Skip to main content

Home/ MEd Program Diigo Group/ Group items tagged by

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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.
melrichardson21

Exit Tickets | EL Education - 15 views

eleducation.org/...exit-tickets

SPRING2018 EDTC615

shared by melrichardson21 on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
  • ...11 more comments...
  • margarita_lp on 13 Oct 17
     
    My Smart goal is that "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." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
  • hnlyons on 14 Oct 17
     
    This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
  • angelatrice on 15 Oct 17
     
    Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
  • akhanu on 22 Oct 17
     
    SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
  • elijahbarrnwhs on 25 Feb 18
     
    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
  • elijahbarrnwhs on 25 Feb 18
     
    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
  • benjaminsmiller on 04 Mar 18
     
    Dimension: Rigor and Relevance Impact: 4 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. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
  • gnicholson1 on 04 Mar 18
     
    Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
  • cbeard615 on 04 Mar 18
     
    Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
  • cheneymele on 04 Mar 18
     
    Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
  • jcossette on 08 Mar 18
     
    I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
  • kjordan31 on 13 Oct 18
     
    Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: 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 believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
  • Jim Sweigert on 16 Oct 18
     
    I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
evposey

Interactive Word Wall | EL Education - 12 views

eleducation.org/...interactive-word-wall

shared by evposey on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "A word wall in the classroom is a powerful instructional tool to strengthen content vocabulary or concepts. A word wall can be an organized collection of words (and sometimes phrases) displayed on a wall or other space in the classroom."
  • ...9 more comments...
  • margarita_lp on 13 Oct 17
     
    My 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." By creating an interactive word wall using my spare whiteboard, I can post key questions and sentence starters continuously as we learn them during the week to support students during speaking and listening practice. Students who need additional accommodations with graphic organizers can refer to the word wall during speaking practice to increase their understanding and ability to participate.
  • angelatrice on 15 Oct 17
     
    My SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." This will allow students to move the words around on the wall/ board into different concepts or topics. This will help them categorize the words and review what they learned based on the topic.
  • jmineart on 04 Mar 18
     
    My SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The rigor and relevance protocol directly connected to this video because the students did most of the thinking in this activity. I believe that this interactive word wall is a wonderful use of time in the classroom and allows students to share the connections they have made with the content. Most often, I find, that some students have made strong connections to prior knowledge while other students, struggle to see how a single concept can fit into the big picture. I love the idea of using a interactive word wall to help students build a deeper understanding of the content. I also believe that all members of my group could use this resource in the classroom. In particular, I believe that Eli could use this strategy with his AP students to help them understand and connect the readings which they complete at home to concepts they cover in class. I am looking forward to using this in my Tutorial class to help students in across all subjects. This upcoming week, I will work with at least 2 students to build a concept map using an "interactive word wall" that covers words in their math content class.
  • sdonahey37 on 06 Mar 18
     
    Dimension: Impact on Learning Rate: 4 My SMART Target Learning Goal is that 80 % of my Pre-kindergarten class will master their reading foundation skills by the 3rd trimester. Using an interactive word wall is a great idea to have students see the cause and effect relationship. The students will be able to see connections. This will allow them to scaffold the words in order to bring the vocabulary words to life. Once they can bring the words to life their writing will improve. The students essentially build upon each other ideas. For my students they are still learning to read. Therefore, I could use an interactive words wall with the words and pictures. This would help my students learn the words. I believe that this video has a high impact on learning that is why I gave it a four. The students will be able to share what they have learned about the content. EDTC 615 Spring 2018 Week 5
  • elijahbarrnwhs on 06 Mar 18
     
    Dimension: Alighment to Standards Rate: 5 Group Members SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The word wall by design has to align with standereds. The whole idea behind using a word wall would be to enforce and teach students content specific vocabulary that created deeper understanding for students. My group memeber's students tend to struggle with remembering specific vocabulary, which leads to low standerdized test scores especially in work problems. A word wall is a good way to ensure students are comfortable with the content specific vocabulary.
  • jessicacarr65 on 06 Mar 18
     
