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Gaynell Lyman

I'm a New Coach: Where Do I Start? - The Art of Coaching Teachers - Education Week Teacher - 3 views

blogs.edweek.org/...new_coach_where_do_i_star.html

framework article

shared by Gaynell Lyman on 01 Aug 17 - No Cached
  • Gaynell Lyman on 01 Aug 17
     
    Consider as a framework for organizing toolkits
lathamkendall

Resources - LEAP Learning Framework - 3 views

leaplearningframework.org/resources

personalized students resources strategies learners

shared by lathamkendall on 20 Dec 16 - No Cached
  • Gaynell Lyman on 20 Dec 16
     
    Strategy resources for Personalized Learning. Aligned to the Leap Learning Framework (also available on this site)
Tony Borash

Drexler/Sibbet Team Performance Model - Kaizenko - 0 views

www.kaizenko.com/-sibbet-team-performance-model

shared by Tony Borash on 27 Jan 21 - No Cached
  • Tony Borash on 27 Jan 21
     
    "Allan Drexler and David Sibbet developed a team performance model framework for understanding team development that has similar concepts to those covered by Tuckman. In the Drexler/Sibbet model, there is a concept of a bouncing ball where team building begins with a lot of freedom of imagination, openness and aspirations and then slowly becomes more and more realistic and grounded as the team better understands the members, goals and constraints, and then bounces back up through implementation, creativity, innovation and high performance."
Gaynell Lyman

In the Digital Economy, Your Software Is Your Competitive Advantage - 1 views

hbr.org/...-is-your-competitive-advantage

Monday software amazon speed problems solutions

shared by Gaynell Lyman on 05 Feb 21 - No Cached
  • Gaynell Lyman on 05 Feb 21
     
    "Assign problems, not tasks. Traditionally, people on the business side come up with ideas and hand them to developers who are tasked with turning them into code. Instead, let developers contribute to the solution of business problems. Who knows better how to apply software to your business than people who deeply understand technology? Tolerate failure. Experimentation is the prerequisite to innovation. Create an environment where developers run lots of small experiments and where failure is celebrated rather than punished. Run blameless post-mortems to discover why an experiment failed and what you can learn from that experience. Become obsessed with speed. Startups push new code constantly, every day. Companies can no longer spend months developing new programs. Hunt relentlessly for ways to shave the time it takes to go from "great idea" to working production code. Keep developers close to customers. Remove organizational barriers that separate developers from the people who actually use their software. When developers talk to customers they can deliver better, more useful features in less time. Every organization will embrace the builder's mindset in its own way. But these principles provide a framework for building a world-class software development organization, so you can respond faster to customer needs, adapt to a constantly changing market, and keep up with the Amazons of the world. "
Gaynell Lyman

http://www.inacol.org/wp-content/uploads/2015/02/mean-what-you-say.pdf - 3 views

www.inacol.org/...mean-what-you-say.pdf

personalized personalized learning iNACOL blended_learning

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    The purpose of the personalized learning framework is to open student pathways and encourage student voice and choice in their education. Personalized learning is enabled by instructional environments that are competency-based. By tapping into modalities of blended and online learning using advanced technologies, personalized learning is enhanced by transparent data and abundant content resources flowing from redesigned instructional models to address the standards. By doing this, new school models can unleash the potential of each and every student in ways never before possible.
ms_mac4

Five Practices to Do Today for More Effective Instructional Coaching - 2 views

www.insighteducationgroup.com/...fective-instructional-coaching

learner profile

shared by ms_mac4 on 05 Mar 21 - No Cached
  • coaching is not scripted, but is embedded in a conversation
  • when teachers do not even realize a conversation was actually coaching because it was truly a dialogue between professionals—fluid, natural, action oriented, and collegial—then you have truly become a coach
  • Coaching teachers or principals in a vacuum (i.e. without a framework to ground the conversation), can be very tricky for even the most experienced coaches and invites the common pitfall of basing the coaching conversation on opinion.
  • ...1 more annotation...
  • Find or create a learner-centered framework for your school or district.
Gaynell Lyman

Assessment in PBL - New Tech Network New Tech Network - 1 views

newtechnetwork.org/...assessment-in-pbl

projectbasedlearning PBL assessment project design tool framework

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Use this tool to identify the kinds of learning that students should be typically engaged in during each phase of a project and to identify strategies for effectively assessing their learning in each phase.
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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