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risome

How to Adapt Your Teaching Strategies to Student Needs | Reading Rockets - 5 views

www.readingrockets.org/...ching-strategies-student-needs

strategies differentiated_instruction special education

shared by risome on 29 Jun 15 - No Cached
  • risome on 29 Jun 15
     
    This site gives an array of strategies and tips to cater to struggling students.
  • mattyerger on 30 Jun 15
     
    The website created by Kathleen Bulloch does offer a lot of great tips. I especially like how they are broken down into manageable chunks for a teacher who is working to accommodate a special needs student. Suggestions were provided for certain areas of concern, such as: "If a student has trouble expressing himself verbally, then try....If a student has trouble expressing himself writing, then try..." and many more categories with similar setups. Good resource for supporting special education students with quick ideas for how an educator can differentiate their instruction to support student learning.
kwashington904

REACH: A Framework for Differentiating Classroom Instruction - 3 views

eds.a.ebscohost.com.ezproxy.umuc.edu/...pdfviewer

EDTC615 Fall17 Research

shared by kwashington904 on 08 Nov 17 - No Cached
  • kwashington904 on 08 Nov 17
     
    (Week 8: Amber, Angela, and Kenneth) The journal article is accessible through the link given above by accessing the UMUC Library. The journal article discusses the draw on the accumulated research to provide a framework for differentiating instruction. REACH is used a mnemonic device and is the type of framework that two teachers have developed which includes a comprehensive inventory and several practical strategies for using it. Teacher can use differentiating instruction to fundamentally find different ways to teach students with diverse and behavioral needs. REACH is an acronym for a charted course of action for developing the use of differentiated instruction. It means and highlights each as follows: "(a) reflect on will and skill, (b) evaluate the curriculum, (c) analyze the learners, (d) craft research based lessons, and (e) hone in on the data." (Rock, Gregg, Ellis, & Gable, 2008). It literally gives you "a step by step approach to introducing strategies and procedures for student with disabilities or general student the cognitive access to achieve their educational outcomes." (Rock et al, 2008). Both participating teachers have various needs and both need different strategies to differentiate their lessons. References Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47. doi:10.3200/psfl.52.2.31-47 Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=4&sid=0161de11-17f9-4ba4-86d0-eff88604e5e5%40sessionmgr4009
toladipo

REACH: A Framework for Differentiating: Classroom Instruction. - 0 views

www.dentonisd.org/...diffedframeworkreach.pdf

EDTC615 Fall2018 Research

shared by toladipo on 01 Nov 18 - No Cached
  • toladipo on 01 Nov 18
     
    (Week 8: Tolulope Oladipo and Michelle Bear) This is a journal article available in UMUC library. The link to the article is also provided below: REACH: A Framework for Differentiating: Classroom Instruction. Retrieved from https://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/900/diffedframeworkreach.pdf This article explores how educators can improve their teaching methods to achieve individualized instructions, educational standards, outcomes and academic achievement. The article discusses strategies for not just meeting the diverse needs of all students but for ensuring standard educational outcomes. The author examines the plight of two teachers: one general and one special education-the authors offer a rationale for differentiating instruction. They went further to conduct literature review of differentiated instruction, highlighting the myths, models, and evidence to support it. They employ the acronyms / mnemonic called REACH to develop a framework that includes a comprehensive inventory and several practical strategies for using it. This article is useful to my team to enable us determine how we can teach application software such as excel, PowerPoint, access, word using differentiated instructions. Through this article, we will come across those strategies that can be used to address our SMART Targeted Learning Goals, Instructional gaps and Learning gaps. The article swill equips us with skills needed to provide individualized instructions to students regardless of their needs, learning styles, learning pattern. The principles presented provide us with skills of becoming effective teacher, accommodating both special and general education students. References Racia, M.L., Gregg, M., Ellis, E., & Gable, R.A. (2008). REACH: A Framework for Differentiating: Classroom Instruction. Preventing School Failure. Winter2008, Vol. 52 Issue 2.
Jim Sweigert

