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Sheri Edwards

UbD and Inquiry - a Response to 2 Questions | Granted, and... - 0 views

grantwiggins.wordpress.com/...uiry-a-response-to-2-questions

inquiry PBL ubd

shared by Sheri Edwards on 12 Oct 14 - No Cached
  • Sheri Edwards on 12 Oct 14
     
    "Essential Questions: Doorways to Understanding"
Sheri Edwards

KARE Givers: Answers need questions... - 0 views

www.seangrainger.com/...me-answers-need-questions.html

answers questions midleved midlevt

shared by Sheri Edwards on 03 Feb 13 - No Cached
  • Sheri Edwards on 03 Feb 13
     
    Sean Grainger @graingered
Sheri Edwards

Teachable Moment - - 0 views

www.teachablemoment.org/...criticalthinking.html

critical thinking

shared by Sheri Edwards on 21 Jul 14 - Cached
  • Sheri Edwards on 21 Jul 14
     
    What follows is an approach to teaching critical thinking that includes a "methodological belief" process (the believing game) and a "methodological doubt" process (the doubting game). An excerpt from "Civil Disobedience" will be the take-off point for an outline of how the two games might be used with students as they study any controversial issue. Starred items in the description of the doubting game refer to suggested lesson plans that follow the conclusion of the game. Teachers may find one or more of them useful when a close examination of some aspect of the question process seems desirable.
  • Sheri Edwards on 21 Jul 14
     
    What follows is an approach to teaching critical thinking that includes a "methodological belief" process (the believing game) and a "methodological doubt" process (the doubting game). An excerpt from "Civil Disobedience" will be the take-off point for an outline of how the two games might be used with students as they study any controversial issue. Starred items in the description of the doubting game refer to suggested lesson plans that follow the conclusion of the game. Teachers may find one or more of them useful when a close examination of some aspect of the question process seems desirable.
Sheri Edwards

Actually, practice doesn't always make perfect - new study - The Washington Post - 0 views

www.washingtonpost.com/...-always-make-perfect-new-study

practice perfect study washington post strauss alfie_kohn engagement motivation collaborating

shared by Sheri Edwards on 06 Aug 14 - No Cached
  • They found that how interested the students were in the passage was thirty times more important than how “readable” the passage was.
  • Maybe the right question to ask is: Why do some people decide to practice a lot in the first place? Could it be because their first efforts proved mostly successful?   (That’s a useful reminder to avoid romanticizing the benefits of failure.) Or, again, do they keep at it because they get a kick out of what they’re doing? If that’s true, then practice, at least to some extent, may be just a marker for motivation. Of course, natural ability probably plays a role in fostering both interest and success, and those two variables also affect each other.
  • By contrast, when the hours were logged, and the estimates presumably more reliable, the impact of practice was much diminished. How much? It accounted for a scant 5 percent of the variance in performance. The better the study, in other words, the less of a difference practice made.[1]
  • ...1 more annotation...
  • What’s true of time on task, then, is true of practice — which isn’t surprising given how closely the two concepts are related.
  • Sheri Edwards on 06 Aug 14
     
    "The question now is what else matters." And there are many possible answers. One is how early in life you were introduced to the activity - which, as the researchers explain, appears to have effects that go beyond how many years of practice you booked. Others include how open you are to collaborating and learning from others, and how much you enjoy the activity."
Sheri Edwards

KARE Givers - 0 views

www.seangrainger.com

shared by Sheri Edwards on 04 Feb 13 - No Cached
  • Sheri Edwards on 04 Feb 13
     
    We are traveling companions sharing our stories with each other until it is time to move into different learning spaces, and then we meet new companions to take new voyages with that lead to new places to be explored and appreciated; the places where answers get questioned and together, we become innovators.
Sheri Edwards

