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John Ross

To Up Students' Math Ability, Try Working on Their Teachers' Growth Mindset - Teaching ... - 1 views

blogs.edweek.org/...y_teachers_growth_mindset.html

Math GrowthMindset

shared by John Ross on 20 Jul 18 - No Cached
  • John Ross on 20 Jul 18
     
    Positive impact for focusing on the TEACHER's mindset.
Gaynell Lyman

Digital Citizenship. on Pinterest | Digital Footprint, Internet Safety and Common Sense - 2 views

www.pinterest.com/...digital-citizenship

digital citizenship resources Digital Footprint pinterest edutopia digital_citizenship digitalcitizenship

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Pinterest Digital Citizenship. We've teamed up with Common Sense Media to compile some of the best resources for parents, teachers and administrators to guide students to become positive digital citizens and leaders."
Gaynell Lyman

138 Influences Related To Achievement - Hattie effect size list - 1 views

visible-learning.org/ect-sizes-learning-achievement

hattie visible_learning research achievement effectiveness influences

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study "Visible Learning" he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?""
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

How to Foster a Positive School Climate in a Virtual World | EdSurge News - 0 views

www.edsurge.com/...ool-climate-in-a-virtual-world

shared by Dean Shareski on 24 May 20 - No Cached
  • A school’s climate is like its personality. The term “school climate” covers everything from norms and values, to the quality of relationships, celebration of diversity, physical and emotional safety and rigorous teaching practices.
  • John Ross on 24 May 20
     
    "school climate is the plate"
John Ross

$2M contract expands access to free training to support students with autism, ADHD | K-... - 0 views

www.k12dive.com/...631839

Autism ADHD OnlineLearning

shared by John Ross on 15 Sep 22 - No Cached
  • John Ross on 15 Sep 22
     
    Some positive research results on this program
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