Instructor Notes

  • A Fly on the Wall -
  • A Fly on the Wall - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Foreshadow any technology problems that may arise in a lesson using Virtual Lab. How might teachers attempt to reduce or eliminate these problems? What kinds of support do teachers receive when integrating technologyContinue reading →
  • A Special Situation - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case.  What are zero tolerance policies? Why have schools, school districts, and states started to put them in place? Do you think the students at this school understood the implications? Do you think that Tammy understood the implications? How has Paula’s special education positionContinue reading →
  • Academy of Environmental Science Secondary High School -
  • Academy of Environmental Science Secondary High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What conflicts do new principals often face? How do student behavior and student achievement interact? What impact does the physical environment have on students in terms of both aesthetics and safety? What moraleContinue reading →
  • Adventure at the Speed of Sound -
  • Adventure at the Speed of Sound - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What flaws in scheduling exist that limit more effective collaboration among teachers?Continue reading →
  • All Aboard the Differentiation Train - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What is the purpose of differentiated curriculum and instruction? How do teachersContinue reading →
  • All in a Day’s Work - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What responsibilities does Linda Matthews have in relation to her students? WhatContinue reading →
  • All the News That’s Fit to Teach - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What is going on here? Do you perceive any tensions, any problems,Continue reading →
  • Benjamin Cardozo High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What does it mean to be a school with heart? Why did teachers, administrators and guidance counselors collaborate to create the Growth Program? Describe the tension between high performing students and programs andContinue reading →
  • Best of Both Worlds - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Describe students’ engagement, their attitudes towards math, and the learning environment. How can mathematical concepts be applied to a real-world context, even in the early grades? Describe any unique challenges of bilingual education,Continue reading →
  • Beyond the Classroom - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) In your opinion, how much control should district administrators have over teacherContinue reading →
  • Beyond the Textbook: School of the Future - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What changes has the school made to more traditional methods of curriculum delivery? What problems and opportunities do the teachers face as they implement project-based learning? How might the non-traditional scheduling system affectContinue reading →
  • Borders and Barriers - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) The student population at Aldebaron High are different from the student populationsContinue reading →
  • Boxed In - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does the mix of assessment tools used to identify gifted learnersContinue reading →
  • Branching Out - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) To what degree should the staff at Westwood concern themselves with theContinue reading →
  • Breathing New Life Into Instruction - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What is “effective classroom instruction?” How has the standards movement impacted instructionContinue reading →
  • Buying Time - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Do all students need to learn everything? What is an acceptable levelContinue reading →
  • Buying Time to Enrich Learning - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Do all students need to learn everything? What is an acceptable levelContinue reading →
  • Can Anyone Hear Me? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) �        Is McCree’s management style a plus or a minus in this situation,Continue reading →
  • Carrying the Vision - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What problems might Becky face as she works on the budget? WhatContinue reading →
  • Change Can Be a Challenge - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What obstacles had to be overcome in order to relieve the overcrowdingContinue reading →
  • Click and Drag - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Kate Green voices concerns about principals only sending her to observe highlyContinue reading →
  • Columbus, New Mexico - Discussion Questions for Introductory Comments 1. The narrator states that “traditional views of community are being challenged” in Columbus, New Mexico. What might be the crux of the challenge? Is tax money the critical issue, or is it something else (i.e., the fact that this is a bilingual school)? 2. What are some relevant perspectives?Continue reading →
  • Compare and Contrast - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does Helen’s reliance on positive teacher feedback affect her skill developmentContinue reading →
  • Conceptualizing Differentiated Curriculum for the Gifted - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why is concept-based teaching important? What limits exist with standards drive curriculaContinue reading →
  • Conducting Learning - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are your thoughts about Martha�s classroom management style? What strikes youContinue reading →
  • Connect the Dots - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How might teacher expectations directly impact student success? How might expectations differContinue reading →
  • Cultivating Community at the School of the Future - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What challenges does the community that surrounds the school face?  Are these the kinds of issues that the school can help address? How is the school taking advantage of community resources to supportContinue reading →
  • Dealing with Data - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What about Corinna Armstrong’s experiences might be extrapolated to the bigger issuesContinue reading →
  • Deming, New Mexico - Hank Dominguez, Central Office (2 min. 35 sec.) In this segment, an administrator from the central office describes the school communities. He then talks about the controversies involving the enrollment of students from Mexico in U.S. public schools. He also discusses some of the fiscal issues regarding these students. Discussion Questions 1. What are someContinue reading →
  • Do the Math - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How are benchmarks used in your classroom/department/school? Define reteaching as it relatesContinue reading →
  • Down but Not Out - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to an underserved population of giftedContinue reading →
  • El Puente Academy for Peace and Justice - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. How is El Puente a living, breathing ecosystem that provides the community with sustenance? The founders of El Puente realize that leadership expressed in terms of stewardship empowers young people to take controlContinue reading →
