Group items tagged

A good explanation of math questioning with blooms taxonomy.

Math interpreted resource for blooms taxonomy.

A guide including Blooms question stems and activities.

Another resource for supporting student reflection.

Guidelines for Groupwork. Provides an interesting list of group roles that could be adapted for classroom use.

"Calibrated Peer Review (CPR) is a system developed at UCLA for coordinating and evaluating peer reviews of student work. In CPR, students review one another's assignments in an anonymous system, providing feedback to other students while also learning how to recognize strengths and weaknesses of their own efforts. Peer review might hold particular promise for MOOCs and other high-enrollment courses that struggle with assessment and feedback, though the benefits of peer review can apply to any community of learners, large or small. "

Pretty direct match to what we're working towards in k12.

"The Spatial History Project at Stanford University is a place for a collaborative community of students, staff, and scholars to engage in creative spatial, textual and visual analysis to further research in the humanities. " Data visualizations that are tied to geography. Quite a few are applicable to US History SOLs

Many administrators want teachers to engage students in the learning - as such student engagement is pretty vague. Although this document is dated 1999, the indicators have value. Seems like a good place to start.

Share with graduating/leaving students. Directions to transfer emails, contacts, calendars, documents to personal gmail account.

A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects

A friend shared this with me and it's a good read. It also summarizes the way that many of our teachers think, and could be an interesting article to share with a teacher and have a discussion about. Ultimate, I have a huge problem with the assumptions and conclusions that are being made here: "Now I'm not calling for abuse; I'd be the first to complain if a teacher called my kids names. But the latest evidence backs up my modest proposal. Studies have now shown, among other things, the benefits of moderate childhood stress; how praise kills kids' self-esteem; and why grit is a better predictor of success than SAT scores. All of which flies in the face of the kinder, gentler philosophy that has dominated American education over the past few decades. The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization-derided as "drill and kill"-are frowned upon, dismissed as a surefire way to suck young minds dry of creativity and motivation. But the conventional wisdom is wrong. And the following eight principles-a manifesto if you will, a battle cry inspired by my old teacher and buttressed by new research-explain why." Why are these seen as two completely different and opposing philosophies of education? That's my question. From my experience, teasing knowledge and understanding out of children stresses the hell out of them. They struggle to give you an answer initially, but when when you are unwilling to spoon feed them or provide them with a "drill and kill" answer, they finally make a connection. In doing so you show the students that their grit and determination has helped them gather a better understanding of the material and become a better student and learner in process.

I may write a decent response to this. She plays just about every false argument card in the book. It needs this treatment - http://www.al.com/opinion/index.ssf/2013/10/huntsville_teacher_common_core.html

This take down of Gladwell's dyslexia chapter http://languagelog.ldc.upenn.edu/nll/?p=8123 makes for a similar parallel.

Digital History is a database of primary sources from America's past. The website contains images, videos, and written word that are easily searchable by era. In addition, there are pre-made lesson plans and activities that could be used or modified in order to meet your specific instructional goals.

"Here you will find one of the greatest historical atlases: Charles O. Paullin and John K. Wright's Atlas of the Historical Geography of the United States, first published in 1932. This digital edition reproduces all of the atlas's nearly 700 maps. Many of these beautiful maps are enhanced here in ways impossible in print, animated to show change over time or made clickable to view the underlying data-remarkable maps produced eight decades ago with the functionality of the twenty-first century." Large Database of Interactive historical maps