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The Content Literacy Continuum: A Framework for Improving Adolescent Literacy - 0 views

www.adlit.org/21581 literacy EDTC615 high school
shared by Andrea Meyers on 18 Oct 15 - No Cached
  • Andrea Meyers on 18 Oct 15
     
    The Content Literacy Continuum (CLC) provides five levels of support for teaching reading and writing in the secondary content areas. Created by the University of Kansas Center for Research on Learning, the continuum enhances and embeds strategies in the classroom, and provides intensive training with support personnel for students reading below grade level.
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BalancedReading.com -- Older Struggling Readers - 0 views

www.balancedreading.com/olderreaders.html Reading intervention in older grades instructional strategies for reading.
shared by kvalencia1 on 15 Oct 15 - Cached
  • kvalencia1 on 15 Oct 15
     
    Discusses psychological effects for struggling readers from 2nd grade and how intervention is key to success in older grades. Highlights how to meet older students' needs in middle school.
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ERIC - Strategies and Skills for Reading Improvement., 2001-May - 0 views

www.eric.ed.gov/...ERICServlet ELA special education EDTC 615
shared by rebmichalski on 26 Oct 16 - No Cached
  • rebmichalski on 26 Oct 16
     
    This study describes a program designed to increase student achievement in reading. The targeted population consisted of two first grade classes and one second grade class in a small central Illinois community. The median household income was in the lower range.
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Grappling with Complex Informational Text | EL Education - 1 views

eleducation.org/...ith-complex-informational-text EDTC615 FALL2018 all subjects special education ESOL
shared by evposey on 17 Oct 18 - No Cached
  • evposey on 17 Oct 18
     
    EDTC615 FALL2018 GROUP1 I believe everyone in my group could actually use this skill because no matter what topic we teach everyone has to teach contextual text. Often time student dont read properly for comprehension in contextual text. This video gives you different strategies that can assist the students in how to read the text for mean. He gives different ideas on how to involve everyone, although it was for grades 3-8 it can be modified to include high students also. 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 analyze political cartoons and historical content with 75% accuracy for historical content and meaning for the LSN FAST I test. Michele SMART Goal By the end of the 1st Marking Period, 85% of 11th grade students will score an 87% or higher on quarter assessment #1.
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A Focus on Attendance Is Key to Success - 6 views

www.nassp.org/...default.aspx edtc615 attendance success drop out
shared by trplm06 on 25 Jun 15 - No Cached
  • trplm06 on 25 Jun 15
     
    This article describes how attendance effects students, their grades, and schools. Students who miss 10% of classes throughout the school year are considered chronically absent. The article looks at reasons why students do not attend school and offers suggestions on how to address that problem. It also outlines how a middle school cut its absenteeism in half in a short period of time.
  • Kristy Vanguilder on 27 Jun 15
     
    One of the most interesting aspects of this article is that attendance issues faced by elementary schools directly correlate with reading levels and the subsequent chronic absenteeism in secondary schools. Three categoriesare identified to describe absences -barriers, discretion and aversion- or rather lack of access to public supports, parents and students do not understand importance of attendance, and a child struggling with academics, anxiety or bullying. Principals are utilizing attendance data to identify chronic absentee students and subsequently implementing strategies in their schools to incorporate interventions that will break down the barriers affecting school attendance rates. The article further discusses the positive effects that principals can have by reaching out to the community as well as the elementary feeder schools to collaboratively effect change that will increase attendance.
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Autodesk Inventor 2015 Essentials Plus: Daniel T. Banach, Travis Jones: 9781585039036: ... - 0 views

www.amazon.com/...1585039039 615 spr15 strategy textbook high school inquiry differentiated edit sketches Inventor
shared by Garrick Baker on 27 Mar 15 - No Cached
  • Garrick Baker on 27 Mar 15
     
    Week 8: This book is the updated version Autodesk Inventor 2015. In chapter 3: Creating and Editing Sketched features, helps explain how to edit sketches that have already been made. I know my students are always having issues with this and end up creating a lot of extra sketches that are not needed and make the sketch messy. Reading this will help reduce the amount of unnecessary sketches and could help improve the efficiency of how a part is made.
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Autodesk Inventor Essentials 2011-School Edition: Banach et al.: 9781111543822: Amazon.... - 0 views

www.amazon.com/...ref=sr_1_9 615 spr15 strategy textbook high school inquiry differentiated constraining Inventor
shared by Garrick Baker on 24 Mar 15 - No Cached
  • Garrick Baker on 24 Mar 15
     
