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Brandie Hayes

Institute for Global Environmental Strategies >> Carbon City - 19 views

esseacourses.strategies.org/module.php

student activity reduction of greenhouse gases

shared by Brandie Hayes on 24 Apr 13 - No Cached
  • Brandie Hayes on 24 Apr 13
     
    Great activity to help students use NASA data in order to develop a community-based strategy to reduce greenhouse gas emission. Includes additional resources (articles, websites, NASA instruments) to help students learn about CO2 emissions, what is being done around the world, to decrease CO2 emissions, and what they can do. 
Thieme Hennis

Effective Strategies for Dropout Prevention | National Dropout Prevention Center/Network - 0 views

www.dropoutprevention.org/effective-strategies

dropouts programs policy school community learning society economics

shared by Thieme Hennis on 20 Feb 13 - No Cached
  • Thieme Hennis on 20 Feb 13
     
    several strategies for dropout prevention
Lisa Francine

School Library Monthly - Student Inquiry and Web 2.0 - 54 views

www.schoollibrarymonthly.com/...Berger2010-v26n5p14.html

infolit information_literacy inquiry researchmodels stripling pamberger 2.0

shared by Lisa Francine on 27 Jan 13 - Cached
  • Lisa Francine on 27 Jan 13
     
    "The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
toshasweat

Social Media Strategies | Advanced Human Technologies - 51 views

ahtgroup.com/...social-media-strategies

shared by toshasweat on 05 Feb 16 - No Cached
  • toshasweat on 05 Feb 16
     
    Social Media Strategies graphic for FlipSnack
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

www.weareteachers.com/...-student-classroom-discussions

6th grade Response to Literature Evidence student classroom strategies discussions

shared by Jennifer Diaz on 15 Nov 14 - No Cached
  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
  • ...14 more annotations...
  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
  • Jennifer Diaz on 15 Nov 14
     
    Great ideas for 6th grade response to literature discussion and writing.
  • Tanya Kolkema on 18 Nov 14
     
    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
Roland Gesthuizen

Collective Knowledge ConstructionideasLAB | ideasLAB - 46 views

www.ideaslab.edu.au/...ckc

knowledge constructivism paper

shared by Roland Gesthuizen on 16 Aug 12 - No Cached
  • What are the distinguishing features of the strategy? What pedagogical approaches are suitable? What are the defining learning activities? What does the strategy challenge educators to rethink?
  • Roland Gesthuizen on 16 Aug 12
     
    "The purpose of this white paper is to use the Collective Knowledge Construction Model to identify strategies by which knowledge construction is facilitated when learning online. And, secondly to encourage teachers, school leaders and other stakeholders to reimagine the pedagogical, technical and contextual consequences that arise from teaching and learning in technology rich environments."
Roland Gesthuizen

CEC | Evidence-Based Practice-Wanted, Needed, and Hard to Get - 2 views

www.cec.sped.org/...Template.cfm

practice teaching PD research

shared by Roland Gesthuizen on 18 Jan 12 - No Cached
  • Another effective method of giving teachers access to research is to involve them in it. Not only do the teachers learn the correct way to implement the strategy, they also get the supports, materials, and someone to talk to about the strategy.
  • The law says teachers must use evidence-based teaching practices (EBPs) to ensure their students receive the highest quality instruction. From there the discussion splinters into a myriad of issues
  • Teaching techniques that have been proven to be effective can help students make more progress in shorter amounts of time. When these practices are added to teachers’ professional skills and knowledge of their students, you have a winning combination when it comes to teaching and learning
  • Roland Gesthuizen on 18 Jan 12
     
    While the law requires teachers to use evidence-based practices in their classrooms, the field has not yet determined criteria for evidence based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.
Peter Beens

PIPEDREAMS - Due Diligence and Social Media, Gaming and 21st Century Learning. Will edu... - 51 views

pipedreams-education.ca/...stitutions-be-held-accountable

socialmedia ethics education @zbpipe Minecraft

shared by Peter Beens on 05 Jun 12 - No Cached
  • Make Social Media and Blended Learning Strategies as much a priority as traditional literacies.
  • insist that all teachers have a solid understanding of the tools, strategies, and pedagogies so that we can help kids navigate in these online social environments
  • how many educators are encouraged to teach with it, without fully understanding the tool itself, or grasping the research behind its use, or acknowledging the implications of its use (including safety)
  • ...1 more annotation...
  • where does the responsibility lay on education organizations to guide kids in an environment (even facebook, youtube, twitter, gaming)where they are spending so much time?
  • Peter Beens on 05 Jun 12
     
    I gasped. "What about Ethics? Character? Kindness?", I wonder. I continue to wonder (now with my TEACHER LENS),  "I've never heard of a school based PD about Minecraft servers, or world bucket". Come to think of it, I've never heard of a mandatory in-service, PD session about any social gaming , or media tool or strategy. 
Sharin Tebo

