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Brendan McIsaac

Teacher Evaluation Systems Not Fully Supported In Many States: Center For American Prog... - 0 views

www.huffingtonpost.com/...hlights-challen_n_2124293.html

EE4NJ

shared by Brendan McIsaac on 29 Nov 12 - No Cached
  • Most state reform statues have established hasty timetables for the implementation of new teacher-evaluation systems — timetables all states are struggling to meet. HPAds.adSonar(1523709,2259768,300,250); adsonar_placementId=1523709;adsonar_pid=2259768;adsonar_ps=-1;adsonar_zw=300;adsonar_zh=250;adsonar_jv="ads.tw.adsonar.com";Still, arguably the biggest challenge posed by these mandated evaluation reforms is that the majority of teachers do not teach in tested subjects or grades, and as a result standardized student achievement data is not available to be used in their ratings.
  • Furthermore, states must concentrate on providing what districts cannot, and education agencies should adjust their implementation timelines to align with the needs and resources of their particular state. Lastly, states must think long term about how to provide administrators with the training, technical expertise and field experience needed to address the current human-capital challenges affiliated with teacher evaluation reform. Loading Slideshow School Supplies<strong>91 percent</strong> of teachers buy basic school supplies for their students.Food<strong>2 in 3</strong> teachers <strong>(67%)</strong> purchase food or snacks to satisfy the basic nutritional needs of their students -- even ones who are already enrolled in their schools' free or reduced-price meal program. Clothing<strong>1 in 3</strong> teachers purchase clothing for children, including jackets, hats and gloves <strong>(30%)</strong> or shoes and shoe laces <strong>(15%)</strong>.Toothbrushes<strong>18 percent</strong> of teachers purchase personal care items, such as toothbrushes and sanitary products.Hygiene ProductsNearly <strong>1 in 3</strong> teachers <strong>(29%)</strong> purchase items such as toilet paper and soap that their school cannot provide enough of due to budget cuts. Field Trips<strong>More than half</strong> of all teachers have paid the costs of field trips for students who couldn't afford to participate otherwise.Alarm Clocks<strong>Several teachers</strong> reported purchasing alarm clocks for students. Due to work schedules or family circumstances, guardians were unable to wake their children for school, which led to absences and academic underperformance. Teacher Spending On Students1 of 8 Hide ThumbnailsAlamyNext Share TweetFullscreen1 of 8Play AllSchool Supplies91 percent of teachers buy basic school supplies for their students. Like Dislike8 Points10 likes, 2 dislikesAdvertisement× #hp-slideshow-wrapper-246322 .hp-slideshow-wrapper-loading-div{ font-family:Arial
  • Brendan McIsaac on 29 Nov 12
     
    This is the struggle I was outlining the other day
Tom McHale

Shanahan on Literacy: A Fine Mess: Confusing Close Reading and Text Complexity - 0 views

www.shanahanonliteracy.com/...nfusing-close-reading-and.html

reading

shared by Tom McHale on 06 Aug 16 - No Cached
  • Tom McHale on 06 Aug 16
     
    "To read a text closely one must only rely on the words in the text and their relationships to each other. They don't turn to other sources. Close readers learn to notice metaphors or symbols, interesting juxtapositions of information, ambiguities, and the like (clues authors might have left behind to reveal the text meaning to those who read closely).             The Common Core State Standards require that we teach students to be close readers-to not only grasp the literal and inferential meanings of a text, but to understand how an author's word choices and structures convey higher-level meanings; how to figure out the subtler aspects of a text.             As such, close reading only makes sense is if texts have deeper meanings. If there aren't deeper meanings requiring such text analysis, then close reading would have no value. That means close reading requires certain kinds of text complexity."
Tom McHale

What Did You Think of Our Text-to-Text Lessons? - NYTimes.com - 0 views

learning.blogs.nytimes.com/...nk-of-our-text-to-text-lessons

shared by Tom McHale on 30 May 14 - No Cached
  • Tom McHale on 30 May 14
     
    "Last September we introduced a new lesson-plan format called Text to Text, in which we pair two texts that we think "speak" to each other in interesting ways, then pose questions and suggest a few activities for students to bring the writings together. One of the excerpts we use is always from The New York Times - sometimes pulled from that week's headlines, and other times from the archives. The other excerpt generally comes from an often-taught literary, historical, cultural, scientific or mathematical text. Our goal: to help students see a classic work through a new lens, or to think about how and why a text still matters."
Tom McHale

