“When students see a list of problems, all of the same kind, they know the strategy to use before they even read the problem,” said Dr. Rohrer. “That’s like riding a bike with training wheels.” With mixed practice, he added, “each problem is different from the last one, which means kids must learn how to choose the appropriate procedure — just like they had to do on the test.”
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Differentiation Assessment: A Different Type of Vocabulary Test « Co-Creating... - 3 views
The Differentiator - 0 views
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Ipod Physics - 2 views
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Great resource from Derrick McNeil for helping physics students learn Physics, not independently, but at an independent pace to supplement and differentiate content for his students (and ours). Interesting approach and philosophy that I think has great merit and is worth exploring for more content areas.
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Arcademic Skill Builders: Online Educational Games - 2 views
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The website says: "THE Place For Educational Games!Our research-based and standards-aligned free educational math games and language arts games will engage, motivate, and help teach students. Click a button below to play our free multi-player and single-player games! In the future we'll add features enabling you to save records, tailor content for differentiated instruction, and pinpoint student problem areas." I think using the games in conjunction with a holistic approach to developing skills would make for a great way of getting students to practices some skills. Let students play, set goals, monitor those goals, reflect on their progress, and apply strategies/heuristics to specific problems they struggle with would create an environment in the classroom where learning was fun, self-monitored, and successful.
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shared by Roland O'Daniel on 25 Apr 09
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Google News Timeline - 0 views
newstimeline.googlelabs.com
timeline news currentevents googletimeline socialStudies during-read instruction comprehension
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I think this is a GREAT resource with massive potential. If you teach any current issues/sociology/modern history courses then this tool is a must. Even if you teach courses like 'algebra' then this tool has potential. I spent less than five minutes looking at the query 'regression analysis' and found two valid content related applications of regression analysis that I could easily use with an algebra I, II or precal course. As an example in the first resource I came across this http://web.sny.tv/news/article.jsp?ymd=20090424&content_id=1499716&vkey=1 article from SNY.tv that mentions "each (interception) in the minus column costs you approximately six points on average over many years of regression analysis." I can see just having an algebra I course examine/explain what that means mathematically, I can see allowing some students to group, decide what data they would need to confirm that analysis and if you wanted let them analyze the data or look for the analysis that has already been done by contacting the author/NFL. If I can find that kind of information within 5 minutes then imagine what someone with imagination could do! Great resource, a must share with your core content teachers and I firmly believe this tool could quickly vault up the list of most useful very ,very quickly. I can't let this go without thinking about differentiation in the classroom, I search for a topic, let groups look at the timeline and choose their own reading (if I have a group that will be challenged by their choice, I might point them to another reading that might scaffold their understanding), but I've built in choice, built in the ability to manage the sources, opened up the ability to quickly find multiple types of sources (video, blogs, primary sources).
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Stanford biologist raps science - San Jose Mercury News - 0 views
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Using the arts to teach biology. Stanford instructor records 5 raps that describe different aspects of his biology curriculum for his students. I'm not sure they are incredible examples, but they do set a tone that music can/will help students understand/remember the material more effectively. It's not for everyone, but is another example of differentiating instruction for those who need/want/like to receive information in different formats. Why does the format have to be lecture? (My pessimistic response is that the lecturer learns best by that modality therefore dictates that others should learn that way!)
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Cool Cat Teacher Blog: The Wheels Never Stop Turning: Inside the Mind of Lisa Parisi, T... - 0 views
Tools for Differentiation / Mathematics - 5 views
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Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 0 views
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In one of his own experiments, Dr. Roediger and Jeffrey Karpicke, also of Washington University, had college students study science passages from a reading comprehension test, in short study periods. When students studied the same material twice, in back-to-back sessions, they did very well on a test given immediately afterward, then began to forget the material. But if they studied the passage just once and did a practice test in the second session, they did very well on one test two days later, and another given a week later.
