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Amber Ylisto

SRTrainingSummer09 / Chapter 6- Group 1 - 0 views

  • seen pages
    • Elizabeth Cloyd
       
      typo
  • kids need to read the whole book to understand the main ideas
    • Paul Rodrigues
       
      This is so not true. Targeted reading can provide students essential content and save time for other activities.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Elizabeth Cloyd
       
      I'm glad to know this is acknowledged and acceptable
    • Elizabeth Cloyd
       
      Also, this is a must with semester long courses
  • ...42 more annotations...
  • Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.
    • Jamie Poff
       
      I don't believe this at ALL. Quite possibly, I err on the opposite end fo the spectrum, where students don't know WHY they have a textbook. Perhaps, some of these new strategies can make in-class reading more productive and encourage more use of the book.
  • 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.
    • Josh Yost
       
      Scaffolding, vocabulary strategies really work well with breaking up text into manageable chunks for students.
  • 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?
    • Josh Yost
       
      Finding these fencepost ideas is always difficult in a department where each person feels different topics require more coverage than others.
  • beyond the classroom
    • Paul Rodrigues
       
      definately a key to motivating readers. They need to know why it matters to them.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Jamie Poff
       
      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.
  • have to decide to teach a few things well and fully- let some other stuff slide.
    • Hannah Cook
       
      what do you let slide and what to you cover? does each individual teacher decide this or is it done as a department?
  • Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly
  • 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.
    • Josh Yost
       
      This is the step some students seem to miss: application of knowledge.
  • In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.
    • Paul Rodrigues
       
      Do we have any framework for the new KY tests? Like...standards, core content...?
  • But what are the right fenceposts for your subject, your course?
    • Lyndsey Timoney
       
      good question
  • Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality
    • Elizabeth Cloyd
       
      This book must have been written during the Bush admin.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Lyndsey Timoney
       
      good point
  • 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.
    • Josh Yost
       
      I find this works well in social studies, especially with topics that apply to events in the world today.
  • Don’t leave kids alone with their textbooks
  • 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.
    • Lyndsey Timoney
       
      love this
  • What’s Really on the State Test?
    • Jamie Poff
       
      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.
  • roe of textbooks
    • Amber Ylisto
       
      typo
  • only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
    • Lyndsey Timoney
       
      not surprised
  • Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.
    • Amber Ylisto
       
      Sounds really boring.
  • NAEP tells us
    • Lyndsey Timoney
       
      what is NAEP?
  • cussedness
  • 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.
    • Lyndsey Timoney
       
      very true
  • 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?
    • Lyndsey Timoney
       
      i like these questions?
  • 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
  • making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
  • 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.
    • Josh Yost
       
      Another way to subdivide the chapter is to have students divide in groups and present their information in a creative way to their classmates.
  • 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.
  • Jigsawing
    • Paul Rodrigues
       
      You can also pair proficient and poor readers and do a parallel reading in a jigsam format for added differentiation and support for struggling readers.
  • giving students support before and during reading
  • Make more selective assignments
  • Greek to the kids
    • Jamie Poff
       
      Especially if you teach a course in Greek. LOL. ;)
  • Choose wisely. Make more selective assignments
    • Jamie Poff
       
      This is particularly important for honors/excel students. Accelerated does not mean "do more of the same."
  • 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.
    • Lyndsey Timoney
       
      these are the best kind!
  • 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.
    • Josh Yost
       
      This does require students to be trained in how to do effective jigsaw strategies.
  • assigning fewer pages
    • Jamie Poff
       
      Especially important for students in regular-pace and more slowly-paced groups. Do reading in class, alongside practice.
  • focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
    • Lyndsey Timoney
       
      i like this statement
  • websites
    • Jamie Poff
       
      I finished a course last year by using my WJHS Wiki, a website with discussion forums you can build, ideas you can exchange, and digital copies of assignment lists, expectations, etc. it was pretty cool.
  • Have empathy.
  • The material may seem easy to you, but it may really be Greek to the kids.
    • Lyndsey Timoney
       
      very true
  • similarities
  • laboring under tough requirements to “cover” material, having
  • 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.
    • Amber Ylisto
       
      Likes this.
Roland O'Daniel

KidRex - Kid Safe Search Engine - 0 views

  •  
    Safe search for kids by kids. kid friendly interface. 
Jackie Miller

SRTrainingSummer09 / Chapter 6- Group 2 - 0 views

  • This way, each kid reads every fifth chapter, all the way through the book.
    • stephanie stobaugh
       
      I a little scared about this so far...:( I tried something like this once with not so great results...but let's keep reading.
    • Jackie Miller
       
      I felt the same way b4 starting Lit Circles
  • the expert for each chapter recounted the key elements of the chapter to the rest of the kids, who hadn’t read it After this round of highlights from each chapter, the groups transitioned into general discussion about the five-chapter segment of the novel.
  • (recognizing that reading doesn’t necessarily guarantee remembering)
    • Abby Dobie
       
