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Tracy Watanabe

Using Student Blogs to Achieve Standards for Mathematical Practice - 1 views

  • In this article, I make a case for student blogs as a tool that can support and extend students’ mathematics proficiency through the Standards for Mathematical Practice.
  • Teachers who use math journals can easily convert that process to a digital one through blogging.
  • The act of blogging allows for: students to make their thinking visible students and teachers to give one another feedback students and teachers to keep a record of student progress with mathematics What follows is a definition of the eight Standards for Mathematical Practice and a description of how blogging can enhance and strengthen students’ use of these practices:   Teachers who use math journals can easily convert that process to a digital one through blogging.
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  • 1. Make sense of problems and persevere in solving them
  • 2. Reason abstractly and quantitatively
  • 3. Construct viable arguments and critique the reasoning of others.
  • 4. Model with mathematics.
  • 5. Use appropriate tools strategically.
  • 6. Attend to precision.
  • 7. Look for and make use of structure.
  • 8. Look for and express regularity in repeated reasoning.
Tracy Watanabe

Teaching Students To Use Textual Evidence - 0 views

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    "Lesson Objective Identify, discuss, and apply textual evidence Length 6 min Questions to Consider: How does each part of the lesson prepare students for writing? What skills do students develop in the lesson? How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency? Common Core Standards ELA.RI.6.1, ELA.SL.6.1a, ELA.W.6.2a"
Tracy Watanabe

Education Week: What Does It Mean to Be a Good School Leader? - 0 views

  • Successful principals help teachers improve their individual practice, whether they are new or veteran.
  • hese principals gauge what their teachers need and arrange for the appropriate support. They assign mentor teachers; they send in instructional coaches or more-accomplished teachers to teach model lessons; they or their delegates observe instruction frequently and offer suggestions; and they meet with teachers regularly to look at student data, discuss relevant research, and explore options for their classrooms.
  • Successful principals work with groups of teachers to find patterns of instruction within grade levels and departments.
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  • Successful principals identify schoolwide needs and plan professional learning to develop collective expertise.
  • This sounds simple, but it means that educators must see that student failure requires a change in their practice. It takes leadership to help teachers take on the burden of student failure, look it squarely in the eye, and ask, “What can we do differently?” rather than declare, “These students are helpless” or think quietly to themselves, “I am a bad teacher.” For teachers to be able to do this, they need clear expectations from their principal and the opportunity to develop a professional practice through collaboration with colleagues.
  • Good principals understand that no individual teacher can possibly have all the necessary content knowledge, pedagogical skill, and familiarity with his or her students to be successful 100 percent of the time with all of those students. Good principals know that it is only by pooling the knowledge and skills of their teachers, encouraging collaboration, and focusing on continual improvement that students and their teachers will have the opportunity to be successful.
  • For that reason, successful principals take very concrete steps to support teachers: • They build schoolwide master schedules carefully to make sure that instructional time is not interrupted and that teachers have time to work and plan together during the school day. • They ensure that such collaboration time is spent in ways that will have the biggest instructional payoff:
  • They establish schoolwide routines and discipline processes so that time is not squandered on behavioral problems
  • They model what they want to see.
  • They monitor the work of everyone in the school to ensure that no teacher or staff member shirks responsibility while others are working their hearts out.
  • Above all, they help teachers step back from the “daily-ness of teaching” by providing the evaluative eye that allows teachers to think deeply about whether they are getting the most effect for their efforts.
  • This kind of leadership is a long way from the traditional model of the principal as a building manager, and few principals have been trained this way. But if we want schools that prepare all children for productive citizenship, this is the leadership we need.
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    While this article focuses on principal leadership, it is exactly the type of leadership we want for our transitioning into the Common Core.
Tracy Watanabe

At an East San Jose high school, students react to new Common Core test | EdSource Today - 0 views