  • Enough is Enough - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What specific problems does Joseph face each day in school? When youContinue reading →
  • Enriching Enrichment - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the challenges of diverse schools? What are the benefits? HowContinue reading →
  • Fair Means - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What does fair mean to you? Does fair mean that all individualsContinue reading →
  • Fighting Chance - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Elizabeth was hired with a provisional certification. How might that affect herContinue reading →
  • Foreign Language Academy of Global Studies (FLAGS) - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Examine the challenges and benefits of relational leadership at FLAGS. Review the school profile, attendance data and the school report card. What do you learn about the school and its achievements? What surprisesContinue reading →
  • Freedom Area Senior High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What challenges accompany wide spread technology integration at the school and district level? What problems and opportunities do the teachers encounter as they integrate technology into their classrooms? How does budgeting affect classroomContinue reading →
  • Friend or Foe - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why is Cindy intimidated by working with teacher�s aide, Janelle Hunt? WhatContinue reading →
  • General McLane High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What common problems are addressed by the Experience Academy? Identify the most significant dilemmas General McLane faces related to the use of technology. What personnel and finance issues does the cohort model ofContinue reading →
  • Get Lost - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why does Marty get in trouble for reading so much? Is itContinue reading →
  • Glimpses into Differentiated Classrooms - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How do teachers develop differentiated curriculum around minimum curriculum standards? What areContinue reading →
  • Grouping Gridlock - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why does the topic of instructional grouping elicit emotional responses from educatorsContinue reading →
  • Hatboro-Horsham High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What opportunities are the faculty, staff, and students at Hatboro-Horsham able to pursue because of the Classrooms of the Future grant? What typical problems or barriers related to the use of technology isContinue reading →
  • Health Opportunities High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Principal Carron Staple believes that a school is more than a center of instruction, but a safe harbor for its student. How do Staple and her faculty create a curriculum that reflects studentContinue reading →
  • Here to Serve - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. �        Describe Alex’s learning and behavior difficulties.� How might these affect his relationships with his classmates? �        How does including special education students like Alex in regular education classes affect student social issues? �        How might educators best balance providing students with access to information withContinue reading →
  • High School for Law and Public Service (HSLPS) - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. HSLPS provides collaborative classrooms at every level. How does this work? What challenges does this model of instruction present? Why might teachers and administrators chosen this model for their school? The changing HSLPSContinue reading →
  • Hop, Skip, and a Jump - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does socio-emotional development impact learning for gifted students? How does unevenContinue reading →
  • Just Sick About It - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What kind of mentoring program could best ensure success for Reggie andContinue reading →
  • Keeping Score - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Does Mary Anne’s reading-writing workshop make good use of instructional time? WhatContinue reading →
  • Kid Magnet - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How might Margie�s career move affect her instruction? Who benefits most fromContinue reading →
  • Learning in Two Languages: Aprendiendo en Dos Idiomas - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Closely listen to students as they read aloud. Describe their fluency. How does fluency relate to comprehension? In what ways does Sadie compensate for any lack of fluency in her students? Sadie isContinue reading →
  • Let Us Pray - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How much input should community members have in designing the curriculum? InContinue reading →
  • Little Tikes - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to an underserved population of giftedContinue reading →
  • Little Tikes: Teaching Young Gifted Learners - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does the mix of assessment tools used to identify gifted learnersContinue reading →
  • Little Women - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to this underserved population of giftedContinue reading →
  • Looking for Giftedness in All the Wrong Places - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Is gifted education a right or a privilege? What is giftedness? HowContinue reading →
  • Making the Grade - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) 1. Describe the English classes at Cousteau School. What special challenges/opportunities doesContinue reading →
  • Manheim Central High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What unique challenges do the Manheim Central administrators and faculty face? How might lesson preparation change for teachers using clickers? What are the benefits and limitations of high school agriculture programs? What opportunitiesContinue reading →
  • Match Makers - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How difficult is it for rural schools to find certified teachers? ReviewContinue reading →
  • Matter of Conviction - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Do you think it is appropriate for teachers to speak with administratorsContinue reading →
  • Measure Up - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What knowledge is required to ensure that professional development related to technologyContinue reading →
  • Meeting of the Minds - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the challenges of sharing technology and other resources? What areContinue reading →
  • Melting Pot: Teaching the Limited English Proficient Gifted - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to this underserved population of giftedContinue reading →
  • Melting Pot? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to this underserved population of giftedContinue reading →
  • Missing the Mark - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How are technology standards addressed in your school or district? What areContinue reading →
