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Todd Finley

Overview of Bob Broad's Dynamic Criteria Mapping (2005) - 3 views

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diigo criteria mapping dynamic assessment

shared by Todd Finley on 16 Nov 09 - Cached
  • Todd Finley on 16 Nov 09
     
    [DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this
Todd Finley

Students Written Reflection - Rotational Model - 6 views

www.samplereality.com/...technologies-for-large-classes

shared by Todd Finley on 16 Nov 09 - Cached
  • Todd Finley on 16 Nov 09
     
    The problem with 40 students is that there is no way to read (much less comment upon) every post if every student is posting every week. I am toying then with a rotation model (inspired by Randy Bass), in which students are divided into five groups of eight students, cycling through these five roles: * Role 1 - Students are "first readers," posting initial questions and insights about the reading to the class blog by Monday morning * Role 2 - Students are "respondents," building upon, disagreeing with, or clarifying the first readers' posts by class time on Tuesday * Role 3 - Students are "synthesizers," mediating and synthesizing the dialogue between first readers and respondents by Thursday * Role 4 - Students are responsible for the week's class notes (see next section on Wikis) * Role 5 - Students have this week "off" in terms of blogging and the wiki I like the rotation model because each group of students is reading for and reacting to something different. The shifting positionality affords them greater traction, offers greater variety, and guarantees a dialogue without comments from myself.
Leigh Newton

MyRead Guide - Three Stages Of Reading - 11 views

www.myread.org/guide_stages.htm

resources three stages english reading teaching tools education

shared by Leigh Newton on 12 Jul 10 - Cached
  • The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with ‘new’ information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text.
  • Before Reading Stage
  • One of the purposes of Before Reading is to acknowledge the different experiences and background knowledge that students bring to a text, influencing how they will read and learn from a particular text. By knowing what students bring to a text the teacher can provide students with appropriate scaffolds to make links between what is already known and new information presented in a text.
  • ...4 more annotations...
  • During Reading Stage
  • During this stage of the reading process students need structured means to integrate the knowledge and information they bring to the text with the ‘new or unknown’ within the text. They are processing the text and self-monitoring.
  • After Reading Stage
  • During the After Reading stage students articulate and process their understanding of what they have read and think critically about the validity of the text. Two tools that can be during this stage are Paired Reviews and Story Stars.
  • Leigh Newton on 12 Jul 10
     
    "The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with 'new' information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text."
Andrew Spinali

Why Students Should Run Professional Development For Teachers - 0 views

edudemic.com/...s-run-professional-development

technology PD professional development teachers students

shared by Andrew Spinali on 10 Dec 12 - No Cached
  • In my technology class, students are creating video tutorials that explain how their teachers can use various technologies and platforms (currently we’re making tutorials for Google Apps). The videos are simple for students to make, and we use Snagit to create a video recording of the computer screen, so teachers can see exactly how to use a product with audio narration from the student.  Screencasts also allow for anytime, anyplace, any pace learning on any device, which is ideal for a teacher’s busy lifestyle?” These student-created videos are important for two key reasons:
  • Students also love having input on their education. Asking them to help train teachers on technology and platforms they like and use empowers them, and captures their interest, so that when class begins, students are already prepared and engaged. That’s why my class – and hopefully many schools around the country – is making use of the technology and experts that we already have on site to enhance the learning experiences for students and teachers.
  • Andrew Spinali on 10 Dec 12
     
    Great article about how kids can help teachers when it comes to PD
Ms. Nicholson

Africa: Names And Nations Of Note | Free Lesson Plans | Teachers | Digital textbooks an... - 0 views

www.discoveryeducation.com/...-names-and-nations-of-note.cfm

world literature african history background links discussion questions 9-12 high school free lesson lesson plans plans africa resources south

