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Gaynell Lyman

Ramping Up Technology for Your Next PBL Project | Edutopia - 2 views

www.edutopia.org/...logy-improve-PBL-andrew-miller

projectbasedlearning edtech integration project technology PBL

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    This article offers some practical and PBL-specific ways to integrate technology with PBL.
Gaynell Lyman

MGSD Cool Tools Library - 3 views

sites.google.com/...mgsd-cool-tools-library

cool tools Mooresville Webster resrouces

shared by Gaynell Lyman on 12 Jul 16 - No Cached
  • Explore some of our favorite Cool Tools that can be integrated into student-centered, engaging lessons. For each of the tools, you will get a basic overview, see examples, review classroom applications and explore how to adapt it for use in your content area.
  • Gaynell Lyman on 12 Jul 16
     
    "Explore some of our favorite Cool Tools that can be integrated into student-centered, engaging lessons. For each of the tools, you will get a basic overview, see examples, review classroom applications and explore how to adapt it for use in your content area."
Gaynell Lyman

Embedding Assessment Throughout the Project (Keys to PBL Series Part 5) - YouTube - 0 views

www.youtube.com/watch

projectbasedlearning PBL assessment project video

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    View how assessment can be integrated seamlessly into project-based learning.
Gaynell Lyman

AZk12 - Professional Development for Educators - 2 views

www.azk12.org/tim

TIM lessons Arizona Matrix technology_integration video

shared by Gaynell Lyman on 01 Aug 16 - No Cached
  • Gaynell Lyman on 01 Aug 16
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, a
Gaynell Lyman

SWGfL Digital Literacy - Home - 1 views

www.digital-literacy.org.uk/Home.aspx

digital citizenship internet safety lessons education digitalliteracy curriculum digital_citizenship digitalcitizenship

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    comprehensive curriculum that gives guidance on how to integrate these topics into existing areas of the school.
Debra Roethke

AZk12 - Professional Development for Educators - 1 views

www.azk12.org/...ix-active-entry-lesson-k-4.php

videos assess lessons instruction resources

shared by Debra Roethke on 10 Jul 18 - No Cached
  • Debra Roethke on 10 Jul 18
     
    videos to use to assess lessons
Gaynell Lyman

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

www.edutopia.org/m-based-learning-school-reform

high video PBL projectbasedlearning Sammamish casestudy article blog

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    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.
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.
Dean Shareski

Teacher Job Satisfaction Rebounds From Last Year's Low. But There's Still a Ways to Go - 0 views

www.edweek.org/...05

wellbeing wellness research survey

shared by Dean Shareski on 08 Jun 23 - No Cached
  • Several teachers who have considered quitting say it’s not because they don’t still love teaching—it’s because of all the pressure and lack of suppor
  • “Self-care is really important, but that kind of injunction just puts more labor on teachers if it’s not actually integrated into structural functions of school.”
rachelfruin

Online Learning and Integrity - 0 views

fs24.formsite.com/...tegritySpotlight_Sponsored.pdf

shared by rachelfruin on 27 Mar 23 - No Cached
  • rachelfruin on 27 Mar 23
     
    What's In, What's Out for Education Technology Out: Tech for remediation -> In: acceleration Out: Purchasing new products -> In: Culling the roster of tech tools Additional articles on trends in ed tech and Tips for using AI
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