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sheldon reynolds

Round & Round | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...round-round

professional_development instructionalrounds

shared by sheldon reynolds on 08 Feb 14 - No Cached
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      we need to determine the focus areas for the rest of the year and set that as the focus of the rounds
  • Often people don’t know what high-quality teaching and learning is,” he says. “We’ll show a video of a class to district leaders and ask them to describe it or rate it. There’s usually no common understanding of what ‘good’ looks like.”
  • Administrators descend on classrooms with clipboards and checklists, caucus briefly in the hallway, and then deliver a set of simplistic messages about what needs fixing,” the authors write, and the fixing is usually the teacher. (It’s no wonder some teachers refer to these visits as “drive-bys.”)
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      I like how these model doesn't focus on giving the teacher feedback but rather reflection for the observer
  • ...14 more annotations...
  • personal from the practice — something Elmore says medical professionals do well, but not educators. “Educators . . . tend to confound and confuse the practice with the person,” he writes. “Indeed, for most educators, their practice is who they are.”
  • he and the other facilitators spend a lot of time at the beginning helping rounds participants understand that everyone involved — not just teachers
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      So does PD start with the concept of instructional rounds or the focus areas first
  • stress the importance of collecting meaningful, raw evidence when observing a classroom, and to do it without judgment
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      This is the what I see...
  • “There’s tremendous value in slowing down. We go in and watch a reading lesson. Normally the observers want right away to say, Wasn’t her approach fabulous? or, Oh! We use that book, too, instead of, What went on in there? How did that student learn?” she says. “Rounds is stopping to really try to understand those interactions.
  • “As educators, we have such different ideas of what effective teaching and learning is.”
  • training model — one that includes a shared language and a common sense of what’s effective — work for educators?
  • Once the group forms, they identify a problem that the school or district is struggling with, observe classrooms, debrief, and then focus on what needs to be done next.
  • These networks can be formed in one school
  • Here, a basic question is asked: What is the next level of work?
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      guiding question for the start of the next year!  Should be included in the SIP
  • ultimate goal, say the authors, is for the protocols and practices learned doing instructional rounds to become as much a part of the culture of education as they are a part of the culture in medicine.
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      End goal is that this apart of the culture of our school
  • roup-learning mentality — which centers on the idea that everyone involved is working on their practice
  • “School leaders started looking at each other as resources to learn and share ideas,”
  • great if we had a coherent, national model of what effective teaching is
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      We need to determine what effective teaching looks like at LMMS
  • It’s a practice, not a theory.
Katy Vance

Smithsonian Education - Asian Pacific American Heritage Teaching Resources - 0 views

www.smithsonianeducation.org/...asian_american_resources.html

smithsonian education asian teaching resources primary sources

shared by Katy Vance on 11 May 12 - No Cached
  • Katy Vance on 11 May 12
     
    Amithosian Education ahs some great resources. This website focuses on Asian pacific issues related to history, but they also have Hispanic American, American indian, Black History, and Women's History.
Katy Vance

Essential Standards Social Studies - Eighth Grade - 0 views

www.ncpublicschools.org/...8.pdf

SocialStudies eighth_grade standards north_carolina history united_states curriculum

shared by Katy Vance on 26 Apr 12 - No Cached
  • Katy Vance on 26 Apr 12
     
    formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence war, slavery, states' rights and citizenship and immigration policies the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898 debate, compromise, and negotiation westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island technology and other innovations affected individuals and groups in North Carolina and the United States physical features, culture, political organization and ethnic make-up environmental disasters, infrastructure development, coastal restoration and alternative sources of energy economic depressions and recessions credit, savings, investing, borrowing and giving limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971 Federalists and anti-Federalists, education, immigration and healthcare enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying voting rights and access to education, housing and employment human and civil rights issues Columbian exchange, slavery and the decline of the American Indian populations Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian women, religious groups, and ethnic minorities such as American Indians, African Americans, and European immigrants
sheldon reynolds

