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Sheri Edwards

Four Stages of Self Directed Learning ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...of-self-directed-learning.html

learning self-directed

shared by Sheri Edwards on 06 Feb 14 - No Cached
  • Sheri Edwards on 06 Feb 14
     
    Self-Directed Learning
Sheri Edwards

Losing Facebook Friends and Other Tragedies: Close Reading Nonfiction for Point of View... - 0 views

kateandmaggie.com/...g-nonfiction-for-point-of-view

nonfiction reading point_of_view

shared by Sheri Edwards on 28 Jan 14 - No Cached
  • Sheri Edwards on 28 Jan 14
     
    Sentence Frames for Point of View: I think the author wants me to think that . . . If the author was debating this topic, they would say . . . The author doesn't say anything about . . . which makes me think . . . Some feeling words the author uses are __________, _____________, and __________, which tells me that the author probably feels . . . about the topic. The author seems to believe that . . .
Sheri Edwards

My 14% - 0 views

sites.google.com/...home

shared by Sheri Edwards on 01 Jan 14 - No Cached
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

e-writing - Problem and Solution Paragraph - 0 views

e-writing.wikispaces.com/Problem+and+Solution+Paragraph

problem solution

shared by Sheri Edwards on 11 Dec 13 - No Cached
  • Sheri Edwards on 11 Dec 13
     
    Weightlessness in Space Astronauts face many problems in space caused by weightlessness. One of these problems is floating around the cabin. To solve this problem, astronauts wear wear shoes that are coated with a special adhesive. This adhesive sticks to the floor of the cabin. Serving food is another problem. It won't stay put on the table! Experts solved this problem by putting food and drinks in pouches and tubes. It only needs to be mixed with water. Weightlessness also causes problems when an astronaut tries to work. The simple task of turning a wrench or a doorknob can be difficult. Since there is no gravity to keep him down, when he exerts a force in one direction, the opposite force may flip him over completely. To solve this problem, he must be very careful about how much force he uses to do these simple tasks. Here on earth, life is much simpler, thanks to gravity.
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