Group items tagged

This paper gives a broad overview of key historical and current theories to language development and learning. It provides a nice overview and review of various approaches and schools of thought. The author's premise is that teachers should look both collectively and uniquely at these in order to make informed instructional decisions when teaching students who are learning a second language, either English as a second language or another foreign language. While the information is not new, it is a well-presented consolidation of information that educators can use to diversify their instructional approach to promote language development in their students.

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.

This article defines several key elements of the assessment process. Use it as a quick cheat sheet.

Teaching literacy in the high school content areas. Contains research and specific ideas for reading and writing in math, science, social studies, and English. Could be useful for working with students learning to write BCRs.

This article provides a variety of ELL terminology and instructional guidance for early childhood educators who are looking to support children who are ELL's. The articles focus is on language and literacy content approaches and best practices that should be included in ELL educational practice programs. Along with instructional practices, this article offers essential materials, The Early English Language Development Standards, and developmentally appropriate academic language all in guidance for supporting early ELL's.

Remember the 65% solution? This article is from 2006, but the discussion about demonstrating student learning in the school library is still relevant. It describes a pilot program that sounds similar to Venables' data action model: "Using online tools, [librarians] continue a dialogue, exchange ideas, and provide critical support to one another as they strive to create evidence folders for their own school library media programs." Includes sample rubrics and graphs of outcomes.

This is a research from the 1970s and 1980s on the characteristics of effective elementary school teachers highlighted the importance of a strong academic focus, explicit instruction, and high levels of pupils on task. Extending this earlier research, recent large-scale studies on effective teachers of reading have highlighted the importance of motivating and balanced instruction, the teaching of strategies as well as skills, the encouragement of higher-level thinking, and the use of coaching as children are reading and writing. Common findings across recent studies on effective elementary teachers of reading are highlighted in this research paper. It suggest skills and strategies for teaching reading effectively

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.

This is a very interesting study that shows us that the way we have been taught to learn English influences the way teachers teach English. The study analyzes the stories of four English teachers. I chose this article because I believe that at times, the way we give instructions in the class is informed by the way we received past instructions or would like to receive instructions in the present.

This article offers suggested ways for educational systems to mitigate the achievement gap among minority students. Th author suggest that schools should encourage teachers to engage in instructional practices that specifically accommodate their minority students. The author offers a methodological framework for this approach called Hierarchical Linear Modeling.His study investigated the instructional practices that reduce the achievement gap among the minority population. Findings revealed that even when taking student background into account, various instructional practices can made a significant difference in closing the achievement gap.

Strategies that can be used when taking a reading test. Although the information presented is for students, they can be taught by a teacher gradual to build a tool box for students.

I found this article to be very intriguing, because although it makes the common claim that increased school attendance will result in higher GPA, it also describes how another variable, a student's distance living away from school, affects their attendance rate. According to this study, there is a statistically significant effect of the farther away one lives from school, the greater their absences will be. This is something I want to investigate further once I return to school and can see where some of my historically truant students are traveling from each day.

Week 7: This article by Valerie N. Faulkner that talks about how Common Core has changed how we teach math and would be beneficial to teachers who are trying to get used to the new Common Core curriculum and help build their implementation of language within math instruction.

Week 7: This article by Valerie N. Faulkner that talks about how Common Core has changed how we teach math and would be beneficial to teachers who are trying to get used to the new Common Core curriculum and help build their implementation of language within math instruction.

This article addresses how use of technology in schools is ineffective at raising achievement. In particular, the authors remark that student production via technology is inadequate and it's use in schools pales in comparison to how it is used outside of school

I had to download this journal article, Earl, as it makes very strong points about how the investment in technology and its payoffs in student education are often not parallel. The argument that the authors make regarding the financial input and the student output not being equivalent is important. Worthy of further investigation, I'd argue, is the benefit of so much technology in school's today and just how much the students are benefiting remarkably from its availability; whether non-technological methodologies were more efficient; and lastly, if the upkept of technological investments are actually helping the students' retention, learning, and lesson applications, overall.

This artifact is an AVID student handout that explains the Cornell Note Taking Summary Template. It describes step by step how to write a complete summary of your Cornell Notes. Being able to complete a summary will help the students reflect on the information they just acquired and make the connections necessary for understanding the material.

This artifact is an AVID student handout with Costa's 3 Levels of Thinking. It includes key words to use in your questions to help guide you to create different levels of questions ranging from basic remembering and understanding to creating and evaluating. Students will use this handout to develop the questions they create for their class Cornell Notes, Essential Questions and Cornell Notes they write for their homework reading assignments.

This artifact is an AVID student handout that describes the Cornell Note Taking process. The Handout is set up in the template you will use for the note taking process.