  • Mix It Up - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What challenges might Elizabeth face while implementing project-based learning? How does ElizabethContinue reading →
  • Most Likely to Thrive - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What type of professional development and support might benefit teachers in language immersion programs? How might teachers ensure that students are able to master content in subjects like math, science and social studiesContinue reading →
  • Moving Up - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How will the unique characteristics of socio-emotional development in gifted learners impactContinue reading →
  • New Year, New Opportunities: School of the Future Students - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What opportunities do the learners at the school have that they would probably not have had at a more traditional high school? What are some of the problems and opportunities related to Ryan’sContinue reading →
  • Newcomers’ High School - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Newcomers’ High is exclusively available to recent immigrants, but funded by communityContinue reading →
  • Now What - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What challenges does a teacher face when working with young students withContinue reading →
  • On The Same Page - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Which preschool setting is most like the one you attended, or likeContinue reading →
  • One of Those Days - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What issues can arise when non-certified staff are hired to guide instruction?Continue reading →
  • One Size Fits Few - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Being a new team member presents challenges to Margaret. What do you notice about how Lois and Linda work with her? Speculate about why Margaret’s biography unit does not go as well asContinue reading →
  • Pandora’s Box - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What instructional issues arise when teachers travel from room to room ratherContinue reading →
  • Park View - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the unique socio-emotional needs of immigrant students? How does dataContinue reading →
  • Plymouth Whitemarsh High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What challenges accompany comprehensive school reform at both the school and district level? Why did Plymouth Whitemarsh choose to focus on literacy as part of the school reform? What are the benefits orContinue reading →
  • Project Cape Town - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) These students have just crossed social and educational borders to become partContinue reading →
  • Project Cuba - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What should we learn about educational life outside of the United States?Continue reading →
  • Project New Delhi - PERSPECTIVES: (As students begin to consider the case from different points of view, they often redefine problems noted earlier or perceive new ones. They also start to decide which issues are more and less important, which are potentially within the purview of the of the teacher or protagonist, and/or which problems are dilemmas or situationsContinue reading →
  • Pushing Buttons - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What do you think is motivating Henry’s behavior? What is motivating John? What does John do well? In what ways are other students in the class supporting Henry’s behavior? How might their influenceContinue reading →
  • Reading Champs - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the advantages and disadvantages of using student spelling errors asContinue reading →
  • Ready or Not - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What problems and issues in kindergarten classrooms affect literacy acquisition? What doContinue reading →
  • Reality Check - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What communication issues can you identify in the case that either helpContinue reading →
  • Restoration Bay - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How did the teachers’ goals and expectations affect the outcome of theContinue reading →
  • Richard R. Green High School of Teaching - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Describe the complexities of credit recovery and the Literacy Program. How does Principal Isabel DiMola stay connected to her teachers, her students, and their collective challenges? How does Isabel recognize and address challengesContinue reading →
  • Roads to Reform: Freedom Area Senior High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Rusty Staub comments on the difficulty of training teachers during the school year.  How is Freedom addressing this issue? What challenges might the teachers encounter as they attempt to implement technology-supported project basedContinue reading →
  • Room to Grow - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) In what ways does Christine’s school offer support to its teachers? WhatContinue reading →
  • School of the Future - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What social, environmental, and academic issues prompted the building the School of the Future? What are some of the potential problems associated with implementing a project-based curriculum? What opportunities is the school providingContinue reading →
  • Scranton High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What challenges does both the Scranton community and the high school face? What problems and opportunities do the content area teachers encounter as they work with English second language learners? What problems andContinue reading →
  • Selecting a Winner - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What do you think helps create the differences in advanced science enrollmentContinue reading →
  • Shifting Gears - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What school communication and scheduling issues can you identify in the case?Continue reading →
  • Snowplow - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does Kim�s consideration of diversity in her classroom impact her students?Continue reading →
  • South Fayette High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. In what ways does South Fayette exhibit school pride compared to your school or district? What dilemmas might surface in schools undergoing curriculum alignment? What opportunities has South Fayette realized as a resultContinue reading →
  • Spanning the Curriculum - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What type of professional development and support might benefit teachers facing new content standards and curricula? How might teachers plan how to align math textbooks and other classroom resources with district and stateContinue reading →
  • Starr Search - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What aspects of Terrell’s behavior are consistent with underachievement? What is theContinue reading →
  • Starr Search: Multicultural Studies - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What aspects of Terrell’s behavior are consistent with underachievement? What is theContinue reading →
  • States of Matter - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why is it important to understand the effects that an altitude changeContinue reading →
