Research-based

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 * Stiggins**

Academic Efficacy - Could Friday Reflections be anonymous?

New Questions:

o When I’m asked to learn something new in this class, even if it’s difficult, I know I can learn it. (Item 2) o Even with help and plenty of time, I’m going to have difficulty learning new things in this class. (Item 7) Two more statements from the grade 7-9 inventory deal with a student’s eagerness to learn: o I’m really excited about learning new things in this class. (Item 4) o Most of the time I don’t look forward to learning new things in this class. (Item 6)

"through the use of formatively-oriented assessments, initially unsuccessful students will be receiving guidance regarding how to adjust their learning tactics so that they will ultimately become successful"

"Help students learn to improve their work one key attribute of success at a time". Give students opportunity to redo quizzes to correct mistakes.


 * Tomlinson**

“Learning has much more to do with one’s ability to organize and use ideas and skills to address problems than with retention of data. In addition, clarity about content reveals our awareness that human beings seek to make sense of their world and that the big ideas of the discipline reveal the big ideas of life.” (Tomlinson, 2006 p. 38)

Don't just plow through the book page by page, section by section - textbook coverage. Do each lesson with clarity.

Show the four ways to solve quadratic equations and let the students decide which way they want to approach the problem.