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Gaynell Lyman

High Expectations: What to Look For | ASCD Inservice - 0 views

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    " I often hear educators talking about high expectations and rigor. These are buzzwords that everyone agrees are an important part of education. However, as I participate in walkthroughs with principals and debrief what we are seeing, I'm finding that school leaders often struggle to know what to actually look for. They can identify a rigorous text and determine whether expectations around scholar product are "high" or "low," but seem to miss opportunities to identify key cultural indicators of the presence or absence of high expectations."
Gaynell Lyman

High Tech High projects and books - 1 views

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    "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."
Tony Borash

The Blake Mouton Managerial Grid - From MindTools.com - 0 views

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    "Team Management - High Production/High People According to the Blake Mouton model, Team management is the most effective leadership style. It reflects a leader who is passionate about his work and who does the best he can for the people he works with. Team or "sound" managers commit to their organization's goals and mission, motivate the people who report to them, and work hard to get people to stretch themselves to deliver great results. But, at the same time, they're inspiring figures who look after their teams. Someone led by a Team manager feels respected and empowered, and is committed to achieving her goals. Team managers prioritize both the organization's production needs and their people's needs. They do this by making sure that their team members understand the organization's purpose , and by involving them in determining production needs. When people are committed to, and have a stake in, the organization's success, their needs and production needs coincide. This creates an environment based on trust and respect, which leads to high satisfaction, motivation and excellent results. Team managers likely adopt the Theory Y approach to motivation, as we mentioned above."
Gaynell Lyman

Reinventing a Public High School: A Case Study in Integrating Problem-Based Learning | ... - 1 views

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    Example of how Project-Based Learning might look like at high school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
Gaynell Lyman

Tiny House - Collaborative Project Amongst Many Students - (Deeper Learning) - 1 views

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    Tiny house project from High Tech High
Gaynell Lyman

High Tech High - 1 views

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    Worth following. Add to your feed.
Gaynell Lyman

Home | Fitness Blender - 2 views

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    "High-quality, full-length workout videos for every fitness level. Absolutely free At Fitness Blender, we believe fitness should be accessible to everyone, everywhere, regardless of income level or access to a gym. That's why we provide full-length workout videos and quality health information completely free of charge. It's our goal to make sure everyone has access to what they need to keep their bodies strong and healthy."
Gaynell Lyman

What Should High School Graduates Know And Be Able To Do? | Getting Smart - 3 views

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    "Several strands of work including workforce preparedness, character development, social emotional learning, and mindset, now inform school districts and networks. However, it remains challenging to describe the aims and measures of a rigorous well-rounded education"
John Ross

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

  • 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.
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  • 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.
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    Being used in Norton City, one of the VA4LIN divisions.
Debra Roethke

Everything You Need to Know About Building a Great Screencast Video | Cult of Pedagogy - 0 views

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    Strategies for creating high quality screencasts
Gaynell Lyman

Unsplash | Beautiful Free Photo Community - 0 views

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    Great source for high quality photos that are free to download and use.
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