Education Week: Advocates Worry Implementation Could Derail Common Core - 2 views

www.edweek.org/...29cs-overview.h31.html

professional_development Common Core teaching instruction implementation

shared by sheldon reynolds on 24 Apr 12 - No Cached
  • standards face what experts say is their biggest challenge yet: faithful translation from expectations on paper to instruction in classrooms.
  • Whether opponents' nightmares come true, or advocates' hopes are borne out, will depend largely on how the standards are put into practice.
  • "It's a huge, heavy lift if we are serious about teachers teaching it, kids learning it, curricula reflecting it, tests aligned with it, and kids passing those tests."
  • ...12 more annotations...
  • U.S. Secretary of Education Arne Duncan, have repeatedly said that states are free to choose whether to embrace or reject common standards and tests.
  • Math teachers face having to teach skills to which they're unaccustomed, since some concepts have been moved to lower grades in the new standards
  • ocus longer and more deeply on fewer concepts and to emphasize conceptual understanding and practical applications of math
  • demand better analysis and argumentation skills, and they involve teachers from all subjects in teaching the literacy skills of their disciplines
  • More than most states' own standards, they insist on students building content knowledge and reading skill from independently tackling informational texts. They
  • Professional development remains a central area of concern as the standards are implemented, and many in the field say the success of the initiative rests on it.
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      Perhaps the most important piece to get this off the ground. Feeling reassured about focusing on this
  • Most current teachers have read the standards for their grade level, think highly of them, and are willing to teach them, but few understand the profound changes in teaching that they will require
  • A majority of the teachers indicate that they think the new common-core standards are pretty much the same as what they have been doing," Mr. Schmidt said in an email. "The difficulty I foresee is that, in spite of this openness toward their implementation, the data suggests that most teachers do not recognize how difficult that process will be.
  • Educators' judgments about whether the tests truly reflect the standards will be crucial to sustaining the standards over the long term, said Mr. Jennings of the Center on Education Policy.
  • "Because of their experience with NCLB, teachers want to know, what are the tests going to require? Will the tests back up what they are supposed to do with the new standards? If they don't, then the entire effort is lost."
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      I agree, especially dangerous for us, since we teach different already because of Montessori
Katy Vance

There's More Than One Way to Flip a Classroom - Digital Education - Education Week - 2 views

blogs.edweek.org/...s_more_than_one_way_to_fl.html

flipped classroom education innovation ISTE12

shared by Katy Vance on 01 Jul 12 - No Cached
  • pre-recording certain topics that students consistently ask about, such as "How do I get to Google Docs?" and "What does MLA formatting look like?" Then, instead of having to answer the question over and over, teachers can simply point those students to a video.
    • sheldon reynolds
      sheldon reynolds on 01 Jul 12
       
      I like this idea, it might be also good for staff/student handbook etc.
    • Katy Vance
      Katy Vance on 07 Jul 12
       
      I wish I would have done some of these things for teachers and students. Meg kept telling me to an dI just never got to it, but Screencasting is so smart.
  • common was a desire to personalize and individualize learning for their students.
    • sheldon reynolds
      sheldon reynolds on 01 Jul 12
       
      As well as teacher PD and parent education
  • ISTE 2012
  • ...2 more annotations...
  • there were many different ways to effectively flip a classroom.
  • For some teachers, that is pre-recording lectures and doing hands-on activities in class. For others, it is presenting information and then supplementing the more difficult aspects of the lesson with videos
  • anonymous on 08 Jul 12
     
    I also see pre-recordings as useful in math where prerequisite skills need to be revisited and/or taught.
sheldon reynolds

