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"a Chalk Talk protocol allows students to have non-verbal "discussion.""

My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around.

EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an

Open Culture defines itself as "The best free cultural & educational media on the Web" [Open Culture. (2013). Home page. Retrieved from www.openculture.com). This site was suggested by one of our students using working on a Diigo account just for world language teachers), but this site seems useful for all subjects, with links to many free videos, K-12 resources, e-books, etc.

Main idea is a difficult skill for many readers. In order to be successful students need to be able to make inferences and determine the importance. Those are tricky prerequisite skills for students to grasp as they require higher order thinking. However, being able to successfully understand the main idea of a text leads to other skills like comparing and contrasting multiple texts. So how can a teacher effectively help their students master this skill? This blog article breaks down the skill into seven scaffolding steps, which are then broken down into three areas (keywords, stated main idea, and inferencing). Also included are videos to help teachers create quality main idea instruction, worksheets, and additional resources. #mainidea #scaffolding #resources #inferencing #keywords #higherorder

I thought this site was interesting for educators. 112 Learners are taking this course and 101 more learners... Review 21st century literacies. Explore free image sites. Create playlists with great video content. Be inspired to create content and contribute to the world. Class recording and slides available to all enrollees Language of Instruction: English Course Description In the 21st century, we are all consumers of digital content.

The Khan Academy is a free online resource for learners to access over 3,000 videos. Since the video tutorials are short, the content keeps even the most distracted student's attention. Working at a Community college, many students entering are required to take academic placement test in math and english. The math assessment seems to be the most fustrating among students. This site has interactive quizzes to assist in preparation and or to identify where the deficiency is for students. Students are advised to review the content prior to completing the assessments and to help as they matriculate throughout their required math courses.

Dimension: Depth of Knowledge Rating: 3 This article is a good example of how to collaborate and learn from peer to peer. I like this exercise because it would allow students to apply words to topics for understanding what is necessary to build an essay. This could be used for group#4 action plan and a good tool to support my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students because it focus on decreasing their English language barriers so they are able to reach their WIDA exiting level of 4.4. With practice students will be able to remember what they are learning so that they are able to break the text and understand what they mean in order to write. Scaffolding would be a good way to get to the bottom of improving in the English language.

Great video! It directly addresses many issues ESL/ELL teachers have in reaching their students, and in helping them make sense of complex texts (like the one mentioned here from 'The Washington Post') and other readings. (Again, as I often mention, if you have taken 'reading literacy' courses for your state teaching certification, you know that newspapers like 'The Post' are designed for students with grade 12+ reading ability.) For ESL/ELL learners, this is especially difficult. In the school featured here, 27% are ESL learners in a "blended" classroom in a Portland, Maine middle school. It appears that the social studies teacher and the ESL support teacher work effectively in tandem, helping students to be "close readers," and focusing on students themselves as those responsible for their own learning. The teachers use excellent ESL/FL strategies such as "pacing and pausing," "reading aloud," "sharing with partners," and so forth. ESL/ELL learners work together with their mainstream counterparts, and the process seems to work quite well. I like their approach ('Reading, Thinking, Talking, Writing') here. With proper teacher guidance, this puts the burden on the students to come up with their own interpretations of the text/s they are reading. From the 'Planning and Protocol Rubric': hitting '4s' on most dimensions, except for perhaps 'Technology Integration' (not entirely evident). Otherwise, students are expected to perform at a very high level. My SMART Learning Goal: After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. Targeted instruction, based on the requirements of the 'Action Plan Tracking Sheet,' closely hews to what is going on in this video.

With Splashtop software I am able to access my laptop through my iPad. This software allows me to move freely around my classroom and instruct. In our health lessons I am able to display our power points or access online resources on my computer from my iPad. It also has a tool called whiteboard, which allows me to draw, highlight, circle, or point out different things that are displayed on my screen. This could really come in handy when we talk about different muscles in the body and allow me to really point out a specific muscle. This is a great resource for a teacher, but unfortunately is not free.

The website helps guide teachers as well as parents to focus on the building blocks of reading and writing. This Pre-K guide is designed to walk teachers through several important building blocks, including sounds, print awareness, letters and more. Within each section, you'll find easy to read and use resources for learning more, and for trying some activities within your setting. Short videos bring concepts to life, booklists provide ideas for extension, and we provide guidance about when to have concerns about a child's development.

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.)

Express yourself with the ultimate Glog(TM) - graphic blog. Mix Web, Images, Text, Music and Video. Create your Glogster account today and publish in a new way.

This site is so much fun to design for students and even parents. It has awesome color themes and backdrops and offers a really fun way to get across information. It's like a homepage you can create with links to other sites, videos, pictures and more. Our school has a page and the kids really enjoy using it for library resources and etc. I am going to be using this for my class page this fall. I think this site is targeted for fifth grade and up. Younger students may be able to use some of the basic features, but it would require some instruction from the teacher.

