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TBD: Further Inquiries into Effective Questions

by Jim Burke The previous post about “Teaching by Design” (TBD) and its connection to developing more effective questions continues to fascinate me this week. Here are some additional questions to share as I keep tweaking and trying them out with the class as both close reading and class discussion questions. Will continue to share […]

Re: Defining Reading

by Jim Burke I had the great pleasure of a long conversation with Gerald Graff and Cathy Birkenstein last weekend while in Chicago. In addition to discussing our forthcoming high school edition of “They Say/I Say”: The Moves That Matter in Academic Writing, we spoke of a problem we all agreed is a serious one […]

Common Core: Adopting & Implementing School-wide Policies & Practices

by Jim Burke Of the many challenges posed by the Common Core State Standards (CCSS), few rival those posed by getting all the teachers in a department or even an entire school to adopt and implement common policies or practices. Two examples will suffice: adopting and agreeing to all teach a specific approach to (or […]

“Close Reading” Includes Directions,

by Jim Burke When we speak of “close reading” as it appears in Reading Standard 1 of the Common Core State Standards, it is worth considering the directions of the assignments we give our students and the exams they take where such key words as evaluate or trace are used regularly. The student who cannot distinguish between compare and contrast is […]

Your Core Companion: Just What IS “Close Reading”?

By Jim Burke This marks the first of what will be a series of periodic posts about specific Common Core standards and resources intended to help you better understand and implement them.  The links and lessons I provide here allow me to further support those using my Common Core Companion books, so please do not mistake this […]

Textual Intelligence

Regarding Writing: From now on we will need to think of writing in these terms: We will all (students included) need to know how to convey the same information and achieve the same rhetorical purpose with 3,000 words, 300, 30, 3, 1–or none, using an image or visual explanation instead. We will all (students included) […]

The Future of Work: Home, School, Society

What if the world changed and we didn't notice? Or we did notice, but failed to realize that turn off back there about a month or a year back was the one we should have taken? The new "Kodak Moment" is not a soft warm nostalgic moment; rather, it's a moment filled with the shock, […]

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