shared by Ms. Nicholson on 16 Jul 13 - No Cached
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Look at the names in Things Fall Apart.  
  • Now divide the class into groups of four, and have each group select an African nation to investigate. Explain that each group will be creating a poster on its country. The poster should be divided into four sections, with a small map of the country (with the capital labeled) in the center. The group will be responsible for creating the map, but each member of the group will provide information for each of the four sections: Name origin and information Colonization information Current data and statistics Significant historical events
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Regions of Nigeria for Things Fall Apart. Regions in South Africa for Cry, the Beloved Country.
  • ...9 more annotations...
  • Each student should research the information for his or her section and complete the poster. Use the evaluation rubric to clarify your expectations before the students begin working.
  • Discuss and define some of the factors involved in colonization. Why do people colonize other places? 2. Throughout history, colonization has had both positive and negative effects. Consider and discuss these in light of the countries you have studied.
  • What are some of the problems that could arise for a country after it achieves independence? What are some of the consequences and responsibilities resulting from independence?
  • What should the role of the United Nations be in supporting and including nations that have achieved independence in the latter part of the 20th century? 7. Compare colonization in Africa with colonization in other parts of the world.
  • Spotlight on Africa Have students imagine they are producers for a news show called This Week in Africa . Ask the students to follow news about Africa for one week and develop a 30-second spot of about 60 to 75 words. Have them "present" their spots to the class. Africa Online provides an effective daily resource for this information (see Internet sites under Materials). After their presentations, categorize major news stories according to whether they show positive or negative aspects of the influence of the nations' colonial pasts.
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      CCSS Speaking and Listening, Writing, Nonfiction texts.
  • Education, Intrigue, and Enjoyment! Ask your students to create travel brochures inviting other high school students to join an expedition to an African country. Explain that their brochures must be interesting and informative to both students and parents. Students should highlight geographic, cultural, educational, and entertainment features this expedition would offer.
  •    imperialism
  •    ethnocentric
Todd Finley

A Colorado Conversation - Administrators - 0 views

colearning.wikispaces.com/Administrators

21st Century Literacies

shared by Todd Finley on 18 Jul 09 - No Cached
  • Networking: The New Literacy
  • Our students must be nomadic, flexible, mobile learners who depend on their ability to connect with people and resources. As educators, we need to master this as well, we must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. We need to create our own Personal Learning Networks not only to learn ourselves, but to model these shifts for our students. Come join this session with Friday’s Keynote Speaker Will Richardson as we discuss what steps administrators can take to ensure that they – and their schools – are meeting the needs of our students.
  • Capture Everything: What's worth capturing in my classrooms? My building? My district? Audio? Video? Text-based assignments? Student work? Writing? Share Everything: Where can I share it? With whom? What audiences is our organization working to serve? How will they benefit from these shared items? Who needs to see what’s going on? Open Everything: What are the closed silos of information in our schools that shouldn't be? What things outside of our schools have we closed (blocked)? What can we do to open both of those up? Only Connect: How can I help my students and teachers connect with content, with each other, and with others outside the classroom (students, teachers, experts, mentors, the community, etc.) in a meaningful way?
    • Todd Finley
      Todd Finley on 18 Jul 09
       
      Good TRWP Cumulating Event
  • Todd Finley on 18 Jul 09
     
    Great link for an activity on new literacies
Allison Powell

Aesop and Ananse: Animal Fables and Trickster Tales | EDSITEment - 1 views

edsitement.neh.gov/...mal-fables-and-trickster-tales

animal fables tales

shared by Allison Powell on 06 Nov 14 - No Cached
  • Allison Powell on 06 Nov 14
     
              Lesson/Moral                   Ask students to compare the characters, plot, and lessons of these stories. Which characters did they like best? Which did they like least? Which story had the best ending and why? Have students compare the animals and their behavior in each story: Why do the types of animals change or not from one culture's fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? To see how fables teach universal lessons about human nature and behavior, ask students to think of a real-life situation that applies to one of the stories.
Dana Huff

Teaching Students to Dialogue « changED - 6 views

angelacunningham.wordpress.com/...teaching-students-to-dialogue

discussion education resources

shared by Dana Huff on 28 Sep 09 - Cached
  • Dana Huff on 28 Sep 09
     
    Handout based on a technique called Accountable Talk to teach students how to interact with one another in class.
  • Dana Huff on 28 Sep 09
     
    Handout based on a technique called Accountable Talk to teach students how to interact with one another in class.
Leigh Newton

An Introduction to Critical Thinking - 12 views

www.freeinquiry.com/critical-thinking.html

thinking critical Critical Thinking english literature writing reading teaching

shared by Leigh Newton on 02 Sep 10 - Cached
  • "It is strange that we expect students to learn, yet seldom teach them anything about learning."
  • "We should be teaching students how to think. Instead, we are teaching them what to think."
  • "Many 17-year-olds do not possess the 'higher-order' intellectual skills we should expect of them. Nearly 40 percent cannot draw inferences from written material; only one-fifth can write a persuasive essay; and only one-third can solve a mathematics problem requiring several steps."
  • ...3 more annotations...
  • Critical thinking can be described as the scientific method applied by ordinary people to the ordinary world.
  • Critical thinking is a learned ability that must be taught. Most individuals never learn it. Critical thinking cannot be taught reliably to students by peers or by most parents. Trained and knowledgable instructors are necessary to impart the proper information and skills.
  • Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world.
  • Leigh Newton on 02 Sep 10
     
    ""We should be teaching students how to think. Instead, we are teaching them what to think.""
anonymous

