Asher-Schapiro, A. (2016, September 16).

Common Core isnt going

anywhere. Retrieved December 01, 2016, from
https://www.districtadministration.com/article/common-core-isntgoing-anywhere
Asher-Schapiros article is a great insight into Common Core and how
unpopular it really is. In this article, Asher-Schapiro talks about how
only half of the population approves of the standards, and how only
44% of teachers approve. Unfortunately, that is not enough to deter
any states from going through the lengthy process of repealing it,
especially if they would have to create their own rigorous standards to
replace it. This article is relevant to High-Performance Learning
because it shows that an overwhelming number of people are realizing
that Common Core Standards are not the way to go. Teachers and
parents alike have come to realize that this is not appropriate ways for
their students to learn, and they know these students better than
anyone else. What is a great way for these students to learn? Perhaps
a great alternative to this would be a bigger focus on learner-centered
classrooms.
Helmuth, L. (2011, May 19). Top ten myths about the brain. Retrieved
November 29, 2016, from http://www.smithsonianmag.com/sciencenature/top-ten-myths-about-the-brain-178357288/#
In this article, Helmuth gives an overview of how the brain and just
how complicated it truly is. The author talks about the brain works and
how certain parts of the brain function. Brains are like computers is the
best way summarize this article. This article is relevant to HighPerformance Learning because it shows just how complicated our
brains really are. Every brain is different, and every brain processes
information differently. Educators need to understand this if they truly
want to help their students learn and not just regurgitate the
information they are being given.
Hutchings, N. (2006). Structure, culture and power in educational change.
In this paper, Nathan Hutchings provides great insight into the
struggles required when it comes to change in the educational system.
There is a constant push and pull due to structural and cultural
differences. Teachers who adopt mandated policies that they may not
believe in struggle in the classroom since they are more than likely
only giving a half-hearted approach. This article is relevant to HighPerformance Learning because there are many teachers who would like
to stray from the pack and create their own classroom curriculum but
are often required to only teach whatever that schools curriculum

standards are. They will not be teaching their students effectively if

they are teaching something that they do not believe in.

Ladner, M. (2015). Education reform: A year in review. In Report Card on

American Education (20th ed.). Retrieved November 30, 2016, from
https://www.alec.org/app/uploads/2015/11/2015alecreportcardfinalweb
-151110162215-lva1-app6891.pdf
In the first chapter of this book, Dr. Matthew Ladner gives an overview
about education reform and how is has made significant advances in
the 2014-15 year. To support his statement, he provides a few
examples of how states have made significant changes to their
educational reform which will really benefit the students. This chapter
is relevant to High-Performance Learning because it provides hope that
states are starting to realize that they can take the steps to create a
better learning environment for their students and educators. It
provides hope for a population that lacks confidence in the overall
educational system.
Marder, T., & Fraser, D. (n.d.). Evidence-based practice for special educators
teaching students with autism. Retrieved November 29, 2016, from
http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/Mar
derandFraser
Authors Tamara Marder and Dawn Fraser provide a great
understanding of evidence-based practices that teachers can use when
working with students who have been diagnosed with Autism. Part of
this evidence-based practice is really encouraging these teachers to
really focus on the science behind these strategies as opposed to just
using strategies that they are being told to use. This reading was really
relevant to High-Performance Learning because it encourages teachers
to not accept the strategies that many have used before them when
dealing with children with autism because those may not be the most
effective. Understanding the science behind them is very important
and will only result in a more beneficial learning experience for those
children.
Standardized tests: Their use and misuse. (n.d.). Retrieved November 29,
2016, from http://www.literacynet.org/icans/chapter02/tests.html
This chapter written by I-Cans takes a very interesting approach
towards standardized testing. Information is provided regarding the

intimidating factor of these test and how they quite honestly are not
the best tools to use to gauge student evaluation. This chapter also
goes on to talk about how tests assume that every child perceives
information and solves problems in the same way. This chapter is very
relevant to High-Performance Learning for this very reason. Tests are
not the best way to measure how students learn, and many students
are intimidated by them. Instead of retaining the knowledge that they
really need, they are just memorizing information that they know will
be on the test for the sole purpose of passing the test. This is not an
effective way to teach our students.
Thagad, P., Ph.D. (2011, December 20). Whats New in Cognitive Science?
Retrieved December 01, 2016, from
https://www.psychologytoday.com/blog/hot-thought/201112/what-snew-in-cognitive-science
Paul Thagad, the author of this article provides us with new trends in
the world of cognitive science. The four trends he describes in this
article show that cognitive science research is continually progressing
and is allowing us to have some more important insight into the human
mind. This article is relevant to High-Performance Learning because it
is important that as educators we understand that every childs mind is
not only operating differently, but is also retaining and releasing
information in ways that we may not be expecting. We have to
understand each child on a level that we may not have tried to before
because this is how we will teach them in a way that we know makes
sense to them.
Weimer, M. (2012, August 08). Five characteristics of learner-centered
teaching. Retrieved November 15, 2016, from
http://www.facultyfocus.com/articles/effective-teaching-strategies/fivecharacteristics-of-learner-centered-teaching/
In this article, Maryellen Weimer discusses the five characteristics of
learner-centered teaching. Within each characteristic, she provides
great context and examples of how and why these are so important. By
giving these examples, she is providing current and future educators a
great reason to possibly explore learner-centered teaching more. As
learner-centered teaching is such a huge component of HighPerformance Learning, it is easy to see why this article would be
relevant. It provides a great explanation of not only what learner-center
teaching is, but it also provides very compelling reasons why teachers
should be teaching their students this way.

Whitty, G. (2006, April). Education(al) research and education policy making:

Is conflict inevitable? British Educational Research Journal, 32(2), 159176. doi:10.1080/01411920600568919
In this journal article, Geoff Whitty presents a complex relationship
between research and policy in education. The author presents in
detail the realities of the policy making process and how difficult it can
be to establish consistent evidence-based policy. This article is relevant
to High-Performance Learning because it shows that there is a need for
all types of education research because every student learns different.
Policy should not dictate what research is available to educators as
they may need multiple areas of research to establish a positive
learning environment for each individual student.

Wilson, D., Ph.D. (2015, April 2). Strategies for Strengthening the Brains
Executive Functions. Retrieved November 28, 2016, from
https://www.edutopia.org/blog/strategies-strengthening-brainsexecutive-functions-donna-wilson-marcus-conyers
In this passage, Donna Wilson presents strategies for how to
strengthen the brains executive functions. By providing classroom
strategies to help support this executive functioning, the author is
hopeful that students who have trouble completing specific tasks will
be able to use these strategies and learn to complete these tasks on
their own. For students who dont have trouble with specific tasks,
these strategies are still beneficial as it teachers them how and where
to focus their attention. This is relevant to High-Performance Learning
because it shows that as intricate as the brain is, there are strategies
that teachers can use to help students who struggle. These strategies
are tools to eventually help the student become more of a learnercentered student, as they can understand how they learn best and
what type of environment they need to successfully learn in.