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It's a close-up look at what intentional and targeting teaching is and what successful teachers do to\r Plan with purpose\r Cultivate a learning climate\r Instruct with intention\r Assess with a system \r Impact student learning\r \u003c\/p\u003e\u003cp\u003eDesigned to foster discussion among educators about what they are doing in the classroom, the FIT Teaching Tool can be used by teachers for self-assessment; by teacher peers for collegial feedback in professional learning communities; by instructional coaches to focus on the skills teachers need both onstage and off; and by school leaders to highlight their teachers' strengths and value. 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To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: \u003cp\u003e 1. Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond. \u003c\/p\u003e\u003cp\u003e 2. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding.\u003c\/p\u003e\u003cp\u003e 3. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers. \u003c\/p\u003e\u003cp\u003e 4. 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No matter what grade level or subject you teach, Better Learning Through Structured Teaching is your essential guide to helping students expand their capacity for successful and long-lasting learning.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49725008019729,"sku":"CIN1416630600G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ WELL_READ \/ SBYB","offer_id":49884150825233,"sku":"CIN1416630600A","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50097637884177,"sku":"CIN1416630600VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":50987494244625,"sku":"NIN9781416630609","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52534563176721,"sku":"NLS9781416630609","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1416630600.jpg?v=1751337821"},{"product_id":"plc-playbook-grades-k-12-book-douglas-fisher-9781544378442","title":"The PLC+ Playbook, Grades K-12","description":"Help your PLC+ group to work wiser, not harder. This practical guide to planning and implementing PLC+ groups in a collaborative setting is designed to equip professional learning community teams with the tools they need to work effectively toward improving student learning.         Designed as an accompanying resource to PLC+: Better Decisions and Greater Impact by Design, the Playbook helps educators bring the PLC+ framework to life by supporting teams as they answer the five guiding questions that comprise a PLC+:     Where are we going?  Where are we now? How do we move learning forward? What did we learn today?  Who benefited and who did not benefit?    Twenty-three modules support PLC+ groups as they work through one entire cycle of learning, addressing the five questions and four cross-cutting themes—equity, high expectations, individual and collective efficacy, and effective team activation and facilitation. Tools to support implementation of the PLC+ framework are embedded throughout the Playbook:        Blank templates allow team members to record their work for every module  Step-by-step instructions guide PLC+ groups to facilitate productive discussion, engage in professional learning, and gather and analyze evidence of student learning Crosscutting themes provide cohesion and focus throughout the work     PLC+ groups can utilize each activity in the Playbook or find an appropriate entry point and continue the work of building PLC+. Engage in deeper learning around the ideas and concepts central to PLC+ and make greater equity and efficacy a reality in your school or district.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49725745430801,"sku":"CIN1544378440G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50132729364753,"sku":"CIN1544378440VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1544378440.jpg?v=1750861778"},{"product_id":"mcgraw-hill-impact-world-history-and-geography-medieval-and-early-times-grade-7-book-jackson-j-spielvogel-9780076755882","title":"McGraw Hill Impact World HIstory and Geography Medieval and Early Times Grade 7 Teacher Edition","description":"This book presents the best papers from the 1st International Conference on Mathematical Research for Blockchain Economy (MARBLE) 2019, held in Santorini, Greece. While most blockchain conferences and forums are dedicated to business applications, product development or Initial Coin Offering (ICO) launches, this conference focused on the mathematics behind blockchain to bridge the gap between practice and theory.\u003cbr\u003e Every year, thousands of blockchain projects are launched and circulated in the market, and there is a tremendous wealth of blockchain applications, from finance to healthcare, education, media, logistics and more. However, due to theoretical and technical barriers, most of these applications are impractical for use in a real-world business context. The papers in this book reveal the challenges and limitations, such as scalability, latency, privacy and security, and showcase solutions and developments to overcome them.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":49727775768849,"sku":"CIN0076755886VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":49764631642385,"sku":"CIN0076755886G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0076755886.jpg?v=1750939802"},{"product_id":"text-dependent-questions-grades-6-12-book-douglas-fisher-9781483331379","title":"Text-Dependent Questions, Grades 6-12","description":"Fisher \u0026amp; Frey’s answer to close and critical reading      No doubt since the cave paintings of prehistoric times, humans have asked questions to make sense of the message. So what could possibly be new about posing questions about text?      Plenty . . . and with TDQ, Doug Fisher and Nancy Frey reveal it all. After one quick read, you will have learned all the very best ways to use text-dependent questions as scaffolds during close reading . . . and the big understandings they can yield, especially when executed the Fisher and Frey way. But that’s just for starters. Fisher and Frey also include illustrative video, actual texts and questions, examples from across content areas, and an online professional learning guide, making the two volumes of TDQ a potent professional development tool across all of K-12.      