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7 Factors Useful in Facilitating Student Collaboration From a Distance | Corwin Connect - 0 views

corwin-connect.com/...-collaboration-from-a-distance Collaboration DistanceLearning RemoteLearning
shared by John Ross on 22 Jun 21 - No Cached
  • John Ross on 22 Jun 21
     
    Not sure I agree on the 10-minute time limit for all ages, but a nice summery of key points.
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The Three Essential Coaching Habits for the Time-Crunched Manager - 4 views

boxofcrayons.com/...Three_Coaching_Habits.pdf leadership time management coaching
shared by wheatleysnow on 26 Jul 21 - No Cached
  • wheatleysnow on 26 Jul 21
     
    From Box of Crayons.
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Open talk, open door: Helping kids, teens after a school shooting - 0 views

healthblog.uofmhealth.org/...-teens-after-a-school-shooting safety communication mental health violence
shared by wheatleysnow on 05 Dec 21 - No Cached
  • wheatleysnow on 05 Dec 21
     
    "Traumatic news, plus the stress of a pandemic and upcoming holidays, make this a critical time for young people and their parents and school staff" ... "The biggest things that adults and our communities can do right now are to provide consistency and structure, to keep open lines of communication, and to find time each day to check in with one another," Joanna Quigley, MD, Child psychiatrist at University of Michigan's medical center
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6 Principles of Game-Based Learning - Pt. 1 - YouTube - 0 views

www.youtube.com/watch
shared by Tony Borash on 11 Feb 22 - No Cached
  • Tony Borash on 11 Feb 22
     
    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.
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Report: Girls' Aptitude Far Exceeds Interest in STEM -- THE Journal - 0 views

thejournal.com/...-exceeds-interest-in-stem.aspx STEM GirlsInScience Science Equity
shared by John Ross on 14 Mar 23 - No Cached
  • John Ross on 14 Mar 23
     
    Girls aptitude for STEM is 8 TIMES(!) their aptitude. Link to report at the end of the article.
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To Be a Great Educator and Leader, Emotional Intelligence Is Essential (Opinion) - 0 views

www.edweek.org/...01 leadership reflection self-assessment emotional intelligence
shared by ms_mac4 on 22 Jan 24 - No Cached
  • The way in which we communicate with others can impact relationships, trust, and change.
  • In order to reflect, leaders need to be aware of their own emotional intelligence and find ready-to-go strategies,
  • it’s always a good practice to try to find that all elusive time to ponder as you begin to enhance your own emotional intelligence.
  • ...7 more annotations...
  • Self-awareness: One’s ability to recognize their own emotions, strengths, and challenges.
  • Self-regulation: The ability to monitor and regulate one’s behaviors.
  • Motivation: Being excited and engaged in an environment
  • Social skills: The ability to be able to speak to people from all walks of life purposefully.
  • Empathy: Being aware of how your actions impact others’ feelings
  • After reflecting on how you spend your time, consider some spaces where you can practice reflection. Is it right after school? Is it in the morning before students arrive? Is it during your commute?
  • Ongoing discussion and reflection is critical to our professional success and student achievement.
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National Summit on K-12 Competency-Based Education Recommended Reading « Comp... - 4 views

www.competencyworks.org/...-education-recommended-reading competency_based personalized policy leadership
shared by lathamkendall on 25 May 17 - No Cached
  • John Ross on 26 May 17
     
    Comprehensive list on more than just CBE, including personalized learning, equity, students with special needs. I wish I had the time (and copies of all the books!) to get through all of this.
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TeachersFirst's Copyright and Fair Use Resources - 2 views

www.teachersfirst.com/...copyrightandfairuse.cfm copyright fairuse resources fair_use lessons research
shared by Gaynell Lyman on 05 May 16 - Cached
  • Gaynell Lyman on 05 May 16
     
    "This collection of reviewed resources from TeachersFirst is selected to help teachers, parents, and students understand concepts of copyright and Fair Use.  This collection includes instructional activities about copyright and collections/tools to use images, music, and texts legally, either through Fair Use or Creative Commons licensing. Use these resources to model and teach ethical use of electronic media or to find copyright-safe raw materials for student projects. Be sure to share these resources with students for them to access any time they have a project to do."
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Free online voice recorder - SpeakPipe - 2 views

www.speakpipe.com/voice-recorder
shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "SpeakPipe voice recorder allows you to create an audio recording directly from a browser by using your microphone. The recording is produced locally on your computer, and you can record as many times as you need. There is the option to save your recording on the SpeakPipe server and get a link to it, so you can send it via email or use on the web."
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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.
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