Teaching for Excellence in Academically Diverse Classrooms - 0 views

eds.b.ebscohost.com.ezproxy.umuc.edu/...pdfviewer

EDTC 615 fall2018 research

shared by Jim Sweigert on 14 Nov 18 - No Cached
  • Jim Sweigert on 14 Nov 18
     
    (Week 9): Jenn, Jim and Sabrina Source: This journal article is accessible through the link given above by accessing the UMUC library. Focus: This journal article focuses on the need for preparing an increasingly diverse student population for life in the 21st century. In addition to addressing differentiation, our classrooms "will be heterogeneous in nature, (as well as) learner-centered, knowledge-centered, assessment-centered, instruction-centered, and community-centered." Teachers in these classrooms "will need to be proficient in 'teaching up,' or planning learning experiences at a high level of challenge." (Tomlinson, article abstract) Why the article is useful: Teachers in our group work with students from very diverse socioeconomic, linguistic and cultural backgrounds. Many of these students come to us from homes where English is not spoken, where their families may be disadvantaged with issues relating to poverty and social isolation, and who often have a variety of special needs (SPED, ESL/ELL, etc.). Reference: Tomlinson, C. (2015, April 14). Teaching for Excellence in Academically Diverse Classrooms. Society, 52(3), 203-209. Retrieved from http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=9&sid=d8e836f2-a403-4b8f-a484-e5e63f248a74%40pdc-v-sessmgr05
sirantoinne

Technology can close achievement gaps, improve learning | Stanford Graduate School of E... - 5 views

ed.stanford.edu/...-and-improve-learning-outcomes

EDTC 615

shared by sirantoinne on 23 Jun 16 - No Cached
  • It also underscores that replacing teachers with technology is not a successful formula. Instead, strong gains in achievement occur by pairing technology with classroom teachers who provide real-time support and encouragement to underserved students.”
  • interactive learning, use of technology to explore and create rather than to “drill and kill,” and the right blend of teachers and technology.
  • applications of technology in low-income schools typically involves a “drill and kill” approach in which computers take over for teachers and students are presented with information they are expected to memorize and are then tested on with multiple-choice questions. In more affluent schools, however, students tend to be immersed in more interactive environments in which material is customized based on students’ learning needs and teachers supplement instruction with technology to explain concepts, coordinate student discussion, and stimulate high-level thinking.
  • ...1 more annotation...
    • sirantoinne
      sirantoinne on 12 Mar 17
       
      This article informed readers how learning gaps can become extinct with the impact of technology. In the article the author provides some tips on how tech can close the gap. It also implies that good instruction produces informed learners.
  • wilcoxal on 23 Jun 16
     
    This article looks at the importance of technology use in the classrooms in the 21st century and how this technology can be used to help close learning gaps. It specifically looks at students who are "at-risk". This article addresses great points but also cautions that in order for technology to be effective, it needs to be accompanied by professional development.
  • ...1 more comment...
  • Yuna Choi on 26 Jun 16
     
    I enjoyed reading this article discuss how technology can be used to close achievement gaps, and improve learning in the classroom. I liked how the article listed recommendations for educators to use technology for risk high school youth. I think middle and elementary school educators can also find this article helpful with the mention of blended learning, which I use in my classroom as an elementary school classroom teacher.
  • moore_tamea on 22 Oct 16
     
    This article highlights a report completed by the Alliance for Excellent Education and the Staford Center for Opportunity Policy in Education in 2014. The article notes that students can make significant increases in learning and engagement through the use of technology. However, students from poor socio economic backgrounds may not have the same instruction or access to technology as those from more affluent neighborhoods. The auther then presents a list of solutions.
  • fishersava on 12 Mar 17
     
    I like that this article encourages a blended learning approach with technology. I think that tech is a powerful tool that needs to be paired with hands on activities for the early learners.
tricia1022

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

shared by tricia1022 on 20 Mar 15 - No Cached
  • goals
  • 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.
  • ...23 more annotations...
    • tricia1022
      tricia1022 on 22 Mar 15
       
      I do aspire to coach students through their difficulties. This articles gives teachers a lot to live up to. I like how it condenses unit planning.
  • podcast or a Prezi
  • learning
  • I want to make sure that all of my students succeed, so I must know those goals for all students.
  • "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."
  • 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.
  • I began with the end in mind when I planned this unit
    • tricia1022
      tricia1022 on 30 Mar 15
       
