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Gaynell Lyman

High Expectations: What to Look For | ASCD Inservice - 0 views

inservice.ascd.org/-expectations-what-to-look-for

expectations lookfors ASCD learningwalks leadership

shared by Gaynell Lyman on 09 Jul 19 - No Cached
  • Gaynell Lyman on 09 Jul 19
     
    " I often hear educators talking about high expectations and rigor. These are buzzwords that everyone agrees are an important part of education. However, as I participate in walkthroughs with principals and debrief what we are seeing, I'm finding that school leaders often struggle to know what to actually look for. They can identify a rigorous text and determine whether expectations around scholar product are "high" or "low," but seem to miss opportunities to identify key cultural indicators of the presence or absence of high expectations."
Gaynell Lyman

5 Keys to Challenging Implicit Bias | Edutopia - 0 views

www.edutopia.org/...ging-implicit-bias-shane-safir

tolerance CulturallyResponsive equity disparity disproportionality bias

shared by Gaynell Lyman on 09 Jul 19 - No Cached
  • Gaynell Lyman on 09 Jul 19
     
    "Challenge implicit biases by identifying your own, teaching colleagues about them, observing gap-closing teachers, stopping "tone policing," and tuning into such biases at your school."
Gaynell Lyman

Courageous Conversations About Race in Schools - National Network of State Teachers of ... - 1 views

www.nnstoy.org/-courageous-conversations-race

race disparity CourageousConversations equity

shared by Gaynell Lyman on 09 Jul 19 - No Cached
  • Gaynell Lyman on 09 Jul 19
     
    "These short videos are designed to shift the conversation, to prompt a deeper, more authentic discussion about issues of racial equity in schools. Made during the 2017 National Teacher Leadership Conference, State Teachers of the Year and other educators speak from the head and the heart, sharing their experiences and their ideas about how to move forward."
Gaynell Lyman

How To Design a Digital Badge Strategy - WBT Systems - 1 views

www.wbtsystems.com/...esign-a-digital-badge-strategy

badge microcredentials strategy template guide criteria

shared by Gaynell Lyman on 09 Jul 19 - No Cached
  • Gaynell Lyman on 09 Jul 19
     
    "A flexible, structured Digital Badge Strategy applied to your planned and existing online learning programs will help to validate your badging initiative - ensuring that you meet your learning and organisational goals."
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.
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