      OK Students need to engage with the text in order to remember.
  • ...30 more annotations...
    • Denise Hamilton
       
      ok confirms what I thought
  • Chapter 8 in MacDougal-Little’s The Americans covers 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
  • she did want them to sample Dickens’ voice and pick up some cultural background from the era.
    • Abby Dobie
       
      T-S i have had this same issue
  • under tough requirements to “cover” material
    • Jon Edwards
       
      OK, students become bored quickly with large reading assignments.
  • Tom’s Cabin, that connects the movements of the period in a vivid, powerful way.
    • Denise Hamilton
       
      T-T connection =similar to something
    • Matthew Albertson
       
      Ms. Hamilton is right on!
  • Or for teachers who worry, sincerely, whether hearing an oral summary from other students is as good as reading an expert’s version in print.
  • Jigsawing
    • David Underwood-Sweet
       
      I have not heard this term before
  • leapfrogging” jigsaw groups
    • Jessica Slaton
       
      ?: I wonder if this is effective for the majority
  • having every student read every page in the textbook may not be the only alternative
    • Jessica Slaton
       
      OK: i agree...reading is not always comprehension
  • Are kids actually working, thinking, and engaged with the text we assign- or are they just imitating a sentient life form while remaining functionally unconscious?
  • But textbooks frequently can be easily subdivided
    • Jon Edwards
       
      OK, Often true for my text.
  • is covering material the same as understanding it?
    • Jessica Slaton
       
      !: very important question to ask when decided to go with this method
  • the language was just too hard for her kids to plow through.
    • Paul Webster
       
      I see this with R & J and Odyssey
    • stephanie stobaugh
       
      I think this would be really good with The Odyssey. Plus some art work.
  • But textbooks frequently can be easily subdivided.
    • Josh Corman
       
      OK - allows students to become teachers to other students, a role at which a lot of them excel.
  • Are kids actually working, thinking, and engaged with the text we assign- or are they just imitating a sentient life form while remaining functionally unconscious?
  • Or for teachers who worry, sincerely, whether hearing an oral summary from other students is as good as reading an expert’s version in print
    • David Underwood-Sweet
       
      Some students may have difficulty in summarizing or in conveying the key points.
  • Textbook Jigsaw Sheet
  • Textbook Jigsaw Sheet
  • whether hearing an oral summary from other students is as good as reading an expert’s version in print.
    • Jon Edwards
       
      !, learning from similar others has many advantages.
  • The Guide-O-Rama
    • Jessica Slaton
       
      New: Sounds like a useful tool for this process
  • it is much harder to “fake it”
    • Abby Dobie
       
      X I'm not sure I agree. Often with jigsaw when the "experts" get together students are more interested in "getting the answers" than truly engaging with that text (ie. asking questions, making inferences, etc) I suppose it depends on the follow-up activity and HOW they go about sharing their info.
  • imitating a sentient life form
  • The parents think the textbook is the subject,
    • Jessica Slaton
       
      :) interesting observation
  • activate their prior knowledge
    • Paul Webster
       
      !
  • The Guide-O-Rama lets you informally coach, support, and chat with kids as you steer them along.
    • Jon Edwards
       
      ? I wonder if mixing in questions with the guide will help ensure that students follow the guide.
  • the author is there to answer questions and talk to the students.”
    • Jessica Slaton
       
      :) good point
  • when you have to read, write, talk, and listen, it is much harder to “fake it” than it is to slide through a textbook assignment without understanding.  
  • “What’s on the Prairie State exam.”
    • Jessica Slaton
       
      = teaching to the test
  • real-life examples
  • No Secrets Education
    • Jessica Slaton
       
      NEW: interesting
Roland O'Daniel

I AM A LIAR!: March 2010 - 1 views

  •  
    As I read this blog, I immediately thought of the article Never Say Anything a Kid Can Say. It is a very similar set of lessons for students and teachers.  If a student can say it, then why am I? B/C I am the expert... but who is learning in that situation? Me of course b/c I am the expert!!  Also, if a kid says it, it builds their confidence/understanding and allows the teacher to probe to help the student develop their analytical skills rather than their passivity and incompetence skills.  This blog is worth a very long read and analysis. I also, think everyone should look for the article mentioned above and see if they couldn't learn a few things by saying less!
Roland O'Daniel

Quintura for Kids - 0 views

  •  
    Search engine for kids. Starts with categories or open search with a simple user-interface. Quintura also has a smartphone app version
Roland O'Daniel

Educational Leadership:Giving Students Meaningful Work:Even Geniuses Work Hard - 1 views

  •  
    Let's give students learning tasks that tell them, "You can be as smart as you want to be." Great article on changing the mindset of American mathematics students from smart kid.s are smart rather than smart kids work hard to be smart. 
Roland O'Daniel

