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Contents contributed and discussions participated by Melissa Pietricola

Melissa Pietricola

Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views

  • middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
  • tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
  • Steiner is also calling for longer tests with more rigorous questions.
    • Melissa Pietricola
       
      Does longer mean better? Does a longer test necessarily mean it will better assess the learning objective?
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  • Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
    • Melissa Pietricola
       
      Do regents and middle level state tests give kids "false sense of hope" as she states? My kids could care less what the state says. They are worried about their daily grades.
  • "But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
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    NYS example of grade inflation; focusing on the middle level
Melissa Pietricola

Teachers' Domain: Melba Pattillo Beals - 0 views

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    One of the Little Rock 9 documents her experience; audio file Great for students looking at voter integration; primary source file for them to include on their sites.
Melissa Pietricola

Teachers' Domain: A Cold Reception: Anti-Immigrant Sentiment in the United States - 0 views

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    nativism\nnew immigrants\nanti-immigrant sentiment We discuss nativists many times and the students still struggle. I could use it in that unit; or for the topic of crimes against humanity
Melissa Pietricola

Teachers' Domain: Social Studies - 0 views

  • Sheyann Webb was eight years old in 1965 when she marched for voting rights. In this interview, recorded for Eyes on the Prize, she recalls the events of the Selma march.
    • Melissa Pietricola
       
      Shevann Webb-primary source interview on voting rights march. Info on Selma March; used for Eyes on the Prize.
    • Melissa Pietricola
       
      I would probably use this as a closure piece to a lesson on integration. It brings to life the ideas I'm describing.
    • Melissa Pietricola
       
      The Resource Highlights are great primary source interviews! They are relatively short and very interesting.
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    For Module 4 SHevann Webb-Voting rights march participant in '65. One of my concepts is citizenship and I am hoping that the struggle for voting rights will be chosen by my students. What a great primary source this interview is!
Melissa Pietricola

[Digital] Literacy | backward design template - 0 views

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    Backwards design template for planning lessons/units
Melissa Pietricola

3. Developing Goals and Objectives - 0 views

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    backwards design--WIggins
Melissa Pietricola

Cooperative and Collaborative Learning: Implementation - 0 views

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    cooperative activities and assessments.
Melissa Pietricola

How to Plan and Teach a Cooperative Learning Lesson | eHow.com - 1 views

  • Jigsaw Method
  • assign specific group roles to each student which they carry out in an effort to solve a lengthy, multi-step problem that requires creative thinking, and which may be solvable by various methods, such as algebraic, geometric, or even the results of experimental
  • how you will grade your students
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    cooperative lessons: a how to
Melissa Pietricola

ERIC - Education Resources Information Center - 0 views

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    DIfferent studies that examined modeling in instructional settings-elementary science, for students with special needs, videos in social studies classes, and in medical training. In summary, teacher modelling shown as positive practice.
Melissa Pietricola

Research Center: Teacher Quality - 1 views

  • ven so, the specific characteristics that constitute an effective teacher are hotly debated. Teacher quality is extremely difficult to measure. As a result, most studies resort to measurable teacher inputs such as certification, academic degrees, and years of experience. Some studies that have correlated teacher test scores on basic skills tests and college entrance exams with the scores of their students on standardized tests have found that high-scoring teachers are more likely to elicit significant gains in student achievement than their lower-scoring counterparts
  • Deep content-area knowledge
  • e research is not detailed enough to clarify how much subject matter is critical for teaching specific course levels and grades.
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  • Teaching experience
  • less consensus about certification.
  • Many schools have also introduced induction and mentoring programs to address high attrition rates and improve the practice of their inexperienced teachers.
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    teacher experience, content knowlege
Melissa Pietricola

WhatIsCurricMapping.ppt.pdf (application/pdf Object) - 1 views

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    Curriculum mapping
Melissa Pietricola

Traditional Teaching - Lecture Method - 1 views

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    How to Improve Lectures-typically suggests using visuals and learning activities in addition to engage students.
Melissa Pietricola

DoingCL - Guided Reciprocal Peer Questioning - 0 views

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    Peer Questioning and how to provide guided questions.
Melissa Pietricola

NASP Fact Sheet - Social Skills - 0 views

  • Good social skills are critical to successful functioning in life.
  • good social skills can influence their academic performance, behavior, social and family relationships, and involvement in extracurricular activities. Social skills are also linked to the quality of the school environment and school safety.
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    social skill development
Melissa Pietricola

Special Connections - 0 views

  • is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
  • o-teaching
  • meet a wide range of learners more effectively
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  • paraprofessional and a special or general educato
  • co-taught middle school setting, special educators are assigned (typically by grade level) to be a member of the interdisciplinary team. Also at this level, as is true at all levels, students with disabilities who are included in a co-taught setting must feel positive about themselves.
  • "Is what we are doing good for ALL students?"
  • because the curriculum is being modified for everyone,
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    Co-Teaching Model
Melissa Pietricola

Sam Wineburg: Historical Thinking and Other Unnatural Acts - 0 views

  • a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past.
  • his book demolishes the conventional notion that there is one true history and one best way to teach it.
  • Sam Wineburg says that we are asking the wrong questions.
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    Historical questioning, reading
Melissa Pietricola

Active/Cooperative Learning - 0 views

  • "When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation."
Melissa Pietricola

Instructional Methods - 0 views

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    Various Methods to be used by professors. Breaks down teacher-centered vs. learner-centered suggestions and definitions.
Melissa Pietricola

Taking Notes and Listening - 0 views

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    information not available in textbooks, and they make connections. Notes are a storehouse of information for later use, e.g., when you take more advanced courses. We remember more when we write things down. Taking notes helps you to listen attentively and to think critically. Note-taking is a skill required in many jobs. Studies show that people may forget 50% of a lecture within
Melissa Pietricola

The Role of Socratic Questioning... - 0 views

  • Respond to all answers with a further question (that calls upon the respondent to develop his/her thinking in a fuller and deeper way)
  • Treat all thoughts as in need of development
  • Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students — through your questions — to pursue those connections
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  • Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Recognize that all thoughts presuppose an information base. Assume that you do not fully understand the thought until you understand the background information that supports or informs it. (What information are you basing that comment on? What experience convinced you of this? How do we know this information is accurate?)
  • Recognize that all thought takes place within a point of view or frame of reference. Assume that you do not fully understand a thought until you understand the point of view or frame of reference which places it on an intellectual map. (From what point of view are you looking at this? Is there another point of view we should consider?)
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    SOcratic Method Ideas Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
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