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close reading means reading to uncover layers of meaning that lead to deep comprehension.

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.

If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.

What would an exceptional middle and high school computer science curriculum include?

This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.

If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,

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)

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

Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.

In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.

The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.

Ask questions; the person you’re speaking with will respect your inquisitiveness and become more interested in the exchange. “Asking questions makes people feel valued,”

The people who were interesting told good stories. They were also inquisitive: willing to work to expand their social and intellectual range. Most important, interesting people were also the best listeners. They knew when to ask questions.

what are the things that interactive eBooks do especially well?

Simultaneously highlighting text with recorded audio, creating thoughtful tap-on support for both words in the text and elements in illustrations, and providing options to support different reading abilities are all wonderful ways to foster emergent reading skills.

One of the most intriguing opportunities in eBooks is the ability to show different characters’ points of view

The Code of Best Practices in Fair Use for Media Literacy Education

In a move to link pay more closely with performance, the main pay scale for classroom teachers will be abolished, handing sweeping new powers to heads to decide pay levels.

the move would “effectively demolish the national pay framework”, and cause “inconsistency and unfairness” for teachers

changes would allow schools greater power to “reward their best teachers”.

The most obvious takeaway, he said, was that "the age of the computer lab is kind of out," in which students travel out of their classrooms to log on.

The idea kids can access tools for learning 24 hours a day and can access learning not bound by the walls of the school is critical," Hobbs said. "It's indicative of what we mean by a 21st-century education."

The schools that have someone (or a group of people) helping to push the boundaries of what can be done in schools seem to move a lot quicker with a larger amount of “buy-in” through the process.

I do not believe change is solely dependent upon their skills, but also the culture in which they exist.

So although a change agent can trigger growth in an organization, the culture in which they exist or are brought into has a huge bearing on their success.  If a school embodies itself as a true learning organization, change will happen much quicker.