Group items tagged

A useful module that explains how tiering can provide help learners learn better and has videos of examples. This can help improve Smart Goals for improvement in assessments, and homework and classroom performance.

I enjoyed the video on Tiering. Our teams' SMART goal is, "Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period." I think an important concept to note, is that this activity has a high Impact on Learning because it differentiates for the particular needs of each student. This process also encourages Student Engagement, which allows for the students to work comfortably in a peer environment. By having more time to plan differentiated work to meet simultaneous goals between students, the teacher is also scaffolding. The teacher is giving support to students who need it and to also challenge those students to maintain interest or to continue the work of those who have mastered a specific skill but may need more advanced strategies to continue the upward curve of learning. EDTC 615 Fall2018

With the video, the topic of towering the lesson is shown. With my SMART goal focusing on the 11th graders in my health education classes, it I'm important for me to address all the educational needs of my students. Currently, I use DI in my classes and I found a piece of information from the video that can I can begin to implement. The teacher had her students raise their hand with chosen number of fingers in the air. The number represents the level that each student feels they are on in regards to understanding the topic. While the exact way this strategy is used is not something I think will be effective with my high school students, the number system is. I can have my students write and post their perceived number and explain why they chose that number. Then, I can see the comfortability each student has with the topic. THey would have to apply extended reasoning which is a respresentation of depth of knowledge from the planning protocol rubric. EDTC Fall2018 EL

@ Jessica Carr

(Week 7: Jessica Carr, Sarah Donahey, and Mark Cook) This journal article is accessible through the link given above by accessing the UMUC library. This article discusses the need for vocabulary and comprehension instruction in the primary grades in order for long-term, adequate reading skills in elementary students. The authors examine research that have been done on primary grades in order to closely examine the reading skills that are needed for elementary-aged students. Reading outside of school, vocabulary, word-reading skills, conceptual knowledge, and comprehension strategies are the instructional approaches that the authors believe need to be taught in the primary grades in order for long-term goals to be met. Teachers can implement the instructional strategies being encouraged in this article, in their own practice. Teachers can also encourage reading outside of school for homework to help improve reading skills among their students. References: Block, K., M., & Duke, K., N. (2012). Improving reading in the primary grades. The Future of Children, 22(2), 55-72. Retrieved from http://www.jstor.org/stable/23317411?seq=1&cid=pdf-reference#references_tab_contents

Research based literacy center activities for kids in grades K-2. Has great phonics center suggestions!

Week 9: Eli, Angela, Noelle and Chris This journal article is accessible given above through the UMUC library. The focus of this article discusses how observations can be used as an assessment tool for teachers when dealing with differentiation. The study specifically highlights differentiation in a high level G/T classroom and provides different observation tools that teachers can use to self assess. This article is useful to our team as although not all of us teach high level students, it made us think critically about the observation process of each of our schools. We realized the importance of observations when they are used correctly, where the observer gives constructive criticism in order to improve teaching strategies. Also the differentiation aspect of the article suggests proven strategies to use when contemplating differentiation, which are good examples for us who need more differentiation in our classes. References VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today, 35(1), 42-48. doi:10.1177/1076217511427431

Week 8: Dave and Kristina This article is found by searching "differentiation" in the MEd Program Diigo. This article is mainly about how teachers need to continue to observed and held accountable for their teaching methods in order to best educate high-ability learners. According to VanTassel Baska (2012), "teacher effectiveness has been shown to be the main determinant of student progress." The author is of the belief that if teachers are continually observed, sometimes in an unannounced situation, that they will continue to teach using complex higher order behaviors and that this is the way that gifted students will learn best. Teachers in our group can use this article to understand the reasoning behind continual professional development and observation. Both of us teach gifted students in our classes and we need to remember that these students need to provide extended activities for these students and that we need to consider if our lessons include the use of higher level skills. Often time as teachers, we tend to focus more on the students that struggle academically but, we need to remember that our gifted students also need extra support as well so that they are able to grow as learners. References VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today, 35(1), 42-48. https://doi-org.ezproxy.umuc.edu/10.1177/1076217511427431

This study gives insight into some common struggles students face when using graphing calculators. Knowing what obstacles a student may have can help you plan strategies to help your student prevent or overcome them.

