In this excerpt on I Can and We Can Statements, you’ll explore strategies and learning intentions on how to develop these statements.
In this excerpt on I Can and We Can Statements, you’ll explore strategies and learning intentions on how to develop these statements.
"Girls’ lives are hard and, let’s face it, adults don’t really understand what girls are going through. Sure, we might know what it’s like to be a teenager, to struggle with academic or family issues, or to deal with complicated friendships or relationships. But we don’t know what it is like to be a girl today—trying to figure herself out, getting ridiculed and judged on social media, constantly comparing herself to others, never quite feeling good enough, and so afraid to fail that she is plagued with stress and anxiety on a daily basis." Read the full post on Corwin Connect.
In Chapter 6, the author discusses and provides examples of how to balance the needs of brain and body.
This chart compares traits of surviving and thriving modes of individuals.
Presented by Voyager Sopris. Horacio Sanchez discusses how poverty is the single most significant event impacting education today. The brain transformations resulting from poverty speak to the heart of the academic and behavioral issues schools seek to overcome. The neuroscience of poverty provides a clear picture of why academic and behavioral problems occur in relation to poverty and how to design a more precise response to best address the issues.
This foreword, written by John Hattie, explains why a book dedicated to LISC is so important.
Chapter 2 explains how to create clarity in your learning intentions.
The introduction to The Success Criteria Playbook introduces expectations and paramaters for success criteria.
This tool provides moves for co-assessing whether it is in-person or virtual learning.