The Marshall Memo Admin - Issues - 0 views
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1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
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A lot of what we take to be toughness of the past was really just callousness.
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There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
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"In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
Recent | Make It @ Your Library - 0 views
As if being 12-years-old wasn't hard enough, a new study confirms many schools make it ... - 0 views
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They found being in a K-8 school, where kids were top dogs for longer created a better learning environment, marked by less bullying, and better academic results.
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“Top dogs are less likely to report bullying, fights, and gang activity and more likely to report feeling safe and welcome in school than bottom dogs due to their top dog status. In contrast, bottom dogs report higher rates of bullying, fighting, and gang activity and lower rates of safety and belonging than top and middle dogs.”
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According to Guido Schwerdt, from the University of Konstanz and Martin R. from the Harvard Graduate School of Education, students moving from elementary to middle school suffer a sharp drop in student achievement in the year they move, which persists through tenth grade (transitions to high school in ninth grade cause a smaller one-time drop in achievement, but the effect does not persist).
The Marshall Memo Admin - Issues - 0 views
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Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
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school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
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""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
Learn Desmos - 0 views
Creativity Catapult - 0 views
All Together Now: Some Further Uses for Google Docs in the Composition Classr... - 0 views
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ProfHacker has written quite a bit about the app and their post “GoogleDocs and Collaboration in the Classroom” is chock-full of links to various tips and useful ideas. Getting Smart’s “6 Powerful Google Docs Features to Support the Collaborative Writing Process” provides an excellent step-by-step guide to using Google Docs especially for collaborative writing. And for a basic overview of Google Docs’ features and potential uses, you can browse through this slideshow:
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I have asked my Basic English Skills students to keep a daily journal (which can be on anything they wish to write about and functions to help them build their writing muscles) in Google Docs, which they’ve only shared with me. Besides alleviating any anxiety students might have felt about making their journals public, Google Docs allows me to easily monitor new entries (whenever a Doc is edited, the title turns bold) and to verify when students are completing their entries (by using the revision history feature).
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I decided to have the students write in teams of three, with one team member serving as lead editor each week. The lead editor is in charge of each week’s blog post, which includes coming up with a focus question and locating 2-3 sources to help them answer their question, which they share with their team before the week’s first class meeting (I have had the teams indicate each week’s lead editor in a spreadsheet in Google Docs so that I am aware of which students are in charge each week). But it gets really interesting when the teams come together in the week’s first class meeting. The lead editor creates a Google Doc, which they share with their team and me, and type in their focus question and a brief summary of how they plan to answer it. What follows is a 30-40 minute session in which the team discusses the question, the lead editor’s sources, and their plan for answering the question completely in writing in the Google Doc, observing a strict rule of silence (I adapted this activity from Lawrence Weinstein’s “Silent Dialogue” activity in Writing Doesn’t Have to Be Lonely).
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Connecting the classroom w/real world - 0 views
Instructional Fluency: 10 Activities with Google Slides - 1 views
Free Technology for Teachers: Using Images as Research Prompts to Teach Google Search S... - 0 views
Flipping the Classroom Facilitates Active Learning Methods - 0 views
Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic - 0 views
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Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)
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If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.
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The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.
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The Art of Facilitating Teacher Teams | Edutopia - 0 views
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Note that I'm using the term "facilitator" to mean the person who plans and designs agendas as well as who guides a team through processes outlined on an agenda
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The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals
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a variety of structures or protocols to meet the desired outcomes.
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The 8 Minutes That Matter Most | Edutopia - 0 views
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John Irving, the author of The Cider House Rules, begins with his last sentence: I write the last line, and then I write the line before that. I find myself writing backwards for a while, until I have a solid sense of how that ending sounds and feels. You have to know what your voice sounds like at the end of the story, because it tells you how to sound when you begin.
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That is the crux of lesson planning right there -- endings and beginnings. If we fail to engage students at the start, we may never get them back. If we don't know the end result, we risk moving haphazardly from one activity to the next. Every moment in a lesson plan should tell.
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The eight minutes that matter most are the beginning and endings. If a lesson does not start off strong by activating prior knowledge, creating anticipation, or establishing goals, student interest wanes, and you have to do some heavy lifting to get them back. If it fails to check for understanding, you will never know if the lesson's goal was attained.
Teachers: Math in Videogames ~ Activities : Get The Math - 0 views
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She uses functions to control objects by assigning a number, or input, to a variable that results in a specific output or movement, producing the action that you see in a videogame. She also uses algebraic reasoning, coordinate graphing, linear equations and rate of change or slope to create her games.)
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