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Sheri Edwards

Into the Book: Teaching Reading Comprehension Strategies - 0 views

reading.ecb.org/index.html

shared by Sheri Edwards on 05 Jul 09 - Cached
  • Sheri Edwards on 05 Jul 09
     
    k-4 online reading strategy site
Sheri Edwards

Untitled Document - 0 views

www.teachersfirst.com/...adaptstrat.cfm

ell strategies differentiation

shared by Sheri Edwards on 05 Jul 09 - Cached
  • Sheri Edwards on 05 Jul 09
     
    teaching strategies differentiation
Sheri Edwards

Supporting Student Thinking Skills | Quisitivity.org - 0 views

www.quisitivity.org/...orting-student-thinking-skills

thinkingskills strategies students reflection

shared by Sheri Edwards on 16 Jun 09 - Cached
  • Focus on the process before they start Monitor their reasoning as they are working Reflect back and explain to someone else what they were thinking
  • Think-Alouds Leveled problems Graphic organizers (e.g. T-chart) Using “magic words” that students can use which require explanation of reasoning Asking prompt questions (such as those in yesterday’s post) Give part of the solution, then have students complete it Give the answer, students write the solution Give the explanation, students write the solution Give the solution, students write the explanation Checklists or mnemonics to aid recall of processes Journals to practice informal writing about problem solving Vocabulary games to build language skills and improve communication about reasoning Allow students to rewrite weak explanations to improve them Show sample student papers that demonstrate good skills Teach students to score responses using a rubric Have students score their own work or a partner’s work Trade papers with another class and have students score
  • Sheri Edwards on 16 Jun 09
     
    thinking skill strategies for reflection
Sheri Edwards

Paired Reading-A Great Strategy to Accelerate Reading Levels for Struggling Readers | M... - 0 views

www.marshaclements.com/...-levels-for-struggling-readers

marsha clements paired reading comprehension fliency

shared by Sheri Edwards on 08 Jun 09 - Cached
  • Sheri Edwards on 08 Jun 09
     
    paired reading
Sheri Edwards

Teacher Boot Camp - 0 views

teacherbootcamp.edublogs.org

terrell ell boot camp strategies web 2.0

shared by Sheri Edwards on 08 Jul 09 - Cached
  • Sheri Edwards on 08 Jul 09
     
    using web 2.0 tools
Sheri Edwards

TLN Teacher Voices: Secrets of Successful Learning Teams: An Interview with Anne Jolly - 0 views