Article discusses how teachers can use data to drive instruction.

Using student achievement

This software is a game-based program that works on many areas in mathematics. the targeted grade levels are 1-5. I have used the software, and I found myself on it longer than expected. for the most part, I liked how the software is designed. I appreciate the gaming aspect of the software. It doesn't make you feel like you're just doing math work to do. I believe that the only thing that i wasn't to big on was that it doesn't really separate the different grade levels. They do breakdown the different math areas. Overall I would recommend this software.

This article outlines many of the beliefs we discussed in our data meeting #2. Mostly the fact that children coming from low-income background often come to Kindergarten less prepared than their middle-class peers. For our exploratory question, we want to focus are research on early literacy and the impact of family involvement. This article will be a good resource as we build an argument of the importance of these factors in order to sway parents to do more with their children at home to foster literacy.

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

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!

Show translation:[ None] [ Modern Chinese] [English] 学而: 子贡曰："贫而无谄，富而无骄，何如？"子曰："可也。未若贫而乐 1，富而好礼者也。"子贡曰："《 诗》云：' 如切如磋，如琢如磨。 '其斯之谓与？"子曰："赐也，始可与言诗已矣！告诸往而知来者。" Xue Er: Zi Gong said, "What do you pronounce concerning the poor man who yet does not flatter, and the rich man who is not proud?" When teaching and learning Chinese languages and cultures, It is usually hard to find a good classic literature especially about Confucius. Confucius dialogue with his students are the heart of Chinese classic literatures and Chinese and Asian cultures. This website will give people a len to look into classic Chinese literature with rich resources.

From a series of publications by the National Association of Elementary School Principals: "This white paper outlines five recommendations to help principals put student achievement data to the best possible use: 1) Make data part of the ongoing cycle of instructional improvement; 2) Teach students to examine their own data and set learning goals; 3) Establish a clear vision for school-wide data use; 4) Provide supports that foster a data-driven culture within the school; and 5) Develop and maintain a district-wide data system." Suggestions for how to implement these recommendations, along with links to video interviews and supporting documents, are given.

I like the ease of use of this software tool for a classroom setting. Since time is limited for a particular subject, this tool allows interaction, quizzing, gives helpful hints, provides short questions and answers that will hold students' attention, and at the same time provides geography statistics of the United States. Students can challenge themselves over and over for the quickness of the answers, and knowledge of the content. Technology can be overwhelming, so with limited time, I think software integration in a classroom should have ease of use.

Hi Sharon, This website provides multiple aspects in 1 site, which is very good for students to use. I could see myself using this tool when discussing more about where students live and finding more information about Maryland. The only con was that personally it was hard for me t navigate and find certain features. For students, they would definitely need more user-friendly tools. This is definitely a website that will save a lot of time and energy, and provide reinforcement of topics learned in social studies!

Hi Sharon, I took a look at the website and I agree that it is perfect for a classroom setting. Students can work together to complete the activities or the teacher can use the software to assist class lectures. The program is effective because it comes with a map and key visuals that would help students learn their geography. I took a quiz on the rivers/lakes/oceans and I didn't do very well, however I believe it was great practice, after a few attempts, I will be able to learn their names and locations. Great tool selection! Best, Denee Devenish

This site allows you to customize your own map. You can even create a link so others can access the map you have created. You can add physical systems like water, land, and climate. You can also add populations, culture, political, economic, environment, and society information. You can also draw on the map and place markers. This would be very useful for 7th grade World History and Geography. It could actually have a place in any grade. I have not used it yet, but I plan to. I like everything about it so far.

CCSS.ELA-Literacy.W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

This site has a series of videos that shows the basic features of using Inventor. This would be most beneficial to anyone that is new to Inventor.

This article discusses a process in CPR that people usually do not know about, but can make feel more comfortable about performing CPR. Hands-only CPR prevents to rescuer from having to perform mouth to mouth with someone who may be a stranger. This issue comes up often with students and people of all ages.