Skip to main content

Home/ LMMS PLN/ Group items tagged reference

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Katy Vance

Defining "Deep Reading" and "Text-Dependent Questions" « Turn On Your Brain - 0 views

turnonyourbrain.wordpress.com/...g-and-text-dependent-questions

shared by Katy Vance on 02 May 12 - No Cached
  • Looking back on this lesson with my common core lenses, I took all the joy out of reading from my students.  Because I unlocked all the secrets of The Butter Battle Book for them and did all the work of dissecting the piece as part of my lesson planning
  • You may have heard some of the controversy recently surrounding David Coleman, primary writer of the English language arts standards statements, and his seemingly anti-pre-reading, during-reading, and post-reading comprehension strategies.  What Coleman and the common core standards want us to do is stop frontloading so much information because what we research and dig up to tell our students in an attempt to build context for a reading is information they can dig up on their own while we guide and facilitate their reading.  Oftentimes, in doing pre-reading activities, we give away all the answers, such was the case in my Butter Battle lesson, unfortunately.  When we ask students to complete anticipation guides in which we address the themes of a text, we are doing the work of finding the themes for them.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      I think the line through the common core lense, is important to reference.  Its not saying that we did all along was wrong, its saying that with CC things need to be done differently.
  • ...23 more annotations...
  • asks students to “read like a detective” (NYSED) where they are looking closely for details.
  • When he took his daughters to baseball games as children, they missed all the intricacies of the game such as the signals sent from the coach to the player on first base or secret signs passed around by the players:
  • Deep reading forces students to dig further into the text by asking them to re-read, re-visit, and search for the hidden intricacies of the text
  • A text-dependent question forces students to go back to the text.  It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      We need to model the PD to match this.
  • Good text-dependent questions, according to the guide, cause students to do at least one of the following tasks:
  • achievethecore.org, created by the Student Achievement Partners
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      we need to add this site to the google page.
  • While asking these kinds of questions requires planning in advance–I know I would have a challenging time making them up on the spot!–it is a different kind of planning than we are used to because instead of preparing to give away all the information, we are planning to ask probing questions that guide students in uncovering the information.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Another subtle shift, we'll need to address this in our PLCs
  • If students are being asked to “read like detectives,” they are being asked to “write like investigative reporters,” which means building their own arguments in response to texts
  • The common core standards ask us to change the kinds of questions we ask and to require our students to do more work on their own.
    • Katy Vance
      Katy Vance on 02 May 12
       
      It is interesting, because in a lot of ways I feel that they are not only talking about how the question is not forcing students to return to the text, but it is also indicating that this question was looking for answers that the student already HAD!
  • Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words
    • Katy Vance
      Katy Vance on 02 May 12
       
      This reminds me of poetry cLASSES I had in college, where we would debate language choice for an hour!
  • Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another
    • Katy Vance
      Katy Vance on 02 May 12
       
      http://visuwords.com/ Visuwords would be a great digital resource for this approach, allowing students to be introduced to new vocabulary while at the same time forcing them to make decisions about the meaning of words and choice of words.
  • Consider what the text leaves uncertain or unstated
    • Katy Vance
      Katy Vance on 02 May 12
       
      A lot of the time I feel I select texts for what they answer and not for what they leave UN-answered.
  • They ask us to let our students unravel the mysteries of reading.
    • Katy Vance
      Katy Vance on 02 May 12
       
      This makes me wonder what traditional strategies for analyzing might not be appropriate anymore in the world of Common Core.
  • I would present them with the whole Thanksgiving turkey and have them dig in on their own.  I would then guide their learning by pre-planning questions that make them dig deeper and deeper into the levels of meaning:  How does the use of the phrase “kinks in his soul” define the view the Yooks have of the Zooks?  What causes VanItch to “look quite sickly”?  What is Dr. Seuss saying through the growing intensity of the weapons?  Why does Dr. Seuss end the book with the “Big-Boy Boomeroo” standoff?
    • Katy Vance
      Katy Vance on 02 May 12
       
      I would really like to see the text, because these questions seem great for dealing with the words, but how do they allow students to dissect the hidden meanings?
    • Katy Vance
      Katy Vance on 02 May 12
       
      This question was selected for the answers, not for the exploration of the text!
  • “How did the characters represent the countries
  • involved in the Cold War?” they could answer without having to look back in the text.  In fact, because we had already discussed the Cold War and how the countries behaved, they could probably answer that question without having read The Butter Battle at all!  Again, my question itself did all of the work for the students; I left them no responsibility for dissecting the text.
  • doing due diligence to pre-reading activities
  • expectations
  • Defining
  • Dependent
  • astray
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

Dark matter search turns up empty | Science News for Kids - 0 views

www.sciencenewsforkids.org/...k-matter-search-turns-up-empty

dark matter Science space article science_resources primary_sources magazine reference

shared by Katy Vance on 14 May 12 - No Cached
  • Katy Vance on 14 May 12
     
    I like this article for kids about Dark Matter.  At the end it includes "Power Words", vocabulary to help kids better understand the article.  Opportunity for a text dependent study of space related science?
Katy Vance

Science News for Kids - 0 views

www.sciencenewsforkids.org

Science science_resources primary_sources articles technology magazine education reference kids

shared by Katy Vance on 14 May 12 - Cached
  • Katy Vance on 14 May 12
     
    Science News for Kids!
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.
1 - 6 of 6
Showing 20▼ items per page