I have used Glogster to replace a paper poster in the classroom. The students really enjoyed the chance to have a different presentation of a product.

This is a neat way to organize links to videos and websites and access them in the Cloud. This can act as a bookmarking tool. You can create a Symbaloo for your students that houses links for research, tools for formating, and helpful sites for assignments. This type of site takes the "Google it" mentality out of the equation; you provide the links to where you want to direct students when they engage with the technology. This site could be applicable for any grade level or any discipline. This is a free resource, but you must create an account.

This website allows physical educators to browse Free Physical Education Resources, Lesson Plans, Activities, Games, Articles, Videos, Blogs. It is an easy way for teachers to find lessons that they may be struggling with. I like to find lessons and change them to make them work for me. The blog is also helpful because it helps teachers relate to one another, that may be struggling with the same things my team does.

This was my favorite site for taking a minute to have a little fun after a particularly intense lesson. The videos are short, cute, and educational and there are resources for teachers.

My kids love BrainPop! I think there may have even been a Wii version of this game. :)

Very cool, I didn't know Social Studies was on Brain Pop. I'm excited to use it in the classroom.

This article is a great resource because it provides a detailed explanation about what SMART Goals are as well as a video explanation. Additionally, this article provides a definition of each letter and an example.

This video was useful for exploring the dimension of both 'student engagement' and 'depth of knowledge'. The teacher explores ideas and experiments with ways to involve the student into asking themselves what things are relevant to their own learning. This is relevant to my SMART goal of 100% pass rates among my SLO group on their standardized tests because I can have them explore and better understand the language, vocabulary, and contextual reading goals I am setting for them in my class. I think these strategies could be universally effective in nearly all learning environments.

This protocol helps students share their opinions by asking them to line up along a continuum based on their position on an issue.

Ericka Posey's Smart Target Learning 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. This activity will assist my students achieve the goal as it gives students a verbal prompt, gives them a chance to analyze that prompt, take a stand and defend that stance with strong examples. The same skills used in the Take a Stand will assist my students in analyzing a political cartoon, take a stand on the written prompt and defend that prompt with evidence from the political cartoon. The only difference is in the Take A Stand everything is done verbally and in the analysis of the political cartoon and BCR is a written assignment.

My chosen dimension is student engagement, I would consider this activity to be highly engaged with a rating of 4 because of its participation requirement and discussion method among all students. The discussion tactic in this video forces students to share their various perspectives in an open environment. Also, the students can easily see each other's choice before going into detail about why they made that choice. The students learn to value different perspectives and methods from their peers. This tactic works with our SMART goal because it emphasizes critical thinking proof to resolve a real problem. This tactic allows students to know that it is not about having one right answer to the problem, but discovering many strategies and reasons to solve the problem. Also I like that students must use retained information to evaluate their decision and the decision of their peers.

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.

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

"a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back"

This video shows individuals how to use a technique called back to back and face to face. I could use this technique in my classroom for my SMART goals. This would give me a better understanding of my student's ability to hear the sounds of letters. For example, I can say a word like "cat"; then, they can use the back to back and face to face technique to tell each other the first sound they hear in "cat". This would also be a wonderful tool to use for reading comprehension and answering questions during a story.

My SMART goal is by the end of Marking Period 3, English Language Learner (ELL) students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy. The back-to-back and face-to-face strategy is an excellent method for allowing students appropriate wait time to think through their responses, as well as an opportunity to hear model responses from their peers. This might help students develop language skills needed for their mathematical explanations. This could be used during a lesson to have students explain how they would solve an equation with a missing number. Using the planning protocol rubric, this is an effective strategy to increase student engagement during a lesson. I would rate this strategy a four on the rubric because it consists of high engagement for most students. All students have an opportunity to share their thoughts and hear a response from a peer. Rather than calling on one or two students to respond, this is an equitable strategy which involves all learners in the classroom.

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.

It is impressive to watch critical thought happen in a classroom. Through this link you are able to watch a lesson that helps students build higher order thinking skills. This middle school literature lesson brings in the ELA Common Core by teaching how to analyze how a section in text fits into the overall theme and to cite textual evidence to support analysis of text. Through student-driven questioning, the entire class is engaged in critical thinking, analysis, and evaluation. This outstanding lesson was driven by the teacher as she required them to develop higher-level questions using Costa's question levels, verb starters, and Blooms Taxonomy. I have not used this technique of providing these questioning terms to my students to have the them develop the questions. I cannot wait to try this out next school year!

This video from the Teaching Chanel highlights ways and the importance of creating higher order questions in order to analyze and discuss a text. This would be a great resource for my Smart Goal of 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. Having my students become "the teachers" of their own learning and create higher level questions can help them get a deeper understanding of the text and in turn, determine the theme.