When Reading Gets Harder | Harvard Graduate School of Education - 1 views

www.gse.harvard.edu/...when-reading-gets-harder

reading

shared by Tom McHale on 06 Jun 17 - No Cached
  • Tom McHale on 06 Jun 17
     
    "For years, we've thought that the answer to boosting adolescent reading comprehension lay in building students' vocabulary. Teens often struggle with the jargon and advanced terminology they encounter as they move into middle and high school, so educators have designed curricula and interventions that explicitly teach these complex words. But these strategies aren't always fully effective, according to literacy researcher Paola Uccelli. As she writes, many of these interventions have yielded "significant growth in vocabulary knowledge yet only modest gains in reading comprehension." Too many teens still struggle to understand assigned texts. Uccelli's research explores a new approach. By focusing on how words connect in academic texts - and by recognizing that this connecting language is a possible source of difficulty for adolescent readers - teachers may be better able to equip middle and high school students with the tools to comprehend the texts they're reading for higher-order learning. Her work identifies a set of language features that are common in academic text but rare in informal spoken language. She's found that many of the most common language features of middle school texts are unknown to large proportions of students, even by eighth grade. "
Tom McHale

Strategies to Help Students 'Go Deep' When Reading Digitally | MindShift | KQED News - 0 views

ww2.kqed.org/...go-deep-when-reading-digitally

reading

shared by Tom McHale on 25 Oct 16 - No Cached
  • Tom McHale on 25 Oct 16
     
    "The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature. "The goal in almost all the strategies is to slow the kids down so they are focusing on this text," Hess said. "Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection." Those steps should sound familiar to teachers because they are important for any kind of reading for comprehension and analysis. The trick for teachers is to learn how to transfer these processes into the digital space and push them even further."
Tom McHale

Text to Text | 'I Have a Dream' and 'The Lasting Power of Dr. King's Dream Speech' - NY... - 0 views

learning.blogs.nytimes.com/...power-of-dr-kings-dream-speech

U.S. II foundational documents

shared by Tom McHale on 23 Jun 14 - No Cached
  • Tom McHale on 23 Jun 14
     
    "In this Text to Text, we pair Dr. King's pivotal "I Have a Dream" speech with a reflection by the Times literary critic Michiko Kakutani, who explores why this singular speech has such lasting power."
Tom McHale

Text to Text | President Johnson's 'Great Society' Speech and '50 Years Into the War on... - 0 views

learning.blogs.nytimes.com/...-on-poverty-hardship-hits-back

U.S. II foundational documents

shared by Tom McHale on 23 Jun 14 - No Cached
  • Tom McHale on 23 Jun 14
     
    "In this Text to Text, we pair President Johnson's "Great Society" speech with an article by Trip Gabriel describing the new face of poverty in rural West Virginia."
Tom McHale

Text Complexity? Helping Readers See The Whole Text - - 0 views

www.teachthought.com/...ing-readers-see-the-whole-text

reading

shared by Tom McHale on 21 Nov 15 - No Cached
  • Tom McHale on 21 Nov 15
     
    "We need to do something unobvious in our reading choices: we must choose complete fiction and non-fiction texts that can be easily read and grasped literally by all students, so that summarizing is easy; yet, be texts in which the main ideas are not obvious. Otherwise, there is little use for true comprehension, specific strategies, or distinctions between ideas and information."
Tom McHale

Argument in the Wild: Reading & Writing from Media-Rich Texts | Moving Writers - 0 views

movingwriters.org/...-writing-from-media-rich-texts

argument

shared by Tom McHale on 29 Apr 17 - No Cached
  • Tom McHale on 29 Apr 17
     
    "In the second half of the year, my writing course shifts to a more focused study of argument. We read and analyze several mentor texts together as a class, starting with speeches and letters, including an in-depth analysis of the classic  "Letter from a Birmingham Jail" by Martin Luther King, Jr. (this year, I also paired King's text with "The Future Needs Us" by Rebecca Solnit and the introduction from Writings on the Wall by Kareem Abdul Jabbar). But the key to teaching students how to analyze argument-particularly in today's media rich world-is to make the time and space for students to take what they have learned and apply it independently. (In fact, that's true when you teach anything.) So this year, I changed up my argument unit a bit to include a two-week workshop period in which students would: Read several arguments from a variety of media (written, visual, auditory, film); Analyze the arguments for their line of reasoning; Write their own original essay which defends, challenges, or qualifies a claim made by one (or more) of the arguments they studied."
Michele B.

