(“To Close the Achievement Gap, We Need to Close the Teaching Gap”),
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shared by glissonh on 30 Jun 17
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Bridging the gap between technology integration and common core standards in the classroom - 0 views
www.seenmagazine.us/...ore-standards-in-the-classroom
instructional gap common core learning technology EDTC 615
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This article discusses the importance of technology in common core to bridge learning gaps as well as instructional gaps. Teachers need to be able to use and understand the technology they are provided to sufficiently deliver common core standards. Murphy also writes about the changing roles of teachers after introducing technology into the classroom.
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11 Tips on Teaching Common Core Critical Vocabulary | Edutopia - 11 views
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Learning and memory specialist Marilee Sprenger writes about vocabulary critical to the Common Core and offers 11 strategies for helping students learn it.
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Vocabulary strategies presented here makes it necessary to be reflective of how new words are introduced to students. The strategies require students to interact beyond knowing how to correctly spell a word but how a word is used and what it means for students to engage with the word.
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I love Edutopia! Some of their resources are really great. I think that this specific article is FANTASTIC for information about how to teach students the critical vocabulary necessary for them to become successful 21st Century Learners!
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shared by Angelique Noel on 17 Oct 15
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Counting and Cardinality in Kindergarten: Meeting the Common Core | Scholastic.com - 2 views
www.scholastic.com/...ndergarten-meeting-common-core
kindergarten math common core numbers counting edtc615
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A brief break down of the common core is addressed for the counting unit in kindergarten. Multiple ideas are provided along with pictures and ways to approach are listed. understanding that each group of children are different, it's up to the educator to be creative and tweak the ideas to best fit their class.
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Massachusetts, PARCC Assessments, and the Common Core - 3 views
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I selected a source from ERIC that focused somewhat upon the novelty and implementation on PARCC assessments in place of other testing batteries in school systems. This article may help us to a degree in honing our focus of our EQ as to why students grades declined significantly in the third quarter. Discussing issues with the ELA and the Common Core in Massachusetts, the very novelty of the testing led one overwrought educator to even remark, "...I'm not really thinking about PARCC yet. I have too much else to do" (Barrett, 2014, p. 25). Herein, Barrett mentions that field testing was just implemented into 18 states, just last year, and income and resource availability may play a significant role in Massachusetts' national performance leadership on former testing assessments and the Common Core (p. 24). Interesting to note is that the two parts of the PARCC testing, the PBA and the end of year examinations are only one month apart, spanning from March-April, and May-June (p. 25). Barrett, L. (2014). Common core 'A really big reset'. Education Digest, 79(8), 22.
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This citation caught my eye because I am a Massachusetts educator and it is still undetermined whether or not the PARCC tests will be implemented in my district again this year. In general I felt that, last year, the assessment took too much time away from instruction. Now the teachers and parents I know seem more uncertain than ever that all our preparation efforts are worth it. I think if we weren't in such an all-fired hurry to raise our scores PARCC could actually develop into a meaningful exercise. Everybody relax!
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Thousands of Kids Opt Out of Standardized Common Core Tests Across U.S. - 2 views
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NextLesson | Common Core Lessons, Projects & Worksheets - 2 views
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shared by lvirgil on 01 Mar 15
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21stCenturyLessons: An initiative of the Boston Teachers Union - 1 views
www.21stcenturylessons.org/#!
EDTC615 Spr15 CCSS math reading social studies Middle School High School lesson plan
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shared by lvirgil on 21 Mar 15
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Why the Common Core changes math instruction.: UMUC Library OneSearch - 0 views
eds.b.ebscohost.com.ezproxy.umuc.edu/...pdfviewer
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shared by pgbelliveau on 10 Mar 17
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How Partners in School Innovation is addressing the Teaching Gap | Partners in School I... - 1 views
www.partnersinschools.org/...vation-addressing-teaching-gap
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The teaching gap refers to disparities between the working conditions and level of support for teachers in the United States and their counterparts in other industrialized nations.
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Perhaps most importantly, U.S. teachers have less time for planning, collaboration and access to quality professional development when compared with teachers in other countries.
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PLCs, including one that supported kindergarten teachers to integrate Common Core-aligned writing into their everyday practice.
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eachers came together three times throughout the year to learn about the three genres of Common Core writing (narrative, informative and opinion), score writing assessments, analyze student writing samples, set writing goals for their students and plan writing instruction that specifically met the needs of English learners. The learning from the PLC was then supported through collaboration at their school sites throughout the year.
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professional learning helped them make significant changes in their approaches to writing instruction, resulting in improved performance of kindergarten students. Specifically, those students outperformed all other grades on the district’s end-of-year writing assessment.
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teachers were able to consistently and systematically reflect on student data and their instructional practice. In addition, teachers created clear, measurable goals and designed instructional plans that met the needs of their English learners.
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providing development on the instructional shifts within the Common Core, supporting teachers to collaboratively design and refine CCSS-based units and lessons, and providing professional development on how to assess CCSS mastery.
