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Army Logistician
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Congressional Record
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17,000 Classroom Visits Can't Be Wrong
Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning—and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms—examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their leve...
For the Good of the Farmer
The key role that farming plays in the economy of Indiana today owes much to the work of John Harrison Skinner (1874-1942). Skinner was a pioneering educator and administrator who transformed the study of agriculture at Purdue University during the first decades of the twentieth century. From humble origins, occupying one building and 150 acres at the start of his career, the agriculture program grew to spread over ten buildings and 1,000 acres by the end of his tenure as its first dean. A focused, single-minded man, Skinner understood from his own background as a grain and stock farmer that growers could no longer rely on traditional methods in adapting to a rapidly changing technological a...
Hoard's Dairyman
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What We Say and How We Say It Matter
We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use language that implies teacher ownership. We want to build positive relationships with students, yet we use sarcasm when we get frustrated. We want students to think learning is fun, yet we sometimes make comments that suggest the opposite. We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, whic...