    Dimension: Student Engagement Rate: 4 SMART Target Learning 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. The interactive word wall is very engaging for students because it forces students to use words that they have learned in class and make connections between the vocabulary words through explaining their reasoning. This activity is very hands-on and is also a great visual because the students are seeing how vocabulary words can connect and relate with one another. Also, students are collaborating and building upon each other's ideas which can also be very engaging.
  • cbeard615 on 06 Mar 18
     
    Dimension: Rigor and Relevance Rate: 4 This word wall engages the students, and they are the ones doing the thinking and work to make connections between the concepts. The teacher does some work to prepare the words, but the students are the ones engaging with the material. This protocol could be used for our AP biology students to make and reinforce connections between the science vocab and topics being covered.
  • mscook92 on 07 Mar 18
     
    Dimension: Impact on Learning Rate: 4 (High-impact) Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading and math. Implementing an interactive word wall in your classroom is a great way to keep students engaged in their learning. An interactive word wall can have a high-impact on students learning. Students can refer to the word wall when completing a lesson to help remember what the word means. When students continuously refer back to a word, they are more likely to remember the word when taking a state assessment. An interactive word wall is a great way to help students increase in their STAR data in reading and in math. I have an interactive word wall in my class for students to use or refer to when working on practice assessments or completing assignments. I believe my team would benefit from having an interactive word wall in their classroom. All students can use an interactive word to help remember words they may not use on a daily basis. EDTC 615
  • evposey on 17 Oct 18
     
    EDTC615 FALL2018 GROUP1 Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. This tool is great for student engagement and impact on learning. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
  • evposey on 17 Oct 18
     
    Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
  • kchrystal on 17 Oct 18
     
    Watching this video gave me ideas on supporting my students. Word Walls are important supports for students in the classroom. They help students solidify their thinking process and content knowledge. Students in this video did the thinking required. This is also important as students tend to rely on teacher lead information. Our SMART goal is that 75% of students will increase their informational text reading comprehension by one grade level. The word wall in this video is a great strategy to make connections with my students.
mbnorthark

Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views

eleducation.org/...e-one-get-one-move-on-go-go-mo

EDTC 615 Fall 2018

shared by mbnorthark on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
  • ...7 more comments...
  • akivett on 12 Oct 17
     
    Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my 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." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates.
  • Erika Eason on 15 Oct 17
     
    Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) 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." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task.
  • angelatrice on 15 Oct 17
     
    Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
  • margarita_lp on 17 Oct 17
     
    Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
  • froseparker on 21 Oct 17
     
    Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion.
  • elijahbarrnwhs on 02 Mar 18
     
    Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
  • mmaclin on 03 Mar 18
     
    This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually.
  • shawntelcoleman on 06 Mar 18
     
    I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.
  • mbnorthark on 09 Oct 18
     
    This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
margarita_lp

Adapting Curriculum to Learners' Needs | EL Education - 11 views

eleducation.org/...g-curriculum-to-learners-needs

EDTC615 Strategies Fall17 week5 video

shared by margarita_lp on 13 Oct 17 - No Cached
toladipo liked it
  • margarita_lp on 13 Oct 17
     
    My SMART Goal: "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." - This resource video on adapting curriculum to learners' needs could assist in differentiation the strategies and activities done in class for students with varying special needs to close their achievement gap since they are not currently receiving many of their needed accommodations.
  • ...3 more comments...
  • cillanes1 on 22 Oct 17
     
    The SMART Goal I will be using: "By the end of the four week close reading intervention, 80% of students will be able to demonstrate improvement in their writing ability by composing a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30 min session". Planning Protocol: I would evaluate this video as a Rigor and Relevance of 4 as each student has an opportunity to engage with the content through differentiated activities suited to their individual learning needs. I feel this particular video was very useful in demonstrating various strategies for differentiating the lesson content to make it accessible to learners of various levels of proficiency. These methods could be extremely helpful in differentiating the content of my SMART Goal to ensure that every student has a opportunity to improve their writing skills according their level of skill.
  • proman11 on 11 Oct 18
     
