Sample Topic: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.

Title of Periodical, volume number (issue number), pages. Summary

Classroom Recommendation

Topic: Inquiry Article Reference: Larmer, John, and John R. Mergendoller. "7 Essentials for Project-Based Learning." Educational Leadership, Sept. 2010. Web. 6 Feb. 2013. Summary This article focuses on the process of student learning and their cognitive engagement. Students get busywork instead of meaningful projects which does not compel the students to be engaged in their work; meaningful projects will compel students into doing their work more efficiently. In order for students to be engaged in what they are learning the teacher must generate a question that goes into the heart of what is being taught. Ultimately, this work will help students become more involved and autonomous when it comes to learning.

Classroom Recommendation In teaching students teachers must have them be engaged in what is being taught. Throughout my experience as a student I have always found that I enjoyed learning when it was presented as a relevant piece of my life. The most difficult part of introducing a lesson is having the material be relatable and relevant to the students. How do we get students take a proactive role in their learning? This is one of the many questions that I think of most when I think of teaching in the future. This article gives future teachers and teachers ideas of how to make learning relevant. The answer is creating a question that resounds and captures the heart of what is being taught; in doing this teachers create an atmosphere of inquiry. The ideas that stem from the question should stimulate the students minds about what they want to research; we give them the choice and they give us a true piece of worked that is created by their own ingenuity. We should want learning to serve a purpose beyond tests and the teacher. The quality of the work becomes better when the student takes an interest. These ideas are supported by Danielson in her The Framework for Teaching 3c) as she states: A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacher or by the activities themselves. Student tasks are organized to provide cognitive challenge, and then students are encouraged to reflect on what they have done and what they have learned. Ultimately, by using inquiry based questions teacher are going beyond the classroom and supporting their students autonomy when it comes to their learning.
Classroom Recommendation Students are subjected to many types of tests that are supposed to assess their capabilities and their knowledge, but are they these assessments fair? In reading the article I believe that tests have to be created as assessments that are made by quality and balance. We cannot expect students to truly understand what they are supposed to do or accomplish in these tests if we do not have assessments that communicate what they expect of them. I dont think that the assessments have to be listed right in-front of the students but they should be clear enough that students can pick-up on them when they go through the tests. Cynthia Conn and Paula Garcias Developing

Topic: The Quest for Quality Reference: Chappuis, Stephen, Jan Chappuis, and Rick Stiggins. "The Quest for Quality." Educational Leadership, Nov. 2009. Web. 13 Feb. 2013. Summary This article poses a question that has readers thinking what makes assessments reliable? The article expresses that students are being exposed to many different forms of tests and that we should know what makes the assessments reliable. Assessments that are reliable have quality and balance; they have a clear purpose, clear learning targets, sound assessment design and effective communication that the assessor must use. Balance