Group items tagged

The fact is that real learning often can't be quantified, and a corporate-style preoccupation with "data" turns schooling into something shallow and lifeless.  Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are.  "Teaching," as Deborah Meier reminded us, "is mostly listening."  (It's the learners, she added, who should be doing most of the "telling," based on how they grapple with an engaging curriculum.)  Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.

"Theme What exactly is this elusive thing called theme? The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave. In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking. "

underachievers

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.

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.

thoughtful learning inquiry learning process

"Developing Units w/ 21st Century Skills" CommonCore #TPACK #UbD #CCSS Web 2.0 Tools http://t.co/HPqO9rqs #edchat #edtech #elemchat #5thchat @grammasheri Thanks - It's been fun completely overhauling how I teach. Real World skills are now the focus: http://t.co/D63ll07JT2 #etmchat

"Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "

"21st Century Skills Taught via CCSS The CCSS teach students to be: Innovative problem solvers Investigative explorers Creative communicators Versatile readers Critical thinkers Resourceful learners Must-Have 21st Century College and Career Skills As identified by employers: Adaptive problem solving: Approach problems in creative ways Collaborative communication: Express yourself effectively and work with people around the globe Digital fluency: Tech-savvy workers who use tech and digital media skills daily"

icebreakers Ice_Breakers activities Technology

interactive notebooks and rubrics reciprocal teaching

"NETS*T (PDF)"