Skip to main content

Home/ ALP Team/ Group items tagged success

Rss Feed Group items tagged

Gaynell Lyman

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

  •  
    "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?""
Gaynell Lyman

Proficiency - Great Schools Partnership - 1 views

  •  
    "The Great Schools Partnership created Proficiency-Based Learning Simplified to help schools develop efficient standards-based systems that will prepare all students for success in the colleges, careers, and communities of the 21st century. "
Gaynell Lyman

Guiding Principles for Use of Technology with Early Learners - Office of Educational Te... - 2 views

  •  
    "The thoughtful use of technology by parents and early educators can engage children in key skills such as play, self-expression, and computational thinking which will support later success across all academic disciplines and help maintain young children's natural curiosity."
Tony Borash

The Blake Mouton Managerial Grid - From MindTools.com - 0 views

  •  
    "Team Management - High Production/High People According to the Blake Mouton model, Team management is the most effective leadership style. It reflects a leader who is passionate about his work and who does the best he can for the people he works with. Team or "sound" managers commit to their organization's goals and mission, motivate the people who report to them, and work hard to get people to stretch themselves to deliver great results. But, at the same time, they're inspiring figures who look after their teams. Someone led by a Team manager feels respected and empowered, and is committed to achieving her goals. Team managers prioritize both the organization's production needs and their people's needs. They do this by making sure that their team members understand the organization's purpose , and by involving them in determining production needs. When people are committed to, and have a stake in, the organization's success, their needs and production needs coincide. This creates an environment based on trust and respect, which leads to high satisfaction, motivation and excellent results. Team managers likely adopt the Theory Y approach to motivation, as we mentioned above."
Gaynell Lyman

"The Third Door" by Alex Banayan - Success Secrets - BOOK SUMMARY - YouTube - 1 views

  •  
    This is a much better summary than the two second one I usually give people. :)
Tony Borash

Three Selves - Growing Resilient - 0 views

  •  
    "In this activity, there are Three of Ourselves. There is the Past Self who exists as the person in our memories. We often have feelings of regret, blame, or unfairness around the experiences of Past Self. This is totally normal. There is the Present Self or the Experiencing Self, who lives in the present tense - this is you right now. Sometimes it is hard to focus on the Present Self without getting stuck worrying about Past or Future Self. There is the Future Self who will adapt to an uncertain future. We often don't give this self enough trust - she or he is very good at adapting and this should give us confidence. That said, Future Self can be prepared for success through the habits, skills, and experiences of Past and Present Self. By thinking about these Three Selves in an equilibrated and healthy way, we can increase our resilience and wellness."
Tony Borash

6 Principles of Game-Based Learning - Pt. 1 - YouTube - 0 views

shared by Tony Borash on 11 Feb 22 - No Cached
  •  
    Minecraft six principles of game-based learning: The failure dynamic, fail early, fail often. Teach students to take risks in a safe environment- a game. The flexibility dynamic. Provide multiple paths to success. Old school video games had one way to win. Newer "sandbox" games are more open. The construction dynamic. Build something that matters. Students want to create things with a purpose. Minecraft lets them create something difficult and worthwhile. The situated meaning. Learn new ideas by experiencing them. Students learn vocabulary in real-time, as it pertains to playing with others in the game; or learn math as they understand construction. Systems thinking. Learn how all pieces can fit or be fitted. Games help players see how their actions fit into the bigger picture, not just the individual. Build empathy. Bring players together to learn a common goal. By communicating and working together, players build empathy through their avatars by raising awareness of local or global goals.
Gaynell Lyman

Replicating Another School's Success: One Teacher's Story | Edutopia - 1 views

  •  
    This is a candid video of a teacher who reflected on her journey to PBL.
John Ross

For the Sake of Argument | American Federation of Teachers - 0 views

  • 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.
  •  
    Being used in Norton City, one of the VA4LIN divisions.
Katy Fodchuk

A new tool for putting the learning in digital learning - Christensen Institute : Chris... - 1 views

  • successful blended-learning environment for students is a process of innovation, not an event.
  • Schools that implement blended learning successfully are constantly re-evaluating their students’ and teachers’ needs, adapting their blended-learning models, and refining their rallying cry in order to create truly student-centered learning environments.
1 - 20 of 21 Next ›
Showing 20 items per page