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Gaynell Lyman

PLP - Stu Dent Portfolio - 4 views

sites.google.com/...collaboration

plp MTA MtAbe portfolio personalizedlearning

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    MTA PLP and portfolio
lathamkendall

12 Must Watch TED Talks for Teachers ~ Educational Technology and Mobile Learning - 2 views

www.educatorstechnology.com/...ch-ted-talks-for-teachers.html

coaching educators collaboration creativity education motivation learning

shared by lathamkendall on 11 Apr 16 - No Cached
  • lathamkendall on 11 Apr 16
     
    TED is another wonderful source of educational and inspirational videos to use in your class and for your professional development. A few days ago TED released its annual list of the most popular talks of the year featuring a number of interesting presentations covering different topics (e.g ).
Gaynell Lyman

Storybird - Artful Storytelling - 1 views

storybird.com

storytelling writing digitalstorytelling collaborative digital storytelling storybird

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Write. Your words. Our art. Amazing stories. Simple tools help you build books in minutes. Let the art inspire and surprise you as you write. Readers will encourage you along the way."
Gaynell Lyman

Skype in the Classroom - Microsoft in Education - 2 views

education.microsoft.com/skypeintheclassroom

Skype collaboration virtualfieldtrip mystery communication

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    Learn more about mystery skype, find a classroom, guest speaker or virtual field trip
Gaynell Lyman

Henrico 21 | Henrico County Public Schools - 2 views

blogs.henrico.k12.va.us/21

henrico HCPS 21stcenturylearning lessons H21 henrico21 criticalthinking communication collaboration creativity deeperlearning

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    Repository of lessons with student artifacts
Gaynell Lyman

High Tech High projects and books - 1 views

www.hightechhigh.org/projects

PBL projectbasedlearning hightechhigh criticalthinking communication collaboration deeperlearning

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    "These projects are examples of the work that is done at all of the High Tech High Schools. It is our record of what we have done and how to get there. Teachers can utilize this to show off what they have done with their students, and get ideas from others teachers. Students can show their parents and friends the work that they have done, and the community can see how project based learning enables students to do and learn. Please enjoy the projects and videos."
lathamkendall

Differentiation with Social Media Tools - Google Sheets - 2 views

docs.google.com/...edit

differentiation tools blog collaboration communication creativity resources 21stCenturySkills

shared by lathamkendall on 13 Jun 16 - No Cached
  • lathamkendall on 13 Jun 16
     
    " "
Gaynell Lyman

Nepris - Connecting Industry to Classrooms - 2 views

www.nepris.com

STEM STEAM collaboration experts authentic industry professionals

shared by Gaynell Lyman on 05 Dec 16 - No Cached
  • Gaynell Lyman on 05 Dec 16
     
    "Real World Delivered to the Classroom. Nepris connects teachers and students with the right industry experts, virtually without having to spend much planning time or leaving the classroom while providing an effective way for companies to extend education outreach and create equity of access."
John Ross

For the Sake of Argument | American Federation of Teachers - 0 views

www.aft.org/...friedrich_bear_fox

LanguageArts Writing PBL AuthenticIntellectualWork

shared by John Ross on 27 Jun 19 - No Cached
  • NWP’s approach to argument writing starts with having students understand multiple points of view that go beyond pros and cons and are based on multiple pieces of evidence, which ultimately enables students to take responsible civic action.
  • Participating in a conversation is central to our understanding of argument. Before students develop a solid claim for an argument, they need to get a good sense of what the range of credible voices are saying and what a variety of positions are around the topic. Students have to first distinguish between credible and unreliable sources, and then identify the range of legitimate opinions on a single issue. This initial move counters the argument culture by seeking understanding before taking a stand.
  • Many schools, especially in high-poverty areas, are accustomed to professional development providers that materialize for a short period of time, promise success, and then disappear. The NWP, however, relies on well-established local Writing Projects to provide professional development, believing that local teachers are the best teachers of other local teachers. This relationship helps break down resistance to change.
  • ...13 more annotations...
  • The C3WP framework rests on what are known as “cycles of instruction” that integrate the program’s three essential components: instructional resources for teaching argument writing, formative assessment tools, and intensive professional development—all developed by teachers for teachers.
  • Each C3WP instructional resource describes a four- to six-day sequence of instructional activities that focuses on developing a small number of argument skills (e.g., developing a claim, ranking evidence, coming to terms with opposing viewpoints). Ideally, teachers will teach at least four of these resources each year to help students gradually improve their ability to write evidence-based arguments
  • 1. Focus on a specific set of skills or practices in argument writing that build over the course of an academic year.
  • rather than attempting to teach everything about argument in a single unit
  • 2. Provide text sets that represent multiple perspectives on a topic, beyond pro and con.
  • A text set typically:Grows in complexity from easily accessible texts to more difficult;Takes into account various positions, perspectives, or angles on a topic;Provides a range of accessible reading levels;Includes multiple genres (e.g., video, image, written text, infographic, data, interview); andConsists of multiple text types, including both informational and argumentative.
  • 3. Describe iterative reading and writing practices that build knowledge about a topic.
  • 4. Support the recursive development of claims that emerge and evolve through reading and writing.
  • 5. Help intentionally organize and structure students’ writing to advance their arguments.
  • there is no single “right” way to organize and use evidence in an op-ed.
  • 6. Embed formative assessment opportunities in classroom practice to identify areas of strength and inform next steps for teaching and learning.
  • C3WP engages teachers in collaboratively assessing students’ written arguments to understand what students can already do and what they need to learn next.
  • Most participating schools and districts, including those in the original evaluation, are underresourced, are under pressure to raise test scores, and often experience high teacher turnover.
  • John Ross on 27 Jun 19
     
    Being used in Norton City, one of the VA4LIN divisions.
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