Group items tagged

Teach your students how to evaluate their own writing with kid-friendly rubrics. Based on Common Core grade-level expectations, criteria are clear and scoring is simple.

Teach your students how to evaluate their own writing with kid-friendly rubrics. Based on Common Core grade-level expectations, criteria are clear and scoring is simple.

How students are expected to behave inside the classroom, on school grounds and while completing their work,

5 mistakes schools make with iPad.1) Focusing on content apps2) Lack of Teacher Preparation in Classroom Management of iPads3) Treating the iPad as a computer and expecting it to serve as a laptop.4) Treating iPads like multi-user devices5) Failure to communicate a compelling answer to "Why iPads?"

Using Google Cardboard (Expectations) in the classroom fro virtual field trips.

How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m

A great read about technology integration in the classroom and using technology in general.

How have rubrics met your expectations to date?

The role of administrators is critical to the successful acceptance, adoption, integration and implementation of technology by teachers. Technology leadership that models, supports and expects computer technology use results in more effective curriculum integration of the technology by teachers.

If you're anything like me, you can't get enough information when it comes to state standards. Reading the state's detailed list of expectations for each standard helps me use student data strategically to plan my lessons.

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

The writers explore the role of literacy leaders in changing student achievement. Literacy leaders must have high expectations for all students, be empowered through professional development, collaborate with all of the adults within the school, and infuse technology with digital media. The writers discuss tools for literacy leadership and outline considerations for and examples of literacy leadership in the wider community.

You can select a grade level and subject area to be tested on PARCC. You then are able to see the content framework of what students will be expected to do.

Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products.

An outline of basic computers skills, and at what grade level students should be introduced to the skill, developing the skill, or using the skill. Great springboard for keeping in mind what skills students will have for your lessons and technology integration projects.

This study examines the use of computer-based technologies and new technologies of inservicec preschool teachers as well as their educational needs and their expectations in the application of new technologies

Every time I introduce rubrics to a group of teachers the reaction is the same - instant appeal ("Yes, this is what I need!") followed closely by panic ("Good grief, how can I be expected to develop a rubric for everything?").

This is a great way to assess for different learning styles.