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shommel

Bridging Instructional Gaps in Preparing to Teach Millennial Language Learners - 0 views

http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf In recent years there has been a demand for highly qualified foreign language teachers in "critical need languages," Arabic, Chin...

foreign language instructional gap

started by shommel on 30 Jun 18 no follow-up yet
sophia park

ABCmouse.com - 1 views

abcmouse.com

all subjects

shared by sophia park on 07 Jul 14 - No Cached
  • sophia park on 07 Jul 14
     
    ABCmouse.com helps kids learn to read through phonics, and teaches lessons in math, social studies, art, music, and much more. For kids age 2 to Kindergarten.
Mary Babiarz

Flocabulary - EDTC 610 - 3 views

http://www.flocabulary.com/ This website offers educational rap songs and rap videos. You can start a free trial that lasts 30 days, but there is a fee for individuals and better pricing for sch...

video audio social studies mathematics science music EDTC 610

started by Mary Babiarz on 16 Oct 13 no follow-up yet
kwashington904

How to Engage Underperforming Students | Edutopia - 2 views

www.edutopia.org/round-student-engagement-video

EDTC615 strategies fall17

shared by kwashington904 on 09 Oct 17 - No Cached
  • margarita_lp on 09 Oct 17
     
    "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."
  • kwashington904 on 14 Oct 17
     
    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.
taylie27

Closing the Achievement gap - 1 views

This article is an older article but its recommendations for closing the achievement gap are still good suggestions. They offer four different lessons to be put in place to fix the achievement gap....

closing achievement gap test teachers all subjects EDTC 615

started by taylie27 on 02 Jul 17 1 follow-up, last by taylie27 on 02 Jul 17
Julian King

Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. Results of a Nationwide Study - 0 views

eric.ed.gov/?id=ED428943

achievement gaps science math ELA 615 connections multidisciplinary

shared by Julian King on 01 Jul 17 - No Cached
  • Julian King on 01 Jul 17
     
    This article speaks of how implementing the framework known as Environment as a Integrating Context (EIC) can help close the achievement gap for students and lead to deeper connections through all subjects. The framework focuses on using the surroundings, and community around the school as a basis for the education. Understanding that if students can connect knowledge to visual cues and surroundings that they see everyday, it will help in the long term memory of those lessons and a higher mastery rate. This framework in my opinion should be used for secondary education. I believe this because that particular age group will be able to connect what they are learning in other subjects through this framework and it would be extremely beneficial when it comes to the standardized testing.
wrayner

The effects of computerized instruction and systematic presentation and review of math ... - 2 views

With perennial disappointing math performance of U.S. students, the National Council of Teachers of Mathematics listed the following deficits: lack of recall and fluency with basic math facts and ...

EDTC 615

started by wrayner on 14 Mar 16 no follow-up yet
vgosselin

Introduction to Determining Importance | Reading Recovery - 0 views

readingrecovery.clemson.edu/tion-to-determining-importance

reading importance samplelesson readingrecovery youngreaders EDTC615 education

shared by vgosselin on 03 Jul 17 - No Cached
  • vgosselin on 03 Jul 17
     
    This Clemson University Reading Recovery Training Center's article on determining importance explains the what, why, and how to teach determining importance. In addition, it includes a sample lesson. This article discusses how young readers can have difficulty filtering out smaller information from the big, more important ideas. Teachers must help students learn to monitor their reading in order for them to pick out the large ideas of a text.
mcopelin

Using Data/Student Misconceptions to Inform Introductory/Re-Introducing Main Idea - 1 views

www.choiceliteracy.com/articles-detail-view.php

main idea instructional gaps misconceptions

shared by mcopelin on 03 Jul 17 - No Cached
  • mcopelin on 03 Jul 17
     
    This blog post gives great great resources for teachers to use to fill instructional gaps related to identifying the main idea: ~ sample survey questions to gain knowledge of students main idea misconceptions ~ a list of student misconceptions ~ a great real world analogy to address students' misconceptions ~ At the very bottom of the blog, their are several additional resources related to the topic (podcast, sample lesson videos, etc.)
cassing1