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providing opportunities for teachers to engage in professional development and collaboration around creating culturally and linguistically responsive lessons and classroom learning environments that reflect the identities of their students
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This site provided an article that looked into what the organization, Partners in School Innovations is doing to "not just close the achievement gap, but the teaching gap." Results from a survey are shared regarding average class sizes and the time spent teaching versus the time spent planning. The article provides a case study of a school that focused on instructional gaps and its results. This is a great read for administrators, policymakers and other stakeholders.
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I realize this has more to do with achievement gaps than specific gaps within a single classroom, but it has been my experience that targeted instruction to support a few helps every learner in the room.
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Tasks, Units & Student Work - Common Core Library - New York City Department of Education - 1 views
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shared by tricia1022 on 20 Mar 15
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The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 19 views
www.edutopia.org/...nt-action-5-keys-andrew-miller
615 Spr15 blog professional assessment Common Core week 8
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These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning.
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Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
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"Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content." "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." "Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."
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These standards have to be incorporated into your entire school year for students to receive enough practice to master them. Feedback on the little things like warm up responses should have impact on the larger pieces of writing. LIGHT BULB IDEA have students rewrite responses from warm-ups and read them out loud to a partner. Have them do it the old way once, then the new way.
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Whether those are Common Core State Standards or other important district- or school-level objectives and outcomes, we must make sure that our units of instruction are aligned to them.
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Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
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In fact, students were able to show some of their content knowledge as well as speaking and listening standards around collaboration and effective presentation.
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Performance assessments like these allow us to check not only for engagement, but also for deeper learning through 21st-century skills.
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Students were also given specific, timely, and actionable feedback through the formative assessment process, with peer critique, teacher critique, and even outside expert critique on their performance assessments.
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WEEK 8 - (Chris Baugher, Patricia Bankis and A. Burns) Assessment is the key to good instruction. It shows us what students know and allows us to adjust our instruction. Assessment is tied to learning goals and standards, but students must own the assessment process as well, as they must be able to articulate what and how they are being assessed -- and its value.
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point 4 - Formative assessment and feedback along the way - "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." In the video it is mentioned that we often grade students on a paper, tell them what they have done wrong, but do not let them go back and rewrite the paper. Students should be able to experiment and fail... but need to be able to take these failures as lessons to go forward and succeed!
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Linda Darling-Hammond, professor of education at Stanford University "A false distinction has cropped up in the United States which seems to suggests that it is ok for outside summative assessments to just be multiple choice." She goes on to mention other countries that use project based summative assessments as well as essays, performance and oral examination to allow students to show understanding or learning im more real world methods.
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This article provides five useful strategies to help students improve and to improve assessments. There are two key factors in this article which ring true for me. The first is "formative assessment and feedback along the way" (Miller 2015) where students are given specific feedback on their assessment on how to improve and continue forward (Miller 2015). "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." (Miller 2015). What this entails if differentiated instruction; something my district and school are pushing for. The second is "student ownership of assessment process" (Miller 2015). Giving students choice, options, and freedom allows students to take ownership and responsibility for doing something all while doing their best on it. In addition, students will know more about what is being asked of them or what they're supposed to do in order to earn a higher grade or preform the task more effectively. "These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning" (Miller 2015). Hopefully with these implementations and integration, students can feel the focus from assessment scores to learning content and gaining understanding.
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This article is useful when considering big picture assessment objectives. In my own experiences, I have touched upon each of these strategies when conducting an assessment, but I've never built each of them into one assessment. The (5) strategies mentioned in this article include: Aligning Essential questions at the beginning of a unit to standars, building in written assessment components for students to describe/explain in writing, creating performance and project-based assessments to demonstrate understanding and application of concepts taught, regular and on-going formative assessments and feeback to help teachers to better tailor instruction to meet each learner's needs, and involving students in the decision-making process when choosing activities and when determining diagnostic measurement tools. As a World Language teacher, I think that these tasks which are challenging in themselves to build into curriculum, become extremely difficult in the L2 setting. I'm wondering how L2 instructors find themselves doing each of these things on a regular basis. Do they conduct all of it in L2, as it is suggested that L2 teachers do, or does some of this end up being done in English?
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shared by Jamie Bullock on 20 Mar 15
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Why Do Americans Stink at Math? - NYTimes.com - 1 views
www.nytimes.com/...o-americans-stink-at-math.html
CCSS math Spr15 615 real-life high school nytimes education news article parents connections
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This article outlines why everyone needs to give Common Core a chance. The author points out that Americans have one of the best education system when it comes to ideas, but we have trouble following the plans out. Students really learn best not from drill and practice but by applying the information to real world problems. That knowing the procedure to working a long division problem isn't the same as the application of long division. By teaching problems with a real world concept the math becomes more concrete.