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 0 views

www.scientificamerican.com/article.cfm

ebooks reading

shared by Michele B. on 14 May 13 - No Cached
  • most screens, e-readers, smartphones and tablets interfere with intuitive navigation of a text and inhibit people from mapping the journey in their minds. A reader of digital text might scroll through a seamless stream of words, tap forward one page at a time or use the search function to immediately locate a particular phrase—but it is difficult to see any one passage in the context of the entire text
  • students reading pdf files had a more difficult time finding particular information when referencing the texts. Volunteers on computers could only scroll or click through the pdfs one section at a time, whereas students reading on paper could hold the text in its entirety in their hands and quickly switch between different pages.
  • People report that they enjoy flipping to a previous section of a paper book when a sentence surfaces a memory of something they read earlier, for example, or quickly scanning ahead on a whim.
  • ...1 more annotation...
  • When managing their own study time, however, volunteers using paper scored about 10 percentage points higher.
Tom McHale

6 Techniques for Building Reading Skills-in Any Subject | Edutopia - 0 views

www.edutopia.org/...ng-reading-skills-susan-barber

reading

shared by Tom McHale on 25 Jan 17 - No Cached
  • Tom McHale on 25 Jan 17
     
    "Without a repertoire of reading strategies that can be applied to any text, students are being shortchanged in their education. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information on a particular text but also instructors of techniques to build reading skills. Here are some ideas on how to incorporate reading skills lessons into a curriculum."
Tom McHale

Reader Idea | Using Times Articles for 'Copy-Change' Text Collaborations - NYTimes.com - 1 views

learning.blogs.nytimes.com/...opy-change-text-collaborations

ToKillAMockingbird

shared by Tom McHale on 31 Jan 14 - No Cached
  • Tom McHale on 31 Jan 14
     
    "Copy-change collaborations invite young writers to use an established text as a framework for writing an imitation piece that follows the original sentence for sentence, but that somehow remakes it completely. In this version, ninth-grade students collaborate to write a piece about "To Kill a Mockingbird" that is based on a recent Times article about viral Internet content."
Tom McHale

Why Teaching Poetry Is So Important - Andrew Simmons - The Atlantic - 1 views

www.theatlantic.com/...360346

Poetry

shared by Tom McHale on 20 Apr 14 - No Cached
  • Tom McHale on 20 Apr 14
     
    "In an education landscape that dramatically deemphasizes creative expression in favor of expository writing and prioritizes the analysis of non-literary texts, high school literature teachers have to negotiate between their preferences and the way the wind is blowing. That sometimes means sacrifice, and poetry is often the first head to roll. Yet poetry enables teachers to teach their students how to write, read, and understand any text. Poetry can give students a healthy outlet for surging emotions. Reading original poetry aloud in class can foster trust and empathy in the classroom community, while also emphasizing speaking and listening skills that are often neglected in high school literature classes."
Jeremy Long

How I Deconstructed The Common Core - 0 views

edudemic.com/...the-naked-standard

common core

shared by Jeremy Long on 20 Dec 12 - No Cached
  • Jeremy Long on 20 Dec 12
     
    "Here's an example of a partially deconstructed standard. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events. * Students can explain the differences between individuals, events and ideas * Students can attribute the organizational structure of text to the differences between individuals, events and ideas * Students can produce a generalization about the effect of making connections and distinctions between individuals, events and ideas * Students know how to integrate the elements of a well-structured text-based analysis * Students know how to produce the elements of a well-structured text-based analysis"
Tom McHale

