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Praise, Question, Suggestion | EL Education - 11 views

eleducation.org/...praise-question-suggestion EDTC615 strategies fall17 protocols video week5
shared by Barbara Lindsey on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "Eighth-grade students in Rich Richardson's class at the Expeditionary Learning Middle School in Syracuse, NY, offer feedback to their peers in preparation for revising their writing. The praise, question, suggestion protocol helps students see the strengths of their work and consider questions and suggestions that will lead to revision and improvement."
  • jthurston on 17 Oct 17
     
    My Smart goal is 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December. Even though this strategy was used in writing, I believe it could be used for reading as well. The students in my class have reading partners they work with very closely. They could read and show how they are using comprehension strategies and their partner could use the protocol praise, question, and suggestion. Using the planning protocol rubric, it is clear this strategy would be highly effective in the classroom and could be aligned to the content standards. There isn't a high technology element, but it could be adjusted to include a technology portion.
  • evposey on 07 Mar 18
     
    Ericka Posey smart 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grade LSN Government students will be able to analyze political cartoons and write accurate BCRs with 75% accuracy for historical content and meaning. The planning protocol rubric has 7 dimensions if I had to devise which of these dimensions it would be rigor or relevance or student engagement both with a level of 3. I believe that if students peer read each other's written papers they can gain insight on what is incorrect with their peers papers and how they can improve their own writing. Student can find two point to praise on their partner's paper, two question to bring forth inquiry and analysis, 2 suggestions for their partners written works in which the students are building critical thinking and analysis skills to help them analyze political cartoons and writing BCRs.
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Schoolwide Structures for Checking for Understanding | EL Education - 1 views

eleducation.org/...for-checking-for-understanding EDTC615 Fall 2018
shared by mbnorthark on 11 Oct 18 - No Cached
  • mbnorthark on 11 Oct 18
     
    The 5 check for understanding strategies in this video really support our goal of : By the end of the month, give practice tests the day before exams with at least 75% scoring at least 75%.Checking for understanding is an important step in the teaching and learning process. The background knowledge that students bring into the classroom influences how they understand the material you share and the lessons or learning opportunities you provide. Unless you check for understanding, it is difficult to know exactly what students are getting out of the lesson. In the Planning protocol rubric, student engagement is high for most students. This goes far beyond just asking your students "do you get it?" and I really like the ones that involve movement! Being crammed in a desk all day is no fun at all.
  • daverogoza on 17 Oct 18
     
    My SMART goal is to achieve a 100% passing rate amount my target group of students for all county and state standardized English Language exams. This video does have techniques I can use to achieve this goal. I think the focus and techniques using for 'checking of understanding' can help achieve the protocols of 'rigor and relevance' as well as 'depth of knowledge.' I love the idea of debriefs, and 'catch-and-release' at the end of classes and would like to keep myself more honest at doing this, and tightening up my lessons to allow time at the end of my classes for debriefing and to avoid running lessons right up into the bell.
  • scarey11 on 17 Oct 18
     
    From the planning protocol rubric the other area I would relate this style of teaching to besides the ones listed above would be "impact on learning"- In which there would be a very high impact on learning. The strategies used in this video focus on student rigor. The principle breaks their instructional tactics into 5 different areas. The SMART target learning goal that these strategies could be used for would be one of my group 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" Looking at this learning goal you can see where the following strategies would be very helpful. As well as how we can use them to address the above SMART learning goal in our group. 1. Constantly checking the learning target. (are the students constantly working toward building their skills using PARCC like questions). 2. Guided practice ( The teacher will help lead students in instruction that will help mimic items that might be seen on the PARCC test. 3. Catch and release (The teacher will frequently bring everyone back to a large group to discuss trends or similarities he or she is seeing as students work independently) 4. Cold Calling ( making sure that each student is contributing and assessing that each student understands what is being taught) 5. Derbies ( doing things like exit tickets in the form of a PARCC question as the students leave as well as discussions to see where students are at.) All of these steps could be used for as an instructional tactic for the SMART learning goal in our group as mentioned in examples in the parentheses above. Great video and clearly a very high impact on student learning.
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Best Practice Strategies for Effective Use of Questions as a Teaching Tool - 0 views

www.ncbi.nlm.nih.gov/...PMC3776909 #EDTC615 #FALL2018 all subjects teaching tool effect questioning strategies
shared by evposey on 10 Oct 18 - No Cached
  • evposey on 10 Oct 18
     
