Language, Literacy, and Learning in the Content Areas
Starting this coming Fall, we will offer a set of FREE online courses sponsored by the Hewlett Foundation to help educators use innovative assessment practices – instructionally-focused formative assessment and curriculum-embedded performance assessments for deeper learning. These MOOCs will focus on instructional improvement and student learning related to both the academic standards and the English Language Proficiency standards.
It may feel a little unusual to think that the more your students talk in class, the more they might learn. But that is just what we, researchers and professors at the Stanford Graduate School of Education, have found to be true. Constructive conversation and meaningful interaction throughout a lesson not only develop students’ crucial communication skills, but also give them a richer understanding of the content.
By now we’ve all heard how essential communication skills are for college and career readiness, not to mention personal relationships and general learning. Students who can communicate effectively across various means of communication and with diverse partners are said to be more likely to succeed. But how do we move beyond teaching reading, writing and listening to truly equipping our students with the communication skills they need in life?
Understanding Language/Stanford Center for Assessment, Learning and Equity (UL/SCALE) today announced the appointment of Magda Chia, Ph.D., as the Director for Strategy, Impact and Policy, effective July 18, 2016. In her role, she will develop and execute collaborations with states and districts to advance coherent education policy and practice using the resources of UL/SCALE. Given available