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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.
rhurd1

Multimedia Motivation: Helping Kids Love to Learn - 4 views

www.edutopia.org/eager-learn

615 motivation multimedia

shared by rhurd1 on 28 Jun 15 - Cached
  • rhurd1 on 28 Jun 15
     
    Motivation is a major issue in increasing participation as related to my group's exploratory question. This article discusses how integrating technology into the classroom can help improve student motivation and participation.
  • pgarvin on 28 Jun 15
     
    I agree that this is a great article for us to use when addressing our exploratory question. Motivation is certainly a key piece with students attempting their work. I do like the concept of "Presenting to a Larger Audience" as it inspires students to compete and to do well as there more eyes on their work. Integrating multimedia into the core curriculum would be beneficial as well, though would be difficult to implement in schools that have limited technological resources.
Samantha Biskach

Moby Max: A completely integrated curriculum and teacher tools system - 0 views

www.mobymax.com

ELA mathematics tools EDTC600spring2014 software

shared by Samantha Biskach on 06 Mar 14 - No Cached
  • Samantha Biskach on 06 Mar 14
     
    As stated by the MobyMax software program, it "combines curriculum resources like placement tests, adaptive lessons, progress monitoring, IEP reporting with teacher tools, and motivational features (badges, games, and contests)." Users are able to upload student rosters for this program that accommodates grade levels k-8. Drill-and-practice lessons/assessments are Common Core State Standard aligned for both mathematics and reading content. My students and I enjoyed this software as a supplement to classroom instruction. With kid-friendly visuals and quick feedback on assessment scores, this classroom supplement will make learning more engaging.
mmclementson

Florida Center For Reading Research- Student Center Activities - 3 views

www.fcrr.org/...SCAindex.shtm

615 Spr15 activity elementary reading

shared by mmclementson on 04 Mar 15 - Cached
  • mmclementson on 04 Mar 15
     
    This website provides teachers with free printable center activities for students in grades K-5. All of the activities are well organized under different categories relating to the five core components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. All of the resources also provide teachers with detailed instructions on how to play each of the games.
kristine Gregoire-Cope

English Language Arts Standards \" Writing \" Grade 6 - 0 views

www.corestandards.org/...6

615 ELA middle school expository writing common core SPR15

shared by kristine Gregoire-Cope on 02 Mar 15 - No Cached
  • kristine Gregoire-Cope on 02 Mar 15
     
    CCSS.ELA-Literacy.W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
tricia1022

Ohio Resource Center > AdLIT > In Perspective Magazine > Content-Area Vocabulary: A Cri... - 0 views

ohiorc.org/...feature.aspx

615 Spr15 online article professional vocabulary conceptual learning

shared by tricia1022 on 27 Mar 15 - No Cached
  • We all want our students to demonstrate newly learned concepts with the words they know as they discuss, write, and visually represent specific topics.
  • In fact, teaching vocabulary in the content areas of mathematics, science, history, and English is not a separate entity from teaching the core understandings of each domain. As Vacca and Vacca (2008) have always stated, words are labels for concepts, and so teaching vocabulary is actually teaching about the ideas they represent.
  • Therefore, in regard to teaching words in any content area, we need to keep in mind that different students will have different levels of understanding about a term and will internalize new information through each successive engagement with the term.
  • ...10 more annotations...
  • Words representing concepts are not taught in a vacuum, but rather in contexts that illustrate how they are associated with other words and ideas. This feature of word knowledge is at the heart of effective content-area teaching and critical to vocabulary building.
  • These examples show how words and their meanings are intricately related to each other and how these relationships are tied to conceptual understanding. It is important then to help students understand these relationships and connections.
  • We must be very cognizant of how students might interpret a word definition that makes sense to us but may be misleading and confusing to those with less background knowledge.
  • Broadly defined learning opportunities include the incorporation of wide reading in content classes as well as word consciousness. Reading widely about a topic across a variety of texts provides students with multiple exposures to newly learned words along with opportunities for incidental word learning to occur.
  • In addition, broad learning opportunities include the development of word consciousness or awareness, where students learn habits of attending to new and interesting vocabulary that will enable them to acquire appropriate language for communicating in particular content areas (Scott, Skobel, & Wells, 2008; Stahl & Nagy, 2006).
  • by promoting an awareness and enthusiasm for learning new words.
  • The steps include preparation, explanation, application, and reinforcement (P.E.A.R.).
  • Too many targeted words can be overwhelming to students, especially those who struggle with reading.
  • student-friendly definitions
  • Such responses are more indicative of learning. Other activities for relating, connecting, clarifying, and applying word meanings are described in Instructional Strategies for Teaching Content Vocabulary, Grades 4–12 (Harmon, Wood, & Hedrick, 2006).
  • tricia1022 on 27 Mar 15
     
