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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...
sheldon reynolds

Are You Ready to Flip? - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...are-you-ready-to-flip-691.php

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • " . . .not all material is suitable to be taught through a video lesson."
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      You have to know what you want to put online
  • But, you absolutely must begin by first deciding what the end product looks like.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      This is where AFL comes into play.  Unpacked stds, structured learning targets, culminating assessments
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      The LDC info Kirsten posted will be great for this...in all subject areas
    • Katy Vance
      Katy Vance on 28 Jun 12
       
      Since this idea had really taken off in Math, I had only thought of it that way, but I love the idea of combining the flipped classroom with LDC across subject areas.
  • After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources
  • ...4 more annotations...
  • If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. 
  • These in-class "activities" (for lack of a better term) must: 1)  help support the student understanding of the stated learning objectives, 2)  be designed to help students process what they have learned and place the learning into the context of the world in which they live, 3)  be engaging to the students, yet flexible enough to allow students the ability to process and produce in a way that is meaningful to them.  Possible in-class work could include:student created contentindependent problem solvinginquiry-based activitiesProject Based Learning
  • Our response is that not all material is suitable to be taught through a video lesson. 
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Have to know where your going with your lesson, know when and where you want certain things delivered
  • We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      We'll have to play with this to see the appropriate tool.  At the moment I see this best as an intervention tool.
  • anonymous on 06 Jul 12
     
    We know that all students don't get "it" the first time, and a video gives these students the opportunity to revisit a lesson as many times as they need. I've always felt that my time with students is most effective when I'm listening -- rather than talking -- to their explanations of their thought process. I can then take what the student has taught me, and fill in the missing pieces of their understanding.
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