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Educational Leadership:Interventions: What's Working:Making the Most of Progress Monito... - 8 views

www.ascd.org/...st-of-Progress-Monitoring.aspx
shared by Peggy Pavlik on 12 Jul 11 - No Cached
  • Developing the data collection system involves decisions about when to collect progress data and which rubric to use.
  • If a student has not made adequate progress toward an objective, the team needs to have a conversation to decide what to do.
  • The visual format of the intervention form enables team members to quickly review the data and make decisions about the intervention.
    • Deb Sykes
      Deb Sykes on 28 Aug 11
       
      I would definitely like to spend more time re-reading this article. However, as a teacher who has worked with similar forms for years, why are all the examples about elementary students with relatively easy barriers to track? The position that online record keeping has more immediacy was interesting.
    • Matt Townsley
      Matt Townsley on 29 Aug 11
       
      good question, re: elementary. Does anyone have any secondary examples to share?
  • ...4 more annotations...
  • Better and more efficient progress monitoring tools can lead to better instructional decision making and improved student outcomes.
    • Abbey Thurn
      Abbey Thurn on 29 Aug 11
       
      So true! The easier it is to access, and faster accessability, the better!
    • Peggy Pavlik
      Peggy Pavlik on 06 Oct 11
       
      This also reinforces that progress monitoring is not just the function of special edu, or an interventionist, but a part of the instructional process
    • Julie Sorensen-Skaar
      Julie Sorensen-Skaar on 29 Aug 11
       
      This looks like good information about developing a rubric to use for reading comprehension.
  • Other objectives may not lend themselves so easily to a rubric as rate of reading. For example, reading comprehension will require the team to consider what to measure and how to measure it.
    • Julie Sorensen-Skaar
      Julie Sorensen-Skaar on 29 Aug 11
       
      This looks like good information about developing a rubric to use for reading comprehension
  • In fact, progress monitoring and reporting is the federal special education requirement with which schools struggle the most (Etscheidt, 2006). For students with disabilities, schools follow specific procedures for developing an IEP, which involves selecting targeted goals and services. But even the IEP is not sufficient to guide daily intervention and progress monitoring. Instead, IEPs create the broad structure from which educators can develop a more detailed and practical day-to-day intervention plan.
    • shawna poppen
      shawna poppen on 30 Aug 11
       
      Instead of stipulation on progress monitoring, why not place more emphasis on quality instruction.
  • Matt Townsley on 12 Jul 11
     
    A nice write-up on progress monitoring using electronic tools. 
  • Julie Sorensen-Skaar on 04 Sep 11
     
    This article is a keeper for me. A collection system about data collection, rubric, and progress monitoring.
29More

Blogging About The Web 2.0 Connected Classroom: Twitter In Schools-A Getting Started Guide - 12 views

web20classroom.blogspot.com/...n-schools-getting-started.html
shared by shawna poppen on 29 Jun 11 - No Cached
  • Twitter is beginning to catch on with many educators, schools are
    • Clint Balsar
      Clint Balsar on 30 Aug 11
       
      Thanks for sharing this article. I have used Twitter for some time, but on a personal level. I have a side business as a portrait photographer and have used it to stay connected and for some marketing. I was interested in how the article described the use of Twitter for a school community.
    • Doree Cronan
      Doree Cronan on 26 Feb 12
       
      Great ideas! Our school just launched a Twitter and Facebook account this school year. We are still in the beginning phase and this will help push it!
    • Gwen Wrich
      Gwen Wrich on 02 Mar 12
       
      I too liked this...helping my learning curve rise much faster as I develop my PLN using Twitter and Diigo etc..
    • kassi Nelson
      kassi Nelson on 16 Apr 12
       
      This article has really made me think about how I can use Twitter in the Art room... my brain is overflowing with ideas!
    • Matt Winter
      Matt Winter on 30 Oct 12
       
      I used to be against twitter but now I am starting to see the possible benefits of using twitter for the classroom.
  • Wednesday, June 15, 2011 Twitter In Schools-A Getting Started Guide The end of the school year is upon us however many are looking forward to next year. You may be thinking what can you do differently next year? How can you stand out above the crowd? How can your school become a larger part of the school community?While  Twitter is beginning to catch on with many educators, schools are lagging in their adoption of the platform. But let's think about it. Twitter is a quick and easy
    • Carrie Olson
      Carrie Olson on 23 Apr 12
       
      I see the increasing interest in the use of twitter, but I am having a difficult time convincing other colleagues to use it. It seems to take fire only when twitter is an 'all in' tool for a staff of teachers. As much as I like twitter and see the usefulness so this as a tool of education, it has a significant amount of growth to do in order to be the mainstream tool within a school.
    • Dan Kuchera
      Dan Kuchera on 13 Jun 13
       
      I see a use for Twitter by our school's Administration to push out notifications for: meeting reminders, congratulatory messages, weather related school closings, and sports scores. However, I believe schools and teachers need to be conscious of how much we push out -- having multiple posts a week by each of the seven or eight teachers that a high school student has in a day could be obtrusive. Our system uses PowerSchool and individual teacher websites to post: assignments, scores, and additional course specific information. Parents and students should be able to look up what they need when it is convenient for them as opposed to being messaged when it may not be.
  • along.
    • Lisa Yoder
      Lisa Yoder on 29 Feb 12
       
