- Video to Help Prepare for Mystery Skype and Jobs - 0 views
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"My amazing students have been shooting videos to help others start with blogging and Mystery Skype. I am excited to reveal our first video in our Mystery Skype series; how to prepare and ideas for jobs. Please feel free to use this video with whomever you see fit. More videos are coming before the end of the school year."
Using Pre-Needs Assessment for Effective PD | Edutopia - 0 views
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To prepare a one-size-fits-all (or most) session does everyone a disservice.
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the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them.
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Before fine-tuning content for a particular session, I start out with a Google Form and a list of suggested topics (e.g. Google for Research, Nearpod, Kahoot, Student Projects with iPad, Workflow with eBackpack) that I perceive to be campus or department needs.
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Design Thinking and PBL | Edutopia - 0 views
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Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
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Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
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If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation).
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The Marshall Memo Admin - Issues - 0 views
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In this Education Week article, Connecticut educator Christopher Doyle worries that many educators are not taking very good care of themselves – not balancing the intense challenges of work with family, friends, love, sleep, vacations, exercise, good nutrition, emotional health, and civic engagement. “Like American society at large,” says Doyle, “ many of us are overworked, stretched thin financially, and torn between roles as spouses, parents, and employees… Not unlike other professionals devoted to nurture, such as doctors, teachers are measured – and measure themselves – against an idealized image of excellence that involves incessant work.”
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Teachers occupy the middle to lower tiers of the American middle class – whose wages have been stagnant for some time.
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Stressed, workaholic educators are not in the best position to help students achieve some kind of balance in their overscheduled lives.
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Third, Fourth, and Fifth Grade Math Differentiation | The 1:1 Classroom - 0 views
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Use pretests. Break the pretest up into subcategories that align with what you’ll be teaching in this unit. Any student who gets 90% or higher in a subcategory does not need to complete the regular assignments on that topic and instead goes right to challenge work when you are focusing on that material.
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Many online games are easy to differentiate, as they offer a variety of levels of gameplay. You can assign the proper level to your students or once again allow the students to find their level of best fit.
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If you need more problems for your top students, check out the fun competitions at www.onlinemathleague.com, work on differentiated basic fact practice at www.themathfacts.com, or allow students to work on specific levels on www.ixl.com. Whatever you do, do something to ensure that all of your students are working on something they don’t already have mastered.
For Tweens and Teens | Nutrition.gov - 0 views
Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views
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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
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Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
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it’s a cultural assumption that kids would think taking apart toys would be fun.
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The Marshall Memo Admin - Issues - 0 views
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1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
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However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
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Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: - Having students evaluate their own work; - Using on-the-spot and interim assessments; - Having students revise their work; - Encouraging multiple strategies for learning; - Peer-to-peer learning.
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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"
Student-Centered Learning: March 2016 | Matt Renwick - 0 views
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Kraft and his team found four attributes identified in schools that experienced consistently high achievement: School safety and order Leadership and professional development High academic expectations Teacher relationships and collaboration
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Specific professional learning offerings for teachers include one-to-one instructional coaching and school leadership opportunities. Teacher retention and higher test scores have been the result of these efforts.
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Educators can start reimagining instruction by asking ourselves what learning we experienced in our school careers that truly mattered in our lives. This reflection can lead to finding topics and themes from our current curriculum and assessing how well they fit within this mindset of lifeworthy learning. Four tenets of big understandings – opportunity, insight, action, and ethics – can serve as gatekeepers in this process.
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Teaching Adolescents How to Evaluate the Quality of Online Information | Edutopia - 0 views
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Middle school students are more concerned with content relevance than with credibility.
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They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.
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Dimensions of Critical Evaluation
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5 Tips for Avoiding Teacher Burnout | Edutopia - 0 views
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Too much change stretches teachers thin and leads to burnout
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Include teachers in conversations about changes, and make changes transparent
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It's OK if teaching is your life as long as you have a life outside of your classroom
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Coronavirus: Close the bars. Reopen the schools. - Vox - 0 views
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Reopening is a community-wide project. Whether a school can reopen safely, for example, doesn’t just depend on capacity, personal protective equipment, or individual actions. It depends on how widespread the coronavirus is in the community outside the school’s walls.
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But if a community is flooded with infections, the chances are much higher that those infections will creep in no matter how many protective steps are embraced.
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If you want to reopen schools this fall, then you need to get the spread of Covid-19 down, as close to zero as possible, this summer. And that means opting not to reopen — possibly at all and definitely not at full capacity — restaurants, bars, nightclubs, or other places that will lead to significantly more coronavirus spread but have less value to society than schools.
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