By David L. Marcus

ISBN-10: 1594202141

ISBN-13: 9781594202148

A Pulitzer Prize-winning journalist spends a 12 months with a mythical highschool counsel counselor who will get little ones into the proper faculties by way of targeting self-discovery instead of try ratings, grades, and the opposite conventional instruments of the trade

Gwyeth Smith, referred to as Smitty, has made a countrywide popularity by way of flouting the conventions of the varsity program ritual. He usually steers young ones from the SAT to the ACT, which he considers a more uncomplicated attempt that produces greater rankings. He urges mom and dad to domestic in on hidden deals, scour the rustic for scholarships, and problem monetary reduction places of work instead of take out huge loans. he'll occasionally speak a seeming shoo-in candidate out of environment her points of interest at the prestigious Ivy League whereas goading one other long-shot scholar into aiming for that very same Ivy League tuition. His unorthodox procedure is grounded at the precept that obtaining into university shouldn't simply be approximately getting into; it may be a kid's first nice second of self-discovery.

David L. Marcus, a Pulitzer Prize-winning former schooling author for U.S. information & global Report, follows Smitty and "his" young children round Oyster Bay excessive, a various public institution in manhattan, manhattan, as he works his distinctive magic on their functions and their lives. Smitty's teenagers run the gamut from the candy yet pathologically disorganized boy round the corner to the valedictorian who applies to 28 faculties. because the yr unfolds, Smitty offers in his personal inventive means with nearly each trouble which can bedevil the functions technique. What concerning the child who doesn't try out good? the child who plunges into melancholy after being rejected through Columbia? The overachieving Korean American boy apprehensive approximately opposite discrimination? Smitty has solutions for all of them.

whereas Smitty excels at easing the strain of the school hunt, his good fortune comes from implementing a different-and deeper-challenge. He makes teenagers articulate (orally and in writing) their profoundest fears, their drawbacks, their mystery hopes. briefly, he makes them work out who they're. alongside the best way, he makes use of his savant's wisdom of America's thirty-six hundred schools and universities to pair each one scholar with the perfect one. He sidesteps the functions business complicated, with its slick sites, inner most essay coaches, and obsessive specialise in metrics. He brings to the varsity seek counterintuitive perception or even wisdom-attributes that millions of scholars and their mom and dad, pissed off with the excesses of the method, will locate precious and encouraging.

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Additional resources for Acceptance: A Legendary Guidance Counselor Helps Seven Kids Find the Right Colleges—and Find Themselves

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Points can be assigned to each category of performance, making the conversion from points to grade a much easier task. In Part Two we will go into detail about rubric development, and in the Additional Resources section we offer resources and websites that facilitate rubric construction. Rubrics can also be used, as we’ve previously discussed, as a basis for selfreflection, allowing students to compare their own performance with the performance expectations defined in each category. 1 presents an example of a rubric used to assess discussion in an online course.

Student Involvement and the Element of Choice McVay Lynch (2002) notes that learners should be involved in the development of the assessment process online. This can also be said of the face-to-face environment. To do so, however, the instructor must be willing to give up control and must believe that the course that he or she has created has already provided the knowledge base that the student needs to gain mastery in the particular content area. McVay Lynch states that when the instructor gives up control and engages the student in the process by using criteria for assessment, the following can result: • The student is given responsibility for learning and evaluation.

The lower levels of the pyramid include discussions, practicing by doing—also known as authentic assessment—and teaching others. Using these activities as assessments promotes learner-centered instruction, wherein the construction of knowledge and meaning is paramount. From reviewing the pyramid and considering the theoretical concept of engaged critical teaching, it becomes clear that what we call authentic assessment—that is, assessment that encourages learners to actually do something to demonstrate knowledge acquisition rather than taking a test or quiz— is not only a better indicator of knowledge acquisition but also more likely to align with outcomes and competencies, and it also contributes to the retention of knowledge gained.

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Acceptance: A Legendary Guidance Counselor Helps Seven Kids Find the Right Colleges—and Find Themselves by David L. Marcus


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