      This link "listen now" isn't working....
    • Lisa Yoder
      Lisa Yoder on 29 Feb 12
       
      Oh my! I am not a current Twitter user, so I am not familiar with exactly how it works, but I think I have an idea. This is probably a good examply of the "line" that separates those who are used to this technology and those who are good at technology but at the point of trying to figure out how and when to apply it. WHen I read the "Think First" section, I just kept picturing in my head classes/students/teachers being bombarded and interrupted all day long if they possibly hoped to keep up with Twitter posts. But as I read farther and saw it might be more intended to tweet to the public, I thought "ok", but ...... So, while I'm not turning my reception off to Twitter, I am interested to know how, when and for what purposes Twitter can be used in education. Interesting notion! I look forward to hearing more about its application.
  • ...3 more annotations...
  • While  Twitter is beginning to catch on with many educators, schools are lagging in their adoption of the platform. But let's think about it. Twitter is a quick and easy tool
    • lgarza
      lgarza on 29 Jun 11
       
      web 2.0 connected classroom
  • What do you want to do with this account? What do you hope to accomplish? What do you want to communicate? So, you are going to have a Twitter account. Great! Why? What do you want to tell people? The possibilities here are really endless. But think beyond the basic stuff like picture day and what's for lunch. Consider taking pictures of kids doing collaborative projects or highlighting staff of the month. It can really go beyond all the regular communication and show the community what your school (or district) is all about. Who will be in charge of the account? Will there be just one person who will post or will you have multiple people who post? This is all situation dependent. I would say more than one person is great but too many and things can get out of hand and duplicate information could easily be posted. Keep it simple and experiment to find what works for your group.
    • shawna poppen
      shawna poppen on 02 Sep 11
       
      Pertaining to the use of Twitter in the classroom and as part of the curriculum, I believe these questions to be paramount. Too often, with technology, especially networking sites we seem to jump in without much thought or planning as to how this will affect us and what kind of effect it will have on our intended users/viewers/public.
    • Cathy Wolf
      Cathy Wolf on 02 Sep 11
       
      This is a great introduction to using twitter in the classroom and answers many questions I wouldn't even have thought to ask. It would make using to it more focused.
    • Jenna Stevens
      Jenna Stevens on 28 Feb 12
       
      I think using Twitter in the classroom would be a great addition. Our school is planning on going to 1-on-1's next year, making it easier for everyone to access. I agree with the idea of being able to share some of the cool things the kids are doing with the rest of the community. Kid's get a bum wrap sometimes, when in fact they are doing a lot of really great things both in and out of the classroom that deserves recognition from the community. It would also be a nice way to update people about events going on at the school. For example, our softball team did a soup supper to raise money for the year. While they advertised in the more traditional sense, posters, e-mail's to the faculty, etc., many community members had no idea that this was happening. It would have been nice for them to be a part of the activity, if they would have had more information.
    • Brad Hames
      Brad Hames on 13 Apr 12
       
      I never thought Twitter would be used in the classroom, but the more I use it and more I read about it, I am beginning to see the benefits of it
    • Christine Scott
      Christine Scott on 16 Apr 12
       
      I can see where this would be good in the regular public schools. However, I teach at a detention facility and technology is a hard thing to incorporate with students, but think it could be a perfect communication tool for teachers involved with these students.
    • Patricia Westin
      Patricia Westin on 16 Apr 12
       
      I am not apposed to using Twitter in the classroom but am failing to see the benefit of having it in the classroom. We seem to have other tools that have a wide variety of uses. Twitter seems limited in comparison.
    • boothl b
      boothl b on 05 Jun 12
       
      I am excited by the possibilities of this. But my problem is getting staff and families on board. We have a population where many families don't have internet. And many staff don't get their emails read so how do we add more things for them to look for? I would like more information on getting people on board. I don't want it to be a two-tiered system, where a small click in in the know and the rest are out.
    • Kathy Etringer
      Kathy Etringer on 06 Jun 12
       
      We have a school wide Twitter account but I am not sure how I would use it in a kindergarten classroom. Any suggestions?
    • sarah block
      sarah block on 07 Jun 12
       
      Parents in your class could follow your twitter account to see what you are doing on a daily basis!
    • Michelle Holt
      Michelle Holt on 08 Jun 12
       
      We have a district twitter account and have the possibility of a school account. I'm trying to picture my principal and lead teacher with time to tweet with everything else going on around them. I can see teems communicating this way which would help them to get input from other sources.
  • lgarza on 29 Jun 11
     
    Blogging in the classroom. Using Twitter in the classroom.
  • ...1 more comment...
  • lgarza on 29 Jun 11
     
    I like to read about how Twitter is used in the classroom.
  • Julie Sorensen-Skaar on 01 Sep 11
     
    Communication is always the complaint that is registered by parents and students when it comes to schools. Having a school update come to you via your phone would be awesome. As always, decisions have to be made on what is the most effective way to communicate. Twitter could really bridge the gap in some cases.
  • chandra poore on 05 Jun 12
     
    Great way to utilize the tool/resource instead of trying to block kids off of it at school. Will be sharing!
35More