Education Week: Concern Abounds Over Teachers' Preparedness for Standards - 1 views

www.edweek.org/...29cs-teacher.h31.html

professional_development Common Core standards shifts

shared by sheldon reynolds on 24 Apr 12 - No Cached
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      This is the challenge, how do we get our PD to look like what will be expected of the students???
  • To gauge changes in student growth across the year, as part of the new evaluation system, the district has settled on growth in academic vocabulary as an indicator. In every grade and content area, teams of teachers have come up with those words and related concepts all students must master by the end of the year.
  • "Many states are moving away from the 'train the trainer' model and trying to have more direct communications with teachers, because the message either gets diluted or changed otherwise," said Carrie Heath Phillips, the program director for the Council of Chief State School Officers' common-standards efforts.
  • ...11 more annotations...
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      Exactly where we're at now, we need to make sure we don't fall into this trap
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      I like the idea of trying to model the Common Core shift through our professional development... I just honestly don't know what that will look like.
  • Cognitively Guided Instruction that district officials say aligns well with the common standards' math expectations.
  • A quiet, sub-rosa fear is brewing among supporters of the Common Core State Standards Initiative: that the standards will die the slow death of poor implementation in K-12 classrooms.
  • And we don't want to just bring superficial understanding of these standards, but to deepen the understanding, so we have an opportunity to deliver instruction in a way we haven't before."
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      nice wording on the shift for math
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      Is there a possibilty we coulod model it through teachers working with student data? (Please remember I am not a math teacher!)
  • No matter which framework was used, teachers received relatively low scores on their ability to engage students in "analysis and problem-solving," to use "investigation/problem-based approaches," to create "relevance to history, current events," or to foster "student participation in making meaning and reasoning," according to a report from the foundation.
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      I feel like this is where we need to talk about instruction just liek we need to talk about content... offering some professional development on inquiry absed learning and project based learning would be helpful.
  • Mr. Wu, the UC-Berkeley professor, contends that current math teachers and curricula focus almost exclusively on procedures and algorithms, an approach he refers to as "textbook mathematics."
  • Anecdotal evidence from a Bill & Melinda Gates Foundation study suggests that teachers already struggle to help students engage in the higher-order, cognitively demanding tasks emphasized by the standards, such as the ability to synthesize, analyze, and apply information.
  • But the common core emphasizes understanding of the logical, structural concepts underpinning mathematics—the idea being that understanding how and why algorithms work is as important as crunching numbers.
  • 'Let's just take some time to think about the mathematics and set the teaching strategies aside for a moment,' " Mr. Thomas said. "It's imperative we don't send people out the door with just strategies, tips, and tricks to teach fractions. We have to make sure they understand fractions deeply."
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      CONTENT CONTENT CONTENT
  • "Teachers will teach as they were taught, and if they are going to incorporate these ideas in their teaching, they need to experience them as students," said Thomas R. Guskey, a professor of educational psychology at the University of Kentucky's college of education, in Lexington. "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms."
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms." - This is interesting. How can we create activities for the summer that make teachers feel like we are making them do work while still modeling this kind of instruction....
    • sheldon reynolds
      sheldon reynolds on 27 Apr 12
       
      I agree they need something tangible to take away, we'l get to this point when we understand how things will look different
Katy Vance

