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Gaynell Lyman

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

newteachercenter.org/...-fuel-students-academic-growth

goalsetting agency PLP student-centered video

shared by Gaynell Lyman on 13 Jul 17 - No Cached
lathamkendall liked it
  • Gaynell Lyman on 13 Jul 17
     
    "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

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

tech.ed.gov/...principles

technology earlyyears DOE

shared by Gaynell Lyman on 03 Jan 18 - No Cached
  • Gaynell Lyman on 03 Jan 18
     
    "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."
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

COVID learning loss likely to linger without intensive work, research says - Chalkbeat - 0 views

www.chalkbeat.org/...anford-johns-hopkins-dartmouth

LearningLoss Learning Postcovid

shared by John Ross on 15 May 23 - No Cached
  • John Ross on 15 May 23
     
    "Students within the same district seemed to experience similar academic setbacks, regardless of their background. In the average district, white and more affluent students lost about the same amount of ground in reading and math as Black and Hispanic students and students from low-income families."
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.
wheatleysnow

"Learning loss" is problematic, but so are some of the solutions it's generating - Christensen Institute : Christensen Institute - 0 views

www.christenseninstitute.org/...f-the-solutions-its-generating

learning loss solutions accelerated data informed

shared by wheatleysnow on 11 Jun 21 - No Cached
  • wheatleysnow on 11 Jun 21
     
    Excellent perspective and suggested solutions around how to proceed with student learning. The phrase "learning loss" is problematic for various reasons and also impacts the kinds of solutions that are generated. Excerpt: How we define problems shapes the solutions we develop to solve them. Casting the academic impacts of COVID as "learning loss" is no different. As Steve Holmes, superintendent at Sunnyside Unified School District, a high-poverty, urban district in Tucson, AZ, warned at a conference last month, "No one loses learning, but it becomes part of the narrative and rhetoric. It drives ideas, and more importantly it drives solutions."
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