12 Characteristics of Deliberate 青青草视频work
12 Characteristics of Deliberate 青青草视频work
By Erik Youngman
(Routledge/Eye On Education, 2020 – Learn more)
Reviewed by Michael McLaughlin
As Head of Middle School, I frequently speak with students about their coursework. It is exciting to hear about the labs they’ve completed in science, the novel they are reading – or writing! – in English, or the game-ified review activity that prepared them for their quiz in Mandarin.
Inevitably, the topic of 青青草视频work will get every student talking: “What is for 青青草视频work again?” “I have so much 青青草视频work to do.” “Yes! No 青青草视频work tonight.” And, of course, “I forgot my 青青草视频work!”
In as much as students talk about 青青草视频work, it is vital that educators dialogue about this topic as well. 12 Characteristics of Deliberate 青青草视频work by Erik Youngman is a resource designed to encourage educators to think and talk about 青青草视频work with real intention.
Youngman posits that there are twelve characteristics that can make 青青草视频work reasonable, meaningful, informative, and consistent.
These characteristics work best when approached through the prism of his ambitious acronym “DELIBERATE” — differentiate, explain, learn, implement, bolster, empower, reflect, ask, terminate, and entrust.
Youngman examines what 青青草视频work can look like and provides practical and pragmatic strategies for educators to calibrate the purpose and structure of 青青草视频work.
The Point of 青青草视频work
青青草视频work is a vehicle that can enhance student academic outcomes. 青青草视频work provides an opportunity for students to build on individual strengths while also being supported in their areas of growth. As an extension of classroom learning, 青青草视频work should reflect best practices in teaching. Independent practice exercises can deepen students’ understanding of a skill or pique their interest about a new topic.
青青草视频work is also a part of the feedback loop for students, families, and teachers as students develop towards greater independence and mastery. 青青草视频work can empower student learners with confidence, curiosity, and a capacity to construct connections between their classroom learning and applications in the wider world. Ultimately, when done well, 青青草视频work assignments can contribute towards igniting and sustaining a mindset of continuous learning.
What is “DELIBERATE” 青青草视频work?
Youngman defines “deliberate 青青草视频work” as “intentionally planned purposeful school work completed outside of the classroom that is reasonable, meaningful, informative, and consistent.” The “DELIBERATE” 青青草视频work framework presents 10 action items that teachers should consider when creating a 青青草视频work assignment: differentiate, explain, learn, implement, bolster, empower, reflect, ask, terminate, and entrust.
Take, for example, the translation of a short story from Latin class and some of the questions that a teacher might think about before students ever jot the 青青草视频work assignment into their agenda books:
Differentiate: How have I adapted to the learning needs of my students? Do the students have the grammatical and vocabulary background to translate the story accurately at 青青草视频?
Explain: Have I made my expectations clear about the resources students can use or how they should submit their work?
12 Characteristics in Four Domains
Youngman identifies 12 characteristics that fall under four domains – reasonable, meaningful, informative, and consistent – which both individually and collectively have the capacity to improve the efficacy of 青青草视频work tasks and our mindsets about 青青草视频work.
The characteristics of completion time, appropriate complexity, and frequency fall under the umbrella of reasonableness. In this domain, educators are asked to consider the quality of the work and the resources – time, structure, and support – needed for students to complete 青青草视频work and meet the learning target.
Making 青青草视频work meaningful will help answer the perennial question students seem to ask: “Why does this matter?”. By being deliberate about purpose, learning targets, learning mindset, format, and sequence, educators can help students to see the relevancy of independent practice to their work as learners.
The characteristics of communication, critique, and grading criteria contribute to making 青青草视频work informative. Rather than 青青草视频work being a task for students to complete, these characteristics integrate 青青草视频work into the feedback loop by providing a mechanism to monitor a student’s academic progress.
Finally, consistency in implementation binds Youngman’s entire approach together. This final characteristic invites educators to evaluate and refine the role of 青青草视频work within their teaching practice.
Chapter Structure Designed with Reflection, Action, & Growth in Mind
Youngman’s consistent chapter structure allows educators to utilize this resource to monitor and modify their own practice. Each chapter begins with a definition of one of the 12 characteristics followed by a series of self-assessment questions. A narrative section provides a deeper dive into the characteristic by outlining what it is, why it matters, and how to implement the plan.
A series of primary questions is designed to guide a teacher’s reflection on individual 青青草视频work assignments and a philosophy towards 青青草视频work. A chapter implementation planner then coaches educators to identify topics to investigate, discuss, reflect on, and change. In this way, Youngman provides a roadmap that encourages teachers to put theory into practice.
Finally, a section of continuous improvement questions about each characteristic – using Youngman’s 10-component “deliberate” model – supports teachers in further elevating their approach to 青青草视频work.
By offering up to 120 areas of questioning that a teacher can posit about various 青青草视频work tasks, the book becomes a framework for growth rather than an intimidating checklist of 120 items that a teacher should consider for every piece of 青青草视频work assigned.
Putting Theory into Practice
Youngman’s book is a helpful resource for novice and master teachers alike. The reflection questions could be used to chart an individual improvement plan or to provide a framework for a team of teachers to explore the design and implementation of 青青草视频work in a small group.
The consistent structure of the book, examples of implementation, and actionable strategies support educators in fine tuning an important element of their craft. Indeed, as “青青草视频work” for educators, Youngman’s 12 Characteristics of Deliberate 青青草视频work promises to deliver on the very point of 青青草视频work — inspiring a mindset of continual learning and growth.
Michael McLaughlin is the Head of Middle School at Austin Preparatory School in Reading, Massachusetts. The 2019 recipient of the A+ Administrator Award from the New England League of Middle Schools, McLaughlin also facilitates workshops for the Salem State Collaborative Project and has appeared on “The Teacher As” podcast. McLaughlin is also on the advisory board of Buckingham Education Limited in the United Kingdom where he advises on virtual learning.