teacherleaders.typepad.com/...interview-with-anne-jolly.html

collaboration plt

shared by Sheri Edwards on 05 Jul 09 - Cached
  • Teacher Leaders Network
  • Team to Teach: A Facilitator’s Guide to Professional Learning Teams.
  • the key to having successful PLCs is knowing how to implement the learning teams and make them work
  • ...29 more annotations...
  • teams need to research, reflect, implement, redesign,
  • background section for the facilitator
  • Rick DuFour
  • Linda-Darling Hammond, Karen Seashore Lewis
  • My action research
  • read it on the Web,
  • clear purpose and goal
  • we were the ones who generally had less opportunity for real input into policies and procedures that either allowed or threw up barriers to good teaching and learning.
  • The principal is the key
  • must understand the process
  • provide teachers with training and support.
  • personally offer appropriate feedback to teams on a regular basis, and allow teachers to be risk-takers.
  • about professional learning and growth
  • we teachers were the people who held the ultimate solutions
  • Setting norms
  • Sharing teaching ideas
  • examine research and articles on instruction to broaden their knowledge base, and work together to develop and collectively implement new strategies.
  • voluntary or mandatory.
  • provide the necessary help in terms of support structures and incentives.
  • up to 3 years for professional learning teams to become ingrained
  • the culture of the school begins to shift and teachers begin to support one another as professionals. In fact, team members begin to take responsibility for the success of each other as teachers.
  • no "one size fits all"
  • Imagine that you have freedom to design your school to operate anyway you want it to, and that you will be provided with sufficient resources do implement the design.• What will your teachers be doing from the time they walk in in the morning until the time they leave in the afternoon? • What would you (the principal) be doing during the school day?• How would you like the school day to be structured?• What types of meeting rooms, student learning rooms, laboratories, classrooms, and other space would you like to have in this school?• What clerical positions would be needed? What would clerical staff responsibilities be with respect to facilitating teaching and learning?
  • teachers focusing exclusively on teaching and learning during the school day. The principal also takes a leadership role in the instructional process and involves teachers in helping him/her make instructional decisions.
  • The school day is structured so that teachers have two hours a day to work together to address student strengths and weaknesses and improve instruction. Teachers have comfortable and relaxed surroundings in which to work together. They have access to technology and a high comfort level in using it. School firewalls have been altered so that students in the school can access and create wikis, blogs, social bookmarks, rss feeds, and other digital tools when useful for learning.
  • Students who consistently disrupt learning for other students in class are temporarily placed with a smaller group of similar students within the school where trained teachers work with them in academics and behavior modification.
  • hands-on learning, projects and problem-solving.
  • clerical staff to handle non-instructional paperwork, and non-teaching staff monitors students at lunch, during class changes, and at other times when students are not engaged in instructional activities. This frees up extra time for teachers to meet with parents, attend IEP meetings, and prepare for classes.
  • Teacher leadership is viewed as a necessary role in the school.
  • Sheri Edwards on 05 Jul 09
     
    professional learning teams
Sheri Edwards

Twelve Active Learning Strategies - 0 views

www1.umn.edu/...index.html

twelve active_learning activelearning

shared by Sheri Edwards on 05 Aug 09 - Cached
  • Sheri Edwards on 05 Aug 09
     
    active learning
Sheri Edwards

Education Week: Rural 'Dropout Factories' Often Overshadowed - 0 views

www.edweek.org/...27dropout_ep.h29.html

dropouts poverty reform

shared by Sheri Edwards on 09 Apr 10 - Cached
  • The school’s challenge of graduating students illustrates that it’s no simple endeavor to help them see the relevance of an education.
  • “We have generational poverty, a lack of aspirations,”
  • If students fail a class, they can make it up online as part of a credit-recovery program.
  • ...7 more annotations...
  • In an area with a lot of youths who prefer to work with their hands rather than read books, the county has strong career and technical institutions. The district also runs an alternative school, charged with helping students at risk of dropping out get back on track.
  • number of rural dropout factories in South Carolina, likely results from the lack of jobs and persistent poverty
  • “The key is about building relationships and making sure the students can see they can be successful,” Mr. Moore said
  • “you can put more emphasis on what’s going on in their lives.”
  • assigning advocates to at-risk students.
  • implemented up-to-date technology and ensured that all teachers are certified. The team, however, said it saw a lack of consistency in the use of innovative teaching strategies to engage students.
  • “Whether they dropped out or not [themselves], I don’t think any parent wants their kid to drop out of school,” Mr. Robinson said. “I can’t see that in any town. Some have more control over their kids than others.”
Sheri Edwards

Impact: Turning Around a Minnesota School At-Risk: Dayton's Bluff Elementary - 0 views