      Having a picture in mind of what product I want students to create is easy. Mapping out all the skills that students will need to create the product I am still working on but very possible.
    • tricia1022
      tricia1022 on 30 Mar 15
       
      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.
    • tricia1022
      tricia1022 on 30 Mar 15
       
      Explaining a concept in writting is a higher-order thinking skill. A student can demostrate learning through writing an explanation. teachers have to give students enough sustenance to build knowlegde upon to own the concept.
  • . Student Ownership of Assessment Process
  • "How do advertisers trick us?"
  • 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.
  • Portfolio
  • In fact, students were able to show some of their content knowledge as well as speaking and listening standards around collaboration and effective presentation.
  • Performance assessments like these allow us to check not only for engagement, but also for deeper learning through 21st-century skills.
  • Feedback
  • differentiation decisions
  • 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.
  • the power of media.
  • the rubrics
  • ments
  • learning
  • Alison Burns on 20 Mar 15
     
    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.
  • ...2 more comments...
  • Alison Burns on 29 Mar 15
     
    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!
  • Alison Burns on 29 Mar 15
     
    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.
  • cbaugher007 on 30 Mar 15
     
    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.
  • Jennifer Dow on 25 Jun 15
     
    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?
trplm06

Standards In Practice: Instructional Gap Analysis Strategy - 24 views

1k9gl1yevnfp2lpq1dhrqe17.wpengine.netdna-cdn.com/..._2009_sks_071609-Read-Only.pdf

edtc615 Instructional Gap Standards Alignment

shared by trplm06 on 25 Jun 15 - No Cached
  • trplm06 on 25 Jun 15
     
    This presentation talks about instructional gaps and how they relate to a cycle of low achievement. There is a tendency for assignments to fall further away from the appropriate grade level. Following the Standards in Practice (SIP) model, teachers will be able to close an instructional gap and make assignments more rigorous in order to provide students with the instruction they need to obtain proficiency.
  • ...7 more comments...
  • fitz1908 on 16 Mar 16
     
    This is FANTASTIC resource for teachers to use as a guide for addressing instructional gaps during a data cycle! Thank you for posting this!
  • ctrimbl1 on 28 Jun 16
     
    I like the example assignments they gave from the grade 7 assignment to show that students can and will only perform to the level of the assignments they are given.
  • ndouglas7 on 24 Oct 16
     
    Great resource! I was part of the group who didn't realize the significance of the Instructional Gap. This presentation did a great job in showing the importance of understanding the Instructional Gap and how we can work in closing that gap.
  • mholland21 on 25 Oct 16
     
    This was a very interesting read. It reminded me of some of the changes we have put in place in my department as a result of the PARCC. We have definitely had to revisit how we teach and what we are teaching, as well as how it aligns to our standards. One issue we faced was that students could not make heads or tails of the grade level writing prompts. Our mentor teacher did a great series of professional developments for us that gave us some strategies for helping students unpack questions. It makes it much more manageable for the kids.
  • moore_tamea on 26 Oct 16
     
    This resource is excellent for examining instructional gaps. In my program sometimes I feel as if there is no reason to the rhyme. I may use this method to determine exactly what I want to get out of each lesson. Since I am not the lesson planner (my curriculum specialist does it) It is hard to understand why some of the lessons are provided and what they need to know beforehand. This article provided a tool to use for that.
  • aruffin-justis on 09 Mar 17
     
    In this resource it states, "Students can do no better than the assignments they are given..and the instruction they receive." While analyzing my data, I found a instructional gap that I need to address in future lessons. This resource will be a great help to me.
  • ncianelli on 12 Mar 17
     
    This presentation is a great resource. I like how it gives specific examples on how to expand an assignment to help students become successful in the classroom. The graph showing the difference in a grade level assignment vs a grade level standard was very telling. If we fail to push our students inside the classroom, we are setting our students up to fail when they are given grade level material on a state assessment. It is important that material given in the classroom matches the standard they will be assessed on later.
  • jlbolger on 03 Jul 17
     
    This article provides an overview of instructional gaps and how to expand assignments to ensure we are teaching and assessing students in way that provides good instruction. It was a helpful overview that provided me with great thinking points and a clear structure on how to move forward.
  • dcook27 on 03 Jul 18
     
    The article was a lot of help. I typically gave lower level readings to my students that are ELL's so they can understand their concept as their reading levels are typically lower. I'm going to try more with the SIP model to see if students will rise to the occasion.
sdonahey37

Improving Reading in the Primary Grades - 0 views

www.jstor.org.ezproxy.umuc.edu/...23317411

615 Spr15 Week 8 research elementary language arts reading comprehension vocabulary

shared by sdonahey37 on 20 Mar 18 - No Cached
  • sdonahey37 on 20 Mar 18
     
    @ Jessica Carr
  • jessicacarr65 on 20 Mar 18
     
    (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
ceciledroz

Use of Warm Up Exercises in Just-in-Time Teaching to Determine Students Prior Knowledge... - 6 views

webphysics.iupui.edu/...jcst_warmup_paper.pdf

Spr15 615 all learners research

shared by ceciledroz on 31 Mar 15 - No Cached
  • laureng1992 on 31 Mar 15
     
    Week 8: Partner: Cecile Droz This article discusses a new way to give student's warm-up exercises. Instead of having them complete them at the beginning of class, the students will complete the warm ups up to 3 days before they are due. The warm-ups will prepare the students for the upcoming week of assignments. The best type of warm-up assignments give the students a scenario that they are familiar with. It is important for the educator to determine if there are any misconceptions by looking at the warm-ups to determine what concepts need to be addressed again.
  • ceciledroz on 01 Apr 15
     
    Although not everything described in this article applies necessarily to all subjects, the idea that teachers need to be more aware of the prior knowledge students have before they present new materials is very interesting. In second language, for example teachers use students' oral and written productions to assess their command of grammar but before any cultural or historical unit, it would make sense to address prior knowledge and rectify what needs to be rectified before introducing new ideas/material.
  • dannybates on 28 Jun 16
     
    The use of warm-ups as a combination of extension, priming, and pre-assessment is novel. This gives students time and mental space to make a prediction and then bring it to class, prepared and ready to learn. I will definitely be employing this in a class I am designing next year.
barrellpony

Anchor Charts | EL Education - 25 views

eleducation.org/...anchor-charts

EDTC615

shared by barrellpony on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    a posted visible support for just-in-time learning that includes only the essential information about strategies, procedures, and concepts that students can access at any time.
  • ...13 more comments...
  • jthurston on 14 Oct 17
     
    My SMART goal is to make sure 80% of student in my class are reading by level K (using Fountas and Pinnell) by December. Anchor charts could definitely help this by having strategies for comprehending texts and how to be an active reader up around the classroom. Students could refer to them while reading to make sure they are being active readers and taking in what they are reading about. I would rate this 4 for student engagement and high impact on learning.
  • hnlyons on 14 Oct 17
     
    This video about anchor charts would work great with my SMART goal- "Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Anchor charts are a really important tool for students to use as they're reading texts and after reading texts. For example, I have an anchor chart in my classroom that explains the rate of speed for reading. Students can refer to this as they're reading so they can monitor themselves as they're reading to make sure they're reading at a fluent rate of speed. Another anchor chart in my room that students can refer to is the asking questions anchor chart. This anchor chart explains to students how to stop and ask themselves questions throughout the reading. This supports my SMART learning goal because some of my students were held back from moving forward in reading because of their reading comprehension. When referring to the planning protocol rubric, I would rate this a 4 for impact on learning category.
  • angelatrice on 15 Oct 17
     
    This would be good for my fellow teacher on my team for their SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." This will allow students to review/ use different anchor charts to review theme. If the teacher wanted to take it to an another level, students could create their own anchor charts in groups that helped them identify the theme in ways so that they would remember them.
  • Erika Eason on 27 Oct 17
     
    Dimension: Student Engagement Rating: 4 My partner's SMART goal is, "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." Anchor charts could be useful in the Spanish classroom because they could help prompt students about the use of expressions and structures they would need to master the vocabulary in the numbers unit, which would help more students achieve an 80% or higher. While many of those expressions and structures involve common, everyday vocabulary and concepts that also exist in English, the syntax is different enough from English that having something up in the classroom that helps scaffold the students' learning of the syntax would help them communicate with more ease. These would be charts that every student would refer to, and they could change for future units of study.
  • sstafford11 on 24 Feb 18
     