The Changing Face of Education in Iowa: 5 Characteristics of Effective Instruction - 6 views

eabbey.blogspot.com/...racteristics-of-effective.html ICC formative assessment
shared by Teresa Bellinghausen on 31 May 09 - Cached
Matt Townsley liked it
  • So not only will Iowa's high schools develop implementation plans for the content next year, they will also conduct a self-study to determine which characteristics need attention and put forward a professional development plan to improve in that area(s).
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      ICC is a process. To see this change to its fullest extent, the DE is proposing a plan for each district to create a plan to roll it out over several years. (This is how we should/might view our classrooms...focus on making a few changes at a time, but do them well rather than trying to be Mr. Awesome Teacher in all kinds of areas without enough time/thought/trial & error.) <-- this is KEY. What are your thoughts, Russ?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I like that it is built on reflection and continual improvement. You've explained it to me before as being "what good teachers should be doing." I think all teachers, rookies and veterans, can benefit from an open discussion on that point.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      I'm leery of the plans becoming planning for planning sake, but the intention is good--trying to get at the process of continual improvement, as you mentioned.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      Evan, there's no doubt that some schools/districts will simply write a plan, then check it off the list of things to do. However, many others that recognize the value in the intent, or spirit, of the IC will approach the process seriously.
    • Lacy Kolpin
      Lacy Kolpin on 07 Apr 10
       
      Just to piggy back here, I also like it that there are people that are going to reflect on what may or may not be working. Often enough, I don't think that gets done enough. As Teresa said, some and perhaps the majority of schools will just fulfill what they have to, but some will put in time and get some neat things out of this process. I hope that many will take it seriously.
    • Karen Waid
      Karen Waid on 08 Apr 10
       
      Our district is currently working on the plan. I hope we do a good job so we can implement and use it!
  • Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I didn't think about this until my 5th year of teaching. What is your "assessment plan"? How will you assess? How often? What will you do if students are absent on assessment day?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Your comment made me think of the quote we shared with you this past weekend: "our generation wants in 7 years what our parents worke for all their lives." That's what I feel fairly often since I've been surrounded by veteran teachers. There are many times I need to slow down and remember that I'm learning, learning. learning. So, to "answer" your questions, I don't know. I appreciate being able to learn from your experiences.
  • A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      This is a never-ending task. I don't expect to "master" this, even when I'm ready to retire. It involves really thinking about the content and the students and how authentic work can be created by them according to their interests. This is TOUGH!
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Evan had a great comment on this point: "The key is to teach students how to learn that advanced content on their own--to become life-long learners. No one is arguing that teachers aren't cognitively limited; they are. But that is (or should be) irrelevant. To continue the transmission model of education, where teachers have all the knowledge and students have to get it in the approved way, will continue to stunt the growth of students."
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      That quote came from this post on Scott Mcleod's blog: http://is.gd/KhNX
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Good point. It's the old 'liberal arts' education lingo...becoming a life long learner. From my experience, it's difficult to get some students to learn the basics, let alone do any learning on their own (the few that come to school because they're required...or only desire a passing grade...or some other sort of grade to please parents). Not saying it can't be done, but lots of thought, motivation and modeling needed.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      One thing I've found is that out of the 5, this is the one that teachers say, "Yeah, I've got this one down". It seems everyone has seen the graphic of the quadrants. What's difficult is, even though we all know we need to be rigorous & relevant, we don't often know which of our lessons truly are rigorous & relevant. The best professional development will give teachers some specific, tangible examples to show how to ramp up rigor.
    • anonymous
      anonymous on 13 Jul 09
       
