Reading Conferences
5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views
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Every child needs one-on-one conversations with an adult as often as possible.
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One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
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Could Rubric-Based Grading Be the Assessment of the Future? | MindShift | KQED News - 6 views
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rubric-based alternative
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First, they set out to define the essential learning outcomes that faculty, employers and accreditors saw as important.
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The faculty worked together to write rubrics (called
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Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
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Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
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The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
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They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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Why the Growth Mindset is the Only Way to Learn | Edudemic - 83 views
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The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
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Then again, that study was just about small children- but children grow up. And if they’re taught that their capacity to learn is fixed, they bring their intellectual insecurities into adulthood. They’ve been essentially taught to try to avoid looking stupid, and that’s a hard habit to break.
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Find peers No one can put in the work or learn for you. But having a support community is the single most effective supplement to the learning process. Collaboration maintains focus, speeds up learning, and sustains interests. No matter what it is you’re pursuing, find a group or a mentor for it.
50 Ways to Use Twitter in the Classroom | TeachHUB - 77 views
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Summarize. At the conclusion of each lecture, ask students to type a 140-character or less summary of what they have learned
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Typing keywords into Twitter’s search engine wields every microblog entry on the subject, providing an excellent way for students to research ideas,
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Set up a foreign language news stream. Keep foreign language students informed of current events from relevant nations while simultaneously challenging them to use their translation skills by keeping a specific news feed.
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Educational Leadership:How Teachers Learn:Fostering Reflection - 27 views
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Expert teachers adjust their thinking to accommodate the level of reflection a situation calls for.
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Another way to help teachers become better at reflection is to create study groups that introduce teachers to these four modes of thinking and explore which aspects of teaching call for each mode. Discussions and role-plays can help teachers see which routine decisions can be made through technological or situational thinking and which may require the deliberate or dialectical modes. I
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Finally, to foster higher levels of reflection, encourage teachers to ask themselves questions about their classroom practice. Prompts like the following promote frequent reflection: What worked in this lesson? How do I know? What would I do the same or differently if I could reteach this lesson? Why? What root cause might be prompting or perpetuating this student behavior? What do I believe about how students learn? How does this belief influence my instruction? What data do I need to make an informed decision about this problem? Is this the most efficient way to accomplish this task?
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