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Tony Borash

CASEL SEL 3 Signature Practices Playbook - 1 views

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    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.
Gaynell Lyman

Taking Teacher Coaching To Scale: Can Personalized Training Become Standard Practice? - Education Next : Education Next - 2 views

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    "Can Personalized Training Become Standard Practice?"
Gaynell Lyman

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

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    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.
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.
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  • 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.
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    Being used in Norton City, one of the VA4LIN divisions.
Debra Roethke

SuperSites for Elementary Students / Keyboarding - 2 views

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    Huge list of online keyboarding practice sites
Gaynell Lyman

Goal-setting Process | Blended & Personalized Learning Practices At Work - 3 views

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    Goal setting Process and Resources
Gaynell Lyman

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

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    "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."
Gaynell Lyman

http://mediaeducationlab.com/sites/mediaeducationlab.com/files/CodeofBestPracticesinFairUse_0.pdf - 2 views

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    Code of Best Practices Fair Use for Media Literacy Education
Gaynell Lyman

Reinventing a Public High School: A Case Study in Integrating Problem-Based Learning | Edutopia - 1 views

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    Example of how Project-Based Learning might look like at high school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
Gaynell Lyman

Pizza Fractions 1 on the App Store - 1 views

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    In chef's pizzeria your child masters the concept of naming simple fractions using pizza picture examples. Designed for grade levels 2-5, Pizza Fractions provides introductory practice with fractions in an approachable game-like environment. players presented with randomly generated fractions to identify by counting slices of pizza entry level simple fractions build confidence with denominators 1-12, excluding sevenths and elevenths adjustable level of difficulty allows beginners to start with easier fractions and progress as they learn option to advance questions by shaking the device or using a button score data and round timing allows you and your child to compete by alternating rounds
Gaynell Lyman

iTooch Elementary School App on the App Store - 1 views

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    With more than 25,000 exercises, iTooch Elementary is a new and fun way of practicing and learning Math, Language Arts and Science for 1st, 2nd, 3rd, 4th or 5th Graders. ‣ Speech synthesis to help young users in reading and text comprehension ‣ Multi-player management ‣ Font size adjustment to suit everyone's needs ‣ An embedded calculator
Gaynell Lyman

Melrose Elementary - Project Based Learning on Vimeo - 1 views

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    Example of how Project-Based Learning might look like at elementary school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
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