Group items tagged

Awesome video about student engagement (and rigor that goes with that). In my mind, it goes back to the student-centered task -- the evidence of learning. Powerful statements in the video are: What's wrong with education is we think of end results, content we have to chung and plug, with deadlines. We plan our calendars in the summers before we even get the kids in our classrooms. It's as if the kids don't matter. Engagement is what matters. Is the kid engaged? What is the learning experience we want the kid to have? -- SO, it starts with the kid (instead of the outcome). Make room for curiosity. In the traditional classroom, there's not time for curiosity, inquiry, ... Take the time to fail, risk to innovate, be curious, inquire, and LEARN! Have a passion for learning! Hook the kids to want to learn! Engage them! "Content is the context for participating." -- What do we want kids participating in? -- Connect the content with student task. = Engagement

this was written by Linda Darling-Hammond, a Stanford University professor

Love the global collaborations with learning. The authentic audience really helps with purpose for learning it, and increases the quality and intrinsic motivation of learning.

"21st century learning and technology integration are part of the Common Core design." This post includes Tech in Common Core Prezi & webinar links/resources by Nancy Frey on Speaking and Listening (academic conversations).

Connecting 21st century learning and Common Core -- follow the links to some other great resources

"Lesson Objective Assess learning using the Common Core Standards Length 1 min Questions to Consider How does the Common Core help Ms. Wu communicate with families and students? How could you educate families about the Common Core Standards? What can you learn from Ms. Wu about using the Common Core during planning and assessment?"

The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning  languages' goal area of Communication, by emphasizing the purpose behind the communication:  Interpersonal (speaking + listening or writing + reading)  Interpretive (reading, listening, viewing)  Presentational (writing, speaking, visually representing) ------------------------- The Common Core strand of Language is described for language learners through proficiency levels that outline three key  benchmarks achieved in world language programs given sufficient instruction over time:  Novice (the beginning level, regardless of age or grade)     Intermediate  Advanced

Great examples here for how to teach/learn about tone vs mood. Also great example of answering with evidence and collecting it through google forms.

Want to learn how to teach to the Math Commn Core State Standards? This video helps you learn how teachers and students are shifting their math classrooms to promote math reasoning. Info on reading math standards and much more.

Here are a few notes from the webinar: Focus on Evidence of Learning Collaboratively create assessments and benchmarks together -- and collaboratively go over data Have quality examples! How do we give feedback? Do we use consistent rubrics? What are board policies on assessment? do they get feedback then, do they get a chance to redo it? do they get a chance to turn it in? do they get a chance to improve it? ****BOARD policy on learner revision after feedback (grading & scoring) Try variations of vertical and horizontal teams:

As we think about how to evaluate progress, I wonder about rubrics such as this. More importantly, I think about the Analyzing Students' Work, Thinking, and Learning Analysis Tool we created at the beginning of this school year. -- I heard Heidi Hayes Jacobs refer to this in a recent webinar I watched of her. 

Math tech tools for learning

How to use NY Times in classrooms for debate and argument writing

Love this. Thanks Erica for introducing me to this site. =)