Teaching Metacognition - 78 views

serc.carleton.edu/...teaching_metacognition.html

shared by Sharin Tebo on 23 Jul 14 - Cached
  • Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
    • Sharin Tebo
      Sharin Tebo on 28 Jul 14
       
      Carol Dweck's book on having a Growth Mindset comes to mind here...
  • Step 2: Teach students how to set goals and plan to meet them
  • Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
  • ...5 more annotations...
  • In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
  • Example: lecture wrappers
  • Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
  • Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
  • Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
  • Roland Gesthuizen on 23 Jul 14
     
    "Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
  • traceynangle on 27 Jul 14
     
    Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
Dallas McPheeters

Learning Strategies Matrix - 123 views

edweb.sdsu.edu/...Strats.html

learning strategies matrix resources tools

shared by Dallas McPheeters on 09 Jul 10 - Cached
  • Dallas McPheeters on 09 Jul 10
     
    Excellent tool makes instructional design simpler as you delivery according to targeted outcomes and strategies.
Ann Darling

Teaching Strategies | AEA 267 Curriculum, Instruction & Assessment - 55 views

www.aea267.k12.ia.us/...index.php

teaching strategies resources

shared by Ann Darling on 24 Jan 10 - Cached
  • Ann Darling on 24 Jan 10
     
    30 teaching strategies pdf and word
Roland Gesthuizen

Schools must alter 'bystander' strategy as bullies scare off onlookers | News.com.au - 20 views

www.news.com.au/...story-e6frfkvr-1226022179566

bullying psychology school students

shared by Roland Gesthuizen on 21 Mar 11 - No Cached
  • Roland Gesthuizen on 21 Mar 11
     
    "SCHOOLS are still using ineffective anti-bullying strategies and some aren't putting their policies into practice, experts warn, as the rate of bullying in Queensland playgrounds continues to climb. Experts say schools need to be more effective not work harder."
  • Roland Gesthuizen on 21 Mar 11
     
    Suggests that there is an important and passive role for bystanders.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Wes Bolton

Visible Thinking Project - 107 views

www.visiblethinkingpz.org/...VisibleThinking1.html

research protocols questioning questions strategies thinking

shared by Wes Bolton on 29 Aug 13 - No Cached
  • Wes Bolton on 29 Aug 13
     
    Research-based strategies and protocols for building better thinking routines in students.
  • Wes Bolton on 29 Aug 13
     
    Research-based strategies and protocols for building better thinking routines in students.
Sandy Avoa-Belinga

10 Faulty Teaching Strategies to Avoid - 9 views

www.teachhub.com/ulty-teaching-strategies-avoid

teaching strategies

shared by Sandy Avoa-Belinga on 14 Oct 15 - No Cached
  • Sandy Avoa-Belinga on 14 Oct 15
     
    Teachers using effective teaching strategies are never afraid to try new things and are always developing their craft, but must pay attention to their innovations.
Martin Burrett

Metacognition in Education - 14 views

ukedchat.com/...metacognition-in-education

metacognition

shared by Martin Burrett on 31 Jan 19 - No Cached
  • Martin Burrett on 31 Jan 19
     
    "Metacognition is widely accepted as "thinking about thinking", often inspired by the work in the 1970s of John Flavell, and its impact in educational circles cannot be denied. Indeed, John Hattie concluded that Metacognitive strategies have a positive impact score of D=0,69 - just outside the top ten of the most effective pedagogical strategies available to teachers - when sustained in the classroom. Additionally, the Educational Endowment Foundation advocate that Metacognition provides a 'high impact for low value', being easy to implement. Furthermore, Singapore's education system implemented Metacognition into their mathematics curriculum in the early 2000s, and their results speak for themselves."
Martin Burrett

UKEdChat Session 322: Good Behaviour Strategies - 10 views

ukedchat.com/...-322-good-behaviour-strategies

ukedchat discussion

shared by Martin Burrett on 29 Sep 16 - No Cached
  • Martin Burrett on 29 Sep 16
     
    Following on from the results of our online poll, #UKEdChat this week will focus on Good Behaviour Strategies used in schools. Whether in the Early Years, Primary, Secondary or beyond, the behaviour of students can positively or negatively impact the rest of the class as well as interfere with teaching and learning. The session will release six questions (see below), so join the session on Twitter from 8pm via the #UKEdChat hash-tag. Questions: What student behaviours to you find to be the most annoying when teaching? Where do you go for support when you are finding student behaviour a problem? What has been the most positive intervention made in helping build a positive classroom behaviour? What are the foundations in ensuring positive pupils behaviour in any classroom? What are the most effective consequences used when dealing with disruptive behaviour? Think back to when you were a school pupil. What was the worst behaviour you displayed?
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