Education Update:It's Complicated:It's Complicated - 0 views

www.ascd.org/...It's-Complicated.aspx

commoncore reading language_arts shift instruction

shared by Katy Vance on 01 May 12 - No Cached
  • Another phenomenon that may also need reining in is overemphasis on students' personal impressions of complex texts. So-called "text-to-self" questions are absent from the standards, reflecting a push away from personal meaning making and toward more rigorous, evidentiary analysis. "The mantra of a good middle or high school English class is, 'Where is that in the text?'" says Wiggins.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Oh HELLO Carissa!
  • Reading Between the Lines: What the ACT Reveals about College Readiness in Reading
  • "students who can master the skills necessary to read and understand complex texts are more likely to be college ready than those who cannot."
  • ...14 more annotations...
  • measuring complexity to make sure texts assigned are appropriately complex, and putting students on target to handle more difficult reading
  • "staying true to the demands of the standards, without overscaffolding, and in heterogeneous classrooms where teachers may have students reading three levels below proficiency."
  • For example, he says, you can teach students to notice and understand the function of text structures like headings, bullets, bold type, sidebars, and chapter organization. Also, story maps and character analysis charts can help make the invisible visible and give kids a concrete structure for understanding abstract ideas.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Here are some specific suggestions-how often do we do this beyond just the textbook?
  • "The shift we're trying to get people to make is that strategies serve kids when they need to use them to better understand the text, as opposed to the text serving the strategy."
  • the Gettysburg Address is only three paragraphs
  • In the heterogeneous 9th and 10th grade New York City classes that piloted these lessons, David says students stuck with the content over several days of instruction. They even seemed to enjoy the challenge. One student remarked, "This is interesting. We usually just read the text once, and then make a whole bunch of assumptions.
  • Although strategies are important for students to understand and use, experts caution teachers to be mindful of how much time they spend teaching strategies versus teaching the actual texts
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Yet another subtle shift, what is the exact percentage?  Who determines the specific amount?
    • Katy Vance
      Katy Vance on 02 May 12
       
      And it is sad that often the selection of the text is to teach the strategy rather than the selection of the strategy to unravel the text.
  • Good readers ask questions of the text; that's a strategy you can teach, model, and encourage, says McTighe.
  • "The standards are supposed to be 80 percent of what you teach; it would be absurd to say you don't ever want to connect a text to kids' lives and experiences. But it should be after you have mined from the text every insight and understanding you can." He explains that there are several good reasons text-to-self questions do not appear in the standards:
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      What makes up the other 10-20%
  • but the close reading or Socratic approach required by complex texts is a bumpy road, marked by dissonance, ambiguity, and hard work,
  • The ultimate goal of education is transfer, but to get there is a long haul, and it requires a gradual release of teacher responsibility, lots of practice and feedback, internalizing ideas and strategies and then using them," he says.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Our PD has to match this as well!
  • A perspective chart: a graphic organizer that helps students identify multiple viewpoints in a historical text and ask questions such as, Whose story is this? Is this the full story? What's missing?
  • Equity: When you go outside the text to students' experiences, you privilege those students who happen to have those experiences or have practiced having these types of personal meaning making discussions in their home setting. That's usually students from more affluent households. If you focus on just what's in the text everyone has read and studied, you have more of a level playing field
    • Katy Vance
      Katy Vance on 02 May 12
       
      I LOVE this insight. LOVE it LOVE it LOVE it.
    • Katy Vance
      Katy Vance on 02 May 12
       
      It reminds me of our discussions about one of our students and their inability to function appropriately in the museum.  experience... exposure.... empowerment... it's all entangled.
  • carissa june on 01 May 12
     
    text to self answers...
carissa june

Common Core standards drive wedge in education circles - USATODAY.com - 0 views

www.usatoday.com/...1

shared by carissa june on 01 May 12 - No Cached
  • do is begin to think, 'Well, he's really not going to give me the answer, so I've really got to figure out what's going on here.' "
  • What they're starting to
  • think, 'Well, he's really no
Katy Vance

State Archives of North Carolina :: Educational Resources :: For Teachers - 0 views

www.archives.ncdcr.gov/...teachers_index.html

north_carolina archives primary_sources history social_studies

shared by Katy Vance on 07 May 12 - No Cached
  • Katy Vance on 07 May 12
     
    This is an excellent resource for lesson plans and educational tools related to North Carolina history.
sheldon reynolds

