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Gaynell Lyman

AnswerGarden - Plant a Question, Grow Answers! Generate a live word cloud with your aud... - 0 views

answergarden.ch

formative_assessment assessment response feedback brainstorming polling survey

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    Welcome to another online tool to allow for Formative Assessment and engage students in discussion. Answer Garden allows the teacher to set up a website that gathers student input and ideas. As students answer a question prompt, their answers appear on the home Answer Garden screen set up by the teacher. Both teacher and students have an opportunity to see what the ideas of the crowd really are. It is simple to use. Since this is a open web tool students should be reminded to not answer with personal or identifying information. No student log in is required. Ways to use Answer Garden: Pose a Driving Question Collect ideas and opinions Look for adjectives that describe a character in a book Use as a polling mechanism… large words most popular Look for number of class that can get a correct answer Incorporate in a Socrative Seminar Align words to an idea, concept, place, or object Compare and contrast using two Answer Gardens Exit ticket of a learned concept Get feedback on an upcoming test
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.
Gaynell Lyman

High Tech High projects and books - 1 views

www.hightechhigh.org/projects

PBL projectbasedlearning hightechhigh criticalthinking communication collaboration deeperlearning

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    "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."
Gaynell Lyman

Seesaw - 1 views

web.seesaw.me

portfolio journal eportfolios communication

shared by Gaynell Lyman on 24 Jun 16 - No Cached
  • Gaynell Lyman on 24 Jun 16
     
    "Seesaw empowers students of any age to independently document what they are learning at school. Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible to teachers from any device. Student work can be shared with classmates, parents, or published to a class blog. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning."
Gaynell Lyman

Asking Effective Questions - Chicago Center for Teaching - 2 views

teaching.uchicago.edu/...asking-effective-questions

questions questioning student-centered deeperlearning

shared by Gaynell Lyman on 05 Aug 16 - No Cached
  • Gaynell Lyman on 05 Aug 16
     
    The Power of Effective Questioning "While asking questions may seem a simple task, it is perhaps the most powerful tool we possess as teachers.   If we ask the right question of the right student at the right moment we may inspire her to new heights of vision and insight.  A good question can excite, disturb, or comfort, and eventually yield an unexpected bounty of understanding and critical awareness.  But even apart from such serendipitous moments, question-asking serves many functions that make it the stock in trade of the skillful teacher. "
Gaynell Lyman

Online Labs | Go-Lab - 1 views

www.go-lab-project.eu/online-labs

labs science interactives virtual_lab

shared by Gaynell Lyman on 11 Nov 16 - No Cached
  • Gaynell Lyman on 11 Nov 16
     
    "The Go-Lab Portal aims at supporting teachers and students in their inquiry learning activities offering a wide range of online tools to work on scientific problems in a virtual environment. Using the Portal, teachers can utilize online laboratories and supporting learning applications to build Inquiry Learning Spaces customized for a certain class."
Gaynell Lyman

Academic Feedback - New Teacher Center : New Teacher Center - 2 views

newteachercenter.org/...cret-ingredient-student-agency

feedback student-centered agency

shared by Gaynell Lyman on 13 Jul 17 - No Cached
  • Gaynell Lyman on 13 Jul 17
     
    " Evidence Based Teaching calls it "the single most potent teaching strategy that teachers can use with all ages and across all subjects"
Gaynell Lyman

5 Ways to Help Your Students Become Better Questioners | Edutopia - 2 views

www.edutopia.org/...tter-questioners-warren-berger

questioning questions inquiry students student-centered

shared by Gaynell Lyman on 05 Aug 16 - No Cached
  • Gaynell Lyman on 05 Aug 16
     
    " Here are some suggestions (based on input from question-friendly teachers, schools, programs, and organizations) on how to encourage more questioning in the classroom and hopefully, beyond it."
John Ross

Kapwing - Where Content Creation Happens - 0 views

www.kapwing.com/?fbclid=IwAR0nMzp6prCK--0iZXxDy82yrRI12POFTkWTRsyXbW61rZ8uFjXEBGale5o

TeachingMusic AnnotateVideo UsingVideo

shared by John Ross on 03 Apr 20 - No Cached
  • John Ross on 03 Apr 20
     
    A tool that music teachers can use to co-record performances of students or with students.
Gaynell Lyman

