Aligning Arts Standards

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Verbs Drive Rigor In the previous blog last week I ended with the idea that verbs drive rigor. And indeed I submitted an example of the use of verbs when writing lesson objectives for the use of Bloom’s taxonomy and … Continued

Creativity and Rigor

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Defining creativity is like describing clouds….easier to talk about in general terms, impossible to nail down the specifics. I can always choose the scientific approach, such as, “the first line of cumulus clouds appeared on the horizon…like a bunch of … Continued

Arts Integration

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Arts learning occurs throughout the K-12 school curriculum. Students experience multiple art forms when they take a music class, paint flowers, act in a play and dance in celebration of earth day. But a unified strategy for arts education is … Continued

Evidence of Learning

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One of the ways we understand that children are learning is by what they say to us and what they tell us about what they are learning. Teachers are constantly asking students to demonstrate their learning by showing what they … Continued

Solving Problems

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Solving problems drives good teaching and learning. Teachers use problem-solving to help students apply new knowledge. If the curriculum goal calls for learning the formula for calculating area, for example, students can practice using that formula by applying it to … Continued

You’re a Genius All the Time

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The title of this piece is also the title of Jack Kerouac’s (2009) book, You’re a Genius All the Time; Belief and Technique for Modern Prose. “In the 1950s Allen Ginsberg asked Kerouac to formally describe his ‘spontaneous prose’ method, … Continued