    This article is a resource for teaching content area vocabulary.
Jamie Bullock

Yummy Math | We provide teachers and students with mathematics relevant to our world to... - 0 views

www.yummymath.com

615 Spr15 math high school middle school elementary common core lesson plan communication

shared by Jamie Bullock on 01 Mar 15 - No Cached
  • Jamie Bullock on 01 Mar 15
     
    This is a great site for teachers that has free feature and a cheap pay feature. The free feature will still give educators access to worksheets, but with the paid for version you can edit the worksheets to fit more of your classroom style. This helps tie real world problems into the math classroom, helping with the age old question "When will I ever use this." Hopefully this connection will help students not only enjoy math but remember it more too.
sophia park

The Use of Screencasts in Mathematical and Scientific Education - 2 views

www.google.com/url

615 Spr15 journal article professional mathematics science common core all learners screencasts technology strategy

shared by sophia park on 08 Apr 15 - No Cached
  • sophia park on 08 Apr 15
     
    Week 9: This is a journal article that ties in the importance of screencasts and mathematical education. The article delves deeper into e-learning and evaluates the effectiveness of screencasts on both math and science. Screencasts can be used as instructional strategies for increasing learning beyond what an individual educator can do for any one child at a time. The key behind this strategy in its value is if it is reused enough times to impact learning. It is a resource to keep in mind when planning for reteaching or providing more exposure and support for a concept learned.
mmclementson

Vocabulary Instruction in Commonly Used Kindergarten Core Reading Curricula - 2 views

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

615 Spr15 Week 9 research elementary Kindergarten Reading Vocabulary

shared by mmclementson on 08 Apr 15 - No Cached
  • mmclementson on 08 Apr 15
     
    Week 9- By: Tanya S. Wright and Susan B. Neuman This article shows that their is a lack of vocabulary acquisition and instruction in kindergarten classrooms. The author expresses that there is a possibility that this limit can cause lasting consequences in literacy development as students get older. This article helps teachers by emphasizing the importance of incorporating explicit vocabulary instruction while teaching reading.
sophia park

Learn Zillion - Subtract 3 digit numbers - 1 views

learnzillion.com/...e-digit-numbers-by-decomposing

615 Spr15 strategy elementary common core subtraction decomposing

shared by sophia park on 04 Mar 15 - No Cached
  • sophia park on 04 Mar 15
     
    This url directs users to a video that displays a strategy using numbers/symbols as well as concrete blocks how to subtract by decomposing a ten or a hundred. This website can be used as a resource to support learners showing difficulties with performing the operation where they need to decompose across 2 place values visually.
jcaputo2

