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Barbara Lindsey

Why and how to use Outliner - 0 views

www.diigo.com/...Why-and-how-to-use-Outliner

outliner how to guide note taking 615 Spr15 online tool all learners

shared by Barbara Lindsey on 10 Mar 15 - No Cached
  • Barbara Lindsey on 10 Mar 15
     
    This describes a new feature of Diigo which allows you to create outlines of information, including notes, links, images, videos, etc. This could be a great way to help students think about the information they are collecting and to analyze and synthesize the information they are collecting and learning about.
celestel

What to Consider When Writing a Lesson Plan - 0 views

www.teach-nology.com/...lesson_plan

lesson plan student needs data

shared by celestel on 19 Oct 15 - No Cached
  • celestel on 19 Oct 15
     
    This article outlines the steps of a lesson plan. This may seem elementary, however the lesson plan forms the blueprint for student learning. With this outline, you can track where students may have gotten lost in the lesson and you can use that data to adjust instructional needs. Using this lesson plan format allows a teacher to be well-informed about the content and student outcomes expected.
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.
Jim Sweigert

Reading Comprehension Strategies for English Language Learners | LD Topics | LD OnLine - 6 views

www.ldonline.org/14342

EDTC615 Fall2018

shared by Jim Sweigert on 03 Jul 17 - No Cached
  • mcopelin on 03 Jul 17
     
    This article gives proactive teaching strategies to use for all ELL learners regardless of their proficiency level. It even provides a checklist that ELL students can use independently.
  • ...1 more comment...
  • cassing1 on 31 Mar 18
     
    Reading Comprehension Strategies for English Language Learners Available Online: http://www.ldonline.org/article/14342 In this article which discusses English Language Learners (ELL), Colorin Colorado discusses strategies that can be used to assist ELL students in acquiring competencies taught in a language that is secondary for students. Colorado asserts that reading comprehension skills are necessary for ELL students to access content knowledge inclusive of science, math, and social studies.Colorado further claims that once certain reading comprehension skills are taught, students can use the skills in any language. Our group found that these strategies are important for teachers of any subject or discipline. Our practicing teachers all want to adopt the ELL strategies in this article for various reasons including helping lower performing students in math, advanced placement social studies students, and primary-grade students as they are learning to read and decode information. Colorado, C. Reading Comprehension Strategies for English ... - LD OnLine. Retrieved March 31, 2018, from http://www.ldonline.org/article/14342/
  • Jim Sweigert on 11 Oct 18
     
    "Reading Comprehension Strategies for English Language Learners," by Colorin Colorado. Type of post: Strategies (in a sort of blog)…. This is a very good read for ESOL/ELL instructors. For one thing, it discusses some of the reading comprehension skills that can be taught and applied on a daily basis. Among them: * Summarizing * Sequencing * Inferencing * Comparing and contrasting * Drawing conclusions * Self-questioning * Problem-solving * Relating background knowledge * Distinguishing between fact and opinion * Finding the main idea, important facts, and supporting details Further, the article talks about why reading comprehension skills are particularly important for ELLs: "English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the (language in) textbooks for these subjects. ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension skills along with other skills." As an ESOL teacher (and support co-teacher), I can definitely relate to this notion. The article also discusses "Classroom strategies: Steps for explicitly teaching comprehension skills." Most ESOL teachers know that a lot of work on comprehension strategies; identifying important vocabulary; effective "partnering"; and other crucial steps mean the difference between having their ESOL students comprehend an important or main idea, versus having them suffer through difficult texts. (Even many so-called "native speakers" are often not good readers, and stand to gain a lot from instructional strategies outlined in this article. [If you took so-called "reading/literacy courses" to receive your teaching certification in any particular state, this will be clear to you.])
  • Jim Sweigert on 11 Oct 18
     
    "Reading Comprehension Strategies for English Language Learners," by Colorin Colorado. Type of post: Strategies (in a sort of blog)…. This is a very good read for ESOL/ELL instructors. For one thing, it discusses some of the reading comprehension skills that can be taught and applied on a daily basis. Among them: * Summarizing * Sequencing * Inferencing * Comparing and contrasting * Drawing conclusions * Self-questioning * Problem-solving * Relating background knowledge * Distinguishing between fact and opinion * Finding the main idea, important facts, and supporting details Further, the article talks about why reading comprehension skills are particularly important for ELLs: "English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the (language in) textbooks for these subjects. ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension skills along with other skills." As an ESOL teacher (and support co-teacher), I can definitely relate to this notion. The article also discusses "Classroom strategies: Steps for explicitly teaching comprehension skills." Most ESOL teachers know that a lot of work on comprehension strategies; identifying important vocabulary; effective "partnering"; and other crucial steps mean the difference between having their ESOL students comprehend an important or main idea, versus having them suffer through difficult texts. (Even many so-called "native speakers" are often not good readers, and stand to gain a lot from instructional strategies outlined in this article. [If you took so-called "reading/literacy courses" to receive your teaching certification in any particular state, this will be clear to you.]) Colorado, C. Reading Comprehension Strategies for English ... - LD OnLine. Retrieved March 31, 2018, from http://www.ldonline.org/article/14342/ L
cficking