  • Sto-Rox High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Describe the range of problems facing the administrators and faculty of Sto-Rox High School. What barriers do they face to resolving these problems? What particular issues do the students face that might affectContinue reading →
  • Students at the School of the Future - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What issues do the students at the School of the Future face both in and out of school? What unique instructional opportunities is the school providing for students? Consider the PERSPECTIVE of eachContinue reading →
  • Talk to Me - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Describe the challenges Rajesh Gowda faces as he strives to improve bothContinue reading →
  • Teaching the Teacher - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Describe the mentor-teacher relationship between Melody and Liv. How do they both contribute to maintaining a smooth working relationship? What does Liv notice about the amount of time spent correcting papers in Melody�sContinue reading →
  • Teaching Them All - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the benefits and drawbacks of a self-contained gifted education? HowContinue reading →
  • Technical Difficulties - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Pam is asked to “volunteer” as the school’s technology coordinator in onlyContinue reading →
  • Technology and Transition: Sto-Rox High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. What issues is Sto-Rox hoping to address through its freshman academy? What problems and opportunities does Nolan Larry realize when he begins to use the smartboard?  How is it similar or different fromContinue reading →
  • The Best and the Brightest - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does your school determine who teaches the AP and standard levelContinue reading →
  • The Challenge - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) When a school makes a change in its leadership, how does thatContinue reading →
  • The Differentiated Curriculum Conundrum - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What concerns parents about the arrival of “this” superintendent in their schoolContinue reading →
  • The Great Plains - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to this underserved population of giftedContinue reading →
  • The Real World - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the advantages and disadvantages of how Lena’s school supports itsContinue reading →
  • The Webs We Weave - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How does Sarah intend to showcase students’ progress during the unit sheContinue reading →
  • Thomas A. Edison Career and Technical Education High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Identify some strategies Ilona Posner uses to encourage quality work from teachers. What are the major goals for teachers at Edison? What are the instructional, curricular, and behavioral challenges of large, urban highContinue reading →
  • Tottenville High School - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Discuss the statistics presented in the Preview video. How does school culture affect students at large high schools? What dangers do administrators at large schools try to avert? What role does funding playContinue reading →
  • Trying to Cope - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Barry Smith believes inclusion is the best way to help ESOL andContinue reading →
  • Twice Exceptional - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of being a learning disabled AND gifted learner?Continue reading →
  • Underserved, Underrepresented, & Underestimated - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What are the implications of belonging to an underserved population of giftedContinue reading →
  • Unexpected Answers - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) What might some of the drawbacks be to child-centered education? What roleContinue reading →
  • Up to Standard - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Describe the political and social context within which Carver Middle School isContinue reading →
  • Urban Unrest - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) At the beginning of the case, John is dreading the arrival ofContinue reading →
  • Video Fridays - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) There is a difference between policy formulation and policy implementation. What problemsContinue reading →
  • Virtually Speaking - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) In what ways could the Virtual Lab be the “spark” that SamanthaContinue reading →
  • What Did You Learn In School Today? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Is the manner in which Susan and her colleagues decide which activitiesContinue reading →
  • What Do You Expect - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) In your opinion, what is the best use of parent-teacher conference time?Continue reading →
  • What to Do with the Gifted Few? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Is gifted education a right or a privilege? Are the teachers obligedContinue reading →
  • What You Don’t Know Can Hurt You! - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Describe the sequence of events in this case. Where did they occur?Continue reading →
  • What’s Happening - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) In what ways do you think teacher attitudes, requirements, and expectations regardingContinue reading →
  • What’s the Difference? - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Describe the role of technology in each teacher’s the math class. Evaluate how effectively and equitably technology is used by Melanie and Diana. What factors might be contributing to the poor performance ofContinue reading →
  • What’s the Objective? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) Why are the schools’ test scores a concern for the school principal?Continue reading →
  • Who’s in Charge? - Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face. Why does Emma laugh when her colleague calls her a born teacher? Are teachers “born” or “made?” Describe the impact of Emma’s desire for students to like her on her efficacy as aContinue reading →
  • Whose Class Is It Anyway? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) After meeting with Dr. Wiley the three parents ponder what actions, ifContinue reading →
  • Why Can’t Ricky Read? - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) 1. Ricky has not been retained. What are the pros and consContinue reading →
  • You’re Out of Here - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How will the unique characteristics of socio-emotional development in gifted learners impactContinue reading →
  • You’re Out of Here: Motivation and Gifted Learners - Describe briefly the FACTS, ISSUES, PROBLEMS, DILEMMAS, AND/OR OPPORTUNITIES in the case. Issues: (This is the first pass at identification of issues. It may be fairly cursory. Discussion is typically geared toward making explicit the full range of issues as they are perceived.) How will the unique characteristics of socio-emotional development in gifted learners impactContinue reading →