    Planning Protocol: Impact on Learning would be a good reflection on this video because the instructor is differentiating the lesson based on the data she has to make sure each student has some type of impact on his or hers learning. I think differentiating the lesson will have a huge impact on each students learning. The SMART Goal that I will be using 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 this video will be a great instructional tactic because the lesson is differentiated based on the student. With the data the instructor has, the student will be able to receive more help that will help them respond and defend their work on grade level. With students that need more help with sentences.... a sentence starter can be used to help support them.
  • scarey11 on 14 Oct 18
     
    From the Planning Protocol Rubric I choose to relate this video to the dimension "Rigor and Relevance": At the Highest level-Students think and work. All students in this video are being challenged in very different ways this leading them to think and work independently and collaboratively. This teacher does a phenomenal job at differentiating her material on all levels. All students are doing the same work on the reading assignment however the avenue in which they give there response are different. She is able to give each student the support they need ahead of time so that students don't feel singled out. By doing this the students often feel empowered to be able to complete the assignment because they know the supports they need will be available to them. This also allows the teacher to go directly to the students who need extra support because the higher students have the challenges they need as well to not become board with the lesson. The SMART Goal I am focusing on this is one of my team members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Our team could defiantly translate the instructional tactic used in this video to the above SMART goal. The teacher in the video is targeting specific learning goals in her instruction by reaching students at their specific needs and helping guide them all in the same direction teaching the same topic just in different ways. The above SMART goal is all about targeting instruction for the PARCC assessment to improve students scores. All students will have to take the same assessment however the supports they need along the way will be different.
  • daverogoza on 17 Oct 18
     
    This video had some great ideas especially about differentiation that could be used for me to achieve my SMART goal of 100% pass rate for standardized English Language tests amount a targeted group. The teacher's method of pre-arranged assignments to prevent students from feeling singled out is very clever, and especially important for students in that age group. I could see myself adapting these strategies for use in many different classes. From the dimension of 'teacher friendliness' I do think these tactics are not necessarily teacher friendly, but they sure seem to be worth it if it means positive student outcomes.
  • toladipo on 17 Oct 18
     
    EDTC615 Fall2018 Group 6 Dimension: Teacher Friendliness My SMART target goal is the percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%. The instructional tactic I will use from this video is teacher friendliness. In the video, the teacher displays high level of support, and maintenance with the students. She showed how she provided materials to the students and go over the materials in the class. She also does some great prep work as well. She was seen going around the students table to provide supported as needed. This is very relevant tactic that can be used by my team. The data we both presented covers teaching Microsoft suite-excel, access, word and powerpoint. The instructional style boarders greatly on simulation training, grader activities, grader projects and hands-on practice. In this regard, it is important for the instructor to provide high maintenance and support the students as needed. For instance, during simulation training, the instructor needs to go around the class to assist individual student as needed. The instructor should also provide students will relevant materials and resources to help them achieve success. For instance, in meeting this goal, during our review, we realized that we should teach the topics using 2016 applications as against 2013 applications. This guide of quest was born out of our desire to promote students friendly learning environment. EDTC615 Fall2018
sfcanady

Jigsaw | EL Education Empowering Teachers, Inspiring Students | EL Education - 17 views

eleducation.org/jigsaw

EDTC615 Spring2018 Research

shared by sfcanady on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "In a jigsaw protocol small groups of students become experts in one section or text and hear oral summaries of the others. The protocol allows students to synthesize across texts and gain new understandings from their classmates about the topic as a whole."
  • ...4 more comments...
  • angelatrice on 15 Oct 17
     
    Jigsaws are a great way to make sure that everyone does their share of the research. This allows students to really focus on one reading and gain as much information as they can. Then they have time to share what they found with others, while others share information about the topic that they read/researched about.
  • elijahbarrnwhs on 25 Feb 18
     
    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. Deciphering vocabulary is an important part of my AP Government curriculum. It is something that my students have had trouble with as it is many of their first AP class. Using a jigsaw for difficult readings would allow me to give my students a way to check their comprehension by working with a small group to complete readings. It would also build students confidence as they would go back to their groups to teach their classmates about their specific reading. This gives them a chance to show off and show their peers that they know the vocabulary.
  • sfcanady on 12 Apr 18
     