      This definition is adapted from Teaching What Matters Most by Silver, Strong and Perrini. It's a great read (ASCD)
  • ...4 more annotations...
  • Differences can best be accomplished by engaging in a process which has teachers using student and instructional assessment data to make sound instructional decisions to meet the needs of individual students.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      when formative assessment is done well, differentiation comes naturally. Again, easier said than done....so we need to be patient in this area as we learn the common misconceptions of students in our curriculum, this practice will become more visible over time.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I saw this on a large scale when I visited Knoxville West Elementary school as part of our IDM team. They had reading data on all students and used it to adjust the instruction for all kids. Do you think formative assessment flows naturally from the assessment to the remedial instruction? What I mean is, say a teacher formatively assesses students, do we assume that teacher is using that data to influence instruction? Is the "changing intruction" part of the definition of formative assessment?
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      You hit the big "aha" moment ICC is going to (hopefully) help so many educators in Iowa realize. I sort of feel like differentiation and formative assessment aren't mutually exclusive...one in the same (assess, use data to create new individualized/group instruction to help students move along the continuum of learning; repeat). Not sure if it's worth debating the definitions, but rather seeing the ideas as working together to improve classroom practice. Yes, it is possible to collect data and do nothing with it. This is the major misconception of 'formative assessment,' in my opinion. The analogy of "formative assessment is chef's ongoing soup tasting during prep; summative assessment is restaurant customer liking or disliking soup" seems to fit, but when some educators hear this, they only taste the soup (collect data, quiz more often, etc.) but never make any changes to the soup recipe (instruction). I'm guilty and to be honest thought this way until earlier this year. We can't just assume the data is being used, you're right. In a quality classroom, I think it would be pretty obvious that the data was being used (maybe my class next year?!).
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      The only reason I bring up the definition is so everyone is on the same page when discussing it. If some think "formative assessment" is only the assessment and others think it includes the instruction-adjustment, there's a disconnect. That's all. Plus I'm an English guy, so I like definitions. I'm already loving this ICC stuff now that I get "the point." So here's my big thought of the day: how are college education programs going to use the ICC? If the state has defined effective practices, will colleges follow suit in what they focus their teaching on...both in the ed. training programs and how the faculty teaches?
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      I think ICC defines formative assessment as a process of both collecting the data and modifying instruction: From ICC, Module 5: "Assessment FOR Learning (Formative Assessment): Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of core content. As assessment FOR learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)."
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Not sure how/if it will impact higher ed. Impact on higher ed. will surely aid in determining success of ICC, but won't necessarily directly affect our day-to-day instruction. If new staff are trained with ICC in mind, it would help the process along. To be realistic, I think it takes extended classroom experience to get a grasp on what an abstract idea such as "assessment for learning" truly is. Nonetheless a theoretical framework (aside from modifying/extending student teaching/practicum as you and I have discussed previously), is one possible step forward.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      You both make excellent points, and I like the "chef" anaology. As far as post-secondary ed is concerned, some of them are coming to the table to at least sniff the soup. Eventually, I think they'll buy the whole meal because (1) schools will be demanding that teacher ed programs include the IC, and (2) students who have experienced full implementation of the IC in high school will demand the same of their experiences at the post-secondary level. It's just going to be a long-term process.
  • In Student-centered Classrooms, students construct their own knowledge based on experiential, holistic, authentic, and challenging experiences.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      From what I know about you, Russ, I think you'll do well in this area (student-centered classroom). Realistically, this can only be done "well" with a solid classroom management plan coupled with a focused look on the desired culture of your classroom.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I appreciate you saying that, Matt. It struck me as funny, mainly because of what I emailed you last night: "I'm nervous about classroom management/atmosphere." :)
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      See other bookmark in this group, re: Harry Wong and procedures. Wish I would have known Wong (and implemented it) earlier on. You'll be much wiser and knowledgeable than me. Read the book and/or the website. Becky probably has the book. I can email you my procedures if you're interested. Rehearse! It seems goofy and a strange use of time for the first few weeks, but pays huge dividends. Once procedures are established, you can shape the culture (a la more student-centered) and build relationships with students to your heart's content.
  • while these 5 characteristics are essential to a successful school, they are not necessarily mutually exclusive of each other.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Amen, Evan! See my notes on differentiation and formative assessment. They go together!
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      It's my gut feeling that the DE thinks this is implicit; that everyone knows this. But given that the DE's main role is in checklist accredidation, they'll need to be a bit more explicit to districts, or I think they will have districts treating each one separately.
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Great point, Evan. I would venture to guess that the majority of the educators I know would say that "assessment" and "instruction" are mutually exclusive entities. I hear things all the time like "Today is quiz day" rather than viewing it as an ongoing activity. I discussed my thoughts related to this topic here: http://bit.ly/NBqyH This will be a HUGE task on the DE/AEAs part, in my opinion...helping Iowa educators see the conceptual connection as well as how it looks (and doesn't look) in practice.
  • Teaching for Understanding is leading students (to engage in a variety of thought-provoking activities such as explaining, finding evidence in examples, generalizing, connecting, applying, making analogies, and representing the topic in new ways.
    • Rob Kleinow
      Rob Kleinow on 01 Apr 10
       
      This characteristic is always one that concerns me because of the word "understanding" I think it will be interesting how these definitions of understanding evolve through the process
10More

Simple Math | Education | Change.org - 1 views

education.change.org/...simple_math
shared by Gene McCracken on 30 Jun 09 - Cached
  • Another time, a student asked me out of the blue—not in class, just in the course of a normal day—what I knew about counting in base 2 (a.k.a. binary numbers, the basis for digital computers). A spontaneous quasi-class ensued, as she and I looked things up, using a chalkboard to piece together the mysteries, treating it like a puzzle or a grand game: When do you add another digit? When is a 1 replaced with a 0? and so forth.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      this is an inspiring example. how can we create/foster/encourage more of this type of conversation in our classrooms?
  • "A Mathematician's Lament"
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      an outstanding read for any and all math educators; agree or disagree, it's a nice conversation starter.
  • We learn things because they interest us now, not because they might be useful later. But this is exactly what we are asking children to do with math...Of course it can be done, but I think it ultimately does more harm than good. Much better to wait until their own natural curiosity about numbers kicks in.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      I appreciate this point, but it seems to go against so much of the daily grind of public education, i.e. curriculum mapping, assessments, instructional decision making, etc. I wonder how/if we can make this big shift? Have other countries already done so?
    • Rob Kleinow
      Rob Kleinow on 01 Apr 10
       
      I think a big part of this is how the system was created and its goals. Much of learning does not fit well in an "efficiency" driven model with common standards for all.
  • ...2 more annotations...
    • Gene McCracken
      Gene McCracken on 09 Apr 10
       
      It is not remembered because it is not used. Math is a literacy and about 20+ years behing reading - reading across the "content areas" - around a long time. "Math across the content areas" - a long way off. In math applied is weak; abstract is king. I recall the quote "Why do I need to learn this math stuff? Oh, you need it for your next math class!" Relevent only for the next math class.
  • The only chance we have is to hammer away at the stuff bit by bit every day for years. Even then it does not work...Give me a kid who wants to learn the stuff—well, twenty hours or so makes sense."
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      It is true that when our students have intrinsic motivation, it is so easy to teach! But can our passion for our subject area engage and inspire students who might not otherwise even think that they could find something to interest them in that area?
1More

