take Control of Their Own Learning Don Mesibov, Dan Drmacich, 2022-06-16 What does learner-centered education look like, and how can we best put it into practice? This helpful book by experienced educators Don Mesibov and Dan Drmacich answers those questions and provides a wide variety of strategies, activities, and examples to help you with implementation. Chapters address topics such as positioning students at the center of the lesson and teachers as coaches, making tasks relevant and engaging, incorporating the affective domain and social-emotional learning, assessing learning, and more. Appropriate for new and experienced teachers of all grades and subjects, this book will leave you feeling ready to help students take control of their own learning so they can reach higher levels of success. |
| end of quarter reflection questions for students: The Sense of an Ending Julian Barnes, 2011-10-05 BOOKER PRIZE WINNER • NATIONAL BESTSELLER • A novel that follows a middle-aged man as he contends with a past he never much thought about—until his closest childhood friends return with a vengeance: one of them from the grave, another maddeningly present. A novel so compelling that it begs to be read in a single setting, The Sense of an Ending has the psychological and emotional depth and sophistication of Henry James at his best, and is a stunning achievement in Julian Barnes's oeuvre. Tony Webster thought he left his past behind as he built a life for himself, and his career has provided him with a secure retirement and an amicable relationship with his ex-wife and daughter, who now has a family of her own. But when he is presented with a mysterious legacy, he is forced to revise his estimation of his own nature and place in the world. |
| end of quarter reflection questions for students: Reading Ladders Teri S. Lesesne, 2010 Many of us are searching continually for that just-right book for each and every one of our students. It is my hope to help you find those books. More importantly, I hope to help you guide students to the next great book and the one after that. That is the purpose of Reading Ladders. Because it is not sufficient to find just one book for each reader. -Teri Lesesne I finished the Twilight Series-now what? With Reading Ladders, the answer to a question like this can become the first rung on a student's climb to greater engagement with books, to full independence, and beyond to a lifetime of passionate reading. The goal of reading ladders, writes Teri Lesesne, is to slowly move students from where they are to where we would like them to be. With reading ladders you start with the authors, genres, or subjects your readers like then connect them to book after book-each a little more complex or challenging than the last. Teri not only shares ready-to-go ladders, but her suggestions will help you: select books to create your own reading ladders build a classroom library that supports every student's needs use reading ladders to bolster content-area knowledge and build independence assess where students are at and how far they've climbed. If we are about creating lifetime readers and not just readers who can utilize phonological awareness and context clues to bubble in answers on a state test, writes Teri Lesesne, then we need to help our students form lasting relationships with books and authors and genres and formats. Use Reading Ladders, help your students start their climb, and guide them to new heights in reading. |
| end of quarter reflection questions for students: In the Best Interest of Students Kelly Gallagher, 2023-10-10 In his new book,In the Best Interest of Students: Staying True to What Works in the ELA Classroom , teacher and author Kelly Gallagher notes that there are real strengths in the Common Core standards, and there are significant weaknesses as well. He takes the long view, reminding us that standards come and go but good teaching remains grounded in proven practices that sharpen students' literacy skills.Instead of blindly adhering to the latest standards movement, Gallagher suggests:Increasing the amount of reading and writing students are doing while giving students more choice around those activitiesBalancing rigorous, high-quality literature and non-fiction works with student-selected titlesEncouraging readers to deepen their comprehension by moving beyond the four corners of the text-Planning lessons that move beyond Common Core expectations to help young writers achieve more authenticity through the blending of genresUsing modeling to enrich students' writing skills in the prewriting, drafting, and revision stagesResisting the de-emphasis of narrative and imaginative reading and writingAmid the frenzy of trying to teach to a new set of standards, Kelly Gallagher is a strong voice of reason, reminding us that instruction should be anchored around one guiding question: What is in the best interest of our students? |
| end of quarter reflection questions for students: Units of Study for Teaching Reading , 2015 |
| end of quarter reflection questions for students: 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. |
| end of quarter reflection questions for students: Just Read It Jarred Amato, 2024-02-01 Read widely and read often - create a classroom environment where independent reading thrives Independent reading is more than just drop everything and read – it is a gateway to writing, critical thinking, discussion, and deeper learning. Author Jarred Amato, an accomplished middle and high school English teacher and founder of Project LIT Community, believes in the power of independent reading not only to turn around the reading attitudes of students but also to help them achieve huge gains in all areas of literacy, learning, and civic engagement. Many teachers have pushed aside independent reading in the time crunch to teach all the content and skills in the curriculum — or because of pressure to stay true to a traditional literary canon. Instead of looking at it as either/or, Just Read It shows teachers how to make independent reading yes, and. Dr. Amato’s Read and WRAP (write, reflect, analyze, participate) framework helps teachers cultivate meaningful learning experiences with daily dedication of independent reading time, followed by writing, reflection, conversation, and community-building lessons and activities. With thoughtful, student-centered structures and strategies to sustain independent reading success, this book Provides detailed insights on transforming the principles of access, choice, time, and community into actions Shows how to support student interests and varied reading levels Offers ready-to-go activities to initiate Read and WRAP routines at the start of the school year, keep momentum going, and finish the year strong to ensure continued literacy growth Demonstrates how to leverage student feedback to fine-tune the Read and WRAP routines Discusses various options for incorporating independent and whole-class novels into the curriculum Offers a game plan to level up IR, including how to launch and lead a Project LIT chapter We live in a time when choosing what we read is critically important, and this book offers all the tools teachers need to guide students along the path to true literacy. Just Read It is perfect for anyone who believes in the power of books to change students’ lives and nurture a life-long love for reading. |