    Week 7: This book maybe outdated for some versions of Inventor, however, Chapter 2: Sketching, Constraining, and Dimensioning, is a great read for students and teachers that are having issues with the different geometric constraints. It shows all the symbols, with descriptions of what they are, for the constrains and how to use them. It can also give teachers a better understanding on how to teach the different constraints.
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5 Key Findings for Middle Grades from "Looking Forward to High School and College" - 3 views

files.eric.ed.gov/...ED553151.pdf EDTC615 attendance performance indicators
shared by buckterp on 27 Jun 15 - No Cached
  • buckterp on 27 Jun 15
     
    Students' middle grade attendance is a strong indicator of future high school performance. As such, middle teachers can use such attendance info to identify students who may tend to struggle in high school, and give those students needed support in advance of ninth grade. I have not been able to implement the strategies mentioned (its Summertime!) but I intend to try some this Fall with the 10 or 15 students that I know will be attendance issues in my 8th grade classes.
  • mattyerger on 30 Jun 15
     
    Like you mentioned, I already know a handful of students going into 8th grade (I teach 6th-8th grade computer technology as a creative arts course) that will be attendance, behavior, and/or low GPA's. I feel like while our schools try to support student learning, we too often push kids through from one grade to the next. I have students this past year who in the semester every other day that I instruct them (45 classes in all), they have missed more than half and yet they promote to the next grade. Each of the five areas highlighted raise good points and I actually find some of the statistics very alarming considering the small differences in percentages. For example, Figure 3 on page 8 depicts two identical students with exact achievement marks in 5th grade. By the time they reach 8th grade, one students attendance improves 2% and the other students attendance drops 4% to a 93% avg. attendance rate. While this doesn't sound like a terrible drop (at least to me), the possibility of these students being on track for 9th grade went from 93% for the student who improved attendance compared to 66% of this student being on track for 9th grade whose attendance dropped just a few percentage points. I think more needs to be done at the school level to improve performance and setup interventions that help our students succeed rather than worrying about the multiple standardized tests that students are required to complete throughout the year. Thank you for sharing! I'm definitely reading over this again as I prepare for the upcoming school year with my middle school students and may even share it with my staff.
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Seven Keys to Effective Feedback - 4 views

www.ascd.org/...eys-to-Effective-Feedback.aspx Spr15 615 all learners all subjects strategy feedback
shared by ceciledroz on 05 Apr 15 - No Cached
  • ceciledroz on 05 Apr 15
     
    Week 9 - Lauren Geier (partner) This article is an important complement to any discussion on assessment: what kind of feedback will help our students improve? Wiggins describes feedback as "information about how we are doing in our efforts to reach a goal' and as such it needs to be goal-referenced, tangible and transparent, actionable, user-friendly, timely, ongoing and consistent. Wiggins elaborates on these key characteristics; often using sport to illustrate his point. He also gives examples to differentiate feedback from advice and evaluation and grades. This is a great article for teachers because it is very concrete and gives us very clear advice on how to improve the efficiency of our feedback. While some of these essentials may seem obvious, the feedback we give our students on a regular base might not meet all these criteria and it is an important read if we want our assessment to really help students progress.
  • laureng1992 on 08 Apr 15
     
    I really like this article because I feel that this is an important topic that every educator should look at. It is very important for students to receive positive and negative feedback because it will only make them better. It will help the students become aware of what is expected of them. Feedback can come from comments verbally or written on rubrics, etc. The students progress will continue to grow when they receive quality feedback.
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Team WhiteBoarding with Twiddla - Painless Team Collaboration for the Web - 0 views

www.twiddla.com EDTC610 web2.0
shared by Heather McFadden on 29 May 14 - Cached
  • Bruce Wilson on 29 May 14
     
    A teacher could use this in their classroom for students to brainstorm in a group, identify key parts of a website, practice reading strategies on actual websites by marking them up, or discuss ideas and take notes. This site is quite interesting and I feel worthwhile. It does somewhat remind me of googledocs and other similar apps, but is unique in many ways. It could be used in a multitude of ways, and definitely lends itself to discussions and critiques of things as vast as articles and websites to paintings and art.
  • Heather McFadden on 06 Jul 14
     
