Tag Archives: Willingham

Coherent Body of Knowledge Presentation Materials

Posted on April 17, 2015 by Aaron Grossman

Educators gathered to review the research and the opinions that have helped inform Washoe’s decision to focus on building a coherent body of knowledge using rich non-fiction. This included editorials by Deborah Meiers and Robert Pondiscio, research by cognitive psychologist … Continue reading →

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CTL 746 Presentation Materials

Posted on February 10, 2015 by Aaron Grossman

Students in Dr. Margaret Ferrara’s CTL 746 class—a course focused on the principles of curriculum development—moved through some foundational pieces on the Nevada Academic Content Standards and the Common Core. Participants learned about the instructional shifts, the Instructional Practice Guides, … Continue reading →

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Instructional Move 3: You, Y’all, We

Posted on August 1, 2014 by Aaron Grossman

This is more food for thought than anything else. We have all become familiar with the approach “I, We, You.” That is, the teacher introduces a new concept and demonstrates how to do it—the I. Next, children work together on … Continue reading →

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Broad Knowledge Drives Literacy

Posted on February 12, 2014 by Aaron Grossman

In a piece (here) included in the The Herff Jones Achievement Series, the case is made for how a “broad academic knowledge base” leads to strong literacy development. To make the point, the following example is shared: If a hunter … Continue reading →

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CCSS and Skills Based Reading Instruction

Posted on February 7, 2014 by Aaron Grossman

As we move deeper into Common Core implementation, knowing the position of skills instruction and how to build a “coherent body of knowledge” becomes paramount. This was the focus of Friday’s professional learning with video from Dr. Tim Shanahan and … Continue reading →

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What is “Developmentally Appropriate”

Posted on October 23, 2013 by Aaron Grossman

If you aren’t visiting Thinking Common Core, you may want to take few minutes to look over what is there.  The site curates relevant CCSS content including a recent blog post by Dr. Dan Willingham. In the post, Willingham challenges … Continue reading →

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