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Tracy Watanabe

Education Week Teacher: Featured Teaching Channel Videos - 0 views

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Teaching Channel math area perimeter commoncore 6thGrade geometry real_world authentic_learning

shared by Tracy Watanabe on 21 Feb 13 - No Cached
  • Tracy Watanabe on 21 Feb 13
     
    "Take the biggest (and the smallest) table challenge: This whole-class geometry lesson gives students a new perspective on area and perimeter. Covers Common Core practice and content standards." -- 6th Grade video example It brings the connection of perimeter and area to life and incorporates critical thinking with a real life scenario.
Tracy Watanabe

Removing Barriers and Educational Technology | The Principal of Change - 1 views

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principal george_couros technology

shared by Tracy Watanabe on 04 May 13 - No Cached
  • How is technology changing the face and pace of K-12 education?  Information is abundant and as Daniel Pink discusses in his latest book, it is not about accessing information, but about curating it. When you have access to all of the information in the world, there is obviously some great stuff, and some stuff that is of a poor quality. How are students critical of what they see, and how do they reflect and share? Too many schools are worried about students “googling” answers on test because that would make them “cheaters”, yet as adults, we would be considered resourceful if we did the same thing. What we do with the information is much more important now than simply finding it. We need to look at how students are not only consumers of information, but creators of content as well. That is where the real learning happens and technology gives us the opportunity to be able to share easily with the entire world
  • Tracy Watanabe on 04 May 13
     
    This is so right on -- and reminds me of two Common Core Standards also: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 AND CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. They must be able to currate to do these! -- My recommendation is to get the students on Diigo (where they can create collaborative annotative bibliographies!)
Tracy Watanabe

NAESP | National Association of Elementary School Principals - 0 views

www.naesp.org/...mentation-checklist-principals

commoncore leadership

shared by Tracy Watanabe on 23 May 12 - No Cached
  • Principal leadership is critical in the transition to Common Core State Standards. NAESP has developed this checklist to help you determine what bodies of knowledge and skill sets you will need to gain as you prepare to lead your school into using the new standards.
Tracy Watanabe

Lesson Plans - Search Education - Google - 0 views

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google lesson lesson plans search research

shared by Tracy Watanabe on 24 Jul 12 - No Cached
  • With more and more of the world's content online, it is critical that students understand how to effectively use web search to find quality sources appropriate to their task. We've created a series of lessons to help you guide your students to use search meaningfully in their schoolwork and beyond. On this page, you'll find Search Literacy lessons and A Google A Day classroom challenges. Our search literacy lessons help you meet the new Common Core State Standards and are broken down based on level of expertise in search: Beginner, Intermediate, or Advanced. A Google A Day challenges help your students put their search skills to the test, and to get your classroom engaged and excited about using technology to discover the world around them.
  • Tracy Watanabe on 24 Jul 12
     
    There are challenges for internet searching that has culture, geography, history, or science as the theme.
Tracy Watanabe

Testing to, and Beyond, the Common Core | Stanford Center for Opportunity Policy in Edu... - 0 views

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commoncore assessment parcc

shared by Tracy Watanabe on 20 Mar 14 - No Cached
  • the push is now to implement next-generation learning goals that encourage higher-order thinking skills.
  • A critical piece in this roadmap will be new assessments, which have the potential to give school leaders new and better tools to guide instruction, support teachers, and improve outcomes. Assessment decisions will have a big impact on principals, who know the difference between leading a school constrained by punitively used tests that fail to measure many of the most important learning goals, and a school that uses thoughtful assessments to measure what matters and inform instruction.
  • Become part of a new accountability system that replaces the old test-and-punish philosophy with one that aims to assess, support, and improve. Tests should be used not to allocate sanctions, but to provide information, in conjunction with other indicators, to guide educational improvement.
  • ...3 more annotations...
  • some schools, districts, and states are developing more robust performance tasks and portfolios as part of multiple-measure systems of assessment.
  • In addition to CCSS-aligned consortia exams, multiple measures could include: Classroom-administered performance tasks (e.g., research papers, science investigations, mathematical solutions, engineering designs, arts performances); Portfolios of writing samples, art works, or other learning products; Oral presentations and scored discussions; and Teacher rating of student note-taking skills, collaboration skills, persistence with challenging tasks, and other evidence of learning skills.
  • How can we engage students in assessments that measure higher order thinking and performance skills—and use these to transform practice? How can these assessments be used to help students become independent learners, and help teachers learn about how their students learn? How can teachers be enabled to collect evidence of student learning that captures the most important goals they are pursuing, and then to analyze and reflect on this evidence—individually and collectively— to continually improve their teaching? What is the range of measures we believe could capture the educational goals we care about in our school? How could we use these to illustrate and extend our progress and successes as a school?
  • Tracy Watanabe on 20 Mar 14
     
    this was written by Linda Darling-Hammond, a Stanford University professor
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