not only complements instruction but redefines it.
9More
Education World: Are You a Techno-Constructivist? - 33 views
-
-
This statement encompasses what I am trying to achieve in this resource design assessment. It also clearly links to the SMAR model of best ICT use in education, by implementing learning experience with technology that 'redefines' the activity. Meaning the activity is something that could not be done without the technology used.
-
-
help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
-
long-term problem-solving and product-generating tasks
-
In my resource design students will take part in a long term water sustainability project. A website will assist them in attaining access to multiple resources, communication with the outerworld (blogging) and creating products such as videos, visuals etc.
-
How are you helping your students to connect to the outside world? Are they having dialogues with others?
-
- ...1 more annotation...
-
See The Webquest Page or WebQuest.org for endless materials.)
4More
Meaningful Problem Solving (Professional Learning that Shifts Practice Part 2) - Katie ... - 6 views
-
creating experiences that provide opportunities to grapple with challenges that are meaningful to individuals in their context. In order for teachers to do this in their classrooms it is important that they have similar experiences in their own learning.
-
Be curious and open to all ideas Seek to improve learning (students and educators) Expect growth, not perfection Focus reflection how to improve your work, not others Ground work in evidence of learning, not assumptions
64More
RTI Talks | RTI for Gifted Students - 9 views
-
learning contracts with the student focused on work that takes the students interests in to account may be helpful.
- ...59 more annotations...
-
From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
-
The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
-
A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
-
Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
-
, with high-end differentiation and expectations, we are able to support the development of potential in all students.
-
This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
-
likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
-
If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
-
One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
-
make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
-
recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
-
This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
-
This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
-
These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
-
first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
-
children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
-
use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
-
Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
-
Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
-
additional learning opportunities that both challenge the learner and address high interest learning topics.
10More
Activity 4: Writing comments - What you need to know | Edublogs Teacher Challenges - 88 views
-
If commenting skills are not taught and constantly reinforced, students will limit their comments to things like “I like your blog!” or “2KM is cool!”. While enthusiasm is high with these sorts of comments, students are not developing their literacy skills or having meaningful interactions with other members of the blogging community. Conversations in the comment section of a blog are such rich and meaningful learning experiences for students. Conversations begin with high quality comments.
- ...6 more annotations...
-
How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.
-
own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide. Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.
22More
Differentiating Instruction with Technology - 111 views
- ...18 more annotations...
-
Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
Resources - 29 views
www.hippasus.com/...index.html
resources model SAMR institute Puentedura tools workflow process pedagogy
![](/images/link.gif)
7More
Teaching How to Teach: Coaching Tips from a Former Principal | Edutopia - 2 views
-
Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?
-
I was reminded that good coaching is not about dynamic coaches serving as heroic educators, but rather stems from the simple habits of connecting teachers to resources and asking them reflective questions.
- ...3 more annotations...
-
I met with each teacher one-on-one to ask questions and understand their hopes, fears, and support needs in the upcoming year. By choosing to listen rather than to talk, I conveyed that I saw my primary duty as supporting good teaching.
-
As his coach, I sought to model, little by little, some strategies I had learned on the job, such as literacy-building techniques, structuring controversial debates, and charting student discussions on the board for visual impact.
-
"High-quality coaching lies somewhere near the crossroads of good teaching and educational therapy. Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?"