    This video describes anchor charts. Anchor charts are a visual learning tool that helps students work through any type of process. I could see this as being beneficial to my my SMART goal because I could use this with my Biology I students to help them identify learning gaps and work through those.
  • cheneymele on 03 Mar 18
     
    Dimension: Student Engagement Rating: 3 SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. In order to promote achievement of their SMART goal, my groupmate could use an anchor chart to remind students of strategies to apply when reading unknown words. Anchor charts are designed to encourage students to apply a process when solving problems. While guided and direct reading instruction are beneficial to student reading development, it is not realistic for teachers to work with every student every minute of instruction. My groupmate could use an anchor chart to display strategies for sounding out words (ex. "Stretchy Snake" or "Chunky Monkey"). Within the anchor chart the teacher could use colorful pictures and words to remind students of previously learned strategies. This system will allow students to continue their reading development even while they are not working with a teacher. This will ultimately enhance their engagement when reading independently.
  • jessicacarr65 on 03 Mar 18
     
    Dimension: Impact on Learning Rating: 3 SMART Goal: By the end of the third quarter, 80% of first grade students will score 16-20 points (80%-100%) on the next Unit Test which covers all reading skills. Throughout this video, the teacher discusses the importance of anchor charts in a classroom. She expresses how anchor charts guide students through a process in their learning where they rely on the anchor charts to remember what they learned, what their task is, and where they should go next. Anchor charts are written with different colors to grab student's attention and to make the information visibly pleasing to look at/easy to follow along with. The SMART goal that I have for my class is that 80% of my students will score 16-20 points on their next Unit Test which covers all of the reading skills that they have learned so far in first grade. Most of these reading skills are about the long and short vowel sounds, dipgraphs/blends, and comprehension skills. I have posted multiple anchor charts around my classroom that covers these skills. I use different colors, words, and pictures to teach the information on the charts. I constantly remind my class to use these anchor charts to help assist in their learning and when they have questions. This is why I rated anchor charts a 3 on "Impact on Learning". They have a medium-high impact because students can refer to them anytime they need to in the classroom. They also remind students what they have learned so far in the school year. However, in first grade, they sometimes have trouble reading the anchor charts because they are still learning how to read. This is why I did not rate the anchor charts a 4.
  • mscook92 on 04 Mar 18
     
    Dimension: Student Engagement Rating: 3 Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will score a 3 or 4 on their reading and math assessments. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR math. Integrating anchor charts into a classroom is a wonderful way to maintain student engagement. Anchor charts are a great tool for teachers to use to help explain content to students. Anchor charts can be interactive in a classroom. A teacher can write a topic on an anchor chart and students can join in the conversation by adding content to the chart. As a third grade teacher, I use anchor charts on a weekly basis. Anchor charts can be used to teach a lesson, to explain rules, or as an exit ticket. Posting anchor charts around a room can help students as they learn a lesson. The best part about anchor charts is how they are more engaging than a poster. Typically, students do not read a poster in a classroom. However, when students are involved in creating an anchor chart, students are more likely to refer back to the chart and it can also help students remember content better. Anchor charts can be used in class to help students reach their SMART goal. In my classroom, I have the students STAR goal for reading and math on an anchor chart. When the students reach their STAR goal, students can put a star by their name on the anchor chart. Also, I have another anchor chart in my classroom listing different strategies to remember when taking STAR reading and math. I rated anchor charts a 3 on student engagement, because anchor charts are wonderful tools to use to keep a student motivated in their learning. I did not rate anchor charts a 4 because technology is a tad more engaging than anchor charts. However, my students sill love anchor charts! EDTC 615
  • benjaminsmiller on 04 Mar 18
     
    Dimension: Impact on Learning Rating: 3 SMART Goals: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Anchor charts are a great way for the students to reference important skills and strategies during lessons. As the teacher is teaching the strategies during guided reading, they could make a anchor chart to reference during the lesson in order for the students to use. As the students are reading and they are stuck on a word they can reference the anchor chart in order to find a strategy that would work for them. For example, a student may be struggling with a sentence, then they look at the chart and find the strategy that says "Look at the picture". After they find the strategy, then they are able to apply that strategy in order to help them to read the story. These strategies must be explicitly taught in order for these anchor charts to be effective in the classroom, but it is a great tool to use. EDTC 615 Spring2018
  • gnicholson1 on 04 Mar 18
     