The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

Flip shifts

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      I'd like to use this concept as an intervention resource
  • The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component of the lesson, becomes more easily accessed and controlled by the learner.
  • One of the major, evidenced-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      I'd like to see how I can apply this concept on an administrative level and for staff PD
  • ...11 more annotations...
  • With the growth of open education resources via Youtube and Creative Commons, it is important to note that excellent video lectures have been and are freely/easily available.
  • Sal Khan is not showing any examples about what students and teachers are doing beyond Khan Academy. The news stories are not showing the open-ended problems the kids should be engaging with after mastering the basics
  • he focus is on the wrong things. Khan Academy is just one tool in a teacher’s arsenal. (If it’s the only tool, that is a HUGE problem.)
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Great point!   The first is to learn how to find or create powerful flipped lessons.  Second is to have quality work to follow up application of the knowledge gained in the lesson.
  • It really is a cycle of learning model.)  It provides a sequence of learning activities based on the learning theories and instructional models of Experiential Learning Cycles
  • People learn experientially.  It is the teacher’s responsibility to structure and organize a series of experiences
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      this is really key to what common core is about.  We need to make sure that the works we give student are meaningful and relevant to what they are learning
  • This is where and when videos such as those archived by Khan Academy, Neo K-12, Teacher Tube,
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      flipped resources
  • n a user-generated learning environment, students could be asked to locate the videos, podcasts, and websites that support the content-focus of the lesson.  These media can then be shared with other students.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Similar to what we're doing with diigo and the PLN
  • Part of this phase includes an online chat for asking and addressing questions about the content presented via the videos, podcasts, websites.  Through a “chat” area such as Etherpad or Google Docs, learners can ask questions with responses provided by co-learners and educators.  Videos could even be embedded into a Voicethread so students can post comments/reactions to the content.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Another important aspect.  This would be good for getting input for all staff members and its probably more helpful for the ones that arent comfortable talking in groups.
  • They can view them in a learning setting that works for them (music, lighting, furniture, time of day) and can view/review information that they find particularly interesting or do not understand.
  • t is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      The so what, how do we put it in action phase?
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Put it into action, make it work for you phase
sheldon reynolds

Flipping the Classroom Requires More Than Video | GeekDad | Wired.com - 1 views

www.wired.com/...flipping-the-classroom

Flip shifts professional_development

shared by sheldon reynolds on 01 Jul 12 - No Cached
  • As learners, we humans only retain 10 percent of what we read and 20 percent of what we hear, but we comprehend 90 percent of what we say and do
    • sheldon reynolds
      sheldon reynolds on 01 Jul 12
       
      If this research is correct, this really validates the need to make sure the application i.e. student work is of quality
  • The idea has even proved inspirational to other technology-challenged domains (e.g., health care) to spark better use of online information to prepare for face-to-face encounters.
  • What Khan Academy is not, though,
  • ...7 more annotations...
  • is a panacea for educatio
  • “we’ve wanted students to take responsibility for their learning, and we want to use our time with them to work on the meatier stuff and deepen the learning.
  • Video itself will not help kids achieve more in your class. The flipped classroom is about making connections with learners and differentiating your instruction. If videos are a part of that multi-faceted plan, great
  • “Anyone who blindly adopts ‘The Flipped Classroom’ (or inquiry, or lecturing, or unschooling, or whatever) model and never modifies it to meet the needs of his or her students will blindly lead his or her students into educational ruin.”
  • Khan Academy is great for what it is — a supplemental resource; homework help — but we’ve turned it into something it’s not. Indeed, something it was never intended to be.
  • “Phase Three” of education reform: blended learning. Meaning, the digital form moves beyond simply augmenting face-to-face teaching into a peer role where online and offline interaction directly supports learning goals.
  • Technology is now entrenched in higher education. Its presence urges instructors to teach differently and think more deeply about what information can be delivered before class, during class, and after class. Students drive that change.
Kirsten Edwards

Educational Leadership:Best of Educational Leadership 2006-2007:Improving the Way We Gr... - 1 views