    "Twiddla is a free, no-setup, web-based meeting playground. Mark up websites, graphics, and photos, or start brainstorming on a blank canvas. Voice and Text chat too!" This might be a great way to have students evaluate websites or documents collaboratively.
  • Heather McFadden on 06 Jul 14
     
    Ha! Oops..I already shared this link.
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Early Childhood Education: A Strategy for Closing the Achievement Gap - 4 views

www.strategiesforchildren.org/...07_AchievementGap.pdf achievement gap readiness kindergarten EDTC615
shared by caryngallagher on 26 Jun 15 - No Cached
  • caryngallagher on 26 Jun 15
     
    The achievement gap can be lowered if children are engaged in high quality play and learning before beginning kindergarten.
  • vscheffer on 26 Jun 15
     
    Caryn, I really enjoyed this article. It thoughtfully portrayed the fact that the achievement gap often starts long before students ever have their first day of kindergarten. For students who are not read to as young children, or engaged in meaningful play and projects, the first few school years are dramatically more difficult. Victoria
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Education World: Homework Study Hall: Making Up Missed Work - 4 views

www.educationworld.com/...admin347.shtml homework students attendence study
shared by kakmeehan on 29 Jun 15 - Cached
  • kakmeehan on 29 Jun 15
     
    How one principal managed to turn around failing grades by instituting a mandatory study hall for missed homework. He also communicated with parents when 5 assignments were missed. The teachers had indicated that grades would improve if students did their homework and were better prepared for class as a result.
  • ...2 more comments...
  • Andrea Meyers on 17 Oct 15
     
    A mandatory homework policy has been successful at our middle school. Students must complete all homework and quizzes before they are permitted to take summative assessments, and parents are notified when assignments are missing or when students do not pass a summative. Resource time, aka study hall, is time set aside for students to make up missing work and get extra assistance as needed. It's good to read about a similar successful program for high school, and I wonder if this kind of program could be helpful for addressing our team's identified learning gaps.
  • voorheel on 19 Oct 15
     
    Our school does this as well, especially our math department. Of course it is up to the teacher as to whether or not they want to implement this strategy but administration seems to fully support the cause. I have a science teacher friend and a math teacher friend who both to do this. They give the students detention slips and they come after school to make up or re-take work or assignments. I cannot see myself doing this (an art teacher) but I can see why math and science would want to. I feel that most teachers should make themselves available at lunch for students. I would not suggest every day availability, but students could come meet and get help by appointment only. Too often I hear from students that the teacher tells them to come in the next day for lunch and there is no one to be found in the classroom.
  • HECTOR AVILAFLORES on 20 Oct 15
     
    I like the idea of a before and after homework study hall. I can contest to being so busy that you do not want to chase your child around to get their homework done. My son is only five and it is a hassle to get him to do his homework, therefore, I can only imagine how it will be when he gets older. I believe that this might benefit more students if this were implemented nationwide. Students can get the extra assistance they may not be able to get at home with their assignments. I wonder how well this would benefit my school?
  • dottererkat on 20 Oct 15
     
    I think this is a great idea, especially in high school and middle school! I have been speaking to middle schools in Pennsylvania, and the principals discussed how they have decided to implement homework/tutoring study halls. I think it encourages students to stay on top of their own homework. Also, it allows teachers to have one on one interaction with students, who are struggling. I thought it was smart of the principal to have another administrator oversee the process of tracking missed homework. Data has become such an important part of being a teacher, and using it to help students strive to be better in school is great.
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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.
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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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Resources for Teaching Main Idea of Reading Informational Texts - NCSC Wiki - 1 views

wiki.ncscpartners.org/...de:Reading_Informational_Texts main idea instructional gap learning technology for instruction
shared by mcopelin on 03 Jul 17 - No Cached
  • mcopelin on 03 Jul 17
     
    This is a Wikki that thoroughly provides strategies to close the instructional and learning gap around the skill of understanding the main idea of Informational Text. The 6.2 tab was very helpful when thinking about ELL, SPED, and multiple modality instructional considerations.
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