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Evaluating Mastery Learning
Evaluating Mastery Learning

To determine if implementing mastery learning has led to meaningful change and positive improvements requires some form of evaluation. We need to verify whether or not intended outcomes were achieved and also if there were positive or negative unintended consequences that resulted from implementation. This resource includes a discussion on three types of data you can collect to evaluate mastery learning.

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Clarify Your Learning Goals
Clarify Your Learning Goals

The first task in implementing mastery learning is to clearly articulate what we want students to learn and be able to do at the end of each learning unit. In other words, we need to begin with the end in mind by clarifying our learning goals. This resource will support you to begin this work and includes a practical example and a discussion of how implement learning goals in the context of mastery learning.

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The "Why" of Mastery Learning
The "Why" of Mastery Learning

As educators, our task is find ways to respond to students’ learning problems so that learning outcomes become much less predictable. Although there are limitations to what we are able to accomplish, we should be trying to defy prediction. We should be searching for ways to intervene in the educational process in order to guarantee a higher quality of learning for all students. Mastery Learning can help us accomplish this.

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Gauging Your Equity Plan: Steps 1 and 2
Gauging Your Equity Plan: Steps 1 and 2

In this excerpt from Now What?, explore the first two steps to gauging the status and progress of your equity plan-selecting data from a variety of sources and disaggregating the data by significant demographic groups in your school, district, and community.

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Listening for Student Voices
Listening for Student Voices

Explore strategies for listening for students voices for both large and small groups, including talking stick, think/pair/share, jigsaw, and more, in this chapter from Identity Safe Classrooms, Grades 6-12.

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Teaching Reading: Table of Contents and Introduction
Teaching Reading: Table of Contents and Introduction

"Welcome to the playbook that focuses on teaching reading to every child. This book integrates current research evidence across many aspects of reading instruction." - Teaching Reading

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Module 2: Phonological Awareness
Module 2: Phonological Awareness

In this module from Teaching Reading, you'll explore both phonological awareness and phonemic awareness, consider the relationship between phonological awareness and learning to ready, and more.

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Module 1: How Reading Develops
Module 1: How Reading Develops

In this module from Teaching Reading, you'll examine reading development through word recognition and language comprehension, discuss the role of constrained and unconstrained reading skills in reading development, and review the role of metacognition in reading development.

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What Does the Latest Research Say About Feedback?
What Does the Latest Research Say About Feedback?

Use module 2 from How Feedback Works to unpack the current research on feedback and identify the major takeaways applicable to teaching and learning.

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What Is Feedback?
What Is Feedback?

This module from How Feedback Works helps you develop the definition of feedback in our your words, connect this definition to your schools and classrooms, and identify examples of when feedback works in your schools and classrooms.

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Chapter 1: Skillful Intentional Leadership
Chapter 1: Skillful Intentional Leadership

In the first chapter of Intentional Moves, explore the four key tenets of a skillful approach, the 10 skillful team leader (STL) primary intentions, the STLs highligheted in the book, how the book is structured, and more. 

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