    EDTC615 Fall2018 Group1 This is my smart goal: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons with 75% accuracy for historical content and meaning for the LSN FAST 2 test. My students will not be able to perform well if I can not use effective questioning skills in order to assist them in inquiry-based learning to "seek" the answers they must know in Historical context. The article uncovers the use of questioning, the types of questions asked, and how to effective use questioning to assist in the learning process. Questions are asked in the classroom environment on a daily basis but often times not effectively or correctly. Most times questions are asked in such a random manner that often times leave the student in a state of confusion. Teachers can use this article to assist in their instructional practices by learning how to effectively ask questions with the use of Bloom's taxonomy of learning, the types of nonhierarchical questions as teaching tools (convergent or divergent questions), classification of questions based on knowledge dimensions, and several other different methods/components that used together effectively will produce relevant and effective questioning techniques for teachers and students
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Scaffolding English Language Learners and Struggling Readers in a Universal Literacy En... - 8 views

www.udlcenter.org/...gEnglishLanguageLearners_0.pdf 615 Spr15 ELL Learning gaps
shared by smartinez65 on 26 Jun 15 - No Cached
  • smartinez65 on 26 Jun 15
     
    This article describes the report of a 4 week study of the English reading comprehension of struggling readers. The research used technology to decrease achievement gaps in reading. Thirty 4th-grade students read narrative and informational hypertexts that contained vocabulary, comprehension strategy supports, and text to speech read aloud features. In the process, vocabulary and comprehension achievement was observed in the students. The results in this article suggest that struggling readers and Spanish-speaking ELLs used technology and beneficiated by learning vocabulary and effectively applying reading comprehension strategies.
  • Kristy Vanguilder on 27 Jun 15
     
    In reading this article it was quite interesting to me the successes that occurred when the school incorporated the use of a technology based universal digital literacy (UDL) tool. The digital text coupled with vocabulary support was instrumental in the success of these students. It is also important to note that the stories given to the students to study were a blend of folktales that represented many different cultures rather than strictly from the US. It is important to note that when ELL students and struggling readers are given text or material that is relevant to their own culture they are able to access prior knowledge to make connections to the new material. The supports utilized in the study were the initial discussion of "power words" that are prominent in the text. The mid reading strategy is a support to develop comprehension by prompting students at the end of each page to stop, reflect and summarize/predict then being prompted to give a written or recorded response. These activities are able to be tracked using the technology thus furthering a teachers ability to interpret student needs and supplement with various strategies in the classroom. An important element to this programs success was the training of the teachers on the UDL technology.
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How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Readi... - 0 views

www.aft.org/...CogSci.pdf EDTC615 Spring2018
shared by jlinman7 on 12 Nov 18 - No Cached
  • jlinman7 on 12 Nov 18
     
    This article, How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Reading Comprehension Strategies, was found in Diigo. Written by cognitive psychology professor Daniel T. Willingham, he surfaces the importance of teaching reading comprehension strategies that students may benefit and receive all they're supposed to out of their reading.
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6 Things Any Teacher Can Do to Help Close the Achievement Gap - 0 views

blog.thinkcerca.com/an-do-to-close-achievement-gap instructional EDTC615 achievement gap learning strategies
shared by rcourtot1015 on 30 Jun 18 - No Cached
  • rcourtot1015 on 30 Jun 18
     
