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Contents contributed and discussions participated by sherrilattimer

sherrilattimer

Harvard Education Publishing Group - Home - 0 views

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    Teaching Students to Ask Their Own Questions. One small change can yield big results.
sherrilattimer

FILLING THE TOOL BOX - 0 views

  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
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    Classroom strategies to engender student questioning.
sherrilattimer

Collaborate vs. Collaborate - NYTimes.com - 0 views

  • “In Washington, when they say ‘collaborator’ they mean ‘traitor’; here they mean ‘colleague.’
  • You can’t build great products alone. And if everyone understood that you can’t build great government alone our country would be in a different place.”
sherrilattimer

21 Things 4 Students - 0 views

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    A website to provide the basics of technology. It is particularly great for "digital immigrants". There is even a section that acts as an orientation to Google Drive.
sherrilattimer

Alan Carniol: Inside the STAR Interview Approach: What You Need to Know - 0 views

  • Oftentimes, the hardest part of the entire four-part process is describing the actions you took. Explaining the sequence of actions and the thought process for each step can be challenging. However, it's essential that you do this effectively
  • How were you able to turn this situation into an opportunity?
  • What were the steps you took to solve this challenge? How did you think about any problems? How did you overcome roadblocks and follow the situation through to get results? Was there anything unique about your actions or your method worth mentioning?
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  • quantifiable
  • Percentages, before and after comparisons, and even client feedback are all helpful to prove the value of your work.
sherrilattimer

How to do a job interview via Skype - CBS News - 0 views

  • All the regular interview rule apply -- speak slowly and clearly, focus on your accomplishments, don't bad mouth your former employers, and wear proper interview clothing. Don't be tempted to wear jeans and a t-shirt because it's "just" a Skpe interview. (And even though it may be tempting to put on a button down shirt and tie on not bother with nice pants, you could get caught and wind up looking foolish, so dress properly from head to toe.)
  • Skype, Google Hang Out, Go To Meeting
sherrilattimer

6 Ways Google Docs Supports Collaboration In The Writing Process - 1 views

  • “Today’s young people are using a range of digital tools to compose and create in new and exciting ways. It is a game-changing moment for teachers of writing. The very notion of what it means to write is shifting, and educators are faced with adapting their teaching practices to integrate new technologies while redefining writing and learning for the 21st century.”
  • Docs provide support for collaboration in real time so students and teachers can have a virtual mini-conference about the work in front of them from any location if the timing is right.
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    Using Google Docs to collaborate
sherrilattimer

How Much "Group" is there in Online Group Work? | The Sloan Consortium - 0 views

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    The ability to work in groups across time and space has become a frequent requirement for the workplace and is becoming increasingly more common in higher education, but there is a surprising lack of research on how online groups work. This study applies analytical approaches used in studies of face-to-face classroom "talk" to multiple groups in two asynchronous online high school courses. We investigated two activities focused on group problem-solving styles-one for deciding how to work as a group, and a second for responding to the content of the assignment. We found successful groups to have benefited from directive leadership, and the division of labor amongst most groups to be in parallel rather than collaborative.
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    Link to the pdf
sherrilattimer

DoK - YouTube - 0 views

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    Video detailing DOK within example tasks.
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
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    Webb's Depth of Knowledge
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