Improving Reading Comprehension in Kindergarten Through 3rd Grade: What Works Clearingh... - 0 views

ies.ed.gov/...practiceguide.aspx reading
shared by Jen Sigrist on 23 Apr 13 - No Cached
  • Jen Sigrist on 23 Apr 13
     
    What Works Clearinghouse - Recommendations from the research. Download the pdf after the recommendation to find a user friendly paper with charts to help teachers interpret implementation methods.
2More

http://corestand.com/docs/CoreStand_Ebook_1.0.pdf - 3 views

corestand.com/...CoreStand_Ebook_1.0.pdf
shared by Kathy Kaldenberg on 19 May 12 - No Cached
  • Tina Wahlert on 05 Jun 12
     
    This is an interesting read - ebook is Titles - Becoming a Core Ninja.
  • ropera r on 07 Jun 12
     
    I liked the interesting way the Common Core Standards were explained. It was an enjoyable read with examples to use, share or expand on.
28More

Teachers.Net Gazette October 2002 - HARRY &amp; ROSEMARY WONG: EFFECTIVE PRACTICES APPLY TO... - 0 views

teachers.net/...wong.html
shared by K Wolf on 31 May 09 - Cached
  • Teachers put off dealing with non-emergency situations and needs until students are working
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I like to say, "let's talk about it later..." It gives students a chance to cool down and me a chance to think about it...as well as keeps the class moving forward.
    • S Adair
      S Adair on 11 Jun 09
       
      This is a great idea! How much of my class time is spent with students telling me "I forgot my book" or "I had pizza last night" or other things that may be interesting, but not relevant to what we need to do!
    • anonymous
      anonymous on 13 Jun 09
       
      I agree. A lot of time during class is spent on nonrelevant discussion. We need to refocus to keep the class flowing.
  • High school and middle grade teachers have bellwork/warm-up/sponge activities on the board or overhead projector so students get to work as soon as they enter the classroom
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      If you haven't thought about a bell-ringer, you should. It gets the students working right away and gives you time to take attendance and do other things for the first few minutes. It may seem like "busy work," but you'll eventually figure out how to use the bell ringer to maximize your instruction, too.
  • Objectives for the day are displayed on the board
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I can go either way on this one. I used to post objectives, but students didn't really get into it. Instead, I post a bulleted list of the day's activities on the board, i.e. 1) Discuss HW 2) Go over quizzes 3) Circumference of Circles 4) Area of Circles This takes away the "what are we doing today?" questions and gives students an idea of what to expect for the day. It also establishes a nice routine, helps you metacognitize before the day, and provides a 'back-up' in case you freeze. It's not uncommon for students to say, "hey..weren't we supposed to go over our quizzes?!" when I've mistakenly moved on.
  • ...5 more annotations...
  • A student "class secretary" maintains a "What Did I Miss?" folder
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Create whatever system you want for missing work. After a few weeks of helping absent students see how the system works, you'll never have to answer the question, "What did we do yesterday in LA?" Students will know the routine (who to ask or where to go) to get the handouts, assignment, etc.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      I was never able to get that developed. Eventually, when I put things on Moodle, students got into the habit of checking there after missing (or before). Still, I could see many other setups being just as effective.
    • K Wolf
      K Wolf on 17 Jun 09
       
      Re: make-up work - this task can easily become digital - assignments, handouts, summaries of the lesson by other students, etc. could be posted on a class wiki so it's accessible 24/7
  • Each teacher has a system of procedures for setting up small groups
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Do it. Rehearse it every day or two for a few weeks. Tell 'em what you expect. It'll make your life easier later on.
  • Students are informed of and discuss the specific purpose/s before viewing a vide
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I would add, "Students are informed of and discuss the specific purpose before ANYTHING"...not just videos. Saves the "Why do we have to do/know this?" comments.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      Ditto!
    • anonymous
      anonymous on 13 Jun 09
       
      Students do need to be informed about everything they're doing. It saves a lot of time answering questions rather than spending it repeating the information over and over again. We want to make sure they're prepared and ready to go.
  • shakes hands
    • Darin Johnson
      Darin Johnson on 17 Jun 09
       
      What do you think about shaking hands? My supervising teacher read this suggestion in a book, and she required that I join her. I did it one year on my own. Are we too germ phobic to do this today?
  • Students who have something of a non-emergency nature that they wish to tell the teacher can fill out a prepared form titled "Listening Ear" with a line drawing of an ear and four blank lines for the student's message.
    • Darin Johnson
      Darin Johnson on 17 Jun 09
       
      My students would never do this. This man has some good advice, but having students fill out a "listening Ear" form in the target language is utterly cumbersome.
  • Matt Townsley on 31 May 09
     
    Harry Wong - okay, so this isn't ICC, but it does talk a lot about effective practices. If you haven't read "The First Days of School," you should. If not, check out this website. It summarizes lots of the main points. I'll mark it up with what I see as the most important points.
  • ...3 more comments...
  • Matt Townsley on 31 May 09
     