Waiting Until Pre-K Is Too Little, Too Late - Education Week - 2 views

www.edweek.org/...36schippers.h33.html

family involvement early literacy

shared by cficking on 27 Jun 15 - No Cached
  • cficking on 27 Jun 15
     
    This article outlines many of the beliefs we discussed in our data meeting #2. Mostly the fact that children coming from low-income background often come to Kindergarten less prepared than their middle-class peers. For our exploratory question, we want to focus are research on early literacy and the impact of family involvement. This article will be a good resource as we build an argument of the importance of these factors in order to sway parents to do more with their children at home to foster literacy.
semassie0

Developing Math Games Based on Children's Literature - 0 views

www.naeyc.org/...MathGames.pdf

math early childhood developmentally appropriate practice

shared by semassie0 on 03 Jul 16 - No Cached
  • semassie0 on 03 Jul 16
     
    This is an excellent guide for early childhood teachers on one strategy to differentiate math instruction. This article outlines how to develop high quality math games related to children's literature, as well as, examples of activities that relate to specific books. I found this particularly helpful in developing math engaging math activities for my students.
Leigh Barnes

Using Student Achievement Data to Support Instructional Decision Making - 0 views

www.naesp.org/...Student%20Achievement_blue.pdf

administration data leadership K-12 EDTC615

shared by Leigh Barnes on 20 Oct 15 - No Cached
  • Leigh Barnes on 20 Oct 15
     
    From a series of publications by the National Association of Elementary School Principals: "This white paper outlines five recommendations to help principals put student achievement data to the best possible use: 1) Make data part of the ongoing cycle of instructional improvement; 2) Teach students to examine their own data and set learning goals; 3) Establish a clear vision for school-wide data use; 4) Provide supports that foster a data-driven culture within the school; and 5) Develop and maintain a district-wide data system." Suggestions for how to implement these recommendations, along with links to video interviews and supporting documents, are given.
trplm06

A Focus on Attendance Is Key to Success - 6 views

www.nassp.org/...default.aspx

edtc615 attendance success drop out

shared by trplm06 on 25 Jun 15 - No Cached
  • trplm06 on 25 Jun 15
     
    This article describes how attendance effects students, their grades, and schools. Students who miss 10% of classes throughout the school year are considered chronically absent. The article looks at reasons why students do not attend school and offers suggestions on how to address that problem. It also outlines how a middle school cut its absenteeism in half in a short period of time.
  • Kristy Vanguilder on 27 Jun 15
     
    One of the most interesting aspects of this article is that attendance issues faced by elementary schools directly correlate with reading levels and the subsequent chronic absenteeism in secondary schools. Three categoriesare identified to describe absences -barriers, discretion and aversion- or rather lack of access to public supports, parents and students do not understand importance of attendance, and a child struggling with academics, anxiety or bullying. Principals are utilizing attendance data to identify chronic absentee students and subsequently implementing strategies in their schools to incorporate interventions that will break down the barriers affecting school attendance rates. The article further discusses the positive effects that principals can have by reaching out to the community as well as the elementary feeder schools to collaboratively effect change that will increase attendance.
earljones_jr

Dyslexia and Reading Instruction - 1 views

www.sess.ie/...slexia-and-reading-instruction

EDTC615 dyslexia reading

shared by earljones_jr on 29 Jun 15 - No Cached
  • earljones_jr on 29 Jun 15
     
    This website outlines dyslexia, how those with dyslexia read differently than what is typical, and how to provide targeted instruction when teaching reading to those with dyslexia.
cficking

Home-School Literacy Bags for Twenty-First Century Preschoolers: EBSCOhost - 2 views

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

early literacy family involvement

shared by cficking on 27 Jun 15 - No Cached
  • cficking on 27 Jun 15
     
    Early literacy skills begin developing at a young age, even before kids get to Kindergarten. Therefore it is vital that families consistently read with their children and expose them to text in the home. This article explains the benefits of early literacy in the home and outlines a plan for gaining more parent involvement by creating literacy bags for families to take home and use with their children. The research provided will not only help us to find answers to our exploratory question, but will also give us ideas for action plans that we can put into place in our own schools.
mattyerger