www.ascd.org/...-the-Way-We-Grade-Science.aspx

shared by Kirsten Edwards on 08 Jul 12 - No Cached
  • When the researchers looked to see what kinds of feedback caused this decline in performance, they found that it was feedback that focused on the person, rather than on the task. When feedback focused on what the person needed to improve and on how he or she could go about making such improvements, learning improved considerably.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Need to provide feedback to students that provides them with information about how to improve...Good job is not enough.
  • In most classrooms, if students forget something that they have previously been assessed on, they get to keep the grade. When students understand that it's what they know by the end of the marking period that counts, they are forced to engage with the material at a much deeper level.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Requires students to know knowledge at a deeper level and requires teachers to spiral information throughout the year.
  • When assessment is dynamic, however, all students can improve. They come to see ability as incremental instead of fixed; they learn that smart is not something you are—it's something you become.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Allows students to improve over time...it is ok for students to learn at different rates.
  • ...3 more annotations...
  • The final grade for the marking period is based on the aggregate level of proficiency displayed in the 10 content standards. “Green lights” are worth 2 points, “yellow lights” are worth 1 point, and “red lights” are worth 0 points. Consequently, the highest score for the marking period is 20 points (10 content standards × 2 points), or 100 percent. To receive an A, students need to master at least 90 percent of the required content, earning a minimum of 18 points. A student can achieve this with 10 greens (20 points), 9 greens and 1 yellow (19 points), 9 greens and 1 red (18 points), or 8 greens and 2 yellows (18 points). A grade of B reflects 80 percent mastery (a minimum of 16 points), and a C reflects 70 percent mastery (a minimum of 14 points). Students can achieve these points through various configurations of “lights.”
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      One method of translating standards-based grading into a traditional grading scale
  • At the end of the unit, students take a test to verify their level of mastery in each identified content/skill area. If students do better than expected, the teacher updates their achievement profile with this “latest and best” evidence.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      It is ok if it takes you longer to learn a concept than your peers.
  • understood that they were expected to improve as a result of instruction and not expected to arrive at school already knowing the content.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Creating life-long learners
sheldon reynolds

Education Week: Common-Core Work Must Include Teacher Development - 1 views

www.edweek.org/...19hirsh.h31.html

common core professional_development

shared by sheldon reynolds on 16 May 12 - No Cached
  • Yet a fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.
  • oo many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.
  • "What made you think you could transform teacher practice and student learning with traditional models of professional development?"
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Exactly why we need to do our own PLN, it has to model what's expected of the students
  • ...9 more annotations...
  • we will not achieve the outcomes we expect and need without comprehensive professional learning for educators that supports the new standards. The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      I think the emphasis on the shifts will be even more important than the stds
  • teachers will need to employ instructional strategies
  • They will need subject-area expertise well beyond basic content knowledge and pedagogy to create dynamic, engaging, high-level learning experiences for students.
  • their leaders will need to champion professional learning in their buildings and back the teachers who coach and support each other.
  • Administrators and teachers working together plan, execute, and assess professional learning.
  • It is collective and collaborative within and across buildings, so the quality of instruction improves consistently from classroom to classroom and from school to school. It includes time for teachers to learn from each other, examine research and effective practices, and problem-solve. It demands leadership from teachers as coaches and mentors, while continuing to tap the knowledge of outside experts and resources.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      This is basically a blueprint for the dual focus of our PLCs
  • Learning Forward,
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Need to find out more about this group
  • Sandler Foundation
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      find out more about this group as well
  • It is through this combination of commitment to the standards and comprehensive change in professional learning that we hope to see the promise of the common core come to life.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Powerful statement I need to be sure to include this in blogs/presentations
Joshua Rudisill

Education Week: Professional Learning Networks Taking Off - 19 views

www.edweek.org/...09edtech-network.h31.html

shared by Joshua Rudisill on 08 Jun 12 - No Cached
  • A lot of people start building a PLN and then get overwhelmed, because they’re getting all this email from different networks that don’t have anything to do with them
    • Laine Staton
      Laine Staton on 08 Jun 12
       
      Just like what we have to do with the kids. 
    • Joshua Rudisill
      Joshua Rudisill on 08 Jun 12
       
      taking off? like katy's clothes?
    • Katy Vance
      Katy Vance on 09 Jun 12
       
      Seriously, if they would just fix the Air Conditioning!!! ; o)
  • ...10 more annotations...
    • Laine Staton
      Laine Staton on 08 Jun 12
       
      I've used Ning before. I would like to be able to use it with our staff. 
    • Katy Vance
      Katy Vance on 08 Jun 12
       