Closing the Achievement Gap Through Teacher Collaboration - 3 views

ezproxy.umuc.edu/login

EDTC615 EDTC 615 spring2018 research

shared by jcaputo2 on 28 Mar 18 - No Cached
  • jcaputo2 on 28 Mar 18
     
    (Week 7 Jason Caputo and Ericka Posey- Group 8) This article is available through the UMUC library through the permalink above. This article examines a teacher directed model for closing achievement gaps. It explains why administrator driven directives and extensive scripting of curriculum are not always successful in closing achievement gaps. It explains the "risk is that prescriptive, bureaucratic approaches will drive talented and thoughtful teachers out of specific schools or the entire profession"(Levine and Marcus, 2007) However, it also points out potential flaws in systems without some oversight of teachers. In the case study presented, teachers avoid asking tough questions about instructional challenges, methods, and expectations/standards. Despite their good intentions and implementation of some effective strategies, during their team meeting/PLC time, "requests for help occurred around specific students or parents; teachers did not use this particular forum as a site for seeking help with core instructional challenges" (Levine and Marcus, 2007). While they are able to reduce some of the achievement gap, there is significant room for growth in their professional practice. The protocols discussed in our course address this, as they provide a professional and polite way to ask challenging questions about professional practice. References Levine, T. H., & Marcus, A. S. (2007). Closing the Achievement Gap through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning. Journal Of Advanced Academics, 19(1), 116-138.
scottie_jarrett

8-pathways-strategies-foster-sociability - 2 views

The Core of Social Learning and Emotional Wellbeing Key aspects of sociability are derived from skills that help children understand and express feelings and behaviors in ways that facilitate posi...

615 spr15 sociability social learning Active Listening

started by scottie_jarrett on 23 Mar 15 no follow-up yet
shommel

LEADERSHIP AS LEARNING: Closing the achievement gap by improving instruction through co... - 1 views

http://info.k-12leadership.org/hs-fs/hub/381270/file-1416346430-pdf/documents/academic-papers/leadership_as_learning.pdf The Center for Educational Leadership (CEL) at the University of Washin...

achievement gap

started by shommel on 30 Jun 18 no follow-up yet
ashleighclarke

Strategies to Guide ELLs in Learning Math: Research Implication and Strategies - 1 views

(Week 7: Ashleigh and Jennifer) This journal article is accessible through the link provided by the UMUC Library. The article 'Strategies to Guide ELLs in Learning Math' provides suggestions on ...

EDTC615 Spring2018 Research mathematics

started by ashleighclarke on 21 Mar 18 no follow-up yet
Jamie Bullock

Education World: Connecting to Math in Real Life - 7 views

www.educationworld.com/...mathchat019.shtml

615 Spr15 all learners math common core lesson plan online tool project-based inquiry assessment connections

shared by Jamie Bullock on 04 Apr 15 - Cached
  • Jamie Bullock on 04 Apr 15
     
    Week 9: This is a great website to connect students to real life math problems. By doing math with real life problems students are problem solving like they would in a word problem, sometimes without even knowing it. This site gives sample lessons and projects to help teachers and parents connect math to the real world. Math covers so many topics that hopefully you can connect to your students that like music, design, weather and so much more.
  • michele_lott on 11 Mar 17
     
    The different resources on this site that give activities and ideas to introduce real world math situations to students gives an alternative way to teach mathematical concepts. Teaching these math concepts from multiple perspectives increases the chance of student success. By connecting math to the real world, students will become more invested in their learning.
  • jlbolger on 01 Jul 17
     
    This website provides links to many different websites that provide activities that students can participate in that will help them incorporate real world math problems. The article was sectioned off into four distinct sections including collections of real world math problems, online math activities, math collaboration, and more real world math activities. This is certainly a website that is worth saving and coming back to over a course of the year as there are many valuable resources that can be used.
jlinman7

The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 0 views

www.edutopia.org/...nt-action-5-keys-andrew-miller

EDTC615 Spring2018

shared by jlinman7 on 02 Apr 18 - No Cached
  • If we don't know where we are going, we may or may not get there.
  • 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.
  • It is important that we allow students other modes of showing what they know, and we can also use these performance assessments to assess different learning outcomes.
  • ...6 more annotations...
  • It allowed them to go deeper and express their creativity with the content.
  • 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.
  • By providing choice, more students were able to own how they showed what they knew.
  • 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.
  • The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia
    • jlinman7
      jlinman7 on 30 Oct 18
       
