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Katy Vance

Inquiry, Formative Assessment, and Student Learning Communities: Research Reflections R... - 0 views

theunquietlibrarian.wordpress.com/...esearch-reflections-roundtable

unquiet_librarian assessment student_involvement learning research inquiry formative_assesment

shared by Katy Vance on 23 Apr 12 - No Cached
  • Katy Vance on 23 Apr 12
     
    I like this blog post because Buffy Hamilton and Susan Lester work together as a team to incorporate student voice into their assignments as well as identify where students are successful and where students need help.  I especially like how the students are hearing what everyone else is succeeding/struggling with, making it a collective experience. 
sheldon reynolds

A summary of "Writing Next" | Adolescent Literacy Topics A-Z | AdLit.org - 1 views

www.adlit.org/27336

writing professional_development shifts math language_arts

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • This report responds to the need for information on how to improve adolescent writing skills.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      I used this paper in my push to get the writing program going at Watts.  It's written by a leader in the field and has some powerful implications for all content subjects especially mathematical writing
  • Graham and Perin believe that writing in general — and teaching writing skills to struggling adolescent learners in particular — has not received enough attention by researchers and educators
  • Following is a listing of the 11 writing interventions Graham and Perin found to be effective, listed in order from greatest positive effect
  • ...8 more annotations...
  • Writing strategies Summarization
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      I can't get this one to open and I'm VERY interested in it because I'm trying to put together a writing continuum for our school. Any ideas?
  • Writing for content learning
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Even though this is low on the 11 strategies list, in my opinion this will become more powerful with the switch to common core.
  • The optimal mix is not a specific prescription, but one that the school administrators and teachers need to discover based on student response and classroom culture.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Have to be scientific in our approach to finding the mix for the school and each community
  • 1. Writing strategies involve "explicitly teaching adolescents strategies for planning, revising, and/or editing, which has a strong impact on the quality of their writing"
  • involves explicitly and systematically teaching students how to summarize texts" (p. 4), which may involve either a rule-governed or intuitive approach.
  • involves developing instructional arrangements whereby adolescents work together to plan, draft, revise, and edit their compositions"
  • g involves using writing as a tool for learning the subject matter. Although this approach has the least effect on writing quality and only a slight effect on learning content material, research shows it does have a consistent effect on both.
  • teaching writing can be a difficult task for many teachers and sufficient professional development may not be available to adequately bridge the gap between a desire to teach effective writing and successfully doing so
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      This was the greatest challenge for me as a teacher, its very hard to reach the ability to be comfortable with this.  Anca might need a good resource for the school in this area.
carissa june

Education Week: Studies Question Value of Early-Algebra Lessons - 0 views

www.edweek.org/...29aera.h31.html

research math

shared by carissa june on 23 Apr 12 - No Cached
  • carissa june on 23 Apr 12
     
    Algebra in 8th or not?
carissa june

'Talking pineapple' question on standardized test baffles students - The Answer Sheet -... - 0 views

www.washingtonpost.com/...gIQA8i01VT_blog.html

professional_development research test

shared by carissa june on 25 Apr 12 - No Cached
  • carissa june on 25 Apr 12
     
    "The whole push for test-based school reform makes about as much sense as a talking pineapple."  Take everything with a "grain of salt"-what can we surmise as the "good" stuff and the overkill?
  • Katy Vance on 26 Apr 12
     
    My favorite reflection on this text was Ken Jenning's breakdown on the essay... hilarious!
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

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
  • 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
  • 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.
  • 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.
  • “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
Kirsten Edwards

Selection of Math Labs: Math Research Projects | Diigo - 0 views

www.diigo.com/...MathLabs.htm

project based learning math resources

shared by Kirsten Edwards on 09 Jun 12 - No Cached
    • Kirsten Edwards
      Kirsten Edwards on 09 Jun 12
       
      Great list of resources for math investigations/tasks.  Many of these links connect to other websites with even better resources.
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