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mhorovitz

Phonics and Decoding - 1 views

www.ascd.org/...Phonics-and-Decoding.aspx

615 Spr15 research language arts phonics instruction prek-3 elementary strategy informational text

shared by mhorovitz on 29 Mar 15 - No Cached
  • mhorovitz on 29 Mar 15
     
    Week 8 - Posted by Katie, Bonnie, and Malkie. The author explains the importance of spending 25% of teaching time, teaching the specific phonics skills and the rest of the time engaging students in actually reading and phonics related activities. There are quite a few suggestions for activities.
hearda

Color Coding - 2 views

www.slideshare.net/...color-coding-presentation

Spanish all learners 615 Spr15 strategy differentiated

shared by hearda on 03 Mar 15 - No Cached
  • hearda on 03 Mar 15
     
    This is a Slideshare presentation about color coding by Jugnu Agrawal and Gary Hoag. Research that supports color coding is provided as well as some strategies for different activities from organizational skills, to reading and writing. Teachers can follow some of these strategies to differentiate their lessons and add variety to a "traditional" lesson.
mmaclin

Real Life Applications in Mathematics: What Do Students Prefer? - 1 views

(Week 8: Maia and Shawntel) This article is accessible through the UMUC library. The focus of this article was to introduce and explain the importance of strategies that motivate and engage stude...

EDTC615 SPRING2018 RESEARCH

started by mmaclin on 28 Mar 18 no follow-up yet
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
sherita104

Using Data to meet SMART goals - 2 views

Here are my SMART goal resources for educators: 1. Data-Driven Professional Development. (2018, June 27). Retrieved from https://www.teachingchannel.org/video/professional-development-around-dat...

EDTC615 Fall2018 Research SMART goals

started by sherita104 on 08 Oct 18 no follow-up yet
beththeducator

Profiles of emergent literacy skills among preschool children - 1 views

ac.els-cdn.com/...2.0-S0885200610000487-main.pdf

615 SPR15 Research Elementary Preschool Language arts Language Learning Assessments Emergent Literacy Oral Language

shared by beththeducator on 30 Mar 15 - No Cached
  • beththeducator on 30 Mar 15
     
    ("Week 8" Group Members: Beth and Ruchel) The article explores a study conducted to see the patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. The study can be used as a helpful resource to determine the relationships between early patterns of literacy performance and later reading achievement.
Jennifer Dow

There's No Such Thing as a Reading Test - 1 views

prospect.org/...res-no-such-thing-reading-test

ELA;reading;importance of context;UMUC615;reading comprehension;improving reading

shared by Jennifer Dow on 25 Jun 15 - No Cached
  • Jennifer Dow on 25 Jun 15
     
    This article argues that we, as a society, are misguided in our approach to teaching to the test, when it comes to critical reading. The author argues that it is not simply enough to teach reading strategies to students because research has demonstrated that there is an absolute necessity to teach context and content for essential background knowledge. This seems to stand in the face of the common tagline in education that it is not What we teach, but how we teach. To tackle this issue, it is recommended that teachers take a more curriculum based approach in reading tests. That is to say, that teachers don't simply choose texts arbitrarily, but rather, in order to teach to these high-stakes tests and core standards, that teachers very mindfully construct a curriculum which builds student exposure and study of key informational texts.
marypiccirilli

Students' Understanding of Diagrams for Solving Word Problems: A Framework ...: UMUC Library OneSearch - 1 views

ezproxy.umuc.edu/login

615 Spr15 research elementary professional inquiry word problems framework

shared by marypiccirilli on 25 Mar 15 - No Cached
  • marypiccirilli on 25 Mar 15
     
    Week 7:Apyrl Poch describes different strategies in which teachers can present word problems to students. She discusses how representation is very important when teaching students how to solve different word problems. Incorporating these types of strategies in your instruction will help your students. This is important because it can help you teach your students how to solve different word problems. It gives the instructor different strategies to use in their classroom to reach success.
jlbolger

Research-Based Strategies for Problem-Solving in Mathematics.pdf - 5 views

shared by jlbolger on 30 Jun 17 - No Cached
  • jlbolger on 30 Jun 17
     
    In this article, the Florida department of education provides useful strategies, graphic organizers, and ideas for teachers to use when they teach word problems in the classroom setting. This resource is organized by four main ideas including understanding the problem, devising a plan to understand the problem, implementing a solution, and reflecting on the problem. Within each of these larger topics, the resource provides multiple strategies and resources that can be immediately incorporated into the classroom. The resource also contains an appendix that provides blank copies of many of the resources discussed.
marypiccirilli

Increasing Student Engagement in Math: The Use of Khan Academy in Chilean C...: UMUC Library OneSearch - 1 views

ezproxy.umuc.edu/login

615 Spr15 research math engagement elementary

shared by marypiccirilli on 04 Apr 15 - No Cached
  • marypiccirilli on 04 Apr 15
     
    Week 9: Daniel Light presents this article about keeping students engaged while in Math. It is so important to keep your students engaged while learning. When students are engaged, they are more likely to stay focused and motivated while learning. Thus, students will retain the information because they are focused and motivated. Daniel Light provides strategies to do this in math class.
gabbysimala

Supporting Young Children's IEP Goals in Inclusive Settings through Embedded Learning Opportunities. - 0 views

search.ebscohost.com.ezproxy.umuc.edu/login.aspx

support special education

shared by gabbysimala on 21 Jun 19 - No Cached
  • gabbysimala on 21 Jun 19
     
    This research shows that students with special learning needs are more successful when they receive extra teacher support.
loreggio1

Instructional Strategies and Best Practices to Narrow the Mathematics Achievement Gaps ... - 7 views

The research questions of this single site case study involved understanding why an achievement gap exists, and to identify the instructional strategies and best practices used to narrow the achiev...

Instruction Strategies & Achievement Gap

started by loreggio1 on 28 Jun 16 no follow-up yet
froseparker

Why Are You so Worried about It? Struggles and Solutions toward Helping Students Improve as Writers - 2 views

www.jstor.org.ezproxy.umuc.edu/...821262.pdf

EDTC615 fall17 research

shared by froseparker on 14 Nov 17 - No Cached
  • froseparker on 14 Nov 17
     
    (Week 4: Frances and Claudio) This article is accessible through the link given above by accessing the UMUC library. This presents information on how to improve writing skills of students in an English class as well as discuss the strategies on how to improve writing skills, common errors and mistakes that are made by students and the importance of setting writing goals to accomplish improvements. This article can be very resourceful from a SMART goal prospective because there are some measurable tactics that are identified for student writing improvement through classroom activities and projects that are designed by a teacher. It offers detailed improvement processes that are also measurable to help sort out the errors students acquire in their writing assignments but identify ways to work toward improvement. This article would be an asset to Group#4 because it offers activities that are time bound and give a more realistic approach to identifying the weakness of students through a more energetic process. McBride, S. (2000). "Why Are You so Worried about It?" Struggles and Solutions toward Helping Students Improve as Writers. The English Journal, 89(6), 45-52. doi:10.2307/821262
svanwright

ERIC - College Student Narratives about Learning and Using Self-Advocacy Skills, Journal of Postsecondary Education and Disability, 2015 - 0 views

eric.ed.gov/?id=EJ1074673

EDTC615 EDTC615Sp17 self-advocacy college-students self-determination

shared by svanwright on 11 Mar 17 - No Cached
  • svanwright on 11 Mar 17
     
    I selected this article since I primarily work with college students and need to offer additional support to help students use their self-advocacy skills for their own learning goals. I feel that this would be a good way to address learning gaps by integrating these skills into our instruction. Abstract: Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, & Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams & Proctor, 2010; Getzel & Thoma, 2008; Hadley, 2006; Murray, Lombardi, & Kosty, 2014; Thoma & Wehmeyer, 2005).
froseparker

The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School - 3 views

scholarworks.wmich.edu/...viewcontent.cgi

EDTC615 fall17 research

shared by froseparker on 29 Jun 16 - No Cached
  • misacco on 29 Jun 16
     
    This article is a case study on how better teacher preparation for instruction and assessment of writing can lead to improved writing instruction.
  • froseparker on 14 Nov 17
     
    (Week 4: Frances and Claudio) This article is accessible through the link given above. This article focus on teachers ability to improve their instruction skills by eliminating their weakness to overlook students needs by pretending the problem is non existent. It focus on the inconsistencies of teachers' techniques for class deliverance and the missed learning opportunities for students. The readings present that students are not always given the opportunities to write or be assessed in the context of classroom instruction by teachers who feel uneasy on how they deliver the class subject. Other areas of the article points out that students get low exposure to variety forms of writing and become in prepared when there is a change in writing format.(Graham & Perin, 2007; Hillocks, 2008). Through the SMART goal, Group#4 can utilize some of the examples by providing opportunities to students by offering different writing assignments that are more realistic to meet writing abilities of the students. Students will be more in line with the SMART goal if they are allowed to provide the feedback to the teacher once the assignment is complete so they can see their own improvements. Also, teachers can improve in the teaching efforts and will be able to provide the appropriate assignments to those students who extra help which will move the teachers' uneasiness about their preparation to teach and assess writing at different learning levels. Read, Sylvia and Landon-Hays, Melanie M. (2013) "The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2 : Iss. 2 , Article 3. Available at: http://scholarworks.wmich.edu/wte/vol2/iss2/3
kbeyborden

Meaningful Engaged Learning: Leadership for Reaching Every Student - 3 views

www.nassp.org/Content.aspx

EDTC615 learning education drop-out MEL gaps at-risk middle-school

shared by kbeyborden on 27 Jun 15 - No Cached
  • kbeyborden on 27 Jun 15
     
    Preventing students from dropping out of high school shouldn't begin in high school. Research shows that efforts and attention should begin in the middle grades because those grades can be a prime battleground against dropping out in the future. There program does not lie solely with the at-risk youth and potential dropouts. Schools need to determine and implement school improvement strategies and models reflective of all students to give each student e genuine opportunity to succeed. Meaningful Engaged Learning (MEL) helps students succeed academically. MEL focuses on five areas - Inviting Schools, Learning by Doing, Student Voice and Choice, Higher Order Thinking, and Real World Connections.
Erika Eason

7 Ways to Hack Your Classroom to Include Student Choice - 0 views

www.edudemic.com/7-ways-to-hack-your-classroom

EDTC615 fall17 strategies student choice

shared by Erika Eason on 15 Oct 17 - No Cached
  • Erika Eason on 15 Oct 17
     
    This article suggests different ways to incorporate student choice into the tasks, assignments, and assessments that we give as teachers. The article mentions that while the idea of there being actual student learning "styles" that teachers should attempt to teach to has been essentially debunked, there is research showing that incorporating choice for students does have a higher impact on their engagement and learning. There are suggestions given in this article about ways to incorporate more student choice, as well as links to other sites with more resources.
  • margarita_lp on 17 Oct 17
     
    Dimension: Impact on learning Rating: 4 I think that including student choice and student agency lets students complete activities that fit their personal interests and learning styles.
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