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04-JAAL-51-8-Vacca - scaffolding and buddha.pdf - 0 views

coedpages.uncc.edu/...scaffolding%20and%20buddha.pdf SocialStudies Teacher Resource
shared by Michelle Russell on 03 Apr 13 - No Cached
    • Michelle Russell
      Michelle Russell on 03 Apr 13
       
      This article provides a great example of how to scaffold a six grade social studies lesson.
  • Continuity—
  • Scaffolding delivers efficiency—
  • ...14 more annotations...
  • . Handover/takeover—
  • All three scales have six central features
  • Scaffolding offers assessment to clarify expectations
  • ccording to McKenzie (1999), there are atleast eight characteristics of scaffolding:
  • Scaffolding creates momentum
  • Scaffolding reduces uncertainty, surprise,and disappointment—
  • Flow—
  • Scaffolding provides clear directions
  • Contextual support
  • Scaffolding points students to worthysources
  • Intersubjectivity
  • Scaffolding clarifies purpose
  • Contingency
  • Scaffolding keeps students on task—
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Six Scaffolding Strategies to Use with Your Students | Edutopia - 0 views

www.edutopia.org/...s-six-strategies-rebecca-alber Teacher Resource
shared by Michelle Russell on 03 Apr 13 - No Cached
    • Michelle Russell
      Michelle Russell on 03 Apr 13
       
      This website provides some easy ways to scaffold instruction in science, social studies or math.
  • Simply put, scaffolding is what you do first with kids, then for those students who are still struggling, you may need to differentiate by modifying an assignment and/or making accommodations for a student (for example, choose more accessible text and/or assign an alternative project).
  • #1. Show and Tell
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  • #2. Tap into Prior Knowledge
  • #3. Give Time to Talk
  • #4. Pre-Teach Vocabulary
  • #5. Use Visual Aids
  • #6. Pause, Ask Questions, Pause, Review
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The Clarifying Routine: Elaborating Vocabulary Instruction | LD Topics | LD OnLine - 0 views

www.ldonline.org/5759 Vocabulary Teaching Strategies Teacher Resource
shared by Michelle Russell on 04 Apr 13 - Cached
  • At some point, students should use the new term themselves in a sentence within the context of discussing broader topics.
  • Less is more — depth is more. Teach fewer vocabulary terms, but teach them in a manner that results in deep understandings of each term.
  • Teach terms that are central to the unit or theme of study.
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  • Teach terms that address key concepts or ideas
  • Teach terms that will be used repeatedly throughout the semester
  • Facilitate paraphrasing of new term's definitions so that students can identify the core idea associated with the overall meaning of the term,
  • Make background knowledge connections to the new term.
  • Identify examples/applications as well as non-examples/non-applications related to the new term's meaning.
  • Create multiple formats for which students can elaborate on the meaning of new terms.
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MindShift-Guide-to-Videos.pdf - 2 views

blogs.kqed.org/...MindShift-Guide-to-Videos.pdf math teacher resource socialstudies Science
shared by Michelle Russell on 08 Apr 13 - No Cached
  • MindShift Guide to Videos \ Page 3 of 17• Crash Course is a channel that merges a world history course with a biology course.
  • The Sick Science videos are a collection of simple, supplemental science experiments perfect for motivating students to ask questions, design hypotheses and make predictions.
  • MindShift Guide to Videos \ Page 5 of 17PART IIWhat’s Good?Curating and Evaluating Video ContentEducators can curate videos on their own, looking for either instructional or supplemental content distinguishing the gold from the garbage. For time-strapped teachers looking for help with curation, here are some strategies and tips to help identify and evaluate videos without spending endless hours online.SITES THAT CURATE EDUCATIONAL VIDEOSFirst, check out videos that have already been curated. Doing a blind search for videos related to “biology” yields hundreds of thous
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  • Does the video identify a clear topic to be discussed, a question to be answered or an objective to be reached?
  • Is there a balance between educational content and entertainment?
  • Is the content accurate?
  • ho’s producing (and possibly starring) in the video? Is the content creator an educator, expert in the field or an enthusiast on the topic?
  • Is there a wrap-up, summary or short conclusion?
  • Michelle Russell on 08 Apr 13
     
    The article discusses knowing how to sift through the billions of sites out there to locate quality video material to use, either as an instructional tool or supplement.
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TouchMath - Free materials - 1 views

www.touchmath.com/index.cfm math Teacher Resource
shared by Michelle Russell on 18 Mar 13 - Cached
  • Below are samples from each of our Upper Grades kits. Included are carefully-selected worksheets that are geared to provide a preview of the concepts and skills covered in each kit. Simply click and print for use with your students!
    • Michelle Russell
      Michelle Russell on 03 Apr 13
       
      Free worksheets for this program!
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