      (Week 7: Javon and Kim) I found this Edutopia article on Diigo. This article is about using well-developed assessments to set goals for student-learning and how it can shape instruction. The author, Andrew Miller of Edutopia, highlights Stanford Professor Linda Darling-Hammond's 5 key nuggets for a successful assessment. 1. Meaningful Unit Goals and Question Professor Darling-Hammond states the importance of beginning with the end in mind which is setting a purposeful goal at the beginning. Kim stated during our implementation meeting #2 last night that "this is very realistic when creating lessons plans as it ties in with Common Core State Standards." With the "Question" piece, Professor Darling-Hammond surfaces having a relevant "question" for the students to examine around the topic. 2. Summative Assessment Through Writing The second key the author states for a successful assessment is 'Summative Assessment Through Writing.' She stated with the written assessment, she would give the students some choice (i.e. write a letter or do an essay around the given subject), but they would still need to perform research and cite evidence. 3. Performance Assessment Through Presentation and Portfolio 'Performance Assessment Through Presentation and Portfolio' is the 3rd key of this article. Within this section, the author conveyed the importance of allowing students to show what they learned. Within this article is an 8-minute very informative video that shows students having the freedom to express their learning through presentations, projects, papers, and collaborative efforts with their peers. Kim and I both feel this is a great tip as this will show what the students learned and the areas where additional instruction time may be needed for deeper engagement. 4. Formative Assessment and Feedback Along the Way The fourth key Miller focuses on of Professor Darling-Hammond's is 'Formative Assessment and Feedback Along the Way.' Ensuring s
  • The 5 Keys to Successful Comprehensive Assessment in Action Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning. By Andrew MillerMarch 16, 2015close modal
  • melrichardson21 on 02 Apr 18
     
    This is a great read for our SMART goal. An assessment is a great way to figure out what the students know, what they want to know, and what interests them the most so we are able to improve and adjust our teaching.
  • melrichardson21 on 04 Apr 18
     
    Week 9 Melissa and Claire: This article is accessible using the link above though Diigo Well crafted formative and performance assessments which include setting meaningful goals, and giving students ownership over the process can powerfully and positively affect teaching and learning. The key to good instruction is assessments. Assessments show what students know, what they want to know, it allows us to adjust our instruction to cater to each student. There are 5 keys to an effective assessment: Meaningful unit goals and questions, summative assessment through writing, performance assessment through presentation and portfolio, formative assessment and feedback along the way, and student ownership of assessment process. These methods of assessments are to be done with the students putting a focus on the student and their learning. Resource: The 5 Keys to Successful Comprehensive Assessment in Action By: Andrew Miller
daverogoza

(PDF) Supporting common core reading literacy in the music performance classroom - 1 views

www.researchgate.net/...he_music_performance_classroom

EDTC615 Fall2018

shared by daverogoza on 09 Oct 18 - No Cached
  • daverogoza on 09 Oct 18
     
    This article addresses the deeper connections between music education and bigger literacy goals. It especially discusses applications for improving literacy outcomes in secondary education students.
Jennifer Dow

There's No Such Thing as a Reading Test - 1 views

prospect.org/...res-no-such-thing-reading-test

ELA;reading;importance of context;UMUC615;reading comprehension;improving reading

shared by Jennifer Dow on 25 Jun 15 - No Cached
  • Jennifer Dow on 25 Jun 15
     
    This article argues that we, as a society, are misguided in our approach to teaching to the test, when it comes to critical reading. The author argues that it is not simply enough to teach reading strategies to students because research has demonstrated that there is an absolute necessity to teach context and content for essential background knowledge. This seems to stand in the face of the common tagline in education that it is not What we teach, but how we teach. To tackle this issue, it is recommended that teachers take a more curriculum based approach in reading tests. That is to say, that teachers don't simply choose texts arbitrarily, but rather, in order to teach to these high-stakes tests and core standards, that teachers very mindfully construct a curriculum which builds student exposure and study of key informational texts.
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.
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