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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 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.

"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.])

"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

PBS producer David Bolt explores ways to bridge the technology access gap.

PBS producer David Bolt explores ways to bridge the technology access gap.

This is a great article about the late famed educator, Marva Collins, who advocated for less technology and more focus on non-tech problem solving. While not an opponent of using technology, she largely based her outstanding success with children on the following precept: "Though children are exposed to technology (a biology software program is used with four- and five-year-olds, for instance), it is secondary to other lessons. 'I think what most of us fail to understand is there are steps in life,' Collins explains. 'We try to teach children that you cannot skip from step 1 to step 10.'"

This is a great website for students to find videos on many math concepts at the middle and high school levels. The videos give step by step examples to help students through specific problems. It is an easy website for students to search for what they need. I have even recommended this website to some of my parents who tell me that they have trouble helping their children at home because they do not know the material.

I know other teachers who have used these successfully in secondary education. I have personally viewed some videos when I was going for a dual certification in technology, as there were some physics concepts I needed to review. Great recommendation!

This document provides a detailed overview of the writing process for teachers of and students in secondary schools (grades 7-12). It provides numerous strategies teachers in all content areas can employ to encourage students to write more frequency and with more fluency. The document is organized in chronological order according to the steps of the writing process (Generating Ideas, Developing and Organizing Ideas, and Revising and Editing). Each of these steps in the writing process is described and accompanied by detailed activities. The explicit guidelines (instructions) for each activity could be easily utilized by a novice teacher, but even a seasoned master teacher can benefit from exploring the strategies posed in this document. To address our identified learning gap (that secondary students struggle to elaborate on initial ideas in their writing), the section on "Adding Content" on p. 104 of this document is especially helpful.

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.

This paper presents one step in a multi-step process to improve concurrent support of ELLs' academic literacy development. It explains how literacy can close the gap between ELL's and Native English students. It also explains the process to build up literacy in the classroom, explains the 5 components of literacy, and gives evidence that that without literacy, ELLs are less likely to master content.

Week 9: This design model is for all learners fro designing and planning a course. It shares the process and steps for using the A.D.D.I.D model (Analyze, Design, Develop, Implement, Evaluate) which serves as a blueprint and "device to help us think through a course's design".

This article discusses project-based learning in 6 steps. Ways to infuse technology into lessons.

Steps on how to improve reading comprehension.

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.

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.

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.

(Week 8: Amber, Angela, and Kenneth) The journal article is accessible through the link given above by accessing the UMUC Library. The journal article discusses the draw on the accumulated research to provide a framework for differentiating instruction. REACH is used a mnemonic device and is the type of framework that two teachers have developed which includes a comprehensive inventory and several practical strategies for using it. Teacher can use differentiating instruction to fundamentally find different ways to teach students with diverse and behavioral needs. REACH is an acronym for a charted course of action for developing the use of differentiated instruction. It means and highlights each as follows: "(a) reflect on will and skill, (b) evaluate the curriculum, (c) analyze the learners, (d) craft research based lessons, and (e) hone in on the data." (Rock, Gregg, Ellis, & Gable, 2008). It literally gives you "a step by step approach to introducing strategies and procedures for student with disabilities or general student the cognitive access to achieve their educational outcomes." (Rock et al, 2008). Both participating teachers have various needs and both need different strategies to differentiate their lessons. References Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47. doi:10.3200/psfl.52.2.31-47 Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=4&sid=0161de11-17f9-4ba4-86d0-eff88604e5e5%40sessionmgr4009

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

(Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc

"Teachers must find creative ways to have the students answer the essential question at the end of the lesson. A student's ability to answer the essential question at this point is a way for the teacher to assess the student's learning. In most instances, this is the point when a teacher can determine whether she needs to go back and reteach or needs to accelerate student learning."

A website that exercises strategies for teachers to interact with students. Content includes a video and interactive non-negotiables steps that all teacher can take to the classroom in order to engage all students.

This short article discusses strategies for helping adolescents who are reading at low levels.

This article provides information on helping older students who struggle with reading and Word study for adolescents who read at a very low level. It also provides next steps for these students. Even though it is geared toward older students, the strategies can be applied to younger ones as well. My Smart goal, 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December, can be aided by this strategy. Word Study support can aid in decoding skills, which in turn helps students to become better readers. And once students can decode successfully, they can really focus in on the comprehension skills.

At the New Mexico School for the Arts, they tried a variety of approaches for using data to improve student achievement, and didn't get it right at first. This article shares what they learned.