    Wong on effective classroom practices.
  • Evan Abbey on 01 Jun 09
     
    Wong on effective classroom practices.
  • anonymous on 13 Jun 09
     
    Some teachers send home progress sheets and letters informing parents whenever a new chapter or unit begins, outlining the objectives and providing information about any cultural activities or projects associated with the new unit.
  • anonymous on 13 Jun 09
     
    I think this is a good way to keep parents informed on what their child is going to be working on. This can help promote interaction between parent and child.
  • K Wolf on 17 Jun 09
     
    Wong on effective classroom practices.
2More

The Edjurist - Information on School and Educational Law - Blog - Outliers = ... - 0 views

www.edjurist.com/...outliers-dangerous.html edjurist outliers malcolm gladwell
shared by Russ Goerend on 07 Jul 09 - Cached
  • a mile wide and an inch deep
    • Russ Goerend
      Russ Goerend on 07 Jul 09
       
      I'm interested to see the opinions of those in the ICC group regarding this book. I have not read it, but I know Gladwell had one of the keynotes at NECC this year and Outliers is brought up fairly often by my colleagues. It's definitely a book I'd like to read at some point, if only for the sake of seeing what all the fuss is about.
4More

Iowa Core Curriculum - Literacy - 0 views

www.corecurriculum.iowa.gov/ContentArea.aspx
shared by Laurie Wyatt on 17 Apr 10 - Cached
  • Literacy — defined by Meltzer, Smith, and Clark as the ability to read, write, speak, listen, and think effectively — enables students to learn and to communicate clearly about what they know. Being literate gives people the ability to become informed, to inform others, and to make informed decisions (2001). Literacy is synonymous with learning. The partnerships between reading, writing, speaking, listening, and viewing — connecting with the ever-increasing knowledge base for each content area — provide the means for thinking among and between concepts and ideas. It is an active process.
    • Laurie Wyatt
      Laurie Wyatt on 17 Apr 10
       
      Literacy is social.
  • By its nature, literacy is social. In being effective critical members of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciation of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes.
  • Laurie Wyatt on 17 Apr 10
     
    "By its nature, literacy is social. In being effective critical members of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciation of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes. "
1More

That Alignment Guy: Introduction to Curriculum Alignment Foundations Series - 4 views

alignguy.blogspot.com/...n-to-curriculum-alignment.html alignment
shared by Matt Townsley on 29 Aug 11 - No Cached
  • Matt Townsley on 29 Aug 11
     
    Brad's series will likely be a must read for folks looking at outcome 4 this year and next. 
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Education Update:Taking the Fear Out of the First Year:Professional Learning Communitie... - 13 views

www.ascd.org/...ool-Leaders'-Perspectives.aspx
shared by Judy Boerm on 23 Jun 11 - No Cached
    • Laura Clausen
      Laura Clausen on 30 Jun 11
       
      Being a part of a collaborative culture helped to take my first year from being a complete, disorganized disaster to a year of successful learning for both the children and me.  I felt the mentoring process was a form of collaborative culture.
    • Allysen Lovstuen
      Allysen Lovstuen on 30 Jun 11
       
      The time for groups of teachers to work together is key. This can be difficult at the secondary level, districts and administrators are getting more creative about finding ways to make this happen.
    • Sheryl Dales
      Sheryl Dales on 01 Jul 11
       
      Specials teachers also like to be included in these communities. It seems like we get placed in the position of working with students while other collaborate in our building. Not sure how to solve this scheduling issue.
    • Jori Lizer
      Jori Lizer on 07 Jul 11
       
      Allysen is right! key is time for teachers to work together and learn the technology available
  • Because of teachers' busy schedules, it is important for administrators to allot specific time for teachers to meet as groups. "It's absolutely immoral to tell teachers they need to collaborate and not give them the time to collaborate," says Mike Mattos, principal at Pioneer Middle School in Tustin, Calif. His school implemented the Late Start Wednesday program, in which students come to school late on Wednesdays (the other days are longer to make up classroom time), allowing teachers time for collaboration.
    • Judy Boerm
      Judy Boerm on 05 Oct 11
       
      I think it's great that this article points out the importance to allot time for collaboration! We have implemented an early out once a month this year for basically this reason. We are using the time to work on AIW, Authentic Intellectual Work, with co-workers. This focuses on working together to improve tasks, student work and instruction.
    • Julie Taylor
      Julie Taylor on 06 Oct 11
       
      It is important to provide time to collaborate. In some schools the teachers only see each other at lunch, in the hallway, or at an already structured meeting. There should be an opportunity for teachers of all subjects to get together to talk about what they have been doing, what has worked, and what has not worked.
  • Matt Townsley on 23 Jun 11
     
    an easy-to-read article describing the professional learning community philosophy
  • ...6 more comments...
  • Todd ZInkula on 29 Jun 11
     
    Here is a great article I found during a PLN class I am taking and it talks on how to use twitter. Our class on Personal Learning Networks fits right with PLC's. Our school in Grundy Center, Iowa just finished it's second year. Here is the sight for the twitter info. http://cooper-taylor.com/2008/08/50-ideas-on-using-twitter-for-education/
  • Todd ZInkula on 29 Jun 11
     
    http://www.allthingsplc.info/wordpress/?p=2105 Here is an article to see if your school is doing a good job with PLC's. Our school thought it had a great first year and the second year we didn't. We followed the steps the second year and didn't personalize it as much and we regretted it later. While assessing PLC's don't ever forget to make it your own.
  • Brent Thoren on 29 Jun 11
     
