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psmiley

Six Affirmations for PBL Teachers | Edutopia - 2 views

www.edutopia.org/...for-pbl-teachers-andrew-miller

pbl project_based_learning pedagogy project based learning teachers affirmations

shared by psmiley on 29 May 13 - No Cached
  • psmiley on 29 May 13
     
    Affirmations for teachers who do PBL
Roland Gesthuizen

101 Affirmations For Children - Abundance Tapestry - 142 views

www.abundancetapestry.com/101-affirmations-for-children

affirmations psychology

shared by Roland Gesthuizen on 21 Oct 11 - Cached
  • Roland Gesthuizen on 21 Oct 11
     
     compiled a list of affirmations for children recently from a wish to help mine with self-mastery and positive programming . As adults, many of our limiting thought patterns can be attributed to childhood conditioning or having unconsciously adopted negative societal beliefs. 
Sydney Lacey

Reading Matters - Report - KIDS COUNT Data Center - 19 views

datacenter.kidscount.org/...readingmatters.aspx

reading education teaching research

shared by Sydney Lacey on 19 May 10 - Cached
  • Sydney Lacey on 19 May 10
     
    Children who read on grade level by the end of third grade are more successful in school, work, and in life. This KIDS COUNT special report affirms a commitment by the Casey Foundation to help ensure that all students are proficient in reading by the end of third grade and help narrow the gap between advantaged and disadvantaged children.
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Libbi Ungrey

10 Reasons to try Backchannel Chat | U Tech Tips - 112 views

www.utechtips.com/...easons-to-try-backchannel-chat

Note taking collaborate

shared by Libbi Ungrey on 15 Jul 12 - No Cached
  • Ryan Slavin on 15 Jul 12
     
    Fantastic Libbi. This is real affirmation that what I am doing with my ancient and modern history class through class Twitter lists is educationally beneficial. The kids seem to love it and the chat gives a fantastic platform from which to further discuss and deepen the learning.
anonymous

Catechism on Sin and Evil - 35 views

old.usccb.org/...pt1sect2chpt1art1p7.shtml

Catechism Sin Evil Suffering

shared by anonymous on 16 Jan 12 - No Cached
  • The account of the fall in Genesis 3 uses figurative LANGUAGE, but affirms a primeval event, a deed that took place at the beginning of the history of man.
  • It is the irrevocable character of their choice, and not a defect in the infinite divine mercy, that makes the angels' sin unforgivable.
  • The harmony in which they had found themselves, thanks to original justice, is now destroyed
  • anonymous on 16 Jan 12
     
    This section of the catechism presents the Catholic perspective on Sin, Original Sin and their consequences in our lives.
adler71

Dred Scott v. Sandford - Essential Quotes - 22 views

www.milestonedocuments.com/...essential-quotes

shared by adler71 on 03 Nov 13 - No Cached
  • The right of property in a slave is distinctly and expressly affirmed in the Constitution. T
    • adler71
      adler71 on 03 Nov 13
       
      What does this mean moving forward? 
    • brookdiigo
      brookdiigo on 04 Nov 13
       
      Using your link, I see I have to join and pay $10 a month to read the article you recommend. Sorry, not very helpful.
trisha_poole

The Education of English Language Learners: Research to Practice (Review) | TCRecord - 18 views

www.tcrecord.org/Content.asp

tcrecord ell esl tesol eslresources resources books EML426 EML305 EED208 review

shared by trisha_poole on 17 Jan 11 - No Cached
  • In many ways, this book affirms what seems intuitive, and the cross-cutting themes that surface are not necessarily new. For example, “English Language Development needs to be explicit” seems self-evident and has been discussed in other sources. Where the value of the book lies is in its communication of how much we do in fact know.
  • trisha_poole on 17 Jan 11
     
    A comprehensive overview of the book and a brief critical review at the end.
Maureen Greenbaum

Optimism Bias: Human Brain May Be Hardwired for Hope -- Printout -- TIME - 62 views

www.time.com/...0,8816,2074067,00.html

optimism learning performance

shared by Maureen Greenbaum on 04 Jun 11 - No Cached
  • manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message. Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. It appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error
Marti Pike

Teachers: Five Ways to Ease Back into School | Edutopia - 49 views

www.edutopia.org/...ease-back-school-elena-aguilar

shared by Marti Pike on 13 Aug 14 - No Cached
  • planning to see kids on my first day or two back to school
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      Find a techy way to arrange this for my 5th grade teachers missing their students now in Middle School.
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      Perhaps a lunchtime Skype!
  • If you know that on that first day you will return to your classroom you'll have a friend to help and talk with it'll be much easier.
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      For the kids too.  See if parents can let you know who they are then make arrangements for them to pass notes in the halls and meet at lunch. 
  • fun back-to-school tasks
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      Rebuild my webpage.  Create my first 3 Committee webpages so I'll feel like I'm ahead. Watch video clips and TedEd flip them. Marti Pike less than a minute ago Print, read, and mark up interesting articles that might be used in class or committees.  
  • ...6 more annotations...
  • Our mindset is the key to how we experience our reality. If we can help our minds land on thoughts that are energizing, empowering, and affirming then we'll experience our return to school in an easier way.
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      See also Carol Dweck's Mindset.  
  • The key is learning to shift these stories into interpretations that offer possibilities and empowerment
  • a rut story. A different interpretation could be
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      This committee they've made me chair might turn out to be a powerful Think Tank on issuses that are important to me. I'm looking carefully for applications. 
  • Our thoughts create our realities
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      "Nothing is but what thinking makes it so."  Shakespear
  • rejuvenated
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      I spent time at the Family History Center. 
  • no more than three hours a day of work.
    • Marti Pike
      Marti Pike on 13 Aug 14
       
      It felt that way because I did the things I enjoyed about my job...and a few "must dos."
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