Analyzing Differentiation in the Classroom- Using the COS-R - 0 views

drive.google.com/...view

shared by cassing1 on 16 Mar 18 - No Cached
  • cassing1 on 16 Mar 18
     
    Implementation Week 2 - Chris, Elijah, Noelle, Angela "Analyzing Differentiation in the Classroom: Using the COS-R" (available via UMUC Library): Citation: VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today, 35(1), 42-48. doi:10.1177/1076217511427431 This article discusses the use of the "Classroom Observation Scale-Revised" or COS-R. The COS-R is a tool intended for the use of observing and evaluating teachers in a more meaningful way. The COS-R assesses the teacher in a performance-based manner similar to performance-based assessments used for students. The goal of using this tool is to highlight "...the use of strategies that promote student learning and growth, especially in the area of higher order thinking, problem solving, and metacognition." This article was useful as one of our practicing teachers is an AP teacher and often needs to differentiate lesson planning for students of various high achievement levels. Other practicing teachers within our group expressed, much in the same manner as teachers referenced in the article, that many pedagogical tactics are not covered during teacher preparation programs, and there is a lack of strong feedback / recommendation of strategies that help increase teacher knowledge of differentiating instruction for various student populations.
benjaminsmiller

Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction - 0 views

eds.a.ebscohost.com.ezproxy.umuc.edu/...detail

research edtc615 spring2018

shared by benjaminsmiller on 21 Mar 18 - No Cached
  • benjaminsmiller on 21 Mar 18
     
    (Week 7: Benjamin, Cheney, and Gretchen) The journal article is accessible by the link above through the UMUC library services. The journal article discusses the ways that a classroom teacher can use Reading Recovery strategies within the guided reading small group instruction. Reading Recovery is an one on one intervention that is short term. The intervention provides one on one tutoring for first grade students. The article explains the effective strategies that Reading Recovery teachers use that can be implemented in small group instruction. The strategies that the article focuses on are fluency through rereading familiar texts, modeling fluent expectations, providing a strong book introduction, knowing when to prompt the students, and observing and analyzing. Teachers can use this article to understand different strategies in order to improve guided reading instruction such as using running records to help guide instruction. "Likewise, careful analysis of running records (formal or informal) helps teachers to further understand how students respond to difficult text."(Lipp & Helfrich, 2016) Teachers need to use running records as a way to locate the deficits in a students reading and plan lessons that will bridge that gap. Lipp and Helfrich(2016) also states that "interrupting a student who is reading must not be a lengthy process that breaks the flow of the story." It is important to explicitly and intentionally interrupt a student while reading with quick prompts that will help the student guide themselves to self corrections. References: Lipp, J. R., & Helfrich, S. R. (2016). Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction. Reading Teacher, 69(6), 639-646. doi:10.1002/trtr.1442
nicoleshantillo

Phonics and Word Study for ELL's K-5 - 2 views

www.ascd.org/...Phonics-and-Word-Study.aspx

Word Study Phonics Guided Reading Decoding Vowels ELL

shared by nicoleshantillo on 16 Oct 15 - No Cached
  • nicoleshantillo on 16 Oct 15
     
    This is a great article found on ASCD that highlights the importance of word study and phonics instruction as part of Guided Reading instruction to build basic foundational skills for ELL students. This is a chapter found in the book "Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4." I chose this article because it includes actual guided reading lessons for groups who are working on specific skills such as word endings, vowel combinations, blends, diagraphs etc. Linan-Thompson, S & Vaughn, S. (2007). Phonics and Word Study. Research-Based methods of reading instruction for English language learners, grades K-4. Retrieved from http://www.ascd.org/publications/books/108002/chapters/Phonics-and-Word-Study.aspx
melrichardson21

"People with Real Experiences:" Using Mobile Devices in High School Social Studies - 0 views

ezproxy.umuc.edu/login

EDTC615 SPRING2018

shared by melrichardson21 on 04 Apr 18 - No Cached
  • melrichardson21 on 04 Apr 18
     
    Group 9: Claire and Melissa This journal article is accessible thought the link given above by accessing the UMUC library Friedman and Garcia describe a qualitative study wherein they taught a lesson on the 9-11 attacks either through asking them to read transcribed oral history interviews or listen to them with an interactive iPad app called "Explore 9-11." The students who used the "Explore 9-11" app reported greater emotional engagement with the historical actors, leading one student to describe the app as depicting "people with real experiences." Students who used the app reported an overall positive experience of interacting with the various sources and greater historical empathy than students who did not use the app. Resources: "People with Real Experiences:" Using Mobile Devices in High School Social Studies Adam M Friedman & Emily R Garcia ISSN 1933-5415
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
Barbara Lindsey