  • “With this test, you had to make your point and explain your answer,” said Desiree Jones. “In the future, you may have to do the same thing – back up your claim –where you work. You can’t just say, ‘That’s good.’ You’ll need to say what you think and why.”
  • Citing evidence, defending a position Desiree was referring to the performance assessment part of the test. It represents the biggest change from the state tests.
  • They were asked to take a position, using evidence based on what they read. They could use a split screen to cut and paste from the articles – a task that some students found difficult to do, especially for math problems, using their portable Chromebooks  – and they could write as much and take as much time as they wanted.
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  • Students said there were annoying aspects to doing a test on a computer, but overall they said they preferred it. They said it was cumbersome to type out a formula; they complained there was no scratch paper to solve math problems (actually, scratch paper is allowed, but a proctor on the first day misread the rules).
  • “Geometry concepts are hard to remember,” said Daisy De La Cruz, who is now taking Calculus. Desiree said, “In the past, questions went gradually from easy to hard. This one was jumbled.” Field tests are designed to test the validity of questions, not simulate actual tests that students will take starting next year. As a result, there was an intentional randomness in the question selection and order that caught students by surprise. Questions ranged from pre-algebra they took in middle school to graphing problems in pre-calculus, students said.
Tracy Watanabe

Connected Learning: 'ENGAGED' on Vimeo - 2 views

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    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
Tracy Watanabe

Six Ways the Common Core is Good For Students | NEA Today - 1 views

  • 1. Common Core Puts Creativity Back in the Classroom
  • 2. Common Core Gives Students a Deep Dive
  • When students can explore a concept and really immerse themselves in that content, they emerge with a full understanding that lasts well beyond testing season, says Kisha Davis-Caldwell, a fourth-grade teacher at a Maryland Title 1 elementary school.
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  • 3. Common Core Ratchets up Rigor
  • 4. Common Core is Collaborative
  • 5. Common Core Advances Equity
  • go a long way to closing achievement and opportunity gaps for poor and minority children. If students from all parts of the country — affluent, rural, low-income or urban — are being held to the same rigorous standards, it promotes equity in the quality of education and the level of achievement gained.
  • 6. Common Core Gets Kids College Ready
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    good to share with parents
Tracy Watanabe

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

  • 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
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    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

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

  • 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.
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  • 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?
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    this was written by Linda Darling-Hammond, a Stanford University professor
Tracy Watanabe

achievethecore.org :: Text-Dependent Questions - 1 views

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    The Common Core State Standards expect students to use evidence from texts to present careful analyses, well-defended claims, and clear information. A central tool to help students develop these skills is text-dependent questions: questions that can only be answered by referring back to the text. On this page teachers can find tools to help write and evaluate text-dependent questions, as well as a link to lesson materials with examples of text-dependent questions included.
Tracy Watanabe

achievethecore.org :: Close Reading Exemplars - 3 views

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    "Common Core Close Reading Sample Lessons These exemplars contain full materials for two to five lessons each, including: Readings with teacher and student instructions Text dependent questions Student discussion activities Vocabulary and syntax tasks for challenging words and phrases Writing-based formative assesments Fiction and non-fiction lessons, searchable by grade levels. "
Tracy Watanabe

Literary Analysis Using Evidence And Analysis For Students - 0 views

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    Part 2 -- the lesson *Day 1 -- close read, discussion, -- differentiated , and 1 side presentation back to group to sum up discussion *Day 2 -- Socratic Seminar & Blogging Lesson Objective: Identify the main idea and make arguments about a text Length 12 min Questions to Consider: Notice the distinct parts to this lesson. How does Mr. Hanify scaffold and differentiate this lesson? How does the fishbowl strategy promote rich discussions? Why does Mr. Hanify choose to have students write a blog? Common Core Standards ELA.RI.9-10.2, ELA.W.9-10.6, ELA.SL.9-10.1a Close read with annotation = "Thinking Notes" Differentiation during close read and their small group tasks based on their strengths Socratic Seminar Blogging to write to authentic audience
Tracy Watanabe

Tips For Grading Students With The Common Core - 0 views

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    "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?"
Tracy Watanabe

Teaching Higher Order Thinking Skills In Middle School - 1 views

  • Higher Order Questions: A Path to Deeper Learning Grades 6-8, ELA, Literature Common Core Standards: ELA.RL.6.1 ELA.RL.6.5 ELA.SL.6.1c
  • Create higher order questions in order to analyze and discuss a text
  • Questions to Consider How does Ms. Francisco help her students develop higher order questions? What do students learn from both writing and discussing questions? How do students test the validity of their questions? Why is this step important?
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  • ELA.RL.6.1, ELA.RL.6.5, ELA.SL.6.1c
Tracy Watanabe

