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Not Yet . . . And That’s OK
How Productive Struggle Fosters Student Learning
Every learning challenge is an empowering opportunity to grow. With this teacher-friendly resource, you will learn how to help your students celebrate the academic experience, embrace productive struggle, and deeply value themselves as learners and risk-takers.
Benefits
- Learn how to design classrooms and routines that normalize productive struggle as part of the learning process.
- Discover how to write and apply rigorous learning intentions and scaffolded success criteria that are student friendly.
- Study classroom scenarios and authentic, firsthand look-insides of educators demonstrating the not-yet approach.
- Find out how to communicate with colleagues, students, and parents and guardians to foster positive relationships.
- Receive strategies, protocols, and reproducibles that support instruction, reflection, and the not-yet approach.
Table of Contents
Part 1: Foundations of the Not-Yet Approach
Chapter 1: The Challenge of Failure
Chapter 2: Grading and the Not-Yet Approach
Chapter 3: Concepts to Support the Not-Yet Approach
Chapter 4: Vigorous Learning Intentions and Scaffolded Success Criteria
Part 2: The Not-Yet Classrooms
Chapter 5: The Practical Classroom
Chapter 6: The Transformational Classroom
Chapter 7: The Productive Classroom
Chapter 8: The Supportive Classroom
Chapter 9: The Flexible Classroom
Chapter 10: The Constructive Classroom
Chapter 11: The Connective Classroom
Chapter 12: The Inclusive Classroom
PRINTABLE REPRODUCIBLES
Chapter 1
Chapter 2
Chapter 3
Chapter 4
- Vigorous Learning Intentions and Scaffolded Success Criteria: Ruminate and Respond Questions
- Not-Yet Learning Intention Template
- Not-Yet Success Criteria Template
Chapter 5
Chapter 6
- The Transformational Classroom: Ruminate and Respond Questions
- Academic Transformation and Personal Success Feedback Form
Chapter 7
Chapter 8
Chapter 9
- Figure 9.4: Student Self-Assessment Template
- Figure 9.5: Before-and-After Student Self-Reflection Template
- Figure 9.6: Student Feedback on Teaching Form
- The Flexible Classroom: Ruminate and Respond Questions
- Professional-Reflection Form
- Professional-Observation Form
Chapter 10
- Figure 10.2: Magnet Summary Template
- The Constructive Classroom: Ruminate and Respond Questions
- Constructive-Focus Chart
Chapter 11
Chapter 12
SUGGESTED RESOURCES
Books
- Anderson, J. (2021). The agile learner: Where growth mindset, habits of mind, and practice unite. Bloomington, IN: Solution Tree Press.
- Brendtro, L. K., Brokenleg, M., & Van Bockern, S. (2019). Reclaiming youth at risk: Futures of promise (3rd ed.). Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking action: A handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., & Darrah, E. P. (2021). The metacognitive student: How to teach academic, social, and emotional intelligence in every content area. Bloomington, IN: Solution Tree Press.
- Colburn, L., & Beggs, L. (2021). The wraparound guide: How to gather student voice, build community partnerships, and cultivate hope. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Flanagan, T., Grift, G., Lipscombe, K., Sloper, C., & Wills, J. (2021). Transformative collaboration: Five commitments for leading a professional learning community. Bloomington, IN: Solution Tree Press.
- Fuller, A., & Fuller, L. (2021). Neurodevelopmental differentiation: Optimizing brain systems to maximize learning. Bloomington, IN: Solution Tree Press.
- Grafwallner, P. (2020). Ready to learn: The FRAME model for optimizing student success. Bloomington, IN: Solution Tree Press.
- Heflebower, T., Hoegh, J. K., Warrick, P. B., & Flygare, J. (2019). A teacher’s guide to standards-based learning. Bloomington, IN: Marzano Resources.
- Jensen, E. (2019). Poor students, rich teaching: Seven high-impact mindsets for students from poverty [Rev. ed.]. Bloomington, IN: Solution Tree Press.
- Kanold, T. D. (2017). HEART! Fully forming your professional life as a teacher and leader. Bloomington, IN: Solution Tree Press.
- Kise, J. A. G. (2021). Doable differentiation: Twelve strategies to meet the needs of all learners. Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2017). The new art and science of teaching. Bloomington, IN: Solution Tree Press.
- Onuscheck, M., Spiller, J. (Eds.), & Argentar, D. M., Gillies, K. A. N., Rubenstein, M. M., & Wise, B. R. (2020). Reading and writing strategies for the secondary English classroom in a PLC at Work. Bloomington, IN: Solution Tree Press.Onuscheck, M., Spiller, J. (Eds.), & Glass, K. T. (2020). Reading and writing instruction for fourth- and fifth-grade classrooms in a PLC at Work. Bloomington, IN: Solution Tree Press.
- Townsley, M., & Wear, N. L. (2020). Making grades matter: Standards-based grading in a secondary PLC at Work. Bloomington, IN: Solution Tree Press.
Websites
Chapter 3
Chapter 6
Chapter 7
- Berenstain Bears, “Kids”
- Buncee
- Digital Civics Toolkit
- Flipgrid
- Khan Academy
- Marc Brown Studios, “Arthur Books”
- MasterClass
- Milwaukee’s Finest Scholarship Foundation
- Padlet
- Smithsonian Open Access
Chapter 8
Chapter 9
- The Daring English Teacher, “8 Ways to Get Students Moving in the Classroom”
- TeacherLists, “15 Ways To Get Kids Moving While Learning in the Classroom”
Chapter 10