      I belong to the tlning, which is a Teacher Librarian Ning. I love it! http://teacherlibrarian.ning.com/
    • Katie Dulaney
      Katie Dulaney on 08 Jun 12
       
      One Ning blog that I've used a lot when planning ELA lessons is "English Companion" -- there are so many ideas on this website! http://englishcompanion.ning.com/  
    • Katy Vance
      Katy Vance on 08 Jun 12
       
      Katie, we have Jim Burke's English Companion books here for YOU to check out! I love that man!
    • Betsy Hughes
      Betsy Hughes on 08 Jun 12
       
      Usw the online audience to problem solve
    • Theo Shaw
      Theo Shaw on 08 Jun 12
       
      Online professional learning networks will allow for greater flexibility to ensure that educators can collaborate effectively and meaningful and work within teacher's chaotic schedules.  
    • Katy Vance
      Katy Vance on 08 Jun 12
       
      Theo, this is what I like best about online collaborative tools. Everyone works on different schedules but we can all share and exchange.
  • the largest education site on the social-networking platform Ning.
  • not only within the walls of a school but also around the globe.
  • You get a chance to see what some of the best teachers in the field are doing, and you can do it on your own time at home,”
  • students can be given a secure, password-protected username to share homework assignments, conversations, and class notes.
  • Developing a virtual green thumb may take some time.
    • Joshua Rudisill
      Joshua Rudisill on 08 Jun 12
       
      So how do I use this to plan lessons?  Does this just pave the way to make conversations and share resources such as texts?
sheldon reynolds

Treating the "Instructional Core": Education Rounds | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...uctional-core-education-rounds

instructional professional_development instruction

shared by sheldon reynolds on 09 Feb 14 - No Cached
  • There are only a handful of principals who feel like their work has anything to do with the instructional practice
    • sheldon reynolds
      sheldon reynolds on 09 Feb 14
       
      always remember what the main thing is, instruction dummy
  • take four steps: Describe what they observed in class Analyze any patterns that emerge Predict the kind of learning they might expect from the teaching they observed Recommend the next level of work that could help the school better achieve their desired goal
    • sheldon reynolds
      sheldon reynolds on 09 Feb 14
       
      Debrief process: pt 1 taking descriptive, specific observations on interactions and academic task, pt 2 analyzing observations for trends, pt 3 predict, pt 4 evaluate
  • The difficult starts with the challenge of describing what they see without being judgmental.
  • ...4 more annotations...
  • Stepping back and determining what is actually happening in a classroom before judging what should be happening, however, is a crucial step to changing instruction for the better.
  • It says let’s take the evidence before us, see where we are, and see what we think we need to do next to make progress, instead of people with formal authority who are supposed to have all of the answers.”
  • n order for rounds to work properly the focus must be on teaching–not teachers–with everyone in the room free to speak his or her mind and respect strict confidentiality for participants.
  • he “instructional core”–the essential interaction between teacher, student, and content that creates the basis of learning– is the first place that schools should look to improve student learning.
sheldon reynolds

What Does a Whole Child-Centered School Look Like? - Education - GOOD - 2 views

www.good.is/...hild-centered-school-look-like

shared by sheldon reynolds on 23 Apr 12 - No Cached
  • Like any school, there are always challenges, but instead of solving problems in isolation, the staff addresses them through weekly, highly focused and efficient 45-minute meetings. Teachers discuss their instruction, identify struggling students, and look at ways to support learning gaps. Rawnsley says these meetings have been critical to the development of many of the innovative programs that address the academic and social needs of students, like those supporting English language learners.
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      One thing I find interesting about this is that it highlights one issue we do NOT touch on in our PLCs.  Struggling students... I would love to see PLCs as a time to bring together the problems/roadblocks/challenges we are facing and address them as a group with strategies.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      agreed
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      The struggling student part of this struck me as well, it's something I've been thinking about a lot because I feel it is an area that I need to build more strength. To me it goes back to the questions we should be asking ourselves constantly: How do we know our students are learning? AND If they are not learning, what are we doing about it? This is something we need to bring to the front of our PLC thinking so that we can support our struggling learners.
  • Given the narrow focus on academic achievement and test scores in today’s education climate, few campuses are actually able to make that vision a reality
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      How well do we do this a school, we're great at building community but we need to make sure we keep getting better.
  • ...1 more annotation...
  • "There’s very clearly a feel within the school that students don’t need to abandon their culture"
  • Katy Vance on 23 Apr 12
     