Five Special Strategies for Teaching Tweens | MiddleWeb - 0 views

www.middleweb.com/...-strategies-for-tween-teachers

strategies wormelli tweens midleved

shared by Sheri Edwards on 27 Dec 13 - No Cached
  • Strategy 1: Teach to Developmental Needs
  • competence and achievement; opportunities for self-definition; creative expression; physical activity; positive social interactions with adults and peers; structure and clear limits; and meaningful participation in family, school, and community.
  • physical movement. It’s not enough for tweens to move between classes every 50 minutes (or every 80 minutes on a block schedule)
  • ...40 more annotations...
  • flexible grouping
  • choices
  • identify consequences
  • own learning styles.
  • in positions of responsibility
  • recognition for doing so
  • clear rules and enforce them calmly
  • learn to function as members of a civilized society
  • Strategy 2: Treat Academic Struggle as Strength
  • show students that not everyone starts at the same point along the learning continuum or learns in the same way.
  • make academic struggle virtuous.
  • model asking difficult questions to which we don’t know the answers, and we publicly demonstrate our journey to answer those questions.
  • affirm positive risk taking
  • explore their undeveloped skills without fear of grade repercussions
  • we frequently help students see the growth they’ve made over time.
  • Strategy 3: Provide Multiple Pathways to Standards
  • We don’t limit students’ exposure to sophisticated thinking because they haven’t yet mastered the basics
  • invite individual students to acquire, process, and demonstrate knowledge in ways different from the majority of the class if that’s what they need to become proficient.
  • can teach a global lesson on a sophisticated concept for 15 minutes, and then allow students to process the information in groups tiered for different levels of readiness.
  • present an anchor activity for the whole class to do while we pull out subgroups for minilessons on basic or advanced material.
  • we should never let the test format get in the way of a student’s ability to reveal what he or she knows and is able to do
  • In differentiated classes, grading focuses on clear and consistent evidence of mastery, not on the medium through which the student demonstrates that mastery.
  • may give students five different choices for showing what they know
  • grade all the projects using a common scoring rubric that contains the universal standards for which we’re holding students accountable
  • Of course, if the test format is the assessment, we don’t allow students to opt for something else. For example, when we ask students to write a well-crafted persuasive essay, they can’t instead choose to write a persuasive dialogue or create a poster. Even then, however, we can differentiate the pace of instruction and be flexible about the time required for student mastery.
  • llow tweens to redo work and assessments until they master the content, and we give them full credit for doing so
  • Our job is to teach students the material, not to document how they’ve failed.
  • Strategy 4: Give Formative Feedback
  • provide frequent formative feedback
  • Tween learning tends to be more multilayered and episodic than linear;
  • helping them compare what they did with what they were supposed to have done
  • provide that feedback promptly.
  • short assignments
  • When we formally assess student writing, we focus on just one or two areas so that students can assimilate our feedback.
  • exit card
  • 3-2-1 exit card format can yield rich information (Wormeli, 2005)
  • Strategy 5: Dare to Be Unconventional
  • transcend convention
  • substance and novelty
  • Shake me out of my self-absorption” age, being unconventional is key.
Sheri Edwards

Mr. Benedict's Blog - Lab Report: Generating Class Themes - 0 views

the-mrbenedict.tumblr.com/...report-generating-class-themes

blog generating class themes engchat english

shared by Sheri Edwards on 25 Sep 14 - No Cached
  • Sheri Edwards on 25 Sep 14
     
    "a variety of essential questions and could be stretched to cover just about any great work of literature."
Sheri Edwards

Building School-Based Student Digital Book Clubs | MiddleWeb - 0 views

www.middleweb.com/...ding-student-digital-book-club

book clubs student building

shared by Sheri Edwards on 27 Jun 14 - No Cached
  • So instead of focusing on skill development alone, we considered engagement.
  • real readers find pockets of time during the day in which to squeeze some reading, known in her classes as “reading emergencies.” Highly portable digital devices make it much easier to exploit these pockets of time.
  • responses to their reading on Kidblog.
  • ...8 more annotations...
  • Two other elements for engagement, purpose and audience, proved to be the difference makers. When learners know that they will receive feedback when posting their thoughts and questions about what they’re reading, they see how these digital forums can serve them compared to just chatting about the mundane.
  • We stopped referring to this offering as an “intervention.” It was a book club.
  • having a diversity of abilities and interests paved the way toward a more authentic community of readers.
  • readers theater performance,
  • But we don’t plan to quantify the results. Instead we’ll ask questions like: Do they read without the need of a log? Have they ever saved up their allowance so they could get that special title on its release date? Has a whole afternoon passed by because they were so immersed in a book?
  • All learning is social.
  • . Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do.
  • teach our students to be critical thinkers of what we read and investigate multiple perspectives before we can say we “learned” something.
Sheri Edwards

EmTech Preview: Another Way to Think about Learning | MIT Technology Review - 0 views

www.technologyreview.com/...er-way-to-think-about-learning

learning education elearning OLPC edtech MIT experiment Ethiopia

shared by Sheri Edwards on 03 Mar 13 - No Cached
  • What you really want to measure is curiosity, imagination, passion, creativity, and the ability to see things from multiple points of view.
  • I believe that we get into trouble when knowing becomes a surrogate for learning. We know that a vast recall of facts about something is in no way a measure of understanding them.
  • The gods must be crazy
  • ...6 more annotations...
  • What have we learned? We learned that kids learn a great deal by themselves.
  • can children learn how to read on their own?
  • To answer this question, we have delivered fully loaded tablets to two villages in Ethiopia, one per child, with no instruction or instructional material whatsoever. The tablets come with a solar panel, because there is no electricity in these villages. They contain modestly curated games, books, cartoons, movies—just to see what the kids will play with and whether they can figure out how to use them. We then monitor each tablet remotely, in this case by swapping SIM cards weekly (through a process affectionately known as sneakernet
  • If kids in Ethiopia learn to read without school, what does that say about kids in New York City who do not learn even with school?
  • children can learn a great deal by themselves. More than we give them credit for. Curiosity is natural, and all kids have it unless it is whipped out of them, often by school. Making things, discovering things, and sharing things are keys.
  • Having massive libraries of explicative material like modern-day encyclopedias or textbooks is fine. But such access may be much less significant than building a world in which ideas are shaped, discovered, and reinvented in the name of learning by doing and discovery.
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