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Jeff Andersen

Tips on Writing Learning Outcomes - Staff Website - U of I Library - 19 views

www.library.illinois.edu/...learningoutcomes

writing learning outcomes tip

shared by Jeff Andersen on 23 Feb 20 - No Cached
  • Jeff Andersen on 23 Feb 20
     
    What is a learning outcome? Learning outcomes are statements of what students will learn in a class or in a class session. The statements are focused on student learning (What will students learn today?) rather than instructor teaching (What am I going to teach today?). These statements should include a verb phrase and an impact ("in order to") phrase - what students will do/be able to do and how they will apply that skill or knowledge.
jariza67

Letter_Birmingham_Jail(1).pdf - 21 views

Engage NY

shared by jariza67 on 03 Feb 16 - No Cached
  • Martin Luther King, Jr.
    • jariza67
      jariza67 on 03 Feb 16
       
      Martin Luther King Jr. is BOTH a Reverend (priest) AND a Doctor of Theology (study of religion) at this time in his life.
  • From the Birmingham jail, where he was imprisoned as a participant in nonviolent demonstrations against segregation, Dr. Martin Luther King, Jr., wrote in longhand the letter which follows.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why was Dr. King sent to jail? What law(s) did he break?
  • Jr., wrote in longhand the letter which follows. It was his response to a public statement of concern and caution issued by eig
  • ...24 more annotations...
  • It was his response to a public statement of concern and caution issued by eight white religious leaders of the South.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why were the 8 religious leaders angry at Dr. King?
  • nwise and untimely
  • WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      Dr. King starts off his letter by addressing his critics in the opening of his letter. QUESTION: WHY DOES KING ADDRESS HIS CRITICS IN THIS MANNER? ("My Dear Fellow Clergymen:")
  • "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why do the 8 white priests think King's protests are "unwise and untimely?" QUESTION: Why does King refer to this in his letter?
  • unwise
  • unwise
  • unwise
  • unwise
  • ctive
  • I would like to answer your statement in what I hope will be patient and reasonable terms.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: How has King set up his defense?
  • you are men of genuine good will
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: What are King's reasons for this remark?
  • "outsiders coming in."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why is King considered an outsider?
  • I am here because I have basic organizational ties here.
    • jariza67
      jariza67 on 03 Feb 16
       
      DISCUSSION QUESTIONS (REVIEW Para. 1-2) 1. How does King begin the letter? 2. What is the impact of King's word choices? 3. HOW DO SPECIFIC WORDS AND PHRASES CONTRIBUTE TO THE IMPACT OF KING'S OPENING? 4. What are King's reasons for being in Birmingham?
  • carried
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 5. consented (v.) - permitted, approved, or agreed.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: sought (v.) - tried or attempted
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 4. untimely (adj.) - happening too soon or too early.
    • jariza67
      jariza67 on 03 Feb 16
       
      "My Dear Fellow Clergymen:" (Mr. Ariza's note) Dr. King originally addresses his famous "Letter From A Birmingham Jail" to 8 Alabama clergymen (priests) who (in a local newspaper ad) criticized King's protests and demonstrations, while also labeling King as "a law-breaker." With no paper in his jail cell, King used the margins of this newspaper to write his Famous reply to their criticisms of him. KING'S LETTER (written in August 1963) is what brought the world's attention to our country's problems with segregation and racism.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 6. Seldom (adj.) on only a few occasions; rarely, not often.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 1: fellow (adj.) -belonging to the same class or group; united by the same occupation, interests, etc.).
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 2. clergymen (n.) - religious leaders
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 3. confined (adj.) - unable to leave a place because of illness, imprisonment, etc.
    • jariza67
      jariza67 on 03 Feb 16
       
      LINK FOR THE ORIGINAL LETTER WRITTEN TO KING BY THE 8 WHITE CLERGYMEN http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: Consented (v.) - permitted, approved, or agreed
  • jariza67 on 03 Feb 16
     
    Letter From a Birmingham Jail full text pdf w ANNOTATIONS Mr. Ariza/ Ms. Bozeman AUGUST MARTIN HS
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Roland Gesthuizen

Comments for Report Writing - Resources - TES - 44 views

www.tes.co.uk/...nts-for-report-writing-3013164

reportwriting assessment feedback TES handout

shared by Roland Gesthuizen on 15 Mar 15 - No Cached
  • Roland Gesthuizen on 15 Mar 15
     
    "I have compiled these statements together with the other teachers in my year group. We have covered Speaking and Listening, Writing, Reading, Maths, Social Skills and Behaviour. I hope that they are useful for any other Key Stage One teacher. Other topics covered: Paperwork"
D. S. Koelling

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices | Council of Writ... - 66 views

wpacouncil.org/9

plagiarism writing teaching

shared by D. S. Koelling on 08 Oct 10 - Cached
  • D. S. Koelling on 08 Oct 10
     
    The 2003 statement
atressler3

Guideline on Some Questions and Answers about Grammar - 36 views

www.ncte.org/...qandaaboutgrammar

shared by atressler3 on 30 Aug 17 - Cached
  • Grammar names the types of words and word groups that make up sentences not only in English but in any language
  • sentence structure
  • conventions and style of language.
  • ...20 more annotations...
  • apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"
  • language use, patterns, and dialects
  • Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.
  • Experiment with different approaches
  • show students how to apply it not only to their writing but also to their reading and to their other language arts activities.
  • If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc
  • Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models
  • apply it to authentic texts.
  • Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.
  • entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.
  • practice using certain subordinate constructions that enrich sentences.
  • All native speakers of a language have more grammar in their heads than any grammar book
  • If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb
  • whole sentence or a fragment
  • verb phrase
  • subject
  • pronoun f
  • Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.  
  • Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.
  • end focus.
Steve Ransom