    The school has also fostered strong relationships with individuals, institutions, and community organizations that can help the students learn and develop.
Katy Vance

Albany High School educators win AASL Collaborative School Library Award | American Lib... - 1 views

www.americanlibrariesmagazine.org/...aborative-school-library-award

collaboration project_based_learning pbl technology environmental_science inquiry librarian_teacher_collaboration

shared by Katy Vance on 26 Apr 12 - No Cached
  • Katy Vance on 26 Apr 12
     
    While I would have liked more detail, this is a great example of a inquiry based project designed collaboratively by the librarian, history teacher, english teacher and environmental science teacher.
sheldon reynolds

Education Week: Teachers Embedding Standards in Basal-Reader Questions - 0 views

www.edweek.org/...30basal.h31.html

literacy shifts common core

shared by sheldon reynolds on 30 Apr 12 - No Cached
  • which demand that students hone their skills at understanding and analyzing a variety of texts. To do that, teachers must help them delve more deeply into what they read.
  • The two groups recognized that in order to reflect the standards’ expectations, teachers must begin asking different kinds of questions than most of those suggested in the teacher’s editions of the popular basal readers.
  • Student Achievement Partners, has already created and posted on its website a guide to crafting text-dependent questions.
    • sheldon reynolds
      sheldon reynolds on 30 Apr 12
       
      I'm curious to see if this aligns with the Literacy Design Collaborative (LDC) that the Gates foundation is putting together.
  • ...10 more annotations...
  • The new Basal Alignment Project aims to build a free, online repository that will include a bank of teacher-written questions and tasks that are more “text-dependent” than those suggested by the publishers; that is, they require students to dig back into their readings to respond to the questions.
  • He reminded the participants that the common standards “virtually eliminate text-to-self connections,” meaning they aim to focus students on figuring out what the text means, rather than how they feel about it. This, he said, is a more solid preparation for college and jobs.
  • That said, students’ own experiences can play a valuable role in understanding the text after the second or third reading, Mr. Liben said. The point, he said, is to keep focused on the text itself when students first encounter it so they can “develop the muscles” of figuring out its meaning.
  • “But if you change the focus from ‘your’ experience to Charlie’s experience, they wouldn’t be text-to-self questions. They would be more text-dependent.”
  • Using guidelines created by Student Achievement Partners, educators worked on writing new questions that reflected the standards and on thinking differently about how they would prepare for class discussions. The guidelines encouraged them to read each selection and write a synopsis, clearly stating its main themes, then reread it and create text-dependent questions.
  • “Remember when we were all doing experiential stuff to bring kids in? Well, the pendulum swung way too much that way,” said Sue Doherty Fetsch, a consultant from Anchorage. “Experiential stuff isn’t all bad. You just can’t do it to the level we’ve been doing it.”
  • he process of reviewing practice and revising questions is “wonderful,” but for it to work well it should unfold among groups of teachers, talking and brainstorming together.
  • Mr. Liben responded that it’s important to provide targeted supports to students who need it, taking care not to substitute summaries and personal reflections for comprehending what the text says.
  • “It’s critical that teachers internalize this and understand what text-dependent questions are at this level,
  • For example, in earlier editions, a question for the Charlie McButton poem asked how students think Charlie will respond to his mother’s suggestions about how to have fun during a blackout. The revised question now reads: “How does Charlie react to his mom’s suggestions? Cite examples from the text to support your answer.”
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