    I am taking a class bout this concept of PLN's and we have been investigating multiple social media outlets in order to help contribute to the students' learning environment. Below is a link to the 2006 Time magazine "person of the Year" article. It's a good read and offers great perspective and it would be a great resource to explain to kids and other teachers (PD) as to what direction "learning" is heading and why is it important to continue to evolve our methods. http://www.time.com/time/magazine/article/0,9171,1569514,00.html
  • Julie Collison on 29 Aug 11
     
    Good article
  • Tara Liston on 29 Aug 11
     
    The PLC team I was on this year really felt like we were successful at helping our first graders. We were able to focus on what we wanted to do to help our students and have the time to discuss if it was working. We were also able to have the time to discuss what we can all do to make things better.
  • Julie Sorensen-Skaar on 04 Sep 11
     
    There is no question that a collaborative culture encourages improved student achievement. When we all work together, it's always better for the students and for us.
  • Angie Norton on 13 Oct 11
     
    I look forward to creating that collaborative culture in our district. I feel we have it, but turning the focus on to the student's actual learning will be very powerful and beneficial to all of our students. Providing the time for our teachers will be critical, and getting everyone to buy into the change in thinking.
  • boothl b on 05 Jun 12
     
    Perhaps because I am taking a class on and learning the power of PLNs, I am really impressed by the potential of this. And beneficial to teachers AND students.
2More

lingro: The coolest dictionary known to hombre! - 0 views

lingro.com
shared by lgarza on 05 Jul 11 - Cached
  • Sources: Wiktionary (en) reversed(1); xdxf project (sdict) reversed(2); Audio:&nbsp;Shtooka&nbsp;Project. frn_misc.showTooltipMessage(i, '1 word in your history', 5000); Add to wordlist... &nbsp;My First Wordlist 1 word in your history Click here to open link My First Wordlist
  • lgarza on 05 Jul 11
     
    This diccionario will be useful to myself and to my students.
1More

Ames Administrator Said Curriculum is Sound - Ames, IA Patch - 4 views

ames.patch.com/...rator-said-curriculum-is-sound icc
shared by Matt Townsley on 10 Jan 12 - No Cached
  • or eliminating the Iowa Core.&nbsp; Heidi Doellinger, the district's instructional strategist, said prior to the core curriculums each Iowa school district wrote its own curriculum but that changed when the Iowa Core was implemented. Doellinger said they aligned the district's curriculum with the Iowa core and again with the national core. “It's tedious doing this again and again,” she said. Related Topics: Ames Community School District, Curriculum, Dan Woodin, Legislators, Mandy Ross, No Child Left Behind, and Schools Email me updates about this story. [["validates_email_format_of",{"message":"Enter a valid email address e.g. janedoe@aol.com."}]] Website: Thanks. We'll email you the next time we update this story. &nbsp;Email &nbsp;Print Follow comments &nbsp;Submit tip &nbsp; Comment Leave a comment [["validates_presence_of",{"message":"Hey, you forgot to let us know how you feel \u2014 please enter a comment."}],["validates_length_of",{"too_long":"Easy there, Tolstoy. Your comment cannot exceed 1500 characters.","maximum":1500,"allow_blank":true}]] Website: Get Email Updates Send me email updates for this article Would you like to receive email updates about this article? Yes, please No thanks Make a new comment on this article Close Read More in Government <
16More

TeachPaperless: What Makes a Great Teacher a Great Teacher in the 21st Century - 11 views

teachpaperless.blogspot.com/...eat-teacher-great-teacher.html
shared by lgarza on 02 Jun 09 - Cached
Brenda McKone liked it
    • Brenda McKone
      Brenda McKone on 09 Jun 09
       
      Definitely need the students to dig deeper of their own accord.
    • Sheryl Dales
      Sheryl Dales on 01 Jul 11
       
      When it comes to educational technology, the great teacher isn't the one who merely uses technology in education. The great teacher is the one who experiments and who teaches the spirits within students to experiment. It's sad to see many teachers still thinking they are using technology with their classes but are still not getting it into the students hands.
    • Deb Sykes
      Deb Sykes on 28 Aug 11
       
      When will the state catch up? It would be wonderful to concentrate on guiding students in self-inquiry through technology if our feet weren't mired in standardized testing.
    • Sara Rowe
      Sara Rowe on 28 Aug 11
       
      I think it is very hard for teachers to trust new technology and give it to the students to use. The students are most likely ready and willing to try the technology, now we just have to jump on board.
    • Jennifer Rawlins
      Jennifer Rawlins on 28 Aug 11
       
      I think the districts need to provide more technology in the classroom in order for teachers to take advantage of the new technology to go paperless. I currently have two computers in my classroom and we do not have a computer lab.
    • Jennifer Rawlins
      Jennifer Rawlins on 28 Aug 11
       
      I know my district is in need of providing technology to teachers and students so that we can use technology more. It makes it more difficult when you only have two computers in the classroom and no computer lab for students to experiment.
    • Tara Liston
      Tara Liston on 29 Aug 11
       
