Group items tagged

n a real WebQuest, newly acquired information undergoes an important transformation within learners themselves.

A real WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students' investigation of an open-ended question, development of individual expertise, and participation in a group process that transforms newly acquired information into a more sophisticated understanding.

nspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.

s students internalize more advanced intellectual skills through ongoing practice, the teacher can gradually remove the scaffolded levels of support. Scaffolding is used to implement such approaches as constructivist strategies, differentiated learning, situated learning, thematic instruction, and authentic assessment.

Real WebQuests should pass the ARCS filter: Does the activity get students' Attention? Is it Relevant to their needs, interests, or motives? Does the task inspire learners' Confidence in achieving success? Finally, would completing the activity leave students with a sense of Satisfaction in their accomplishment?

A teacher can challenge students by “posing contradictions, presenting new information, asking questions, encouraging research, and engaging students in inquiries designed to challenge current concepts” (Brooks & Brooks, 1999, p. ix).

Background for Everyone,

Background stage also paves the way for differentiating student activities in such a way that all students can master required knowledge and then pursue different levels of individual expertise.

ontent, process, products, and learning environment—

irst, we ask, Could the answer be copied and pasted? If the answer is no, then we ask, Does the task require students to make something new out of what they have learned?

answers my questions

talks to me respectfully

says "Hi."

helps me

gestures and tone

help all students feel part of a collaborative culture.

high school student eating lunch alone

Assign any new student a buddy immediately

involved with at least one extracurricular group at lunch or after school.

paired assignments or cooperative groups.

five registers, or levels of formality: frozen, formal, consultative, casual, and intimate

Both school and work operate at the consultative level (which mixes formal and casual speech) and the formal level (which uses precise word choice and syntax).

Teachers conduct most tests through formal register, which puts poor students at a disadvantage.

we tell them it's "money talk."

Have students practice translating phrases from casual into formal register.

Teachers should use consultative language (a mix of formal and casual) to build relationships and use formal register to teach content, providing additional explanation in consultative register.

eight resources.

Financial

Emotional

without engaging in self-destructive behavior.

stamina, perseverance, and good decision making.

Mental

Spiritual:

Physical:

Support systems:

Relationships and role models

Knowledge of unspoken rules:

But if the school provides a time and place before school, after school, or during lunch for the student to complete homework, that intervention will be more successful.

If laughter is often used to lessen conflict in a student's community, that student may laugh when being disciplined. Such behavior is considered disrespectful in school and may anger teachers and administrators.

For example, to survive in many high-poverty neighborhoods, young people have to be able to fight physically if challenged—or have someone fight for them. But if you fight in school, you're usually told to leave.

You don't use the same set of rules in basketball that you use in football. It's the same with school and other parts of your life. The rules in school are different from the rules out of school. So let's make a list of the rules in school so we're sure we know them.

Plan to use the instructional strategies that have the highest payoff for the amount of time needed to do the activity.

Use rubrics and benchmark tests

Identify learning gaps and choose appropriate interventions.

district's learning standards,

Chart student performance and disaggregate

nstruction time, providing a supportive relationship, and helping students use mental models.

drawing represents the apple.

mental models—stories, analogies, or visual representations.

make a connection between something concrete he or she understands and a representational idea.

student has trouble formulating a specific question.

ound that students who couldn't ask good questions had many academic struggles.

To teach students how to ask questions, I assign pairs of students to read a text and compose multiple-choice questions about it. I give them sentence stems, such as "When ___________ happened, why did __________ do ___________?" Students develop questions using the stems, then come up with four answers to each question, only one of which they consider correct and one of which has to be funny.

What is the ratio of educators to parent in meetings?

greet the parent five minutes before the meeting starts and tell him or her who will be present and what is likely to happen.

language used in parent meetings understandable,

I recommend doing home visits.

A teacher or administrator who establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next. Never has it been more important to give students living in poverty this gift.