    Implementing the Jigsaw would be a great method to incorporate to help bridge the learning gap for students that took lower level Biology 1. The heavy use collaboration between students of varying skill or knowledge levels would be beneficial. I also think that since the lesson is broken up into small sections for each to examine and then discuss their findings students of all skill levels gain a better and unique understanding or the material. The students that need to improve their AP Biology knowledge will have the support of the students with a stronger grasp of the material within their small group learning environment.
  • sherita104 on 14 Oct 18
     
    Group 5 EDTC 615 Fall 2018 SMART Target Learning Goal: "Students will be able to solve an on 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 first marking period." The Jigsaw Protocol: The Jigsaw Protocol is a great tool for promoting Depth of Knowledge by using "Extended reasoning" concepts within Elementary classrooms. Although this video targeted more reading skills, the concepts of research, extended thinking, and recall can all be used to further discuss math equations, math formulas and math projects. Students who are struggling to comprehend, demonstrate or explain mathematical concepts can strengthen their skills by conversing with peers about the written portion of the math work, where the student is asked to "explain" their thinking. #EDTC615 #Fall2018
  • kmthoms5 on 15 Oct 18
     
    EDTC615 FALL2018 My SMART goal is after one marking period of examining musical examples, 90% of students will be able to recognize musical notes and form. This protocol is going to have a high impact on the student learning because the students are able to discuss and dive deeper into their reading. I can apply this to my music class by handing students a piece of music and having them look for the form of the song and the musical notes. They then pair up with someone with the same song and go over the notes a form together.
  • jlinman7 on 18 Oct 18
     
    Dimension: Student Engagement Rating: 4 - High engagement for most students I particularly enjoyed this strategy presented by fifth-grade teacher Jennifer Dauphinais. The highlights for me were the students engagement from the very beginning in stating the 'Learning Goal.' It's one thing for the teacher to know what the end-goal is, but it strengthens the activity when the student understands the "why." Having students become "experts" in their reading to then discuss details and main ideas in groups is a great recipe for reading comprehension. The students have the ability to hear different perspectives and everyone has a voice. I really enjoyed this. Author Daniel Venables challenges educators in his book, How Teachers Can Turn Data into an Action Plan to "do something different in the classroom" if one approach doesn't materialize student-learning (pp. 60). My gropu's SMART Target Learning Goal is for 75% of students will improve their informational text comprehension by 1 grade level. Dauphinais' 'Jigsaw' method is a fresh approach to literature instruction and could be a great tool for us to get the students to reach this goal. #EDTC615 #Spring2018
Barbara Lindsey

Chalk Talk | EL Education - 20 views

eleducation.org/...chalk-talk

EDTC615 fall17 video strategies week5

shared by Barbara Lindsey on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "a Chalk Talk protocol allows students to have non-verbal "discussion.""
  • ...6 more comments...
  • akivett on 12 Oct 17
     
    Dimension chosen: teacher maintenance Rating: 3 low maintenance (few materials and/or little prep work) This activity would be good for preparing for my fellow group member's SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." Students could complete a world problem and post their individual solutions on sticky notes onto the poster. I think it would be engaging for majority of my fourth grade students, as they are up and moving. There is little teacher prep work and can use it as a formative assessment.
  • kwashington904 on 14 Oct 17
     
    Dimension Chosen : Rigor and Relevance Rating: 4 student think and work I think this activity would work well for for my group member's Smart goal: By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. I believe "Chalk Talk" can help students with question that the teacher give the students about what they have read and comprehended. Each student get to answer the question and will have a voice and in turn they will get a chance to comment on each other comments. This will create an atmosphere where conversation can be had about the difference of opinions in comprehension and give the teacher a way to evaluate how each students comprehends and addresses others. Students can learn from each other this way as well and get a better understand of the source material not only from the teachers perspective by their classmates' as well.
  • ashleighclarke on 02 Mar 18
     