| end of quarter reflection questions for students: Action Versus Contemplation Jennifer Summit, Blakey Vermeule, 2018-03-22 “All of humanity’s problems stem from man’s inability to sit quietly in a room alone,” Blaise Pascal wrote in 1654. But then there’s Walt Whitman, in 1856: “Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house.” It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus Contemplation, Jennifer Summit and Blakey Vermeule address the question in a refreshingly unexpected way: by refusing to take sides. Rather, they argue for a rethinking of the very opposition. The active and the contemplative can—and should—be vibrantly alive in each of us, fused rather than sundered. Writing in a personable, accessible style, Summit and Vermeule guide readers through the long history of this debate from Plato to Pixar, drawing compelling connections to the questions and problems of today. Rather than playing one against the other, they argue, we can discover how the two can nourish, invigorate, and give meaning to each other, as they have for the many writers, artists, and thinkers, past and present, whose examples give the book its rich, lively texture of interplay and reference. This is not a self-help book. It won’t give you instructions on how to live your life. Instead, it will do something better: it will remind you of the richness of a life that embraces action and contemplation, company and solitude, living in the moment and planning for the future. Which is better? Readers of this book will discover the answer: both. |
| end of quarter reflection questions for students: Day by Day Ruth Ayres, Stacey Shubitz, 2010 This book is a collaborative, not isolated, approach to teaching writing. The book is organized around six fundamental components of writing workshop. Each component is broken down into ten-day sections so you can explore the topic in depth. The authors provide daily encouragement, support, practical strategies, tips, advice, and everything you need to run an effective writing workshop.--[book cover] |
| end of quarter reflection questions for students: The Art of Coaching Teams Elena Aguilar, 2016-02-16 The missing how-to manual for being an effective team leader The Art of Coaching Teams is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures—and there's no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You'll learn the administrative tasks that keep your team on track, and you'll gain access to a wealth of downloadable tools that simplify the getting organized process. Just as importantly, you'll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You'll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict. Inside these pages you'll find concrete guidance on: Designing agendas, making decisions, establishing effective protocols, and more Boosting your resilience, understanding and managing your emotions, and meeting your goals Cultivating your team's emotional intelligence and dealing with cynicism Utilizing practical tools to create a customized framework for developing highly effective teams There is no universal formula for building a great team, because every team is different. Different skills, abilities, personalities, and goals make a one-size-fits-all approach ineffective at best. Instead, The Art of Coaching Teams provides a practical framework to help you develop your group as a whole, and keep the team moving toward their common goals. |
| end of quarter reflection questions for students: School, Family, and Community Partnerships Joyce L. Epstein, Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, Kenyatta J. Williams, 2018-07-19 Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement. |
| end of quarter reflection questions for students: 20-Something, 20-Everything Christine Hassler, 2010-09-24 The midtwenties through the midthirties can be a time of difficult transition: the security blankets of college and parents are gone, and it’s suddenly time to make far-reaching decisions about career, investments, and adult identity. When author Christine Hassler experienced what she calls the twenties triangle, she found that she was not alone. In fact, an entire generation of young women is questioning their choices, unsure if what they’ve been striving for is what they really want. They’re eager to set a new course for their lives, even if that means giving up what they have. Hassler herself left a fast-moving career that wasn’t right for her and instead took the risk of starting her own business. Now, based on her own experience and interviews with hundreds of women, she shares heartfelt stories on issues from career to parents to boyfriends to babies. Yet she also provides practical exercises to enable today’s woman to chart a new direction for her life. |
| end of quarter reflection questions for students: Model Rules of Professional Conduct American Bar Association. House of Delegates, Center for Professional Responsibility (American Bar Association), 2007 The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts. |
| end of quarter reflection questions for students: Creating Self-Regulated Learners Linda B. Nilson, 2023-07-03 Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it. |