The Art and Science of Developing Student Agency - New Teacher Center : New Teacher Center - 4 views

newteachercenter.org/...ence-developing-student-agency

agency student-centered choice

shared by Gaynell Lyman on 13 Jul 17 - No Cached
  • Gaynell Lyman on 13 Jul 17
     
    ""The best projects, you're the one who has to figure it out and make it work. Because it isn't the teacher's project! Where they tell you everything, it's almost like you already know what's gonna happen. If it's gonna work out perfectly and they give you all the steps, then what's the point of the project?""
Katy Fodchuk

mean-what-you-say-1.pdf - 2 views

#personalized learning #blended #competency-based

shared by Katy Fodchuk on 10 Aug 20 - No Cached
  • Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Personalized learning definition
  • What blended learning offers is a rational approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the enabler for high-quality learning experiences that allow a teacher to personalize learning and manage an optimized learning enterprise in the classroom.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Blended Learning Definition
  • Horn and Staker’s blended learning definition asks the blended modality to enable the student to have increased control over time, place, path and pace. The difference between solely using technology in addition to teacher-centered instructional models and understanding the fundamental shift using blended learning implementations toward transformed, student-centered instructional models is getting clearer.
  • Katy Fodchuk on 10 Aug 20
     
    Overview and Definitions of competency-based, blended, personalized learning models
Katy Fodchuk

Models | Blended Learning Universe - 1 views

www.blendedlearning.org/models

#blended #station rotation

shared by Katy Fodchuk on 10 Aug 20 - No Cached
  • Teachers provide support and instruction on a flexible, as-needed basis while students work through course curriculum and content. This model can give students a high degree of control over their learning.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Blended and Student Experience: Video focuses on how space facilitates student choice, thinking, and collaboration.
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A Frame... - 2 views

frameworksinstitute.org/...page18.html

CommunicationsPlan TechPlanning

shared by John Ross on 08 Sep 17 - No Cached
  • Traps are often habits of a field or common media practices and, as such, can be difficult to notice and even harder to avoid.
  • Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good.
  • 1. The Innovation Trap.
  • ...44 more annotations...
  • the idea prevails that innovative reforms can only happen outside of the traditional public school context.
  • They do so by painting a stark picture of public schools mired in bureaucracy and stuck in old models of education, and non-public or quasi-public institutions as incubators of reform.
  • Communicators should avoid falling into this trap by actively avoiding business and consumerist language like “efficiency.”
  • Most importantly, communicators should resist using analogies and comparisons between the public education system and private industry in discussions of reform.
  • 2. The Crisis Trap.
  • the education system as a system in crisis.
  • the education system is not providing students with the skills they need for employment.
  • Rather than appealing to crisis, communicators should be honest about the scope and scale of the problems facing the education system, but also put forth viable reforms and solutions that can address those problems.
  • 3. The Revolution Trap.
  • revolutionize, “blow up” or reinvent the education system
  • Such calls are likely to cue the strongly nostalgic views that make Americans resistant to changing the education system and likely to go “back to the basics” as the preferred solutions
  • To avoid this trap, communicators should replace calls for complete transformations, and dramatic statements about reinvention and revolution, with more measured language.
  • Communicators can also avoid this trap by recruiting frame elements such as Pragmatism, Ingenuity and Remodeling to establish change as significant, yet feasible.
  • 4. The Lack of Process Trap.
  • Communicators should not fall into the trap of leaving process invisible and focusing only on problem or solutions statements. Instead, they should provide clear explanations of how learning occurs, with Explanatory Metaphors such as Pollination Points, Cooking With Information and others.
  • readers looking to the news for an understanding of how children learn are left empty-handed.
  • 5. The Classroom Bubble Trap.
  • In the first type of story, the classroom is sealed in a bubble and separated from external factors
  • In the second type of story, administrative and policy aspects of the education system are politically motivated and transpire “downtown,” far removed from the everyday concerns of the classroom.
  • Communicators can avoid falling into this trap by connecting policies to instruction and vice versa. For instance, rather than painting a close-up portrait of a vibrant classroom and an inspiring teacher, “widen the lens” to include the professional development, curricular decisions and funding structures that made the effective instruction possible.
  • 6. The Technology Trap.
  • The public, however, has limited understandings of the role that technology can play in improving educational outcomes, and modeling digital resources as “faster, fancier” books reinforces the public’s understanding of passive instruction.
  • communicators should take care not to appeal to technology as a value, or assume that members of the public have clear understanding of the ways in which technology can be a part of improving education and learning. Instead, communicators should explain the pedagogical benefits of technology using the Explanatory Metaphors recommended in earlier sections.
  • 7. The Opening Up Schools Trap.
  • Erasing the boundaries between the learning that happens in the school and that which takes place in out-of-school settings violates the public’s dominant Compartmentalized Learning model.
  • Instead, communicators should focus conversations of learning space on learning rather than space. For example, the Pollination Points metaphor emphasizes that effective learning requires movement between places, and helps communicators lead with learning to set up considerations of space.
  • 8. The Flexibility Trap.
  • Communicators should be wary of extolling the virtues of flexible, student-centered classroom spaces without careful framing.
  • This trap can be avoided by framing different understandings of learning through the use of the metaphors described above before introducing ideas of student-centered learning.
  • 9. The Motivation Trap.
  • Communicators often talk about how education reform proposals should increase student motivation. Communicators should be aware that members of the public view motivation in a very different way than is often intended in these messages. For members of the public, motivation is an internal characteristic that is distinct from social context.
  • The metaphors above that highlight the role of context in effective learning — mainly Charging Stations and Pollination Points — can be used to avoid this trap.
  • 10. The Multiple Assessments Trap.
  • simply appealing to “multiple” assessments will trigger the public’s Every Child is Different model, which cues a hyper-individualized understanding of assessment that can lead to disengagement with the issue.
  • Also, without dislodging the understanding that assessment “is” summative assessment, calls for “multiple” assessments may inculcate support for adding even more summative assessments to school systems.
  • To stay out of this trap, communicators should focus on explaining the essential characteristics of an effective approach to assessment, and why these components are important; the Explanatory Metaphor Dashboard, Windows and Mirrors is helpful in this task.
  • 11. The Fairness Trap.
  • the public understands fairness in highly individualized terms. Standardized tests are fair because they treat everyone the same and allow for competition. Or, they are unfair because “every child is different” and has a different “learning style.”
  • To avoid this trap, use the value Human Potential, which pulls forth the public’s belief that all children deserve equal opportunity, but without the unproductive side effects of fairness frames.
  • Alternatively, use the value Fairness Across Places to establish fairness at a population level.
  • 12. The “Achievement Gap” Trap.
  • it does not explain to the public why and how disparities exist, nor how addressing education disparities benefits all stakeholders who comprise the system.
  • With this gap metaphor, the public interprets inequitable outcomes as the result of individual effort or achievement, and “closing the gap” becomes a threatening proposal that will unfairly benefit “underachievers.”
  • To avoid this trap, explain how structural inequities create different contexts, which then contribute to differential outcomes. The Charging Stations Explanatory Metaphor is helpful in this task.
  • John Ross on 08 Sep 17
     