    Dimension Chosen: Impact on Learning Rating: 4 High Impact I think the Chalk Talk protocol would work well for my group member's SMART goal: By the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at lease 80% accuracy. The Chalk Talk idea gives every student a voice and allows them to be heard. They are able to share out their ideas and have their peers respond back to their comments.Students are able to silently correct their peers mistakes without being humiliated in front of the entire class. This method can be very beneficial for students who are uncomfortable with participating in class and it also a form of communication to the classroom teacher. At the end of the lesson, teachers can review each comment and base their next lesson on the area where students are struggling the most. EDTC615 Spring2018
  • sstafford11 on 02 Mar 18
     
    Hello Ashleigh, I agree that Chalk Talk could have a high impact on student learning. I also think Chalk Talk could have a high impact on student engagement. When the teacher creates a classroom environment where everyone feels comfortable sharing and helping one another, there are more likely to participate in the classroom and be fully engaged. My teams SMART goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." I do not think this lesson style would be particularly useful for my SMART goal, but I do think it could be useful for greater success of my AP students overall. My class discussions tend to be purely verbal now, but maybe I could use this method sometimes as well. Thanks! Suzanne Stafford
  • jcaputo2 on 04 Mar 18
     
    @Suzanne - What about this strategy would not work for reaching your goal? Depending on your current content/standard focus, students could rotate across several different question stations. Every time they move to a new station, they can expand on, critique, or justify the answer to the question they come across. Jason Caputo's Smart Target Learning Goal: 80% of students will be approaching advanced in their discussion ability (this means that they can follow along and actively participate (ask and respond to questions about what has been said) in a verbal conversation with peers on a complex topic). This strategy could be used for my students as a scaffold towards more challenging activities. In terms of Alignment to Standards, it is a 3/4. Written communication is interpersonal, but does not have all the elements of spontaneity that an oral conversation has. However, it would provide additional opportunities for feedback because all students could be engaged at the same time.
  • cbeard615 on 06 Mar 18
     
    Dimension: Technology Integration Rating: 1 I rate this protocol as it was presented as a 1 (opportunities for technology integration overlooked). This chalk talk video showed this protocol performed as a paper/pen classroom activity. However, I think this technology could easily be incorporated into an online message board-style discussion. I could see this being incorporated into our teacher's lessons for AP Biology to help increase scores.
  • jlinman7 on 17 Oct 18
     
    My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around.
  • evposey on 17 Oct 18
     
    EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an
Barbara Lindsey

Share My Lesson - Free K-12 Teacher Resources Aligned to Common Core State Standards - 1 views

www.sharemylesson.com

615 Spr15 lesson plan professional all learners resources lessons teachers aft free

shared by Barbara Lindsey on 25 Mar 15 - No Cached
  • Barbara Lindsey on 25 Mar 15
     
    This site supported by the American Federation of Teachers and TES offers free preK-12 lesson plans and resources for many subjects, including physical education and world languages. Resources are rated by teachers and you can search by content area, most popular and more. Teachers can add this to their arsenal of teaching activities and lessons when work on improving their curriculum, particularly those using a data action plan model, such as in our EDTC 615 course.
  • vsenft on 16 Mar 16
     
    This free resource has lesson plans and professional development articles. I found the article on differentiating addition and subtraction lessons using technology very helpful. This resource has many activities and lessons that will assist with improving curriculum.
Barbara Lindsey

To Remember a Lecture Better, Take Notes by Hand - The Atlantic - 2 views

www.theatlantic.com/...361478

Spr15 handwriting notetaking lecture 615 umuc research all learners professional

shared by Barbara Lindsey on 10 Mar 15 - No Cached
  • Barbara Lindsey on 10 Mar 15
     
    This article describes research that indicates better recall of content when taking notes by hand versus taking notes with an electronic device. This can be shared with students to encourage them to take notes by hand.
toladipo

