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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"
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

Gold Standard PBL: Project Based Teaching Practices | Blog | Project Based Learning | BIE - 1 views

www.bie.org/...oject_based_teaching_practices

projectbasedlearning PBL project implementation teacher article roles

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    This articles highlights the vital role of the teacher in PBL. While sharing some aspects of traditional instructional practices, Project Based Teaching requires new roles and responsibilities.
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

Harvard Education Publishing Group - 2 views

hepg.org/...to-ask-their-own-questions_507

questioning inquiry QFT student-centered Question

shared by Gaynell Lyman on 05 Aug 16 - No Cached
  • Gaynell Lyman on 05 Aug 16
     
    "Teaching Students to Ask Their Own Questions"
Gaynell Lyman

Study: Most Teaching and Learning Uses Technology Nowadays -- THE Journal - 1 views

thejournal.com/...-uses-technology-nowadays.aspx

technology classroom study research

shared by Gaynell Lyman on 14 Jul 18 - No Cached
  • Gaynell Lyman on 14 Jul 18
     
    Might be interesting to read the entire study.
Gaynell Lyman

How Video Coaching Leads to More Honest Teaching | EdSurge News - 1 views

www.edsurge.com/...-leads-to-more-honest-teaching

videolearning challenges support

shared by Gaynell Lyman on 02 Jan 19 - No Cached
  • Gaynell Lyman on 02 Jan 19
     
    "To help us through our initial fears of recording ourselves, Ginger gave us weekly video challenges. One week, she challenged us to film the first three minutes of class. Another week, she wanted to see a transition time. Sometimes we would film times that related to our professional growth plans. Each week, we'd bring the recordings to staff meetings and watch them together with a partner or small group. Sometimes, Ginger would provide prompts for us to use as we discussed the recordings."
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