Teaching Strategies That Prepare Students for High-Stakes Tests

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Overview

Teach for declarative and procedural knowledge and boost student achievement with these practical, research-proven strategies for incorporating state standards and benchmarks into lessons and assessments.

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Editorial Reviews

Sheila Smith
"Helps building and district-level administrators realize that they don’t have to abandon sound and effective instructional practices to prepare students for high-stakes tests. "
J-Petrina McCarty-Puhl
"I encourage trainers to discuss this text and its applications with teachers to enhance the performance of students on state and national tests. This book meets a very specific need in classrooms.”
J-Petrina Mc Carty-Puhl
"I encourage trainers to discuss this text and its applications with teachers to enhance the performance of students on state and national tests. This book meets a very specific need in classrooms.”
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Product Details

  • ISBN-13: 9781412949767
  • Publisher: Corwin Press
  • Publication date: 5/22/2008
  • Edition description: New Edition
  • Pages: 104
  • Product dimensions: 8.30 (w) x 10.70 (h) x 0.40 (d)

Meet the Author

Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donna’s publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwin's bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her Ed D from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com

Sandra K.Darling is the founder and president of Learning Bridges. Grounded infive years of research, the Learning Bridges Aligned Instructional Database contains the most effective, research-based instructional strategies for the standards of all states—ranked in order of their power to impact learning. Born into extreme poverty in rural Minnesota, Darling understands the power of having significant adults in her life who believed in her, held high expectations, and taught her the value of integrity. She has co-authored three books in education and published articles in several education journals. She has presented on standards-based education, curriculum alignment, inclusion practices, transformational leadership, school improvement, strategic planning, and assessment practices to thousands of educators. She is the leading expert on aligning instructional strategies to content standards and delivering that instruction with the modifications to close the gap in achievement for diverse learners, i.e., students from poverty, diverse cultures, and English language learners. She received her BS degree, three master’s degrees, and her Ph D from the University of Minnesota in related areas of education.

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Table of Contents

List of Figures
Acknowledgments
About the Authors
Introduction
1. Zooming in on the Standards
The Forgotten Part of the Triangle
Meta-Analysis
Breaking Down Standards Into Manageable Parts
What Will Students Need to Know About the Standard?
What Will Students Need to Be Able to Do With the Knowledge?
At What Level Will Students Be Expected to Achieve?
In Summary
2. Identifying the Types of Knowledge
Using Benchmarks to Identify Tested Content
Unpacking the Standards and Benchmarks
Declarative Knowledge Strategy: Teaching Vocabulary
Procedural Knowledge Benchmarks
Procedural Knowledge Strategy: Heuristics
In Summary
3. Teaching and Assessing Declarative Knowledge Standards
Declarative Knowledge
The Process of Teaching Declarative Knowledge
Constructing Meaning
Activating Prior Knowledge
Using Semantic Mapping
Storing Declarative Information
Teaching Vocabulary
Diverse Learners and Vocabulary
Building Background Knowledge for Culturally Diverse Students
Providing Visual Representations and Kinesthetic Opportunities
Finding and Using Research on Best Practices
Formative and Summative Classroom Assessments of Declarative Knoweldge
In Summary
4. Teaching and Assessing Procedural Knowledge Standards
Identifying Procedural Knowledge, Standards, and Benchmarks
Teaching Procedural Knoweldge, Standards, and Benchmarks
Constructing Mental Models
Shaping
Automaticity
How Do We Assess Procedural Knowledge in the Classroom?
In Summary
5. Mapping Lessons to Standards
First Things, First
Levels of Understanding
Levels of Complexity
Mapping the Way
In Summary
Blackline Masters
References
Index

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