Andrew Ordover's Blog: Scenes from a Broken Hand, page 16

The Second Key to CCSS Success: Creating a Culture of Inquiry

(Originally published at www.catapultlearning.com)

(I use Grammarly for proofreading because I'm not as prefect as I might thing. Try it: www.grammarly.com)




In the world of logic, people talk about necessary and
sufficient conditions. A necessary condition is anything that has to happen
for an effect to take place.  You cannot
walk without certain muscles being contracted. Those muscle

Myths and Misunderstandings about the Common Core

 

(originally published at www.catapultlearning.com)

 

 

“Certain
things, they should stay the way they are. You ought to be able to stick them
in one of those big glass cases and just leave them alone.”
― J.D. Salinger, The Catcher in the Rye



 

All of us feel like Holden Caulfield at one time or another.
We’re exhausted by change. We’re tired of This Year’s Important Reform. Change
can

Implementing the Common Core: Three Keys for Success (1)

Part I: Setting a Standard for Rigor


 Standards. We all have them. We set personal standards for
cleanliness around the house. We have workplace standards for what constitutes
average or above-average performance. We have ethical standards governing how
we behave as a society. We don’t always live up to our own standards, and we
don’t always share standards with the people around us, but we

Building Performance Character (Part V)

(originally published at www.catapultlearning.com)

This will be
my final installment on “performance character values,” the behaviors and
traits that seem to have significant influences on student success in school
and in life. Over the past few months, we’ve discussed things like persistence, precision, questioning, and collaboration. Each one is important, and working
together, they can be

Building Performance Character (Part IV)

(originally published by Catapult Learning, LLC, at http://www.catapultlearning.com/2013/...)

 

For the past
few months, I've been talking about the performance-related character values
that significantly influence student success in school and in life. I’ve discussed
the importance of persistence, precision, and questioning in detail.

Building Performance Character, Part III

 

(originally published at http://www.catapultlearning.com/2013/...)

 

Over the
past couple of months, I’ve been talking about six performance-related
character values that I'm trying to focus on in new program development for my company:


·        
Persisting
towards solutions


·        
Working
with precision


·        
Asking

Building Performance Character: Part II

 

(originally published at http://www.catapultlearning.com/2013/...)

Last month
I talked about six performance-related character values  that can help students
become independent and successful adults. They are:




·        
Persisting
towards solutions


·        
Working
with precision


·        
Asking
questions


·        
Working

Building Student Character in the Classroom

Originally published at http://www.catapultlearning.com/2013/...


The Importance of “Performance Character”




Anyone who
has spent time in a classroom knows that schooling involves far more than
academic lessons. Many things contribute to a student’s learning and
success—and just as many things can detract from it.  One can argue to what extent

Teaching as Storytelling

(originally published by Catapult Learning., LLC, at  http://www.catapultlearning.com/2013/...)

 

The T-shirt said:


Episode IV comes first; it’s just good parenting.


I shared the picture on Facebook. Within an hour, I had a
ton of “likes” and comments. One friend posted a link to a blog
post explaining precisely how to order the six Star Wars movies for maximum

So What? The Importance of Asking the Right Questions

Originally published at http://www.catapultlearning.com/categ....

When the Common Core State Standards were first released,
our main concern—and panic—was about alignment. We always taught time in __ grade; now we have to teach it in __ grade.
We used to teach book X, but now they’re telling us the Lexile rank is too low.
These were certainly valid concerns. Alignment had to be done;