The Best Sources For Advice On Student Blogging | Larry Ferlazzo's Websites of the Day... - 1 views

larryferlazzo.edublogs.org/...for-advice-on-student-blogging

blogging strategies classroom students

shared by anonymous on 29 Dec 08 - Cached
  • anonymous on 29 Dec 08
     
    A short " The Best Sources For Advice On Student Blogging" list the places I've found most helpful, and I'd certainly like to solicit other suggestions for additions to this list.
Dana Huff

Evolving English Teacher: "How to Forge a Jane Austen Manuscript": Teaching Students Au... - 10 views

evolvingenglishteacher.blogspot.com/...ge-jane-austen-manuscript.html

english teaching style writing composition

shared by Dana Huff on 08 Jun 11 - No Cached
  • Dana Huff on 08 Jun 11
     
    Glenda teaches us how to teach students to mimic one of the masters of prose-Jane Austen. Mimicry is often a great writing exercise for students who need to examine style.
Rick Beach

How to Collect Student Files with Dropbox | K-5 Computer Lab - 8 views

oakdome.com/...student-files-with-dropbox.php

dropbox web2.0 files filestork

shared by Rick Beach on 21 Sep 11 - No Cached
  • Rick Beach on 21 Sep 11
     
    Useful tools for uploading and storing students' files on DropBox
Cindy Marston

How to Create Nonreaders - 11 views

www.alfiekohn.org/...nonreaders.htm

shared by Cindy Marston on 10 Jan 11 - Cached
Paul Denten liked it
  • all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 
  • I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.  Together the students decided whether to review the homework in small groups or as a whole class.  Together they decided when it made sense to schedule their next test.  (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?)  Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”
  • The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. 
  • Cindy Marston on 10 Jan 11
     
    Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.
Leigh Newton

story star - 0 views

star proforma reading story

shared by Leigh Newton on 12 Jul 10 - No Cached
  • Leigh Newton on 12 Jul 10
     
    After students have read a narrative, give students a blank Story Star. Have them fill in the key information in dot points. http://www.myread.org/guide_stages.htm
Melody Velasco

Teacher Guides: Can You Trust the News? - 8 views

newstrust.net/teachers

journalism news resources teacher guides writing

shared by Melody Velasco on 21 Jun 10 - Cached
  • Melody Velasco on 21 Jun 10
     
    NewsTrust.net helps people find good journalism online. Each lesson takes about 45 minutes. During that time, we invite you and your students to read a work of journalism (news or opinion) and evaluate it for journalistic quality using NewsTrust review tools. Students will be asked to rate that story on a variety of criteria, such as: facts, fairness and sourcing (news); insights, information and style (opinion).
anonymous

All About "All About Explorers" - 0 views

www.allaboutexplorers.com/about.html

fake_explorers critical_literacy activities fake_site

shared by anonymous on 23 Feb 09 - Cached
  • anonymous on 23 Feb 09
     
    All About Explorers was developed by a group of teachers as a means of teaching students about the Internet. Although the Internet can be a tremendous resource for gathering information about a topic, we found that students often did not have the skills to discern useful information from worthless data.
anonymous

CyberEnglish: Students make great teachers - 0 views

tednellen.blogspot.com/...dents-make-great-teachers.html

teaching english

shared by anonymous on 11 Jul 08 - Cached
  • anonymous on 11 Jul 08
     
    Ted Nellen's CyberEnglish blog. Ted is a pioneer in use of Web technologies with students.
Leigh Newton

Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached
  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
      Leigh Newton on 30 Jun 09
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
  • ...3 more annotations...
  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Melody Velasco

10 Technology Enhanced Alternatives to Book Reports - TheApple.com - 9 views

theapple.monster.com/...d-alternatives-to-book-reports

bookreports technology reading projects web2.0 education english languagearts

shared by Melody Velasco on 27 Mar 10 - Cached
  • Melody Velasco on 27 Mar 10
     
    The most dreaded word in school reading for students: book reports. Teachers assign them, viewing them as a necessary component of assessing reading comprehension. So, how can we as teachers continue to monitor our students understanding of reading material without killing the love of reading? Enter technology.
Melody Velasco

Teaching That Sticks: Organizing Thinking - 9 views

teachingthatsticks.blogspot.com/...organizing-thinking.html

graphicorganizers teaching resources literacy blog

shared by Melody Velasco on 27 Mar 10 - Cached
  • Melody Velasco on 27 Mar 10
     
    "Graphic organizers will be beneficial to students whenever they are given new information. They can be used to sequence, brainstorm and organize. During reading and listening students should be encouraged to graphically organize new information."
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