American Passages - A Literary Survey - 2 views

www.learner.org/...index.html

American literature teaching resources

shared by Tom McHale on 06 Dec 10 - Cached
  • Tom McHale on 06 Dec 10
     
    American Passages: A Literary Survey provides professional development and classroom materials to enhance the study of American Literature in its cultural context. It is organized into 16 Units; each exploring canonical and re-discovered texts, and presenting the material through an Instructor Guide, a 30-minute documentary video series, literary texts and an integrated Study Guide
Tom McHale

10 Intriguing Photographs to Teach Close Reading and Visual Thinking Skills - NYTimes.com - 0 views

learning.blogs.nytimes.com/...ing-and-visual-thinking-skills

shared by Tom McHale on 27 Feb 15 - No Cached
  • Tom McHale on 27 Feb 15
     
    "Closely reading any text, whether written or visual, requires that students proceed more slowly and methodically, noticing details, making connections and asking questions. This takes practice. But it certainly helps when students want to read the text. We've selected 10 photos from The Times that we've used previously in our weekly "What's Going On in This Picture?" and that have already successfully caught students' and teachers' attention. These are some of our most popular images - ones that may make viewers say "huh?" on first glance, but that spark enough curiosity to make them want to dig deeper. Below, we offer ideas from students and teachers who have engaged with these images for ways to use them, or images like them, to teach close reading and visual thinking skills."
Tom McHale

Why Teaching Poetry Is So Important - The Atlantic - 0 views

www.theatlantic.com/...360346

poetry

shared by Tom McHale on 06 Mar 16 - No Cached
  • Tom McHale on 06 Mar 16
     
    "In an education landscape that dramatically deemphasizes creative expression in favor of expository writing and prioritizes the analysis of non-literary texts, high school literature teachers have to negotiate between their preferences and the way the wind is blowing. That sometimes means sacrifice, and poetry is often the first head to roll. Yet poetry enables teachers to teach their students how to write, read, and understand any text. Poetry can give students a healthy outlet for surging emotions. Reading original poetry aloud in class can foster trust and empathy in the classroom community, while also emphasizing speaking and listening skills that are often neglected in high school literature classes."
Tom McHale

A Dystopian High School Musical Foresaw The College Admissions Scandal : NPR - 0 views

www.npr.org/...the-college-admissions-scandal

shared by Tom McHale on 13 Apr 19 - No Cached
  • Tom McHale on 13 Apr 19
     
    "A new musical explores life in high school in a way that's eerily familiar. It's called Ranked, and it's set in a dystopian world where your class rank - determined by grades and test scores - governs everything from where you sit to what your future holds." This musical, written by a high school teacher, explores some really interesting questions inspired by the students including: "How do we know the difference between who we actually are and what people want from us?" Usually, Granite Bay announces its spring musical by posting headshots of the performers in the hallway. But this year, it tried something a little different: Holmes asked students to anonymously submit personal text messages, exchanges and emails that depicted the pressure the students were under from parents and counselors. One text exchange reads: A: How was the test? B: I got an 86%! A: Oh no what happened? Another: A: I'm watching you B: Where am I currently then A: Failing class They used the messages in a collage that included headlines from recent news stories ("The Silicon Valley Suicides," "Is class rank valid?") and hung it in the hallway instead of the headshots. A banner at the top reads: "Pain is temporary. Grades last forever."
Tom McHale

Introducing a New Feature: Mentor Texts - The New York Times - 0 views

www.nytimes.com/...roducing-nyt-mentor-texts.html

writing

shared by Tom McHale on 06 Sep 19 - No Cached
  • Tom McHale on 06 Sep 19
     
    "Each entry will spotlight a Times text, then offer guided practice to help students both identify effective "writer's moves" and emulate them in their own work."
Tom McHale

Writing with Ethos, Logos and Pathos in 21st Century Authentic Texts | Edutopia - 1 views

www.edutopia.org/...athos-21st-century-todd-finley

shared by Tom McHale on 20 Nov 12 - No Cached
  • Tom McHale on 20 Nov 12
     
    "o teach students how to understand and apply these rhetorical principles in an academic context, I first familiarize writers with the definition of ethos, pathos and logos, using this short video from Read/Write/Think. Use the chart below to help novice writers apply the proofs to a variety of persuasive texts in their environment, such as magazine or newspaper advertisements and editorials:"
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