Discover proven methods to enhance teaching and learning schoolwide. Identify questions educators should ask to guarantee a positive classroom culture where students learn from each other, not just teachers. Explore ways to adapt learning in response to students’ individual needs, and gain strategies and tools to create clear learning targets, prepare effective lessons, and successfully assess instruction.

This book presents the Unstoppable Learning model that includes seven elements: planning, launching, consolidating, assessing, adapting, managing, and leading. It focuses on the assessing element, sharing crucial protocols and activities for collectively reworking their assessment systems through which educators can prepare themselves and their students to thrive in 21st century classrooms and beyond.

"In A Handbook for Unstoppable Learning, Laurie Robinson Sammons and Nanci N. Smith detail practical instructional strategies that K-12 educators can use to effectively apply the seven essential elements in Unstoppable Learning: Seven Essential Elements to Unleash Student Potential. Sammons & Smith have firsthand experience with the impactful results these strategies can produce in working toward academic standards. Readers can efficiently move through the purposeful design process and spark effective teaching and deep learning for all students." -- Back cover

First introduced in Unstoppable Learning, the Unstoppable Learning framework details seven essential elements of teaching and learning: (1) planning, (2) launching, (3) consolidating, (4) assessing, (5) adapting, (6) managing, and (7) leading. This resource by Tom Hierck focuses specifically on the element of managing learning outcomes in the classroom environment, outlining a collective approach to behavior management and student engagement that minimizes the impact of negative behaviors and maximizes the potential of each student. Effective classroom management strategies to create a positive learning environment: Review the Unstoppable Learning framework originally laid out by Douglas Fisher and Nancy Frey. Closely examine how to manage student behavior and classroom climate using the Unstoppable Learning framework's proven approach. Become familiar with methods of creating a positive learning environment, developing teacher-student relationships, and dealing with problem behaviors. Benefit from summaries of key points at the end of each chapter, as well as questions for reflection. Access free reproducibles designed for reader reflection. Contents: Introduction Chapter 1: Improving Behavior Management Through Cultural Change Chapter 2: Supporting Teacher-Student Relationships Chapter 3: Supporting Group Interactions and Peer Relationships Chapter 4: Supporting a Positive Learning Environment Chapter 5: Responding to Problem Behaviors Epilogue Appendix

Foreword by Douglas Fisher and Nancy Frey Modify your curriculum using streamlined assignments, targeted assessments, and student engagement strategies for different learning styles. This practical guide expands upon the Unstoppable Learning model to explore accessible learning for all students. Through specific curriculum and environmental accommodations and modifications, as well as personal and technology supports, K-12 teachers will discover how to provide differentiated instruction to students with varying needs, from physical disabilities to twice-exceptionality. Forms, tools, and diagrams designed to aid instructional planning are also included. How will this book help you? Learn how to adjust curriculum in ways that maintain appropriate levels of rigor for different learning styles. Consider real school vignettes and examples that illustrate successful Unstoppable Learning adaptations for inclusive classrooms. Study the four guiding principles of systems thinking: relationships, communications, responsiveness, and sustainability. Consider the importance of collaboration and communication in learning adaptations. Study helpful and informative tools and diagrams intended to aid in planning instruction for different learning styles.

Now available in a new format and fresh package: a children's book by the authors of the New York Times best-selling children's book Incredible You. This book offers 10 lessons for children for leading fulfilled, self-actualized lives. Dr. Wayne W. Dyer believed that if children could hold on to the no-limit thinking they were born with rather than trying to fit in, they could learn to truly enjoy life and become unstoppable as they strive to attain their dreams. Newly repackaged with a fresh format and cover, Unstoppable Me! is based on 10 important lessons, including the value of taking risks, dealing with stress and anxiety, and learning to enjoy each moment. Each point includes an example showing how a child might apply the concept in his or her everyday life. At the end of this book, a reader's guide offers 10 questions to help spark discussion and to further reinforce Wayne's message. Whimsically illustrated by Stacy Heller Budnick.

Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.

The significant challenges faced by English Language Learners (ELLs) become greater during the middle and high school years, when they must learn more abstract academic concepts with emergent English language skills and differing levels of background knowledge. To meet these challenges, ELLs need immediate feedback about how the development of their language abilities interacts with their academic performance; and teachers need practical strategies to help ELLs develop the specific content and language abilities necessary for success. In Formative Language Assessment for English Learners, the research team of Rita MacDonald, Timothy Boals, Mariana Castro, H. Gary Cook, Todd Lundberg, and Paula A. White demonstrates what good language assessment for formative purposes is, explains the cycle of formative language assessment, and shows how it unfolds stage by stage in a school setting. Based on a five-year collaborative project with middle and high school teachers in three major school districts, the book presents a process for: Weaving a language focus into content lessons Analyzing students' language from writing samples to help them broaden their linguistic choices Creating active partnerships with students as they learn and practice new ways to use English. When classrooms are defined by effective language assessment for formative purposes, they become dynamic spaces in which teachers can use that information to plan clear, attainable steps to increase student learning, and students develop deeper understandings of both academic content and academic language. Formative Language Assessment for English Learners provides practical strategies to implement a unique process for formative assessment that can truly change classroom practice. This team of authors works together at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison and have collaborated on formative language assessment for English Language Learners through their work for WIDA (World-Class Instructional Design and Assessment), a 36-state consortium that supports academic language development for linguistically diverse students through standards, assessment, research, and professional development.

Creating a Culture of Feedback emphasizes the need for a healthy balance between grading to report individual progress and using feedback to motivate students to move forward. Authors William M. Ferriter and Paul J. Cancellieri stress that classrooms must shift their focus to prioritize effective feedback over grades. Using this concise guide, grades 3-12 teachers can help students visualize their own learning progress and take the route to success using three important questions: (1) Where am I going?, (2) How am I doing?, and (3) What are my next steps?

Learn how to harness students’ natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites.