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	<title>Edurati Review &#187; Jay McTighe</title>
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	<description>Where Education Policy Meets Pedagogy</description>
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		<title>Avoiding the Dickensian Curriculum</title>
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		<pubDate>Fri, 28 Aug 2009 01:13:00 +0000</pubDate>
		<dc:creator>Jason Flom</dc:creator>
				<category><![CDATA[Dickens]]></category>
		<category><![CDATA[Differentiated Instruction]]></category>
		<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Jason Flom]]></category>
		<category><![CDATA[Jay McTighe]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[NCLB]]></category>
		<category><![CDATA[Oliver Twist]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Understanding By Design]]></category>

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		<description><![CDATA[Monotonous tedium and homogeneous uniformity &#8212; the great plagues of education. With rampant disregard for age, class, or ability, a curriculum lacking topography flatlines interest, dulls creativity, and limits potential. Yet, we find ourselves haphazardly careening toward fact based national standards, accountability systems, and teacher pay incentives that further cement our commitment to high stakes [...]]]></description>
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		<title>Edustat Reflection: The Nouns and Verbs of Reform</title>
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		<pubDate>Fri, 24 Jul 2009 12:47:00 +0000</pubDate>
		<dc:creator>chadsansing</dc:creator>
				<category><![CDATA[Andrew Rotherham]]></category>
		<category><![CDATA[Chad Sansing]]></category>
		<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Edustat]]></category>
		<category><![CDATA[Jay McTighe]]></category>
		<category><![CDATA[Marco Torres]]></category>
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		<description><![CDATA[Edustat Reflection: The Nouns and Verbs of Ed Reform By Chad Sansing @classroots on Twitter “#edustat singing right reform song,” @flemster via Twitter Current state and desired state. The stuff and why the stuff matters. Nouns and verbs. Receiving and producing. Teaching and learning. Grades and learning. Access and achievement. School work and real work. [...]]]></description>
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