Skip to main content

Home/ Groups/ FSD Teachers
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Pamela Stevens

Educational Leadership:New Needs, New Curriculum:The Learning Power of WebQuests - 0 views

www.ascd.org/...arning-Power-of-WebQuests.aspx

webquests curriculum

shared by Pamela Stevens on 23 Jul 13 - No Cached
  • WebQuest, a model for integrating the use of the Web in classroom activities. He defined a WebQuest as
  • nquiry-oriented activity
  • hey are not WebQuests because the information in each activity can go from the browser to the product without altering—or even entering—the learner's understanding.
  • ...11 more annotations...
  • 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?
    • Pamela Stevens
      Pamela Stevens on 23 Jul 13
       
      Questions to ask about webquest:  1. Can the answer by copied and pasted? 2. Do the students make something new out of what they learned.
Pamela Stevens

Educational Leadership:Writing!:NCLB: Up Close and Personal - 0 views

www.ascd.org/...LB@-Up-Close-and-Personal.aspx

nclb No child left behind

shared by Pamela Stevens on 22 Jul 13 - No Cached
  • A recent national opinion poll of 1,050 registered voters shows increasing opposition to NCLB.
  • suggests that as voters become more familiar with the provisions of NCLB, they are less likely to support them.
  • but the percentage of voters who oppose the law has grown substantially—from 8 percent in 2003 to 28 percent in 2004.
  • ...6 more annotations...
  • Fifty-eight percent disapprove of requiring special education students to take the same tests and perform to the same standards as students without disabilities, and almost half—46 percent—disapprove of holding students with limited English skills to the same standards as native English speakers.
  • 52 percent disapproved of his performance, with 25 percent indicating that he has done a poor job.
  • the majority of respondents favored a candidate who would fully fund Head Start (87 percent); reduce class size (87 percent); protect public education from budget cuts (83 percent); and increase teacher pay (82 percent).
  • The survey shows that as NCLB moves beyond the abstract idea of improving education into such real-world reforms as high-stakes testing and punishing schools for low performance on these tests, most parents have major concerns.
  • Thirty-four percent perceive it as punishing schools for failure instead of rewarding them for success, and 25 percent think that it limits student learning.
  • should go toward providing smaller classes.
Pamela Stevens

Educational Leadership:Poverty and Learning:Nine Powerful Practices - 0 views

www.ascd.org/...Nine-Powerful-Practices.aspx

poverty education strategies teaching

shared by Pamela Stevens on 22 Jul 13 - No Cached
  • Students from families with little formal education often learn rules about how to speak, behave, and acquire knowledge that conflict with how learning happens in school.
  • helpful in raising achievement for low-income students.
  • calls me by my name
  • ...48 more annotations...
  • 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.
Pamela Stevens

Educational Leadership:Helping All Students Achieve:Closing the Achievement Gap - 0 views

www.ascd.org/...osing-the-Achievement-Gap.aspx

learning_styles assessment achievement gap achievement

shared by Pamela Stevens on 22 Jul 13 - No Cached
  • Between 1970 and 1988, the achievement gap between African American and white students was cut in half, and the gap separating Latinos and whites declined by one-third. That progress came to a halt around 1988, however, and since that time, the gaps have widened.
  • eachers who often do not know the subjects
  • ounselors who consistently underestimate their potential
  • ...32 more annotations...
  • But what hurts us more is that you teach us less.
  • Stunned, first, by how little is expected of students in high-poverty schools—how few assignments they get in a given school week or month.
  • Clear and public standards for what students should learn at benchmark grade levels are a crucial part of solving the problem.
  • Kentucky was the first state to embrace standards-based reform.
  • The more vocational education courses students take, the lower their performance on the NAEP.
  • New York City schools required all 9th graders to take the Regents math and science exams.
  • At least they failed something worthwhile."
  • Ample evidence shows that almost all students can achieve at high levels if they are taught at high levels. But equally clear is that some students require more time and more instruction.
  • extra funds e
  • before school, after school, weekends, or summers.
  • Maryland
  • Kentucky
  • San Diego
  • doubling—even tripling—the amount of instructional time devoted to literacy and mathematics for low-performing students and by training all of its teachers.
  • high-poverty schools
  • teachers without even a minor in the subjects they teach
  • We take the students who most depend on their teachers for subject-matter learning and assign them teachers with the weakest academic foundations.
  • In just one academic year, the top third of teachers produced as much as six times the learning growth as the bottom third of teachers.
  • Something very different is going on with the teaching
  • By the time their students reached high school, these districts swapped places in student achievement.
  • reversed the normal pattern:
  • the faculty revamped how it prepared teachers.
  • he El Paso Collaborative
  • to provide support to existing teachers and to help them teach to the new standards.
  • summer workshops,
  • monthly meetings for teachers within content areas,
  • work sessions in schools to analyze student assignments against the standards.
  • released 60 teachers to coach their peers.
  • no more low performing schools and increased achievement for all groups of students, with bigger increases among the groups that have historically been behind.
  • he value of a relentless focus on the academic core.
  • Clear and high standards
  • Assessments aligned with those standards.
« First ‹ Previous 41 - 60 of 159 Next › Last »
Showing 20▼ items per page