    This article focuses on simple things that teachers should keep in mind when trying to close the achievement gap. It reminds teachers that they don't need to make grand, sweeping changes; just doing some small things can have a major impact in terms of both the instructional and achievement gaps. The steps include using data more effectively, reflecting on your own choices in the classroom with a purpose, staying open-minded and avoiding assumptions, ensuring that the class is academically and culturally relevant, and developing positive relationships with parents. These are not necessarily ground-breaking ideas, but they are small enough that they can be effectively implemented relatively quickly and then fostered more to help close those gaps for students.
  • dcook27 on 03 Jul 18
     
    I enjoyed this article as it gives very simple ways that teachers can do a better job. It also confirms what I've known to help by making more culturally friendly lessons that students are more accustomed to as we try to scaffold concepts that are foreign.
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Raz-Kids - 0 views

www.raz-kids.com EDTC615 Fall17 reading
shared by jthurston on 06 Oct 17 - No Cached
  • jthurston on 06 Oct 17
     
    I provided a description, but it is not showing in here. It said: This website is a resource for finding fiction and nonfiction books. It requires a paid subscription, but is not too expensive and can make your classroom library ten times as big. This would directly impact my smart learning goal: 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December. These books use the same level system and the teacher can assign specific texts for students to read to aid in the fluency and comprehension skills.
  • cillanes1 on 23 Oct 17
     
    Smart Target Learning Goal: By the end of the four week close reading intervention, 80% of students will be able to write a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30min session. Planning Protocol Rubric Score: Rigor and Relevance:4 Reading A-Z provides a vast amount of reading support and resources for students. Activities on RAZ would be extremely useful in helping a teacher differentiate instruction in order to make the content accessible to learners of various levels of proficiency.
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Ideas for Teaching Theme- Minds in Bloom - 0 views

minds-in-bloom.com/-for-teaching-theme-and-couple edtc615 fall17
shared by akivett on 08 Oct 17 - No Cached
akivett liked it
  • akivett on 08 Oct 17
     
    Dimension chosen: rigor & relevance Rating: 4- students think and work This is a blog that includes helpful tips and activities for teaching theme. With my SMART goal, by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. The Quarter 1 literacy assessment is on theme, standard RL 4.2. The activities and suggestions from this blog will help me better prepare my students for the assessment.
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Bridging the cultural gap in the classroom | Manuel Hernandez Carmona | TEDxAmoskeagMil... - 0 views

www.youtube.com/watch edtc615 learning gap cultural bias ELA video
shared by dalubis on 03 Jul 17 - No Cached
  • dalubis on 03 Jul 17
     
    Manuel Hernandez Carmona is an ESL teacher from New York. The video describes the importance of providing culturally relevant material to students to ensure academic success. He emphasizes how critical it is to help students make connections with their own personal experiences to build bridges into other content.
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http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf - 0 views

www.academypublication.com/...01.pdf edtc615 learning gap global cultural bias
shared by dalubis on 03 Jul 17 - No Cached
  • dalubis on 03 Jul 17
     
    This study focused on Russian, Arabic, and Chinese teachers but is relevant outside of these areas because it addresses characteristic of millennial learners and how teachers' own cultural identify and pre-conceived expectations can contribute to an instructional gap.
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NEA - Closing the Culture Gap - 4 views

www.nea.org/43098.htm cultural gap NEA learning gap
shared by pgbelliveau on 29 Jun 15 - No Cached
  • jfahie on 29 Jun 15
     
    This article describes the need to address the cultural gap that exists in our society. The author focuses on a first grade teacher, Lauren Mead, in Kirkland Washington and her journey to connect with her students on a deeper level. The article goes on to highlight sentiments from other educators about cultural awareness. The remarks of one teacher were very profound: "First and foremost, let your students know that their lived experiences are valid and valued. They have every right to hold on to who they are, what they know, and what they live, even if sometimes they have to stop and work through differences," he says. "But you also have to show them how to navigate our school culture so they can succeed." Understanding that more than achievement gaps exists in our classrooms will help educators engage students and begin to see progress in closing the learning and instructional gaps that are present.
  • moore_tamea on 22 Oct 16
     
