This way, each kid reads every fifth chapter, all the way through the book.
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sumadd - 0 views
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Having students start understanding number properties early is a significant aspect of developing algebraic reasoning. I really like that this game allows students to 'play'/explore different number combinations. I can even see using this game with older (3-5th) students to have them explore different characteristics of the problems, i.e. 3 + 4 = 7 the larger number goes at the end, 3 and 4 can be switched and still get 7 to introduce number properties in a concrete experiential way.
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India becomes R&D hot spot as high-tech firms cut costs | Technology | Reuters - 0 views
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"Staffed with about 60 full-time researchers, many of them Indians with PhDs from top universities in the United States, the center is at the cutting edge of Microsoft's R&D. It covers seven areas of research including mobility and cryptography." For now, the US is still the center of tech education. How long will people continue to come to the US for education? How can we change the tide of American students not choosing/being prepared for engineering/leadership
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It's what we are moving our students to by teaching to the test and in this article it's being used against India.
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25 Must-Have Firefox Extensions for e-Learners - 0 views
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These add-ons can help capture information on the internet to share with your students. The information does not have to be text based to share.
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Drag & Drop.io 2.0.1: Store and share pictures, videos, audio, documents and more without an account, registration or email address. Sharing is private.
Asteroid Watch - jpl.nasa.gov - 0 views
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Thoughts on 'literacy across the curriculum' from my students « Birds fly, fi... - 0 views
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Interesting blog from Steve Shann. This post on literacy across the curriculum is worth reading from some post-grad students exploring the topic.
The Differentiator - 0 views
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shared by Roland O'Daniel on 16 Aug 09
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How Different Groups Spend Their Day - Interactive Graphic - NYTimes.com - 0 views
www.nytimes.com/...20080801-metrics-graphic.html
visualization graph nytimes data time statistics math
shared by Roland O'Daniel on 16 Aug 09
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This is the kind of graph that students need to be interacting with as much as possible. Great example of different ways of expressing data. I would love to see questions that students could write based on this kind of graph.
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Math Publications - Middle School Portal - 0 views
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The Middle School Portal 2: Math and Science Pathways project (MSP2) is a component of the National Science Digital Library (NSDL) that supports middle school educators and youth by offering contextualized, high-quality resources and promotes interactivity, collaboration, and knowledge-sharing among its users.
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TI Physics - 0 views
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TI activities are generally excellent and a great source of engaging, literate, standards based activities.
Data, Probability and Statistics - 0 views
Striving Readers Coaches Corner - Focus on Inclusion - 0 views
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A GeekyMomma's Blog: VoiceThread: Where do you fit in? - 0 views
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Great explanation of Voicethread and some very scaffolded examples of how we can use Voicethread in our classrooms. Lee does a wonderful job of developing a compelling reason for using Voicethread and how to accomplish your goals.
SRTrainingSummer09 / Focus on Inclusion - 0 views
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SRTrainingSummer09 / Chapter 6- Group 2 - 0 views
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I a little scared about this so far...:( I tried something like this once with not so great results...but let's keep reading. -
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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.
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(recognizing that reading doesn’t necessarily guarantee remembering)
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- ...30 more annotations...
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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
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she did want them to sample Dickens’ voice and pick up some cultural background from the era.
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under tough requirements to “cover” material
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Tom’s Cabin, that connects the movements of the period in a vivid, powerful way.
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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.
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Jigsawing
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leapfrogging” jigsaw groups
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having every student read every page in the textbook may not be the only alternative
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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?
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But textbooks frequently can be easily subdivided
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is covering material the same as understanding it?
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the language was just too hard for her kids to plow through.
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I think this would be really good with The Odyssey. Plus some art work.
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But textbooks frequently can be easily subdivided.
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OK - allows students to become teachers to other students, a role at which a lot of them excel.
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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?
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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
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Some students may have difficulty in summarizing or in conveying the key points.
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Textbook Jigsaw Sheet
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Textbook Jigsaw Sheet
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whether hearing an oral summary from other students is as good as reading an expert’s version in print.
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The Guide-O-Rama
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it is much harder to “fake it”
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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.
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imitating a sentient life form
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The parents think the textbook is the subject,
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activate their prior knowledge
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The Guide-O-Rama lets you informally coach, support, and chat with kids as you steer them along.
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? I wonder if mixing in questions with the guide will help ensure that students follow the guide.
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the author is there to answer questions and talk to the students.”
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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.
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“What’s on the Prairie State exam.”
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real-life examples
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No Secrets Education
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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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This is so not true. Targeted reading can provide students essential content and save time for other activities.
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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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- ...42 more annotations...
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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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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.
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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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Scaffolding, vocabulary strategies really work well with breaking up text into manageable chunks for students.
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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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Finding these fencepost ideas is always difficult in a department where each person feels different topics require more coverage than others.
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beyond the classroom
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definately a key to motivating readers. They need to know why it matters to them.
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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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what do you let slide and what to you cover? does each individual teacher decide this or is it done as a department?
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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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Do we have any framework for the new KY tests? Like...standards, core content...?
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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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I find this works well in social studies, especially with topics that apply to events in the world today.
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Don’t leave kids alone with their textbooks
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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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cussedness
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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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making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
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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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Another way to subdivide the chapter is to have students divide in groups and present their information in a creative way to their classmates.
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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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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.
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giving students support before and during reading
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Make more selective assignments
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Greek to the kids
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Choose wisely. Make more selective assignments
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This is particularly important for honors/excel students. Accelerated does not mean "do more of the same."
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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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This does require students to be trained in how to do effective jigsaw strategies.
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assigning fewer pages
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Especially important for students in regular-pace and more slowly-paced groups. Do reading in class, alongside practice.
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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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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.
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Have empathy.
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The material may seem easy to you, but it may really be Greek to the kids.
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similarities
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laboring under tough requirements to “cover” material, having
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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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Free Stock Image - Sweet pink - 0 views
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Site for free graphics. Option to do a free CC search or open it up to commercial search with a little cost.
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shared by Roland O'Daniel on 08 Aug 09
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Guidelines for Educators Using Social Networking Sites - Home - Doug Johnson'... - 0 views
doug-johnson.squarespace.com/...g-social-networking-sites.html
socialnetworking instruction blogging
shared by Roland O'Daniel on 08 Aug 09
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Important to always think about how to create a safe learning environment. This post is a great analysis of several inputs. Worth reading and a great resource.
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