A Student's Guide to Global Climate Change | US EPA - 2 views

  •  
    Student site for Global Climate Change information from EPA
Roland O'Daniel

Math and Algebra Help - Videos from MathTV.com - 1 views

  •  
    Math videos to help explain skills/concepts. Tends to be very skill based, but offers multiple takes on the same skill so if a students doesn't get it from one person the next might be a better fit, short videos makes it plausible that a student might use, GREAT integration of vocabulary. Well worth incorporating into classroom practice to help students understand how to use formulas or manipulate equations. Also they are GREAT models if you want kids to create their own.
Roland O'Daniel

interactivenotebook - 0 views

  •  
    Mr. Greer's ISN page. Nice example of how to set it up for kids. I really like these two boxes on the page: Why use an interactive notebook? 1. Students use both their visual and linguistic intelligences 2. Note-taking becomes an active process 3. Notebooks help students to systematically organize as they learn 4. Notebooks become a portfolio of individual learning Personal Response Instructions 1. Summarize the new information you have learned from the activity/presentation 2. Relate or connect this new learning to what you previously knew about the topic 3. Tell how you feel about what you have learned. At least 3 paragraphs are needed to meet the expectations for this assignment.
Roland O'Daniel

º Flash PAINT º Online Painting Tool © - 0 views

  •  
    OK, I'm not an artist but I SEE this as a tool for writing to learn and writing to publish. I think it would allow students to express their understandings in different ways and then be able to share to a wide audience. If you have a pentab computer this would be an awesome tool to use with kids, because it's easier to export than microsoft journal drawings.
Roland O'Daniel

http://www.mrreddy.com/geometrytoolbox.swf - 0 views

  •  
    Simple tool, but easy to use and nice for building some quick examples using the IWB. There are other ways of doing it using Smartboard software, but kids can use this tool, create some examples, do screen captures, and share with each other or in docs.
Roland O'Daniel

Squares of Differences: subtraction practice toward a greater purpose | math for love - 1 views

  •  
    Here is a phenomenal lesson, accessible to any child who knows how to subtract, and compelling to everyone, up to and including professional mathematicians. Get a kid engaged in it, and they'll do hundreds of subtraction problems without complaint, because it's helping them solve an honest mathematical mystery. I've seen this idea discussed in math education circles, but I haven't found any references to it online, so I want to share it here.
Roland O'Daniel

Are You Behind? - 3 views

  • Second, do you have the spaces?  If your vision does include learning online, you have to have school-supported digital spaces.  It can be anything really, but you have to have something.  And I’m not talking about individual teachers putting something together, because that doesn’t make sense for kids or from an organizational standpoint in terms of support and dedicated growth and development in concert with the vision.  I also don’t believe this should be something left to students to self-organize around-if its part of the vision, the school has to be intentional about it and provide a common landscape for all.
    • Roland O'Daniel
       
      Great paragraph. It's not going to happen accidentally or without critical mass. It's also not just about providing the tool but about providing a vision and supporting that vision. 
  •  
    David Jakes does a great job of laying out a vision of what should be expected for classroom interactions through a digital platform but still isn't. I love his thinking about it not being a happy website with mission/vision but a place to collaborate and inform.  The 21st century is now not tomorrow!
Roland O'Daniel

Online and Blended Courses | techieMusings - 2 views

  • The AP Computer Science course is running as an online/blended course
  • the first our school has offered. I have no training in teaching an online class, but I’m doing the best I can with what I have.
    • Roland O'Daniel
       
      Better to teach the course than wait for the perfect package to come along. These students are lucky to have this opportunity and a teacher willing to try something new in this era of "high stakes accountability" approach to instruction (test is most important, not learning). 
  • I MISS seeing my students on a daily basis.
  • ...1 more annotation...
  • So I think the AP Computer class could be set up better (if I could set the schedule, it might be: meet 2 times per week during the school day and an optional after school meeting with 1 group Skype) to make it more enjoyable for me to teach.
    • Roland O'Daniel
       
      Great honest response to this situation. Many of us became teachers because of the kids and the "light going on" moments. It's refreshing to hear a teacher say that and to acknowledge that this might be working, but I would like a model that provides more opportunity for me to share in that experience with my students!  I'm sure there are students who would like that opportunity as well, which is why I believe blended classrooms have a very bright future. 
  •  
    Nice description of one way of developing an online/blended course model. I applaud Stacey's choice to do it, tweak later, rather than postpone doing it because it's "not 100% ready". 
Roland O'Daniel

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 0 views

  • “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.”
    • Roland O'Daniel
       
      Yet even more rationale for a variety of problems with different perspectives. I love that variety helps deepen a persons ability to differentiate similarities and differences!! Great stuff.
  • 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.
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