ici.umn.edu/...prof5.html

responsive classroom classroom management

shared by Sheri Edwards on 08 Apr 09 - Cached
  • worst elementary schools in the St. Paul Public Schools (SPPS) district. Blatant disrespect toward adults and aggression toward peers was rampant, and chaos ruled the hallways and classrooms.
  • Use of the Responsive Classroom® model, an approach that brings together social and academic learning and “fosters safe, challenging, and joyful classrooms and schools” (see www.responsiveclassroom.org). Collaboration between regular and special education staff. Positive relationships between adults and students. A common language and ethic throughout the school of equity, justice, and success for every student.
  • morale
  • ...26 more annotations...
  • ree or reduced price meals
  • poverty and mobility, coupled with the lack of teacher stability, necessary instructional control, and effective behavior management put essentially the entire student population at risk for developing emotional or behavioral disorders.
  • replacing the principal, other building administrators, and about 80% of the teachers
  • student- and family-centered support services were aligned and located in the school.
  • two years
  • students worked collaboratively in classrooms
  • fun and rigorous learning environment where respect for all is evident everywhere.
  • common language of respect
  • learn social skills along with academic content. The day begins with the Morning Meeting during which the children sit in a circle to hear a message about the day’s events or topics of study and they hold an informal conversation in which everyone participates. A set of rules for behavior is posted in every room and hallway along with the systematic and universal steps for regaining self-control and turning around problem behavior.
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      regaining self-control
  • everity from “take a break,” to “fix it” plans, to dismissal from school. The consistency with which the system is implemented by every adult in the school is remarkable. It has produced demonstrable changes in student behavior and conduct, with students taking responsibility for their behavior, and dismissal from school a rarity. The model also involves “buddy classrooms.”
  • Teachers work together to assess and reflect on their performance and provide each other with constructive feedback regarding their interactions with students
  • identify alternative strategies for interacting with the student and monitor progress in terms of reducing conflict and strengthening the relationship between the teacher and student.
  • emotional/behavioral disorder (EBD)
  • “Collaboration is key to our teachers finding creative ways to grow at their craft and help our students exceed the standards”
  • The common policies and procedures used across regular and special education classrooms promote academic and behavioral success for all students.
  • The importance of social skills instruction is equal to that of academic success for all students. The academic success that regular and special education students at Dayton’s Bluff experience is largely a product of the individualized instruction all students receive. Individualized assessments are conducted with each student to determine the specific instructional needs of each across the content areas. Instruction in reading, writing, and math is conducted in “workshop” style that involves a “mini-lesson” of approximately 5-10 minutes followed by a period of time during which students receive guided practice and feedback on applications of the mini-lesson. Data are regularly collected and analyzed
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      Did the workshop format of lessons also help by providing students with choice, indpendence, and the opportunity to practice expectations in social and academic behvaiors?
  • score
  • All students experience the same consequences for misbehavior, including those students who have a history of significant behavioral problems in school, and all students are provided multiple opportunities to correct their own behavior within the systematized program.
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      Key: fairness -- all can correct themselves and all have opportunity to do so.
  • chance to see fairness in how everyone is treated alike, that they will not be condemned for making a mistake, and will be encouraged to succeed by everyone.
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      Here it is: fairness
  • he high level of consistency with which the staff members implement the program builds trusting relationships between students and adults in the building. It is much more common for students to be sent to the principal’s office to read something they’ve written or share an accomplishment in math than to face disciplinary action
  • he staff members approach the problem as a partner with the student to understand and solve the problem rather than as heavy-handed, controlling, punitive authority figures. This approach promotes mutual respect, responsibility, and pride, and reduces the incidence of learned helplessness.
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      Key: partners to sove the problem
  • intensive training as well as ongoing “booster” sessions tailored to their individual needs. Th
  • academic success
  • every reason to believe that these students will stand alongside their regular education peers in leading productive, successful lives.
    • Sheri Edwards
      Sheri Edwards on 08 Apr 09
       
      part of our mission statement
  • investment in “people-power” that prioritizes small class sizes and strong professional development programs over cutting-edge technology has resulted in successful primary and secondary prevention that supports the tertiary prevention resources provided by the district for students identified with EBD
  • Jennifer McComas is associate professor in the Department of Educational Psychology, University of Minnesota. She may be reached at 612/624-5854 or jmccomas@ umn.edu. The article was authored in collaboration with Von Sheppard, principal at Dayton’s Bluff Elementary School, St. Paul, Minnesota. He may be reached at 651/293-8915 or von.sheppard@spps.org.
  • Sheri Edwards on 08 Apr 09
     
    Responsive Classroom
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