| end of quarter reflection questions for students: Joy Write Ralph Fletcher, 2017 A writer needs wide latitude so she can bring all her intelligence to the task, Ralph observes. Assigning a particular format -- a hamburger essay, for instance -- would curtail this play, if not eliminate it entirely. That's why, instead of teacher-driven assignments, Joy Write shares the whys and the how of giving students time and autonomy for the playful, low-stakes writing that leads to surprising, high-level growth. First Ralph makes the case for carving out classroom time for low-stakes writing, despite pressure to focus on persuasive essays and test prep. Then he shares five big ideas for choice-driven, authentic, informal writing -- deeply engaging work that kids want to do. He also provides numerous suggestions for helping students build and flex their writing muscles, increase their stamina, and develop passion for expressing themselves with the written word. -- Provided by publisher. |
| end of quarter reflection questions for students: Plandotrack Workbook and Planner for Remote and Virtual Professionals Jennifer J. Britton, 2018-12-14 The PlanDoTrack Workbook and Planner is an ANALOG desk-sized planner to support you in planning, getting into action, and TRACKING your results. It is part workbook, part planner, geared to support virtual and remote leaders, team members and virtual business. |
| end of quarter reflection questions for students: Counting by 7s Holly Goldberg Sloan, 2014-09-16 A New York Times Bestseller In the tradition of Out of My Mind, Wonder, and Mockingbird, this is an intensely moving middle grade novel about being an outsider, coping with loss, and discovering the true meaning of family. Willow Chance is a twelve-year-old genius, obsessed with nature and diagnosing medical conditions, who finds it comforting to count by 7s. It has never been easy for her to connect with anyone other than her adoptive parents, but that hasn’t kept her from leading a quietly happy life . . . until now. Suddenly Willow’s world is tragically changed when her parents both die in a car crash, leaving her alone in a baffling world. The triumph of this book is that it is not a tragedy. This extraordinarily odd, but extraordinarily endearing, girl manages to push through her grief. Her journey to find a fascinatingly diverse and fully believable surrogate family is a joy and a revelation to read. * “Willow's story is one of renewal, and her journey of rebuilding the ties that unite people as a family will stay in readers' hearts long after the last page.”—School Library Journal starred review * “A graceful, meaningful tale featuring a cast of charming, well-rounded characters who learn sweet—but never cloying—lessons about resourcefulness, community, and true resilience in the face of loss.”—Booklist starred review * “What sets this novel apart from the average orphan-finds-a-home book is its lack of sentimentality, its truly multicultural cast (Willow describes herself as a “person of color”; Mai and Quang-ha are of mixed Vietnamese, African American, and Mexican ancestry), and its tone. . . . Poignant.”—The Horn Book starred review In achingly beautiful prose, Holly Goldberg Sloan has written a delightful tale of transformation that’s a celebration of life in all its wondrous, hilarious and confounding glory. Counting by 7s is a triumph.—Maria Semple, author of Where’d You Go, Bernadette |
| end of quarter reflection questions for students: All Groan Up Paul Angone, 2015-04-21 All Groan Up: Searching for Self, Faith, and A Freaking Job! is the story of the GenY/Millennial generation told through the individual story of author Paul Angone. It’s a story of struggle, hope, failure, and doubts in the twilight zone of growing up and being grown, connecting with his twentysomething post-college audience with raw honesty, humor, and hope. |
| end of quarter reflection questions for students: When Writers Drive the Workshop Brian Kissel, 2023-10-10 With increasing school mandates and pressure to perform well on standardized tests, writing instruction has shifted to more accountability, taking the focus away from the writer. In his engaging book, When Writers Drive the Workshop: Honoring Young Voices and Bold Choices , author Brian Kissel asks teachers to go back to the roots of the writing workshop and let the students lead the conference. What happens when students, not tests, determine what they learned through reflection and self-evaluation?In When Writers Drive the Workshop, you'll find practical ideas, guiding beliefs, FAQs, and Digital Diversions to help visualize digital possibilities in the classroom. Written in an engaging, teacher-to-teacher style, this book focuses on four key components of writing workshop: Student-led conferring sessions where the teachers are the listenersThe Author's Chair-, where students set the agenda and gather feedbackStructured reflection time for students to set goals and expectations for themselvesMini lessons that allow for detours based on students' needs, not teacher or curricula goalsAll students have the powerful, shared need to be heard; when they choose their writing topics, they can see their lives unfold on the page. Teachers are educated by the bold choices of these young voices. |
| end of quarter reflection questions for students: Nineteen eighty-four George Orwell, 2022-11-22 This is a dystopian social science fiction novel and morality tale. The novel is set in the year 1984, a fictional future in which most of the world has been destroyed by unending war, constant government monitoring, historical revisionism, and propaganda. The totalitarian superstate Oceania, ruled by the Party and known as Airstrip One, now includes Great Britain as a province. The Party uses the Thought Police to repress individuality and critical thought. Big Brother, the tyrannical ruler of Oceania, enjoys a strong personality cult that was created by the party's overzealous brainwashing methods. Winston Smith, the main character, is a hard-working and skilled member of the Ministry of Truth's Outer Party who secretly despises the Party and harbors rebellious fantasies. |
What does end=' ' in a print call exactly do? - Stack Overflow
Jul 16, 2023 · By default there is a newline character appended to the item being printed (end='\n'), and end='' is used to make it printed on the same line. And print() prints an empty …
SQL "IF", "BEGIN", "END", "END IF"? - Stack Overflow
Jan 10, 2012 · However, there is a special kind of SQL statement which can contain multiple SQL statements, the BEGIN-END block. If you omit the BEGIN-END block, your SQL will run fine, …
What does “~ (END)” mean when displayed in a terminal?