    SMART Goals: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. I believe that anchor charts are a great strategy for students to use in the classroom. When my students are working independently they can use an anchor chart in order to help them answer a question they may have instead of asking their teacher. It is also helpful when these are really colorful and organized for students. I think that these are a way that teachers can really support student learning because as they say in the video these anchor charts can be based on the curriculum where they are taken down or they can be left up all year long. For example, in my own classroom I have a place value anchor chart on my wall. Now we do not cover this concept in this quarter but since some of my students still struggle with the concept it is important I keep it up. I would say based on the protocol I would be looking at this in the impact of learning dimension. I would say that this would rate as a 4 because students would be able to use this to impact their learning in a positive way either independently or in small groups. EDTC615 Spring2018
  • ashleighclarke on 06 Mar 18
     
    Dimension: Student Engagement Level: 4 SMART Goal, "By the end of module 3, students will be able to use various manipulatives to effectively solve measuring equations." Anchor charts are a great way for students to gather information and strategies during lessons. As the teacher is going through the various parts of the lesson, both the students and teachers can write down or draw pictures to explain their thought process and clear up any confusion. When it comes to measuring, teachers can create an anchor chart by putting longer than on one side and shorter than on the other. Students can use linking cubes of different quantities to measure each other sticks. Another activity that will be helpful when it comes to measuring is using print outs of objects with different lengths. Using a string, students will be asked to measure their objects using their string, place it on the correct side, and explain their choice using the sentence frame, 'My object is longer than or shorter than my string.' Using the anchor chart gives each student an opportunity to participate in the group discussion and serves as an process monitoring mechanism for teachers. EDTC615 Spring2018
  • sfcanady on 12 Apr 18
     
    An appropriate use of Anchor Charts could greatly improve student learning. The visual aids allow students guide their own learning. I think that I can instill confidence and improve engagement, since they do not have to ask the teacher for assistance as often. This would help those students bridge their learning gap, because they have continually reinforcement posted at times to reference and retain. I think that Anchor Charts could be used in multiple contents areas including Biology.
  • rnwaddy on 30 Jun 18
     
    I really enjoyed this video. It seems like anchor charts are a tool before students see a rubric. They are colorful, easy to read, and less intimidating than a rubric. I may use an anchor chart in a class in the future instead of a rubric and see if students have a better understanding of what is expected.
  • woodje on 16 Oct 18
     
    Anchor charts are always helpful to students throughout the day that helps them visualize their learning throughout the unit. Because of this, I believe this can be helpful in guiding our students to be successful in our SMART goal. The goal in our group is students will be able to not only answer a real-life mathematics question, but they will also be able to defend their thinking/reasoning accurately and precisely 75% of the time. They way that we can use the anchor chart is to show students how to create an appropriate response, and what makes an appropriate response.
  • evposey on 05 Nov 18
     
    EDTC615 FALL2018 (Week 8 Ericka, Michele, Spencer) The article and video is via diigo library SMART GOAL: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons and historical content with 75% accuracy for historical content and meaning for the LSN FAST I test. The video states it is for grades 3 - 8 but I find that it can be appropriate for high school students also. Anchor charts can be used for any subject matter, really any grade level for many different purposes as a visual aid for individual learning and for groups activities. Anchor charts can be used as warm up activities, classroom assessments, exit tickets, and classroom activities. Anchor reports can be used within the members of our group to make key vocabulary points especially for ESOL students. They are used to access what the students have learned on an independent level. These anchor chart can be used to fortify information needed in small groups for the overall whole class. The use of color, large fonts, and well organized and easy to read anchor chart are much more viable for students. Anchor chart when used with practice the students can use them to guide their own learning. These are important for all students because at some point we want the students to take charge of their own learning and be self-sufficient within the classroom setting. There is some prep work completed by the teacher and the teacher facilitates the learning but the overall learning is done by the students. For my students I would like to use anchor charts as a class survey, assessing the knowledge learned by a particular lesson or as an exit ticket forum.
svanwright