    Wow, very interesting article. I agree with the article in that it is important to value your student's diversity. I have a melting pot of students in my class and I am trying to get to know each family on a deeper level. This will allow me to make connections with this student and hopefully understand any barriers that may be relevant to their learning.
  • pgbelliveau on 03 Jul 17
     
    Instructional and Learning Gaps aren't always attributable to pedagogy or technology. I find it's more often the teacher-student relationship.
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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
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Introduce Word Problems to Students Sooner, Studies Say - Education Week - 6 views

www.edweek.org/...13mathwords.h34.html EDTC 615 Spring 2018
shared by shawntelcoleman on 30 Mar 15 - No Cached
  • Jamie Bullock on 30 Mar 15
     
    Most teachers believe that students have a fear of word problems, but this article will have you second guessing that. The article will have teachers thinking that word problems should be used from the start of a lesson and not at the very end of a homework assignment. Students normally perform better on word problems then algebraic solving because they have context clues to help them solve the problem.
  • ...2 more comments...
  • michele_lott on 11 Mar 17
     
    This article, which suggests that students are more likely to have success with word problems if they are presented early on, gives a different perspective to the traditional way that most math classes are taught. While this article focuses on 8th grade algebra, the same concept can be applied to other grade levels that must solve word problems. Finding a different way to approach a learning gap that is common is worth exploring in the classroom.
  • fishersava on 12 Mar 17
     
    From an elementary perspective, many students do have a fear of word problems. This is due to their developing reading comprehension abilities, and many early learners struggle with finding the important information to be able to solve the problem. However, I've always felt that word problems are more interesting and relevant to studetns which can motivate them to work through the process.
  • creddoch on 14 Mar 17
     
    To sum up this article you can look at the following quote from it; And he warned that the tendency to wait before using word problems could exacerbate gaps for students who struggle with algebra early on, because they may not be exposed to many word problems at all. Students have a fear of word problems because they perceive that they are too hard before they even begin working on them. This combined with the gaps in the vocabulary knowledge are making word problems more difficult for them.
  • shawntelcoleman on 27 Feb 18
     
    This is an article that explores the strategy of introducing word problems first during math instruction. As a math teacher, I tend to introduce concepts first then build up to applying those concepts to word problems. The strategy of introducing the word problems first acts to help students solve a problem using any method they are comfortable with, without getting bogged down with the math too soon and becoming unwillingly to solve it. This could address the SMART learning goal, by helping us to rethink the way in which students approach word problems.
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K-2 Skills Block: Interactive Writing | EL Education - 2 views

eleducation.org/...ills-block-interactive-writing EDTC 615 SPRING2018 WEEK5
shared by sdonahey37 on 04 Mar 18 - No Cached
  • sdonahey37 on 04 Mar 18
     
    Dimension: Student Engagement 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. This EL Education video introduces the concept of interactive writing. This concept allows students to use spelling patterns and high frequency words. The video demonstrated how all of the students participate in tapping out the letter sounds. The students were engaged in the video and used different techniques were utilized to display how various students were engaged in learning. They used different learning tools including: sky writing, full body movements, body writing, sharing the pens and white boards. This relates to my SMART goal because my students need to be able to master reading foundation skills. This is a key component to reading foundation skills. I practice some of these techniques already but I want to try all of them to see if that will improve my students reading foundation skills.
  • kjordan31 on 15 Oct 18
     
    Dimension: Rigor and Relevance Rate: 4 - students think and work My SMART goal is that 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. This EL Education video shows a great model of how to use interactive writing with younger students. The reason I gave this a score of 4 is because although students are in a whole group setting they still were required to think and work. Students had to think and act out words or spellings. They worked as a class to write the sentence. It required students to think and help! While I think this is a great video, I don't really think it is something that could work for my SMART goal. Yes it relates to writing but I think that my students would need something a little more advanced for 4th graders. I think if students had this lesson taught to them at a younger age it would help them achieve this goal. I don't think this instructional tactic is something that would teach students how to defend and support their answer.
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