The Real Versus the Possible: Closing the Gaps in Engagement and Learning | EDUCAUSE - 0 views

www.educause.edu/...g-gaps-engagement-and-learning

EDTC615 Fall2018 Research

shared by toladipo on 13 Nov 18 - No Cached
  • toladipo on 13 Nov 18
     
    (Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in Engagement and Learning. Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/real-versus-possible-closing-gaps-engagement-and-learning. This article explores the generations of learners, how we can utilize technology in learning, the discovery of education community and learning science. The authors discussed further educational Goals about learning, improving student's success, engagement and learning through people to people interaction, people and tools, using information technology device as a vehicle by which concepts are presented (such as using simulations, and animations), using collaboration and rich media communication to promote interaction an engagement. The author discusses how access to technology determines generation of learners, such as the Net generation. According to the authors, many students in the K-12 and post-secondary education do not have adequate access to advanced instructional technologies or the web. Despite the engagement created by technology-enabled interactive instruction, many students, teachers, do not have the requisite experiences. The authors went further that internet resources are not yet fully integrated into the day-t0-day classroom routine. The authors cited a finding that proposed that motivation is a key factor to learning, and that engagement and learning can be achieved through competency and control, curriculum, instruction, the organization, management of the schools and the environmental conditions. Furthermore, according to the authors, the Board on Children, Youth and Families 2004 National report recommended that we can keep young people in school and making learning worthwhile by forming a good connection between learners and the context in which learning occurs. We sh
cbeard615

Early Identification of Student Performance and Effort Using an Online Homework System:... - 0 views

EDTC615 Spring2018 Research

shared by cbeard615 on 26 Mar 18 - No Cached
  • cbeard615 on 26 Mar 18
     
    (Week 8: Cathy, Sheila, Suzanne) This article is accessible through the link given above or by accessing the UMUC Library. This journal article focused on a study that looked at using an online homework system to identify struggling students early in the semester of a chemistry class. The program studied was Mastering Chemistry, a program supplied by Pearson textbook company. The article identified that students who took longer to complete the homework correlated ~65% of the time with students who did poorly in the class. By having an early detection system in place for struggling students, teachers could supply additional resources and modify instruction earlier than after the first exam. Teachers can benefit from utilizing electronic resources such as the Mastering Chemistry program mentioned in the article. One benefit is that teachers get immediate feedback on how much time students spend on homework and areas that students succeeded or struggled. According to the study, students who took longer to complete homework generally performed worse in the class. Utilizing the system to monitor student work can help teachers identify students who need intervention and topic areas that need clarification. References Perdian, D. (2013). Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study. Journal Of Science Education & Technology, 22(5), 697-701. doi:10.1007/s10956-012-9423-7
toladipo

EL Education: Policing in America: Using Powerful Topics and Tasks to Challenge, Engage... - 1 views

eleducation.org/...ge-engage-and-empower-students

EDTC615 Fall2018 Student Engagement

shared by toladipo on 17 Oct 18 - No Cached
  • toladipo on 17 Oct 18
     
    Student Engagement The video is appropriate for grade 9-12 and it covers social studies literacy. Moreover, the video provides strategies that educators can employ to challenge, engage and empower students. This is done by introducing students to topics that affect them every day. This is a good instructional tactics that can be employed by my team. During our review, we realized the important of student's engagement and team work to learning and understating the topics in the assessment data that we reviewed. Having students work in groups and on projects goes a long way to improve collaboration, team building and learning among students. In addition, students were given complex topics to explore and they were introduced to research paper. Educators can use the protocol to determine the level of engagements, design innovative curriculum and instructions, and increase students strategic reasoning skills. For instance, educator may use some assessment tool like quizlet live to build collaborative learning and engagement among students. Student can become innovative through learning from the real-world related concepts or hands-on activities. The protocol can serve as blue print in this regard.
daverogoza

Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers...: UMUC Li... - 0 views

