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Gaynell Lyman

Features for interacting with your audience - Mentimeter - 3 views

www.mentimeter.com/features

poll vote presentation engagement participation data

shared by Gaynell Lyman on 11 May 18 - No Cached
  • Gaynell Lyman on 11 May 18
     
    "Interact and vote with smartphones during presentations Make your audience feel more involved and motivated by enabling them to contribute to your presentations. Mentimeter shows the results live while your participants are voting with the web based mobile polling app directly in their browser, making sure everyone is part of the presentation. Get instant responses using smartphones for voting Visualize the results in real-time No need for documentation or administration since the results are saved automatically" Handles large audiences and can be customized with a variety of question types and displays.
Gaynell Lyman

Creative Commons - 1 views

creativecommons.org

creativecommons license media web2.0 music commons

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Creative Commons helps you share your knowledge and creativity with the world. We're helping to realize the full potential of the Internet-universal access to research and education, full participation in culture-to drive a new era of development growth, and productivity."
Gaynell Lyman

Digital Citizenship Week | Common Sense Media - 1 views

www.commonsensemedia.org/...digitalcitizenshipweek

digital_citizenship online safety activities

shared by Gaynell Lyman on 15 Apr 16 - No Cached
  • Gaynell Lyman on 15 Apr 16
     
    "Join us for Digital Citizenship Week and engage students, teachers, and families in your community in thinking critically, behaving safely, and participating responsibly online. "
John Ross

Welcome to the Virtual Crash Course in Design Thinking - 2 views

dschool.stanford.edu/dgift

InstructionalDesign AuthenticIntellectualWork RealWorld

shared by John Ross on 29 Dec 16 - No Cached
  • John Ross on 29 Dec 16
     
    "We know not everyone can make a trip to the d.school to experience how we teach design thinking. So, we created this online version of one of our most frequently sought after learning tools. Using the video, handouts, and facilitation tips below, we will take you step by step through the process of hosting or participating in a 90 minute design challenge."
Gaynell Lyman

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

inservice.ascd.org/-expectations-what-to-look-for

expectations lookfors ASCD learningwalks leadership

shared by Gaynell Lyman on 09 Jul 19 - No Cached
  • Gaynell Lyman on 09 Jul 19
     
    " 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."
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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