Response to Intervention in Reading for English Language Learners - 1 views

www.rtinetwork.org/...englishlanguagelearners

615 ELL RTI differentation ESOL literacy development all subjects

shared by mattyerger on 29 Jun 15 - No Cached
  • mattyerger on 29 Jun 15
     
    The article from Response To Intervention (RTI) focuses on ELLs and how we can support them with learning a new language. Some key points highlighted in the article that align to our teams EQ and would support ELL learners include: monitoring student progress 3 or more times a year, review a 3 tier system RTI outlines, and encourage general educators to participate in ESL/ESOL professional developments focused on meeting the needs of the ELLs in their classroom.
mr_oneil5

Caught in the Middle: Arizona's English Language Learners and the High School Exit Exam - 2 views

files.eric.ed.gov/...ED503713.pdf

shared by mr_oneil5 on 27 Jun 15 - No Cached
  • mr_oneil5 on 27 Jun 15
     
    Our group's EQ relates to how ESOL and Special Education students perform on state tests in English. The article here is from Arizona and is a study in how well English Language Learners performed on their state mandated tests. The document outlines the issues that English learners have in their school along with teacher and district recommendations on how to help improve student scores.
jcaputo2

Interpersonal communication activities for foreign/world language classrooms - 2 views

This is a Google slides and drive folder outlining techniques to promote spontaneous conversation in the target language and to scaffold students toward mastery of interpersonal speaking skill targ...

EDTC615 Spring2018

started by jcaputo2 on 25 Feb 18 1 follow-up, last by jcaputo2 on 27 Feb 18
jcaputo2

Writer's Workshop for the world language classroom - 3 views

This is a Google slides and drive folder outlining techniques to guide students in the writing process from start to finish to promote strong self-editing skills and build proficiency in meaningful...

EDTC615 Spring2018

started by jcaputo2 on 25 Feb 18 1 follow-up, last by jcaputo2 on 27 Feb 18
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
donero37

Closing the Achievement Gap - Educational Leadership - 38 views

www.ascd.org/...osing-the-Achievement-Gap.aspx

shared by donero37 on 25 Jun 15 - No Cached
  • caryngallagher on 25 Jun 15
     
    In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators.
  • ...14 more comments...
  • vscheffer on 26 Jun 15
     
    Caryn, I like that this article not only realistically talks about the historic and growing achievement gap, but that it also provides potential solutions. Not surprisingly, most of the solutions whether they be standards, curriculum, or teacher-based are all easily manageable. The only trick is to actually get some forward momentum on this decade's old issue. Victoria
  • mr_oneil5 on 26 Jun 15
     
    Caryn, I'm reminded of the old educational psychology experiment where teachers were given false information about student abilities. Teachers who were told that a class was full of 'high performing' pupils ended up doing more high end assignments and pushing the students to do better while teachers were told their pupils were 'low achieving' did remedial assignments and barely pushed them to improve. I teach in a very diverse and low SES school, but I always do my best to assume that all of my students are able to do the high level work I assign in Physics. I also agree whole heartedly when then article claimed that teachers have to give extra help to students who are already at a disadvantage. My students do quite well when they apply themselves, but often that means they have to see me during lunch, after school, or even on Saturdays (when I work at a Saturday school program). Many students have jobs to help out their families or need to be home right after school to babysit siblings or to cook supper, etc. I find that the more time I can devote to being available to students, the better my classes perform. I must say however I would like to see an update to this. When it was talking about the lack of progress of students in the 1990s and then discussed 'data in the last 5 years..' I had to scroll up to the date of the article. Being that it is almost 15 years old, I was sad to see how many of the gaps still exist in our schools...
  • kvalencia1 on 15 Oct 15
     
    Combining standards, high standards for all learners and highly qualified teachers helps to close the learning gap.
  • voorheel on 16 Oct 15
     
    I was very interested in this article because I teach at a title 1 school in MCPS. Majority of my students are minorities or low income students. Our FARMS percentage is extremely high. I do not mean to repeat what Caryn had posted earlier but I mean to piggyback on her comment "To increase the achievement levels of minority and low-income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers." I know this to be true in my classroom. For my students I have to high expectations and structure. I have to present them with a challenging curriculum. I need to devote myself and give them all I can. But, progress has come to a halt, which happened around 1988, and since that time, the gaps have widened. To me that is frightening and it makes me want to act immediately. "Because if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." People need to not be afraid of talking about the data, addressing the data, conquering the data. But in order for none to take offense everyone needs to know the correct data. Before speaking, people need to be educated. There simply cannot be "downright wrong-notions about the whys beneath the achievement gap." This article is great and goes on to give us proper data. It informs us of what needs to happen in order to close the gap: standards are key, all students must have challenging curriculum, students need extra help, and teachers MATTER A LOT.
  • oknapp75 on 14 Mar 16
     