Jun 29, 2012 · END Command is used when a programmer finish writing programming language. Using the Command /END in the last line prevents the program from repeating the same …
Meaning of .Cells (.Rows.Count,"A").End (xlUp).row
Jul 9, 2018 · [A1].End(xlUp) [A1].End(xlDown) [A1].End(xlToLeft) [A1].End(xlToRight) is the VBA equivalent of being in Cell A1 and pressing Ctrl + Any arrow key. It will continue to travel in …
Regex matching beginning AND end strings - Stack Overflow
Feb 21, 2018 · So far as I am concerned, I don't care what characters are in between these two strings, so long as the beginning and end are correct. This is to match functions in a SQL …
Why does range (start, end) not include end? [duplicate]
To have stop included would mean that the end step would be assymetric for the general case. Consider range(0,5,3). If default behaviour would output 5 at the end, it would be broken. …
What's the difference between "end" and "exit sub" in VBA?
Apr 8, 2016 · This is a bit outside the scope of your question, but to avoid any potential confusion for readers who are new to VBA: End and End Sub are not the same. They don't perform the …
What is the difference between 'end' and 'end as'
Aug 3, 2017 · END is the marker that closes the CASE expression. You must have exactly one END statement for every CASE Statement. The AS marker is used to introduce an alias.
How is end () implemented in STL containers? - Stack Overflow
Apr 15, 2013 · As some of the previous posters have stated end() is one past the end element. If you need to access the last element via iterators use iter = container.end() - 1; Otherwise, in …
ORA-03113: end-of-file on communication channel after long …
Dec 17, 2015 · ORA-03113: end-of-file on communication channel. Is the database letting you know that the network connection is no more. This could be because: A network issue - faulty …
What does end=' ' in a print call exactly do? - Stack Overflow
Jul 16, 2023 · By default there is a newline character appended to the item being printed (end='\n'), and end='' is used to make it printed on the same line. And print() prints an empty …
SQL "IF", "BEGIN", "END", "END IF"? - Stack Overflow
Jan 10, 2012 · However, there is a special kind of SQL statement which can contain multiple SQL statements, the BEGIN-END block. If you omit the BEGIN-END block, your SQL will run fine, …
What does “~ (END)” mean when displayed in a terminal?
Jun 29, 2012 · END Command is used when a programmer finish writing programming language. Using the Command /END in the last line prevents the program from repeating the same …
Meaning of .Cells (.Rows.Count,"A").End (xlUp).row
Jul 9, 2018 · [A1].End(xlUp) [A1].End(xlDown) [A1].End(xlToLeft) [A1].End(xlToRight) is the VBA equivalent of being in Cell A1 and pressing Ctrl + Any arrow key. It will continue to travel in that …
Regex matching beginning AND end strings - Stack Overflow
Feb 21, 2018 · So far as I am concerned, I don't care what characters are in between these two strings, so long as the beginning and end are correct. This is to match functions in a SQL …
Why does range (start, end) not include end? [duplicate]
To have stop included would mean that the end step would be assymetric for the general case. Consider range(0,5,3). If default behaviour would output 5 at the end, it would be broken. …
What's the difference between "end" and "exit sub" in VBA?
Apr 8, 2016 · This is a bit outside the scope of your question, but to avoid any potential confusion for readers who are new to VBA: End and End Sub are not the same. They don't perform the …
What is the difference between 'end' and 'end as'
Aug 3, 2017 · END is the marker that closes the CASE expression. You must have exactly one END statement for every CASE Statement. The AS marker is used to introduce an alias.
How is end () implemented in STL containers? - Stack Overflow
Apr 15, 2013 · As some of the previous posters have stated end() is one past the end element. If you need to access the last element via iterators use iter = container.end() - 1; Otherwise, in …
ORA-03113: end-of-file on communication channel after long …
Dec 17, 2015 · ORA-03113: end-of-file on communication channel. Is the database letting you know that the network connection is no more. This could be because: A network issue - faulty …
