Group items tagged

Chapter 6 of this book by Pérsida Himmele and William Himmele focuses on Total Participation Techniques that move. Of particular interest to my data team is the section of this chapter on Bounce Cards. This strategy can help all students feel confident and comfortable participating in a group discussion. I think it can be especially helpful to world language teachers looking to encourage students to discuss academic topics in the target language. (Week 9)

"a Chalk Talk protocol allows students to have non-verbal "discussion.""

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.

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

Site that has great speakers on innovation and education. This week's video, "Do Schools Kill Creativity" came from TED frequent participant, Sir Ken Robinson. Take a look at the site specifically for education.

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.

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.

Week 8: Group 2- James Sweigert, Sabrina Carey, Jennifer Freburger

This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the mid-west. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and report cards grades. This target group was compared to schools without the intervention plan. In the 12 target schools, the selected students participated in intervention lessons through the program "Second Step-Student Success Through Prevention". Our group, Group Two felt strongly connected to this article as two of us teach students with disabilities while all three of us are employed in the public school system where character traits such as empathy, caring, and a willingness to intervene to help a victim of bullying are taught through advisory lessons to ALL students. However, within our schools and counties there are no programs tracking data on the effectiveness of such lessons. This article is highly useful to our team because our Smart Target Goals all relate to increasing specific scores or improving behavior types. We will be using information discussed in this article within our current implementation period. For example, by applying an emphasis on This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the midwest. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and re

This protocol helps students share their opinions by asking them to line up along a continuum based on their position on an issue.

Ericka Posey's Smart Target Learning Goal: By the end of April, 80% of the 10th grade LSN Government students will be able to analyze political cartoons and write accurate BCRs with 75% accuracy for historical content and meaning. This activity will assist my students achieve the goal as it gives students a verbal prompt, gives them a chance to analyze that prompt, take a stand and defend that stance with strong examples. The same skills used in the Take a Stand will assist my students in analyzing a political cartoon, take a stand on the written prompt and defend that prompt with evidence from the political cartoon. The only difference is in the Take A Stand everything is done verbally and in the analysis of the political cartoon and BCR is a written assignment.

My chosen dimension is student engagement, I would consider this activity to be highly engaged with a rating of 4 because of its participation requirement and discussion method among all students. The discussion tactic in this video forces students to share their various perspectives in an open environment. Also, the students can easily see each other's choice before going into detail about why they made that choice. The students learn to value different perspectives and methods from their peers. This tactic works with our SMART goal because it emphasizes critical thinking proof to resolve a real problem. This tactic allows students to know that it is not about having one right answer to the problem, but discovering many strategies and reasons to solve the problem. Also I like that students must use retained information to evaluate their decision and the decision of their peers.

This resources provides teachers with strategies to support English Language Learners with participating in meaningful math discussions. This supports my SMART goal to help students explain how to solve for the unknown in an equation. This resources is really great because it gives the teacher tips on how to facilitate discussion and a breakdown of roles for teachers and students.

Compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. This article offers several helpful strategies for asking questions, responding to questions, and even provides a list of sample questions a teacher can ask to help students meet specific learning goals.

Short article with different motivation techniques for students who don't seem to care about completing work. Includes 5 techniques, such as create challenges that students can master, that are easy to implement.

This article is perfect for our group! We have identified that student participation has had a major impact on student reading, writing, and test scores and that motivation is one of the key elements that needs to be addressed. The first two techniques are of particular interest to me. Students certainly would benefit from knowing the long term benefits of their work. I think just a simple, "what do you want to do for a living once you are out of school?" can go a long way. If a student knows that he/she needs to pass the English PARCC in order to graduate and enter the field of their choice, they are more likely to take it seriously. The idea of creating "challenges that students can master" is a good one as well. I've noticed with my students that they are less likely to attempt work if they believe that they do not have the ability to do it. Introducing the material incrementally can build up their confidence and lead to future success.

This is a great website which includes several resources for students and teachers for literature circles. This website has information for teachers to explain how to set up literature circles in your classroom depending on your grade level. The website also gives guidelines for students to participate in literature circles. Literature Circles. (2010). Retrieved October 16, 2015, from http://www.busyteacherscafe.com/literacy/literature_circles.htm

Google drive is a great online collaboration resource. I recently had the opportunity to participate in a training called "iPad pair share." At the training we collaborated with about 40 other educators through Google drive. Throughout the training we were able to write down our thoughts or questions on different online/iPad tools. This would be great tool for students to collaborate on class projects or assignments. The only problem with this is that you have to have an account, which requires all the students to have an account to use this.

