Skip to main content

Home/ nsd teachers/ Group items tagged structures

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Sheri Edwards

English378 - Text Structures - 0 views

english378.wikispaces.com/Text+Structures

english text structures

shared by Sheri Edwards on 23 Jul 12 - No Cached
  • Sheri Edwards on 23 Jul 12
     
    Using nonfiction and informational texts is the biggest change for teachers with the new CCSS. What is an informational text? This definition is debated by many (see Colman below), but the CCSS includes any types of texts that are non-narrative or nonfictional in nature, including texts that function as "how to" genres. By 2014, the CCSS state that each grade increases in the amount and complexity of informational text that they expect students to read "independently and proficiently". (35) This could mean that seniors will read up to 80% informational texts in their English classes! This page will be devoted to ways teachers can help students work with different genres (structures) of texts, such as newspapers, magazines, maps, a set of directions, etc.
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,
  • we teachers were the people who held the ultimate solutions
  • 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
  • clear purpose and goal
  • 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

Early childhood education research - 0 views

www.alfiekohn.org/...ece.htm

developmentally appropriate skills-based kohn

shared by Sheri Edwards on 25 Jun 09 - Cached
  • Even apart from journalistic investigation, it’s common knowledge among many inner-city educators that children often make little if any meaningful progress with skills-based instruction.[8]  But failure in this situation is typically attributed to the teachers, or to the limited abilities of the children, or to virtually anything except the model itself.  In contrast, whenever problems persist in nontraditional classrooms, this is immediately cited as proof of the need to go “back to basics.”
  • skills-oriented classrooms (such as DI) to an assortment of “developmentally appropriate” (DA) approaches,
  • the advantage of two years of regimented reading-skills instruction melted away, and soon proved equivalent to “an intensive 1-hour reading readiness support program” provided to another group.  One difference did show up much later, though:  almost three quarters of the DA kids ended up graduating from high school, as compared to less than half of the DI kids.  (The latter rate was equivalent to that of students who hadn’t attended preschool at all).[10]
  • ...5 more annotations...
  • When the researchers checked in again eight years later, things had gotten even worse for the young adults who had attended a preschool with a heavy dose of skills instruction and positive reinforcement.  They didn’t differ from their peers in the other programs with respect to their literacy skills, total amount of schooling, income, or employment status.  But they were far more likely to have been arrested for a felony at some point and also to have been identified as “emotionally impaired or disturbed.” 
  • he children who had been taught with the skills-based approach were “more hostile and aggressive, anxious and fearful, and hyperactive and distractible” than children who had attended more developmentally appropriate kindergarten classrooms – and they remained so a full year later. 
  • The skills kids had lower expectations of themselves, worried more about school, were more dependent on adults, and preferred easier tasks.[16]
  • Those from the child-initiated preschools “actually mastered more basic skills by initiating their own learning experiences” and continued to do well as the years went by.  The middle-of-the-roaders fell behind their peers.  As for those from the academically directed group, their “social development declined along with mastery of first-grade reading and math objectives. . . . By fourth and fifth grades, children from academic pre-K programs were developmentally behind their peers and displayed notably higher levels of maladaptive behavior” – particularly in the case of boys.[17]
  • a tightly structured, traditionally academic model for young children provides virtually no lasting benefits and proves to be potentially harmful in many respects.
  • Sheri Edwards on 25 Jun 09
     
    skills vs developmentally appropriate
1 - 3 of 3
Showing 20▼ items per page