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Tony Borash

A DAY AT THE PARK | Kostas Kiriakakis - 2 views

kiriakakis.net/...a-day-at-the-park

shared by Tony Borash on 14 Nov 22 - No Cached
  • Tony Borash on 14 Nov 22
     
    Interesting comic that explores the fascinating relationships between questions and answers.
Gaynell Lyman

Managerial grid model - Wikipedia - 1 views

en.wikipedia.org/...Managerial_grid_model

grid productivity relationship

shared by Gaynell Lyman on 25 Aug 17 - No Cached
  • Gaynell Lyman on 25 Aug 17
     
    Tony introduced this to us during our brand design process.
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"
ms_mac4

To Be a Great Educator and Leader, Emotional Intelligence Is Essential (Opinion) - 0 views

www.edweek.org/...01

leadership reflection self-assessment emotional intelligence

shared by ms_mac4 on 22 Jan 24 - No Cached
  • The way in which we communicate with others can impact relationships, trust, and change.
  • In order to reflect, leaders need to be aware of their own emotional intelligence and find ready-to-go strategies,
  • it’s always a good practice to try to find that all elusive time to ponder as you begin to enhance your own emotional intelligence.
  • ...7 more annotations...
  • Self-awareness: One’s ability to recognize their own emotions, strengths, and challenges.
  • Self-regulation: The ability to monitor and regulate one’s behaviors.
  • Motivation: Being excited and engaged in an environment
  • Social skills: The ability to be able to speak to people from all walks of life purposefully.
  • Empathy: Being aware of how your actions impact others’ feelings
  • After reflecting on how you spend your time, consider some spaces where you can practice reflection. Is it right after school? Is it in the morning before students arrive? Is it during your commute?
  • Ongoing discussion and reflection is critical to our professional success and student achievement.
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