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Gaynell Lyman

Creative Commons - 1 views

creativecommons.org

creativecommons license media web2.0 music commons

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Creative Commons helps you share your knowledge and creativity with the world. We're helping to realize the full potential of the Internet-universal access to research and education, full participation in culture-to drive a new era of development growth, and productivity."
Tony Borash

CASEL SEL 3 Signature Practices Playbook - 1 views

casel.org/ignature-practices-playbook-v3

shared by Tony Borash on 01 Dec 22 - No Cached
  • Tony Borash on 01 Dec 22
     
    The SEL 3 Signature Practices were developed in response to these commonly heard questions: "But what does SEL LOOK like?" and "How can we start doing SEL right now?" Educators and OST providers understood and believed in the power of SEL, but sought clarity about how to demonstrate and observe SEL in action during the school day and beyond. The SEL 3 Signature Practices are one tool for fostering a supportive environment and promote SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan.
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.
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A FrameWorks MessageMemo - 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. "
Tony Borash

Hero's Journey | Fun Retrospectives - 3 views

www.funretrospectives.com/heros-journey

protocols team hero's_journey visioning planning

shared by Tony Borash on 16 Jan 18 - No Cached
  • Tony Borash on 16 Jan 18
     
    "The hero's journey is a futurespective activity to help describing a story a team is pursuing. It is inspired on Joseph Campbell's book. "
  • John Ross on 17 Jan 18
     
    Me likee! Big fan of Joseph Campbell. I saw the board and immediately though, "district visioning session." Thanks, Tony!
Gaynell Lyman

AppalachiaRCC - YouTube - 2 views

www.youtube.com/...UCkkW_UfULT3u62Qo5DvsfSg

video johnross peerassessment successcriteria goalsetting goalmonitoring

shared by Gaynell Lyman on 14 Nov 16 - No Cached
  • Gaynell Lyman on 14 Nov 16
     
    Serving Kentucky, Tennessee, Virginia, and West Virginia, the Appalachia Regional Comprehensive Center (ARCC) is one of 15 Regional Centers funded by the U.S. Department of Education to help state education agencies build their capacity to implement initiatives that improve educational outcomes for all students, close achievement gaps, and improve the quality of instruction.
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."
Gaynell Lyman

Screen Capture Software for Windows and Mac | Snagit - 2 views

www.techsmith.com/snagit.html

capture screen screencast snagit screenrecording screencapture

shared by Gaynell Lyman on 28 Jun 16 - No Cached
  • Gaynell Lyman on 28 Jun 16
     
    "Combining traditional screenshots, videos, and image editing to help you share important information with the people who need it most."
Gaynell Lyman

eSafety Homepage | Office of the Children's eSafety Commissioner - 2 views

www.esafety.gov.au

internet safety digitalcitizenship esafety cybersmart digital_citizenship

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    a resource site set up by the Australian government to help students, teachers, and families be prepared to talk about topics.
Gaynell Lyman

Storybird - Artful Storytelling - 1 views

storybird.com

storytelling writing digitalstorytelling collaborative digital storytelling storybird

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Write. Your words. Our art. Amazing stories. Simple tools help you build books in minutes. Let the art inspire and surprise you as you write. Readers will encourage you along the way."
Gaynell Lyman

Plagiarisma.Net: Plagiarism Checker - 2 views

plagiarisma.net

plagiarism copyright checker Writing resources

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Plagiarisma is an essay checker considered as an important tool for students, teachers, scholars and professional writers. It works on Windows, Android, BlackBerry and Web. It detects copyright infringement in your essay, research paper, coursework or dissertation. It supports Google, Yahoo, Babylon, Google Scholar and Google Books. It helps avoid plagerism. It will only take a few minutes to check your document. "
Gaynell Lyman

Digital Citizenship | Edutopia - 1 views

www.edutopia.org/...digital-citizenship

digital citizenship digital_citizenship edutopia digitalcitizenship

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Learn about online safety, cyberbullying, netiquette, privacy, copyright, and the norms of appropriate, responsible behavior to help young people consider their digital footprint."
Gaynell Lyman

Gamestar Mechanic - 1 views

gamestarmechanic.com

Josh programming gamebasedlearning game design gamification game creators

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Gamestar Mechanic uses fun, game-based quests and courses to help you learn game design and make your own video games!"
Gaynell Lyman

Read Naturally: Research-Based Intervention Programs and Assessments :: Read Naturally, Inc. - 1 views

www.readnaturally.com/

reading literacy curriculum intervention phonics Fluency Pay

shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "Read Naturally has helped millions of students become fluent readers and make solid gains in comprehension and vocabulary through fluency development. Check out our transformative products - available for fluency, phonics, vocabulary, spelling, and assessment!"
Gaynell Lyman

Proficiency - Great Schools Partnership - 1 views

www.greatschoolspartnership.org/proficiency

competency-based proficiency_based SBG standards GreatSchools

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "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

Resources for Assessment in Project-Based Learning | Edutopia - 1 views

www.edutopia.org/pbl-assessment-resources

assessment pbl project based learning rubrics edutopia

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Looking for tools and strategies for effective assessment in project-based learning? To support you, we've assembled this guide to helpful resources from Edutopia and beyond."
Gaynell Lyman

Number Rack, by The Math Learning Center on the App Store - 1 views

itunes.apple.com/...id496057949

number math ipad_apps free number_sense game elementary

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    Number Rack facilitates the natural development of children's number sense. The movable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies. This virtual version of the manipulative is an open-ended educational tool, ideal for elementary classrooms and other learning environments that use iPod Touches, iPhones, or iPads. Display 1 to 5 rows of beads, 10 beads per row. On the iPad, display up to 10 rows. Hide beads with the resizable shade, which allows teachers or learners to model subtraction or difference problems. Reverse the colors of rows 6 to 10 to distinguish (or not) groupings of 25 beads. Use the drawing tools to annotate work and show understanding Write equations and expressions with the text tool.
Gaynell Lyman

Number Line, by the Math Learning Center on the App Store - 2 views

itunes.apple.com/...id751816884

number_line math ipad_apps free game elementary

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Number Line helps students visualize number sequences and illustrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing whole numbers. The number line can be labeled with multiples of any whole number from 1 to 100."
Gaynell Lyman

Number Pieces, by the Math Learning Center on the App Store - 2 views

itunes.apple.com/...id605433778

number math ipad_apps place_value number_sense elementary

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    Number Pieces helps students develop a deeper understanding of place value while building their computation skills with multi-digit numbers. Students use the number pieces to represent multi-digit numbers, regroup, add, subtract, multiply, and divide.
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