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

EDTC615 Fall2018

shared by daverogoza on 30 Oct 18 - No Cached
  • daverogoza on 30 Oct 18
     
    (Week 7: Dave and Kristina) This journal article is accessible through the link given above by accessing the UMUC library. This journal article discusses the challenges that nearly all teachers face in classes where there they encounter students of mixed abilities. The article provides solutions such as 'provided specific activities for varying students', and notes that teachers with a 'positive attitude toward mixed abilities' correlate to more positive outcomes within their classrooms (Al-Subaiei, 2017). Teachers in our team can use this information because the problem of having students of mixed abilities is a ubiquitous one. It enlightens the reader that many teachers have not received adequate training regarding differentiation to provide effective lessons to classes that contain learners of mixed abilities. While Al-Subaiei (2017) doesn't offer solutions specific to any particular subject area, it certainly does shine a light and help teachers reflect on an issue that we all face to varying degrees. References Al-Subaiei, M. S. (2017). Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them. English Language Teaching, 10(6), 182-189. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ1143456&site=eds-live&scope=site
akhanu

What Research Tells Us About Reading, Comprehension, and Comprehension Instruction | Re... - 4 views

www.readingrockets.org/...-and-comprehension-instruction

EDTC615 Fall17 reading comprehension week8 research

shared by akhanu on 15 Mar 16 - No Cached
  • Theresa Bruns on 15 Mar 16
     
    Without comprehension, reading is a frustrating, pointless exercise in word calling. It is no exaggeration to say that how well students develop the ability to comprehend what they read has a profound effect on their entire lives.1 A major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.
  • akhanu on 06 Nov 17
     
    (Week 8: Adiatu, Julie, and Heather) This journal article was found on Diigo by Heather, and is accessible through the link given above. The article was written by the Texas Education Agency, and explored a 1970 classroom study on a reading comprehension strategy taught by teachers where students had to complete an assignment by applying a specific skill mentioned by their teacher. Assessments showed the strategy did not enable comprehension. Following the 1970 study, cognitive scientists found that comprehension is not a skill application. Rather, comprehension is about constructing meaning, which involves interaction, strategy, and adaption. The article is useful to teachers because it suggests activities that teachers can use in the classroom to improve how students construct meaning. For example, having students think aloud as they read. This journal article is useful to our group because the teachers' artifacts are based on the reading comprehension and vocabulary gaps of their students, and the authors stress that teachers should strictly monitor the oral reading skills of students that are having reading comprehension difficulties. Reference What research tells us about reading, comprehension, and comprehension instruction. (2009, January 2). Retrieved from http://www.readingrockets.org/article/what-research-tells-us-about-reading-comprehension-and-comprehension-instruction
jessicacarr65

Building Foundational and Vocabulary Knowledge in the Common Core, K- 8: Developmentall... - 1 views

files.eric.ed.gov/...EJ1069297.pdf

EDTC615 and Spring2018

shared by jessicacarr65 on 18 Oct 15 - No Cached
  • callebach on 18 Oct 15
     
    This study focuses on the stages of literacy development in Kindergarten up to 8th graders. The author states how children's minds do not learn by taking mental pictures or by memorizing but by constructing mental images over time. It also includes resources to engage students in word study at various levels.
  • jessicacarr65 on 26 Feb 18
     
    This resource explains how children from grades K-8 develop their knowledge of words/vocabulary. It explains how teachers can instruct in a way that meets each learner's needs by expanding from what they already know, adding new content, but not too much where the teacher frustrates the learner. This resource helps with my groups SMART Target Learning goals because it meets everyone's grade level (K-8), and focuses on reading skills.
froseparker

The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School - 3 views

scholarworks.wmich.edu/...viewcontent.cgi

EDTC615 fall17 research

shared by froseparker on 29 Jun 16 - No Cached
  • misacco on 29 Jun 16
     
    This article is a case study on how better teacher preparation for instruction and assessment of writing can lead to improved writing instruction.
  • froseparker on 14 Nov 17
     