      Sometimes its the fear of the teacher to let go- give the students the opportunities to try to use the technology! I still struggle with how do you go paperless at the early elementary level? Love to incorporate more technology and get it into my students hands!
    • Margaret Jodeit
      Margaret Jodeit on 02 Jul 11
       
      Teachers a educational coaches, gleefully running amok admist constantly changing technology, leading their students to think and act outside of the box. Whould be interesting.
    • Clint Balsar
      Clint Balsar on 26 Aug 11
       
      This article had a great point about the use of Web 2.0. It isn't just that we progress to a new level and use the newer technologies. Rather, we allow them to be used as a tool by students to encourage them to become more engaged learners.
  • Brenda McKone on 09 Jun 09
     
    What great teachers do with technology to extend learning opportunities to students.
  • ...4 more comments...
  • Deena Logsdon on 15 Jun 09
     
    I love this article. I thought is was right on with what makes a great teacher great! I'm not sure where you found it but thanks for sharing!!!
  • Abby Hendershot on 30 Jun 11
     
    This is a great article and I am taking a class right now on PLN's to help push me in the right direction of doing more and having the students do more with technology.
  • lgarza on 03 Jul 11
     
    This is a good read. We do need to become 21st Century educators in this brave world of technology.
  • Julie Collison on 28 Aug 11
     
    I think the hardest part for me is where to begin and what the first step is.
  • Julie Sorensen-Skaar on 01 Sep 11
     
    Articles like this make you think. Paperless? Is that the goal? I believe the goal is to help our students become better learners. Learners that can discover, adapt, create, communicate, lead and follow. Technology has a huge role in this. More than time to jump on board.
  • Julie Collison on 04 Sep 11
     
    At the company I work at - we are paperless in handling claims and I do have to say it is nice. The system we use - you can mark pages, highlight, attach sticky notes, and several other options. It is a great system and can fax and email right from your desk - so if the paperless in school can correlate - it could be a great addition. I do think that when it is in teaching - you can lose the benefit of face to face, etc as well as penmanship could become a lost art.
5More

Iowa Department of Education 21st Century Skills - 0 views

www.corecurriculum.iowa.gov/ContentArea.aspx Iowa_Core Curriculum Home pln_course
shared by anonymous on 31 May 09 - Cached
  • Friedman
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Have you read Friedman? I have a little...there's also plenty of push-back on this guy's ideas.
  • (1) critical thinking and problem solving; (2) collaboration and leadership; (3) agility and adaptability; (4) initiative and entrepreneurialism; (5) effective oral and written communication; (6) accessing and analyzing information; and (7) curiosity and imagination.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I think these are all great...but think back to the '5 essential characteristics' and formative assessment, etc. How will we be able to "assess" these skills? It's tough to assess these soft skills, in my opinion.
    • Russ Goerend
      Russ Goerend on 01 Jun 09
       
      Yes, these are definitely broad topics. What underlying, assessable skills make up these survival skills?
1More

Education Week: Subject-Matter Groups Want Voice in Standards - 0 views

www.edweek.org/login.html standards reading math
shared by Maureen Taylor on 17 Jun 09 - Cached
  • Maureen Taylor on 17 Jun 09
     
    I've been wondering how the whole National Standards movement will impact our work with ICC
2More

School Administrators of Iowa -Gaining Public Support for Iowa Core Implement... - 1 views

www.sai-iowa.org/...-iowa-core-implementation.html iowa core curriculum public support
shared by Maureen Taylor on 16 Jun 09 - Cached
  • SAI members might be interested in downloading a Webinar&nbsp;on taking initiatives to scale and reading principles on how to create "sticky" messages that convey to the public exactly what you're striving to accomplish in your school improvement efforts.
  • Julie Schendel on 18 Jun 09
     
    I noticed the offer to join a book club for one of Doug Reeves' books on the SAI website. I believe that he has a lot to offer us in terms of ideas and suggest his website: www.LeadandLearn.com
2More

The Changing Face of Education in Iowa: Iowa Core, in a Nutshell - 4 views

eabbey.blogspot.com/...iowa-core-in-nutshell.html ICC formative assessment
shared by Matt Townsley on 18 Dec 09 - Cached
  • Matt Townsley on 18 Dec 09
     
    Evan Abbey explains the ICC in terms practitioners can understand
  • Matt Townsley on 18 Dec 09
     
    A must read for all interested in the Iowa Core Curriculum.
3More

Key Ingredient Missing in 21st Century Education | Asia Society - 0 views

www.asiasociety.org/...ent-missing-21st-century-educa world languages 21st C Skills global awareness
shared by Susan Sandholm-Petersen on 10 Apr 10 - Cached
  • Mastery of world languages and the weaving of global awareness into core subject areas are key components of their definition of success. Yet too often, as in President Obama's call to arms this week, the notion that part of a world-class education includes knowing something about the world gets left out of the reform rhetoric. It's time to include global competency—knowing how to compete, communicate and collaborate with the world—as a core 21st century skill that all students, indeed, have a right to learn
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      One of the best ways to learn global competence and to develop global literacy is to learn another language. Communication and collaboration are embedded and experienced via the target language
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      Although World Languages is listed as a key 21st Century Skill (second on the list of key competencies, after English, reading and language arts), World Languages instruction is currently not part of the Iowa Core Curriculum. Will our Iowa students be fully prepared to work on a global level without this competency?
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