    "In the following section, we identify communication habits that "trap" public thinking in unproductive evaluations and judgments. Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good. "
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.
Lori McEwen

Experimental Evidence on Teachers' Racial Bias in Student Evaluation: The Role of Gradi... - 0 views

www.edworkingpapers.com/...ai20-241.pdf

grading; equity

shared by Lori McEwen on 16 Dec 20 - No Cached
  • Lori McEwen on 16 Dec 20
     
    Quinn describes how using very specific performance criteria in grading virtually eliminates teacher bias.
Gaynell Lyman

Purdue OWL - 0 views

owl.english.purdue.edu/owl

writing grammar research plagerism apa bibliography

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction."
Gaynell Lyman

Digizen - Home - 0 views

www.digizen.org

internet safety teens digital_citizenship digital citizenship cyberbullying safety socialnetworking digitalcitizenship

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    Has resources to raise awareness and understanding of digital citizenship for teachers, parents, and students.
Gaynell Lyman

Project Based Learning: Explained. - YouTube - 0 views

www.youtube.com/watch

PBL projectbasedlearning video strategies BIE

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    This is a great starting point for anyone wanting to gain a basic understanding of Project-Based Learning. It is not only a great resource for teachers, but it is also beneficial for students, parents, and community stakeholders to view.
Gaynell Lyman

Setting Personal Goals Fuels Academic Growth - New Teacher Center : New Teacher Center - 2 views

newteachercenter.org/...-fuel-students-academic-growth

goalsetting agency PLP student-centered video

shared by Gaynell Lyman on 13 Jul 17 - No Cached
lathamkendall liked it
  • Gaynell Lyman on 13 Jul 17
     
    "And when young people get regular practice in identifying and monitoring their personal and academic goals, they have a key advantage. They begin to envision their future "possible selves" - as a person, as a learner, and as someone whose work matters in the larger world."
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