ERIC - College Student Narratives about Learning and Using Self-Advocacy Skills, Journa... - 0 views

eric.ed.gov/?id=EJ1074673

EDTC615 EDTC615Sp17 self-advocacy college-students self-determination

shared by svanwright on 11 Mar 17 - No Cached
  • svanwright on 11 Mar 17
     
    I selected this article since I primarily work with college students and need to offer additional support to help students use their self-advocacy skills for their own learning goals. I feel that this would be a good way to address learning gaps by integrating these skills into our instruction. Abstract: Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, & Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams & Proctor, 2010; Getzel & Thoma, 2008; Hadley, 2006; Murray, Lombardi, & Kosty, 2014; Thoma & Wehmeyer, 2005).
jsong18

Academic Language and ELLs: What Teachers Need to Know - 0 views

www.colorincolorado.org/...d-ells-what-teachers-need-know

EDTC615 Academic Language

shared by jsong18 on 14 Mar 17 - No Cached
  • jsong18 on 14 Mar 17
     
    This article written by Colorín Colorado Manager Lydia Breiseth helps educators understand the role that academic language plays in their classrooms and in ELL student success. The article also includes information on social vs. academic language, as well as numerous examples of the different kinds of academic language needed for all students to fully participate in classroom activities and assignments.
Jeanette Shoemaker

Khan Academy - 0 views

www.khanacademy.org

EDTC610summer2013 video mathematics

shared by Jeanette Shoemaker on 18 Jun 13 - No Cached
  • Jeanette Shoemaker on 18 Jun 13
     
    This is a great website for students to find videos on many math concepts at the middle and high school levels. The videos give step by step examples to help students through specific problems. It is an easy website for students to search for what they need. I have even recommended this website to some of my parents who tell me that they have trouble helping their children at home because they do not know the material.
  • Kaelyn Stieg on 20 Jun 13
     
    I know other teachers who have used these successfully in secondary education. I have personally viewed some videos when I was going for a dual certification in technology, as there were some physics concepts I needed to review. Great recommendation!
anonymous

What Makes EdTech Leaders Great? | edtechdigest.com - 0 views

edtechdigest.wordpress.com/...hat-makes-edtech-leaders-great

edtech leadership

shared by anonymous on 24 Jun 13 - No Cached
  • anonymous on 24 Jun 13
     
    This article provides a list of useful edtech leadership traits. For example, here's one suggestion: "With so much that changes with educational technology daily, great leaders need to be comfortable with ambiguity. Things may not always be clear as to where edtech is going, but knowing where the technology can get us is essential. "
anonymous

Creative Educator - The Role of the Librarian & Computer Teacher in 21st Century Schools - 0 views

creativeeducator.tech4learning.com/...ole_of_Teachers_and_Librarians

coaching technology integration librarian ISTE all levels

shared by anonymous on 07 Jul 13 - No Cached
  • Library and computer lab times still exist in many districts as thirty minute specials each week. This library and technology instruction period also allows teachers an additional planning period. With classroom teachers now responsible for assessing crucial communication skills and technology literacies, such skills must be integrated into daily classroom work and curriculum. Working with all of this information and technology must be a collaborative effort. Teachers need to be involved in order to meet students’ daily classroom needs. Redefining the roles of the librarian and computer teacher as information and technology coaches supports and propagates best practices so teachers can create a powerful learning environment for students.
    • Dawn Rodrigues
      Dawn Rodrigues on 07 Jul 13
       
      The article notes that computer teachers have new roles as coaches. This concept connects well with ISTE NETs for Technology Coaches.
comaracopley

Should Learning Be Its Own Reward? - 2 views

www.aft.org/...willingham

615 Spr15 research all learners

shared by comaracopley on 29 Mar 15 - No Cached
  • comaracopley on 29 Mar 15
     
    Week 7 This reading is discussing the use of rewards in teaching and education. It discusses the effects on motivation and if the behavior being rewarded will continue if the reward is removed. Depending on how you interpret this article, you can use rewards in the most effective way to change the targeted behavior or remind yourself that that you can aid students in discovering self motivation by rewarding them with praise.
  • bcarri on 25 Jun 15
     