Lesson Plans - Search Education - Google - 0 views

  • 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.
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    There are challenges for internet searching that has culture, geography, history, or science as the theme.
Tracy Watanabe

Common Core: Fact vs. Fiction | Scholastic.com - 0 views

  • What is informational text? Common Core uses “informational text” as another term for “nonfiction text.”  This category includes historical, scientific, and technical texts that provide students with factual information about the world. Typically, they employ structures such as cause and effect, compare and contrast, and problem and solution. They also contain text features like headlines and boldface vocabulary words.  Because of their narrative structures, biographies and autobiographies do not look like other nonfiction texts. In fact, they are often classified as literary nonfiction. But the Common Core considers them to be informational text as well.  Another category of informational texts includes directions, forms, and information contained in charts, graphs, maps, and digital resources. Simply put, if students are reading it for the information it contains, it’s informational text. 
  • Putting It Into Practice  With an understanding of what the standards are calling for, it’s time to start thinking about what instruction in informational text could look like in your classroom. Here are a few ideas.
  • . The phrase “academic and domain-specific vocabulary,” which appears several times, refers to words readers often encounter in textbooks across all subject areas.
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  • Domain-specific vocabulary words, on the other hand, are likely to be encountered only in a particular content area.
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    Some examples here of what Common Core could look like in the classroom for various grade levels.
Tracy Watanabe

ELA Lesson Planning: Evidence And Arguments - 0 views

  • Lesson Objective Plan a lesson about identifying main ideas and developing arguments Length 6 min Questions to Consider How does Mr. Hanify integrate the different Common Core standards into this lesson? Notice the varied opportunities for student discussion throughout the lesson. How does Mr. Hanify design activities that scaffold student learning? Common Core Standards ELA.RI.9-10.2, ELA.W.9-10.6, ELA.SL.9-10.1a
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    Part 1 -- lesson planning argumentative writing writing for an authentic audience through blog
Tracy Watanabe

A new look at classroom activities and methods - The Miami County Republic: Education - 0 views

  • The rigor and approach of the Common Core standards schools are adapting to is requiring teachers to reexamine not just the content they teach but the way they teach.
  • What I like about Common Core is it’s focused just as much on how we teach as what we teach
  • And while teachers are having to step up and incorporate new methods into their classrooms, they’re also having to step back and let students figure out concepts on their own.
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  • “I think your teacher will be more of a facilitator,” Pam Best, USD 416 assistant superintendent, said. “I would even hope that they would encourage the students to learn from each other. That’s the movement. That’s where we’re going.”
  • Fouraker is referring to Bloom’s Taxonomy, which describes the depths at which people think. Currently, schools often focus on lower-order thinking, like knowledge, comprehension and application. What flip classrooms allow teachers to do is get into higher-order thinking – anaylsis, synthesis and evaluation – by engaging in interactive projects.
Tracy Watanabe

Common Core Practice | Hit Films, Glowing Trees and an Underwater Menagerie - NYTimes.com - 0 views

  • A few weeks ago, Mrs. Gross, Mr. Olsen and their students explored how they might pair Times content with basic computer coding to practice Common Core skills. This week they show how the news and the standards can be jumping-off points for exploring video design and gaming. Here are three recent STEM-related articles, related writing prompts, and links to the student projects that resulted–from an undersea-themed game to pop-up analyses of viral videos to interactive biographies of inspiring innovators.
Tracy Watanabe

Exactly What The Common Core Standards Say About Technology - 0 views

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    "The Common Core standards don't just suggest novel technology use as a way to "engage students," but rather requires learners to make complex decisions about how, when, and why to use technology-something educators must do as well."
Tracy Watanabe

Video: An Easy-to-Use Conversational Strategy for the Common Core Classroom > Eye On Ed... - 1 views

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    Fish Bowl is a type of Socratic Seminar  4 students in middle, the rest are outside the fishbowl looking in accountability is built in by replacing the "fish" in the bowl
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