    (Week 4: Frances and Claudio) This article is accessible through the link given above. This article focus on teachers ability to improve their instruction skills by eliminating their weakness to overlook students needs by pretending the problem is non existent. It focus on the inconsistencies of teachers' techniques for class deliverance and the missed learning opportunities for students. The readings present that students are not always given the opportunities to write or be assessed in the context of classroom instruction by teachers who feel uneasy on how they deliver the class subject. Other areas of the article points out that students get low exposure to variety forms of writing and become in prepared when there is a change in writing format.(Graham & Perin, 2007; Hillocks, 2008). Through the SMART goal, Group#4 can utilize some of the examples by providing opportunities to students by offering different writing assignments that are more realistic to meet writing abilities of the students. Students will be more in line with the SMART goal if they are allowed to provide the feedback to the teacher once the assignment is complete so they can see their own improvements. Also, teachers can improve in the teaching efforts and will be able to provide the appropriate assignments to those students who extra help which will move the teachers' uneasiness about their preparation to teach and assess writing at different learning levels. Read, Sylvia and Landon-Hays, Melanie M. (2013) "The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2 : Iss. 2 , Article 3. Available at: http://scholarworks.wmich.edu/wte/vol2/iss2/3
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.
Jamie Bullock

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

shared by Jamie Bullock on 20 Mar 15 - No Cached
  • Jamie Bullock on 20 Mar 15
     
    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.
tricia1022

PBS LearningMedia - 7 views

www.pbslearningmedia.org

615 Spr15 online tool PBS resources media education interactive technology activities science

shared by tricia1022 on 08 Jun 13 - No Cached
  • Dawn Rodrigues on 08 Jun 13
     
    This new PBS site includes not only lesson plans, but also different kinds of media, including the following: 1. Audio 2. Documents 3. Images 4. Interactives 5. Videos PBS has just recently opened this site, which allows educators to download video to their own computers or to play the file (full-screen if desired). Educators need to set up a free account in order to download files.
  • tricia1022 on 27 Feb 15
     
    Even if you are not a fan of PBS, the teacher resources offered by PBS are extensive and encompass most content areas. Users can search by grade, content area, and topic.
melrichardson21

Helping All Learners: Tiering | EL Education - 14 views

eleducation.org/...helping-all-learners-tiering

EDTC 615

shared by melrichardson21 on 14 Oct 17 - No Cached
  • kwashington904 on 14 Oct 17
     
    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.
  • ...4 more comments...
  • sstafford11 on 02 Mar 18
     
    My groups (Group 4, ETDC615) SMART learning goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." This EL Education video focuses on using a tiering system of differentiation to make all the content available for all students to learn. Looking at this lesson in terms of impact on learning, it has a potential to have a high impact on student learning. By differentiated the material to different tiers based on students current skills the students are more likely to be successful, because the material will be the right level of engaging/challenging for each student. This lesson method could be used for my groups SMART goal, because I could do a better job to differentiate the material to make up for the learning gaps that students that came from low level biology one have.
  • shawntelcoleman on 06 Mar 18
     
    Tiering a lesson is the act of differentiating content to create learning opportunities for all students and allow for the accessibility of content to all students. The learning goal for my group is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. Because many of my students struggle with extracting information from word problems, which in turn leads them to an incorrect solution, I believe that tiering would help students access problem-solving strategies in a way that is most helpful to them. While there is an emphasis on showing multiple strategies, it may help students to tier the content in a way that makes sense for the student. Having students circle all important numbers only helps if a student understands why those numbers are important. Tiering may be the way to help bring that understanding to them. Tiering is best evaluated using the impact on learning dimension because differentiation does have a high impact on learning. Allowing students better access to content in a way in which they understand, and puts them in control will impact their learning for years to come.
  • melrichardson21 on 02 Apr 18
     
    This is a great article for our start goal because it discusses how to help all learners and improve assessments which will help those students in need.
  • mbnorthark on 11 Oct 18
     
    This video about differentiation in teaching provides the dimension of a high impact on learning. The ideal is to provide equivalent learning activities that cater to the students' strengths but bring all of the students to the same learning objective. On one end of the spectrum is the one-size-fits-all learning activity, while on the other end is the completely individualized learning plan for each student. Catering to different students learning styles can help achieve the SMART goal of : By the end of the month, give practice tests the day before exams with at least 75% scoring at least 75%.
  • sherita104 on 15 Oct 18
     
    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
  • shelybodine on 16 Oct 18
     
    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
1 - 20 of 277 Next › Last »
Showing 20▼ items per page