    Looks into why the instructional gap has widened after 1988 after having been narrowed the previous 18 years.  Offers patterns and key concepts to look at when trying to understand how to close these gaps.
  • saxman_51 on 16 Mar 16
     
    I thoroughly enjoyed reading this article as it relates to the student achievement gap. I currently teach at a Title 1 school in Prince George's County where majority of my students are working at a level below their perspective grade. This article does a great job breaking down the statistics and providing steps to move forward in solving this major issue. Lesson 1 spoke to me directly because the teaching and comprehension of standards are the building blocks of students growth. I reinforce the focus standard(s) of the week by way of intervention, homework, informal, and formal assessment. This article is very VALUABLE!!!
  • lisaannfox on 27 Mar 16
     
    I love the lessons outlined in this resource. I especially like how Lesson 4 places a focus on the teachers and how they matter. In impoverished schools, many times the most qualified and effective teachers do not want to be there, therefore limiting the quality of teachers present. It is unfortunate that this happens but it is very common.
  • bonnieconyers on 29 Jun 16
     
    Helpful article on closing the gap with low income and minority students.
  • pgbelliveau on 03 Jul 17
     
    While this article came out too long ago to have up to date technological solutions, it still offers a brief, helpful framework for looking to improve classroom outcomes.
  • rrickford on 28 Jun 18
     
    Excellent resource laying out the achievement gap problem (with data) and valuable solutions to close the gap.
  • rcourtot1015 on 30 Jun 18
     
    This resource does an excellent job of breaking down and making sense of the achievement gap. When the numbers are presented in this way, it makes it clear just how wide that gap is and how worrying it is that the gap is once again increasing. The most interesting piece of the article was the stark contrast in the reasons for the gap between adult stakeholders and student stakeholders. The adults appear to place blame on factors beyond the classroom that are difficult to control, while the students highlight the growing concerns within the walls of the schools that are much more actionable.
  • rnwaddy on 30 Jun 18
     
    The points in this article are personal to me as I teach adults at a Community College. In every cohort that I have 50% of my students have difficulty writing a cogent paragraph and 90% of them have never heard of an academic journal. While this is not part of my curriculum, I also teach these things. My students need to be sent into the workforce being able to participate in conversations in the workplace.
  • renaosmall on 02 Jul 18
     
    The article really breaks down what happens to students during high school where they fall behind to move forward in attending college. One thing they mention is test scores. To attend college students have to take and pass a standardized test that determines of they will get into college and what college they can get into. I believe community college is a great way to bridge the gap between high school and a university. There they can determine a major and may attend school part time while still working. This gives them the time to determine what they want to do in life while still being able to survive.
  • cynthia1985 on 03 Jul 18
     
    We should understand how race, poverty and the environment influences a child's potential in education before they even start Kindergarten. But like a disabilites or inequities there is diversity in the factors that cause these disparities and our solutions to remedies these gaps must offer a multifaceted approach. An approach that offers rigors instruction in the classrooms, access and guidance for continued learning at home and within our communities.
  • dcook27 on 03 Jul 18
     
    This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met.
  • donero37 on 06 Jul 18
     
    This a great resource for every teacher.
semassie0

Early Childhood Mathematics: Promote Good Beginnings [National Association for the Educ... - 1 views

www.naeyc.org/...psmath.pdf

early childhood education math intervention developmentally appropriate practice

shared by semassie0 on 03 Jul 16 - No Cached
  • semassie0 on 03 Jul 16
     
    This is the position statement developed by the National Association for the Education of Young Children related to mathematics in early childhood education. This document outlines 10 strategies for high quality math instruction in the early childhood classroom, as well as, 4 strategies for educational institutions, program developers and policy makers. I found the 10 strategies for teachers to be particularly beneficial in my own reflective practice.
mnewcomer1

Learning Targets: A Theory of Action - 0 views

www.ascd.org/...rgets@-A-Theory-of-Action.aspx

EDTC 615 innovative teaching learning targets achievement gap

shared by mnewcomer1 on 08 Mar 17 - No Cached
  • mnewcomer1 on 08 Mar 17
     
    This article discusses the effects of learning targets on all people in the school - students, teachers, principals and central-office administrators. It goes on to describe ways to create an effective learning target and the actions necessary order to do so. Furthermore, it outlines the process of learning targets. Effective learning targets are able to help close the achievement gap!
aruffin-justis

Misunderstood Minds . Basics of Math | PBS - 1 views

www.pbs.org/...mathbasics.html

EDTC 615 mathematics

shared by aruffin-justis on 10 Mar 17 - Cached
  • aruffin-justis on 10 Mar 17
     
    Additional information about milestones and K-12 math curriculum is available on The National Council of Teachers of Mathematics Web site. NCTM's Principles and Standards for School Mathematics outlines grade-by-grade recommendations for classroom mathematics instruction for both content matter and process.
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