The genius of TDQ is the way Fisher and Frey break down the process into four cognitive pathways that help teachers \"organize the journey through a text\" and frame an extended discussion around it. Step by step, this approach ensures that in every close reading lesson, students are guided to consider explicit and implied meanings, and deeply analyze and appreciate various aspects of a text, especially those that may be challenging or confusing.       Here’s how the four inter-related processes play out, with every why and every how answered:      What does the text say? (general understandings and key details) How does the text work? (vocabulary, structure, and author’s craft) What does the text mean? (logical inferences and intertextual connections) What does the text inspire you to do? (write, investigate, present, debate)                  The cool thing? These questions ignite students’ engagement and discussion because they strategically lead students to a place of understanding where explicit and implied meanings and interpretations can be debated. Far from being overly literal or teacher-led, the questioning framework Fisher and Frey advance enhances the quality of student talk and idea-generation. All in all, there’s no better resource to cultivate students’ capacity for independent reading and incisive thinking.      Longtime collaborators and recipients of numerous teaching and leadership awards, DOUGLAS FISHER and NANCY FREY are Professors of Educational Leadership at San Diego State University as well as teacher leaders at Health Sciences High \u0026amp; Middle College.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49732404805905,"sku":"NGR9781483331379","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":49777831379217,"sku":"CIN1483331377VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50056667300113,"sku":"CIN1483331377G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ WELL_READ \/ SBYB","offer_id":50379386388753,"sku":"CIN1483331377A","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51029244477713,"sku":"NIN9781483331379","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52583143440657,"sku":"NLS9781483331379","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1483331377.jpg?v=1751210794"},{"product_id":"rigorous-reading-florida-edition-book-douglas-fisher-9781071810637","title":"Rigorous Reading, Florida Edition","description":"Newly revised and updated throughout, this new Florida Edition has been specially developed to align with Florida’s new B.E.S.T. Standards.    What it really means to \"read closely.\"    What could Fern Arable, Jay Gatsby, and Winston Churchill possibly have in common? They all need masterful teachers to help students revel in their complexity. And Nancy Frey and Doug Fisher are just the two mentors to help you make that happen. Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it′s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy and Doug articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further.    The 5 Access Points Toward Proficiency, Purpose \u0026amp; Modeling:      Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading. 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This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers.       PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning:      Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit?    The PLC+ framework leads educators to question practices as well as outcomes. 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Twelve months and counting since COVID expanded, stretched, and blurred the boundaries of teaching and learning, at least one thing has remained constant: our commitment as educators to move learning forward. It’s just the context that keeps changing—why Doug Fisher, Nancy Frey, John Almarode, and Aleigha Henderson-Rosser have created a follow-up to The Distance Learning Playbook, their all-new Quick Guide to Simultaneous, Hybrid, and Blended Learning.    First, to be clear: simultaneous learning must not be an additive, meaning we combine two entirely different approaches and double our workload. That’s unsustainable! Instead, we must extract, integrate, and implement what works best from both distance learning and face-to-face learning environments. Then and only then—Doug, Nancy, John, and Aleigha insist—can we maximize the learning opportunities for all of our students.    To that end, The Quick Guide to Simultaneous, Hybrid, and Blended Learning describes how to:      Have clarity about the most important learning outcomes for our students. This will help us decide what is best done asynchronously and what is best done with our \"Roomies\" and \"Zoomies.\"        Capitalize on the potential of asynchronous learning and use that valuable time to preview and review. This way we can draw on evidence from these tasks to help us decide where to go next in our teaching and our students’ learning.        Utilize synchronous learning for collaborative learning and scaffolding of content, skills, and essential understandings. In doing so, we can collect additional evidence of students’ learning so that we provide feedback that moves learning forward.         Establish norms for combining synchronous and face-to-face environments in simultaneous learning. Importantly, we have to set up the environment for our Roomies and Zoomies to learn together.        Develop learning experiences and tasks that maximize learner engagement for all learners in all settings.        Focus on acceleration and learning recovery. In other words, no more deficit thinking! Our students are where they are and there are specific things that we can do to ensure their learning.  Implement the guide’s many resources, strategies, and templates.    \"None of us chose to be in a situation where some learners are physically in our classrooms, while others attend virtually and remotely,\" write Doug, Nancy, John, and Aleigha. \"However, what we hope to convey is that we’ve got this! 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