Rich, We have started using Google Drive in our school and it has also been embraced countywide. It has really helped our teachers streamline forms and spreadsheets. It has also served as a great host for housing static information like our handbook and policies. Finally, the calendar option has made it a one stop shop for information. I am a fan of Google Drive, but like you said you need to have an account to use it.

Hear Gay Su Pinnell detail strategies for Phonics Mini Lessons, which are designed to support effective and efficient delivery of phonics instruction to young learners. Fountas and Pinnell are renown in the field of literacy instruction. This tutorial is a valuable mini lesson for educators who are not fortunate enough to have participated in their workshops.

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.

This article discusses the need to create a physical education program that is student-centered as well as standards based. The authors briefly discuss the Integrative Model for Learning and Motivation. This model focuses on three psychological that need to be present in the learning environment for students to achieve: autonomy; competence; relatedness. The thoughts expressed in this brief discussion can be used in all classes to help create an optimal learning environment that motivates students to learn.

Intrinsic motivation is clearly an issue with students in our data. The data shows that they often choose not to participate in assessments, which clearly demonstrates that there is no motivation from within to receive good grades. The models discussed in the article can be used in all classrooms, not just P.E.

As a goal for the next school year, I have decided to include a blog that would accompany my teaching and assignments my students would complete throughout the year. Through my searching, I discovered Kidblog. According to the site, "Kidblog is designed for K-12 teachers who want to provide each student with an individual blog. Students publish posts and participate in academic discussions within a secure classroom blogging community." For my language arts students, they would use this tool by completing and discussing discussion questions relating to a novel study (we complete at least 4 throughout the year). In regards to writing, their personal blog would be a great place to stay organized with their process of writing. I also like how this platform allows students to start an e-portfolio, especially for their writing and composition samples.

This is an amazing classroom management system to promote positive behavior. Each student in the class is given an avatar. Simply click on the student's name and give/take dojo points for the behaviors you've programmed in. All of the data is logged into the site and saved for the duration of the year. Use the class feature daily or weekly to identify classroom strengths and areas for improvement. Individual student reports are also available and serve as a powerful tool for parent conferences and grade level meetings. Teachers can choose to reward students based on their positive behaviors by points or percentage. I have used the site extensively in my classroom (5th grade) and have found it to be the most effective positive behavior strategy I've ever tried.

A great free online tool for tracking student behavior. This site allows teachers to instantly record student behavior and participation in class. It also graphs students weekly behaviors and allows students to set goals. Teachers can link class dojo up to parents' email and cell phones so parents can recieve daily updates on their childs behaviors and choices in school.

I have a few teachers who have used this tool in their own classrooms and absolutely love this technology. In order to stay organized, Class Dojo allows teachers to keep track of students behavior. Then, teachers could have a simple way of tracking data in order to allow for positive incentives. Displaying data for the class shows how behavior is effecting classroom lessons and keeps students accountable for their actions. Behavior reports are also good printouts to bring to parent-teacher conferences.

This article provides a participatory action research led by students to improve their literacy skills. This approach focuses on adults serving as facilitators, not leaders. Forming a caring and welcoming environment is also a key part in motivating the students to learn and participate.

(Week 8: Mary, Jessica, and Sarah) This journal article is accessible through the link given above by accessing the UMUC library. This journal article explains the willingness of teachers to differentiate assignments for their mixed-ability students. To show teacher's efficacy to differentiate assignments, a study is conducted between two school districts. The first school district is located in an urban area containing 4,000 students. The second school district is located in a suburban area with many students receiving free and reduced lunches. A Teacher Self-Efficacy Scale is used with the participants to see how often accommodations are made for students. This is a great journal article for all teachers to read! It is important to differentiate assignments for all students. A differentiated classroom is a place where children have resources to learn new information in different ways. As it is stated in the text, "Teachers who differentiate their instruction respond to learner needs in the way content is presented (the content dimension of differentiation), the way content is learned (the process dimension), and the ways students respond to the content (the product dimension). All these adaptations are designed to meet the individual characteristics of learners and to maximize their time in school" (Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T., 2014). Through the study conducted in the article, teachers are able to see how important it is to attend professional developments to learn more about differentiation. References Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal For The Education Of The Gifted, 37(2), 111-127.

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