CAST: Center for Applied Special Technology - 0 views
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exemplarymathinstruction - home - 3 views
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Examining Exemplary Mathematics Instruction in Howard County Purpose: This wiki has been designed as a repository for resources and for sharing of ideas. Each of the seven visitation teams will have an opportunity to share reflections and pose questions for further analysis. This is a public wikispace so please respect norms related to confidentiality. Keep the conversations about the work...do not include school or teacher names.
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HCPSSAccessibleMathematics - home - 3 views
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This wikispace has been designed to help mathematics teachers and teacher leaders examine effective mathematics instruction, as outlined in the book Accessible Mathematics: Ten Instructional Shifts that Raise Student Achievement by Steven Leinwand. The suggestions are intended to serve as sample activities and discussion prompts for preparing all mathematics teachers to plan, teach, assess, and promote a mathematical learning environment that is considered "Common Core-ready."
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SRTrainingSummer09 / Chapter 6- Group 1 - 0 views
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seen pages
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kids need to read the whole book to understand the main ideas
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.
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They need you, the teacher, to break the work into steps and stages, and to give them tools and activities and work habits that help.
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Like the social studies teachers at Stagg High School, you could try to identify the 12 or 16 absolutely key, “fencepost” concepts in every course you teach. You might agree in principle that kids would do better to understand a dozen key ideas deeply, that to hear 1,000 ideas mentioned in passing. But what are the right fenceposts for your subject, your course?
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beyond the classroom
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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Ah. The "selective abandonment" approach. Reminds me of my days teaching Arts & Humanities -- 25 pages of random facts in the Core Content about the progress of Western, non-Western, and other indigienous visual art, drama, dance, literature, music, religion, philosophy, from time immemorial to present...all in 18 weeks of block scheduling.
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have to decide to teach a few things well and fully- let some other stuff slide.
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Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly
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This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
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In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.
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But what are the right fenceposts for your subject, your course?
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Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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Don’t leave kids alone with their textbooks We can harness the social power of collaboration, having kids work in pairs, groups, and teams at all stages of reading to discuss, debate, and sort-out ideas in the book.
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to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.
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What’s Really on the State Test?
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in response to selective abandonment, I found in the A & H Core Content that most of it was unnecessary to do well on the test. Most of my students were able to perform at the Proficient/Distinguished level without a text...and without covering every single thing on the suggested list. Highly discouraging for a new teacher...effort, in a sense, wasted.
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roe of textbooks
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only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
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Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.
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NAEP tells us
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the content of any subject field has different levels of importance. There are some anchor ideas we ant students to understand in a deep and enduring way, others that are important to know about, and finally, some aspects where a passing familiarity is sufficient.
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1.Does the idea, topic, or process represent a big idea having enduring value beyond the classroom? 2.Does the big idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic or process require uncoverage? 4.To what extent does the idea, topic, or process have the potential for engaging students?
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the reform movements between1820-1850. There are four distinct strands which emerged during this period- religious renewal, abolitionism, the early women’s rights efforts, and workplace reform- each of which receives several pages of coverage in the textbook
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Many books couldn’t be studied this way because information in earlier chapters is crucial for understanding later ones. But textbooks frequently can be easily subdivided.
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Have empathy. Remember, not only are you a grownup and a subject matter expert, you have also read this textbook five or 10 times before. The material may seem easy to you, but it may really be Greek to the kids.
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Jigsawing
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Greek to the kids
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Choose wisely. Make more selective assignments
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more are using constructed responses, items that present some data (a chart, article, or problem) and then ask students to work with it. This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
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With jigsawing activities, when kids sit down to find the links between movements like abolitionism and worker’s rights, they are coming pretty close to “doing history,” not just dutifully accepting what the textbook says.
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assigning fewer pages
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focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
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websites
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The material may seem easy to you, but it may really be Greek to the kids.
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ACCESS: Textbook Feature Analysis Directions: Use this activity to better understand the textbook in this class. Its purpose is to teach you how the textbook works by showing you what it is made of and how these elements are organized.
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shared by Roland O'Daniel on 09 Nov 09
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iPod Touch Schoolwide Implementation - Classroom 2.0 - 0 views
www.classroom20.com/...ipod-touch-schoolwide
web2.0 technology differentiation ipod touch instruction
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