My Best of series | Larry Ferlazzo's Websites of the Day… - 28 views

larryferlazzo.edublogs.org/...my-best-of-series

EDTC615 Fall17 strategies Spr15 blog all learners art history language arts language learning math music physical education science

shared by Barbara Lindsey on 14 Feb 15 - No Cached
  • Barbara Lindsey on 14 Feb 15
     
    Blog post: This is a collection of educational resources by high school teacher and prolific blogger and author, Larry Ferlazzo. These resources are organized by subject, such as art, music, science and Web 2.0. Each link takes you to a blog post that describes a resource, activity or lesson and how it can be used in the classroom. Be sure to scroll all the way down the page to see all the many subject matter resources available! Students of EDTC 615 might wish to start their Strategies Search here!
nandrews214

Data-Driven Decision Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction - 1 views

www.citejournal.org/...o-inform-classroom-instruction

science EDTC615 gamification

shared by nandrews214 on 27 Jun 16 - No Cached
  • nandrews214 on 27 Jun 16
     
    In this journal article, the gamification and data are explored and used to inform instruction for a science classroom. It explains the gamification model used and how data was collected. Lastly, it concludes with possible lessons and actions teachers planned to take after completing PD sessions on using the data collected to inform instruction.
jmineart

10 Ideas for Vocabulary Instruction in Math - Corwin Connect - 0 views

corwin-connect.com/...as-vocabulary-instruction-math

Vocabulary SMART EDTC615 Spring2018

shared by jmineart on 26 Feb 18 - No Cached
  • jmineart on 26 Feb 18
     
    Understanding vocabulary, is extremely important for students as they attempt to apply their newly learned concepts to other situations. Daily in the mathematics classroom, I try to be consistent with my co-teachers vocabulary usage to help students become more comfortable with the vocabulary. However, I have noticed that students continue to struggle to decipher problems because they lack the understanding of word choice and the vocabulary used. I believe that I could do more to emphasize vocabulary in each of the classes that I co-teach, by taking it upon myself to develop a way to showcase the vocabulary for the unit for each student. My co-teachers are responsible for developing the daily lessons, therefore I feel that I could assist them by finding some ideas to suggest or materials to put together to share with the students in our classes. The resource I added provides some basic ideas of how to showcase unit vocabulary and spark students memory while they are in or out of the classroom.
jmineart

Using Technology in Math Class - 0 views

davidwees.com/...ways-use-technology-math-class

EDTC 615 Spring2018 Technology Math SMART

shared by jmineart on 26 Feb 18 - No Cached
  • jmineart on 26 Feb 18
     
    There is no one way to use technology in the mathematics classroom, but I have always struggled with how to seamlessly move from a hard-copy activity to a technology based one. In order to improve students understanding of Algebra 1 concepts, I believe that they need to be provided with multiple ways to look at things. However, there does not always seem to be time to create other types of materials that are more visually appealing. The source below lists different ways that I could allow students to use technology to enhance their learning in and out of the classroom. I also appreciated knowing that some of the techniques that we currently use are considered "effective uses of technology" in the mathematics classroom i.e. collecting real-world data for in class work and taking pictures of real world objects. In the future, I would like to have a link of my Canvas page for students to find multiple tutorials for each concept that could a condensed version of the lesson from the day, along with other videos that would provide them with a new way to look at the information. With these resources students could be required to show that they viewed videos at home and it could help me to begin "flipping the classroom" and providing more enrichment and practice in the classroom for the students to solidify their understanding.
marypiccirilli

2nd Grade: Word Problems - 1 views

www.dusd.net/...2nd-grade-word-problems

615 SPR15 online tool strategy elementary math

shared by marypiccirilli on 01 Mar 15 - No Cached
  • marypiccirilli on 01 Mar 15
     
    Week 4: This website provides teachers and students with all different resources to solve word problems. It also can help teachers create posters, showcase methods, come up with lesson plans, and generate practice worksheets. This information can be used in a second grade classroom. This tool can help students understand the steps they need to take in order to solve word problems.
shawntelcoleman

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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