    Teachers often offer rewards for good work, but Willingham speaks of their potential dangers. Rewards must be used with care, only if necessary, for a specific reason, not as a constant. In an attempt to encourage desired behaviors, they could produce the opposite effect if an expected reward is outside of reach. Rewarding a student for the act of producing rather than for producing a quality product, can also lead to lack of motivation and interest in learning. The system can also backfire is the offered incentive is not a desired reward. Though it seems intuitive and effective short term to offer rewards, this article presents some great points for the thoughtful educator in pointing out that rewards can be used effectively, but may also be more trouble than they are worth.
  • mr_oneil5 on 26 Jun 15
     
    I like the idea presented in the article that grades can be construed as rewards for students. At first I sort of rolled my eyes (internally) at the idea, but the way the article described rewards actually made it meaningful to me. The article says that rewards (when used) should be "Desirable, Certain, and Prompt" to be effective. For grades to motivate students, they should be desirable (i.e. the intrinsic reward of good grades should already be ingrained), the grades need to be Certain (that is, the students need to have clear ideas of what it takes to earn an "A" or "B" etc) and must be Prompt (students tend to fail to see the correlation between effort and grades if they are given feedback on work days or weeks after the assignment is performed). The idea of promptness really stood out to me because contractually, I am required to update grades for students every 2 weeks. I always found that to be woefully inadequate for students to learn from their assessed work. I want students to be able to learn from mistakes they make on their assignments, but often seeing a grade value weeks after the attempt is made is similar to the 'ice cream' example in the article. Having a grade with feedback a day after they make an attempt will make the student feel more 'attached' to that grade and be more likely to fix it. For a graded assignment that was done long ago, students may see it as a more detached product and less likely to care about making corrections.
alainagrubb

Motivating Students Who Don't Care - 3 views

www.ascd.org/...101-mendler.aspx

motivation education

shared by alainagrubb on 27 Jun 15 - No Cached
  • alainagrubb on 27 Jun 15
     
    Short article with different motivation techniques for students who don't seem to care about completing work. Includes 5 techniques, such as create challenges that students can master, that are easy to implement.
  • pgarvin on 28 Jun 15
     
    This article is perfect for our group! We have identified that student participation has had a major impact on student reading, writing, and test scores and that motivation is one of the key elements that needs to be addressed. The first two techniques are of particular interest to me. Students certainly would benefit from knowing the long term benefits of their work. I think just a simple, "what do you want to do for a living once you are out of school?" can go a long way. If a student knows that he/she needs to pass the English PARCC in order to graduate and enter the field of their choice, they are more likely to take it seriously. The idea of creating "challenges that students can master" is a good one as well. I've noticed with my students that they are less likely to attempt work if they believe that they do not have the ability to do it. Introducing the material incrementally can build up their confidence and lead to future success.
celestel

New Leaders for New Schools: Data-Driven Instruction - ASCD Express 5.08 - 1 views

www.ascd.org/...508-fenton.aspx

data cycles school culture decision-making

shared by celestel on 18 Oct 15 - No Cached
  • celestel on 18 Oct 15
     
    This article explains how having data cycles as part of the school culture will increase student achievement. The data cycle consists assessment, analysis and action. Having this cycle in place will allow all stakeholders to monitor progress and make adjustments as needed to benefit student learning.
clozada

Overcoming the Six Biggest Challenges of the New School Year - 0 views

www.readinghorizons.com/...back-to-school-challenges

challenges of differentiated instruction special needs IEP disabilites

shared by clozada on 18 Oct 15 - No Cached
  • clozada on 18 Oct 15
     
    This article discusses challenges teachers face with differentiated instruction. Every challenge presented if followed by links to articles that relate to the challenge and webinars to watch. The challenge of helping students with special needs and disabilities is very interesting since this goes with my groups data meeting 2 exploratory question.
wrayner

Getting Started with Diigolet - Diigo help - 0 views

help.diigo.com/...ting-started-with-the-diigolet

Diigo diigolet

shared by wrayner on 14 Mar 16 - No Cached
  • Tags help you find and organize your bookmarks by letting you select all of your bookmarks with a certain tag or combination of tags. Quickly add relevant tags to a bookmark by clicking on any of the recommended tags that appear under the description field on the “Save Bookmark” pop-up. When you are satisfied with the information in the “Save Bookmark” pop-up, click the “Save Bookmark” button. Now a link to the page is stored in your Diigo library, and the information you entered is stored with it.
  • Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
  • To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
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