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shared by tricia1022 on 22 Mar 15
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Teaching Science: CCSS For Literacy In Science Classroom - 0 views
www.teachingchannel.org/...css-literacy-science-classroom
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shared by anonymous on 07 Jul 13
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Creative Educator - Articles, stories, and lessons for a creative approach to learning. - 2 views
creativeeducator.tech4learning.com
EDTC610summer13 web2.0 resources magazine creative PBL projectbasedlearning Technology
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This provides excellent resources to support the Common Core initiative. It stresses the case for an interdisciplinary approach to learning and suggests that "to prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. "
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Creating an assessment-centered classroom: Five essential assessment strate...: UMUC Li... - 0 views
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(Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc
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DimensionU - Educational Video Game Technology for the 21st Century Student - 0 views
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DimensionU creates engaging and interactive multi-player video games that focus on core skills in mathematics and literacy. Our content aligns with the Common Core, state standards and classroom instruction Learn More about DimensionU Comprised of four engaging, multi-player games with access to curriculum in both Math and Literacy, grades 3 - 9. Some available games: * Meltdown is the DimensionU game that offers students a second chance when answering difficult questions, and rewards creative strategies to achieve victory. * Velocity is DimensionU's high-speed obstacle course that ensures players answer questions correctly in order to continue progressing through the race.
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The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 0 views
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Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
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It is important that we allow students other modes of showing what they know, and we can also use these performance assessments to assess different learning outcomes.
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Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success.
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These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning. Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
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The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia
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(Week 7: Javon and Kim) I found this Edutopia article on Diigo. This article is about using well-developed assessments to set goals for student-learning and how it can shape instruction. The author, Andrew Miller of Edutopia, highlights Stanford Professor Linda Darling-Hammond's 5 key nuggets for a successful assessment. 1. Meaningful Unit Goals and Question Professor Darling-Hammond states the importance of beginning with the end in mind which is setting a purposeful goal at the beginning. Kim stated during our implementation meeting #2 last night that "this is very realistic when creating lessons plans as it ties in with Common Core State Standards." With the "Question" piece, Professor Darling-Hammond surfaces having a relevant "question" for the students to examine around the topic. 2. Summative Assessment Through Writing The second key the author states for a successful assessment is 'Summative Assessment Through Writing.' She stated with the written assessment, she would give the students some choice (i.e. write a letter or do an essay around the given subject), but they would still need to perform research and cite evidence. 3. Performance Assessment Through Presentation and Portfolio 'Performance Assessment Through Presentation and Portfolio' is the 3rd key of this article. Within this section, the author conveyed the importance of allowing students to show what they learned. Within this article is an 8-minute very informative video that shows students having the freedom to express their learning through presentations, projects, papers, and collaborative efforts with their peers. Kim and I both feel this is a great tip as this will show what the students learned and the areas where additional instruction time may be needed for deeper engagement. 4. Formative Assessment and Feedback Along the Way The fourth key Miller focuses on of Professor Darling-Hammond's is 'Formative Assessment and Feedback Along the Way.' Ensuring s
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The 5 Keys to Successful Comprehensive Assessment in Action Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning. By Andrew MillerMarch 16, 2015close modal
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This is a great read for our SMART goal. An assessment is a great way to figure out what the students know, what they want to know, and what interests them the most so we are able to improve and adjust our teaching.
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Week 9 Melissa and Claire: This article is accessible using the link above though Diigo Well crafted formative and performance assessments which include setting meaningful goals, and giving students ownership over the process can powerfully and positively affect teaching and learning. The key to good instruction is assessments. Assessments show what students know, what they want to know, it allows us to adjust our instruction to cater to each student. There are 5 keys to an effective assessment: Meaningful unit goals and questions, summative assessment through writing, performance assessment through presentation and portfolio, formative assessment and feedback along the way, and student ownership of assessment process. These methods of assessments are to be done with the students putting a focus on the student and their learning. Resource: The 5 Keys to Successful Comprehensive Assessment in Action By: Andrew Miller
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Front Row | Adaptive learning - 2 views
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Front Row is a website and an iOS application designed for K-8 students. The application was originally designed to help close instructional gaps in mathematics. This adaptive learning software allows students to work at their own pace as they earn coins and move up levels in all 5 of the Common Core math domains. Later on Front Row added an ELA component that provides leveed texts and quizzes for students. All of the activities that students do through From Row generate data for parents and teachers. One of the features that Front Row also has is free and paid IBL's (Inquiry Based Lessons) for grades 1-8. I actually created a screencast on how I use IBL's in my own classroom.Check it out here -> https://www.youtube.com/watch?v=Qot1wzQTd5o
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Front Row is a great software that helps teachers fill learning gaps! It is an application that students have their own accounts where they can individualize their learning. They learn at their own pace and are not pressured to stay up to speed as their peers. There is motivation involved in collecting gold coins, and there are videos for students that need extra support on a certain content if they are answering the questions incorrectly.I have used Front Row in my classrooms through blended learning and it has worked great!