NCTE Position Statement on Machine Scoring - 9 views

www.ncte.org/...machine_scoring

ncte writing computer scoring grading machine automated

shared by Steve Ransom on 21 Apr 13 - No Cached
  • Conclusions that computers can score as well as humans are the result of humans being trained to score like the computers (for example, being told not to make judgments on the accuracy of information). 
  • Computer scoring systems can be "gamed" because they are poor at working with human language, further weakening the validity of their assessments and separating students not on the basis of writing ability but on whether they know and can use machine-tricking strategies.
  • Steve Ransom on 21 Apr 13
     
    Important and well written
Kate Pok

Student-Led Discussion Manual - 8 views

spdbv.vital-it.ch/...StdLedDisc.html

shared by Kate Pok on 07 Feb 12 - Cached
  • 2) Formulate and write down four or five discussion questions based upon the assigned reading. 3) On the assumption that you will lead the day's discussion, write a brief (less than 5-minute) opening statement about the assignment. Your statement should set the stage for, and end by raising, one or more of your discussion questions.
  • Kate Pok on 07 Feb 12
     
    very useful
Roland Gesthuizen

How to Write a Press Release (with Free Sample) - wikiHow - 39 views

www.wikihow.com/Write-a-Press-Release

pressrelease howto Wikihow advice media

shared by Roland Gesthuizen on 25 Nov 13 - Cached
  • Roland Gesthuizen on 25 Nov 13
     
    "A press release is a written statement to the media. It can announce a range of news items, including scheduled events, personnel promotions, awards, new products and services, sales accomplishments, etc. It can also be used to generate a feature story. Reporters are more likely to consider a story idea if they first receive a press release. It is a fundamental tool of PR work, one that anyone who's willing to use the proper format can use. We'll show you how."
Susan Harari

Read, write, think persuasion map - 116 views

www.readwritethink.org/...persuasion_map

research thesis read_write_think Social_studies writing Language_Arts

shared by Susan Harari on 03 Aug 11 - Cached
  • Martin Burrett on 03 Aug 11
     
    Create a persuasion map online with this simple resource to plan an argument. http://ictmagic.wikispaces.com/English
  • Susan Harari on 14 May 12
     
    Graphic organizer for creating thesis statement, supporting evidence, conclusion. Good for group work on Activboard.
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Carol Mortensen

National Council of Teachers of English - 35 views

www.ncte.org/tips

Writing writers language arts teachers educational education

shared by Carol Mortensen on 06 Aug 11 - Cached
  • Carol Mortensen on 06 Aug 11
     
    The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. This mission statement was adopted in 1990: "The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language."
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
Chris Pirkl

Introductions - The Writing Center - 68 views

writingcenter.unc.edu/...introductions

writing introductions

shared by Chris Pirkl on 12 Dec 14 - No Cached
Mary Higgins liked it
  • Your introduction is an important road map for the rest of your paper.
  • your introduction should contain a thesis that will assert your main argument. It should also, ideally, give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.
  • our direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point.
  • ...10 more annotations...
  • Start by thinking about the question (or questions) you are trying to answer
  • Open with an attention grabber.
  • an intriguing example
  • a provocative quotation
  • a puzzling scenario
  • a vivid and perhaps unexpected anecdote
  • a thought-provoking question
  • Avoid statements like “In this paper, I will argue that Frederick Douglass valued education.”
  • less effective
    • Chris Pirkl
      Chris Pirkl on 12 Dec 14
       
      Highlights by C. Pirkl Dec 2014
  • Chris Pirkl on 12 Dec 14
     
    I've highlighted some of the advice I think is most important in this handout. 
Sandy Munnell

Teaching and Learning: Using iPads in the Classroom | Edutopia - 158 views

www.edutopia.org/...hing-learning-apps-ben-johnson

iPad edtech apps education diigo_lesson resource literacy middleschool writing teaching technology

shared by Sandy Munnell on 03 Nov 11 - No Cached
  • Most students today would be classified as bodily-kinesthetic learners.
    • Miss OConnor
      Miss OConnor on 03 Nov 11
       
      Why?  What has changed and if this is true, what are the implications in the classroom when most teachers are visual/auditory learners?
    • Sandy Munnell
      Sandy Munnell on 28 Nov 11
       
      I would agree - making this assumption leads to other assumptions that have no scientific basis. It's a reaction to a supposed change in student learning behaviors. But it is the kind of statement that let's technology advocates jump on the bandwagon and sell their technology.
  • An app called Field Notes LT not only allows students to take copious notes of their observations, it attaches the date, time, GPS location and photographs of what is observed. These notes can be instantly shared, collaborated, and published in the field.
  • Perhaps a better question is what would I do with them that I could not do with other tools that are available and cheaper?
  • Sandy Munnell on 28 Nov 11
     
    This article explores various iPad apps that could "transform" the classroom.  
Enid Baines

Copyright - Playing with Media - 56 views

playingwithmedia.com/...copyright

copyright fair use creativecommons guidelines Disney scoop.it!

shared by Enid Baines on 28 Jul 12 - No Cached
  • Attribution, in the form of a thorough “Works Cited” section of a document or project, does NOT guarantee full copyright compliance in the United States. Judges ruling on intellectual property cases never write, “The defendant created a great bibliography, so I find find him not guilty of these charges.”
  • We would never accept the following entry in a written, student bibliography in a research paper: "I found this information in the school library."
  • We should not accept student media projects which include similar, non-specific attribution statements like “Images from Google” or “Images from Flickr.”
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

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