Implementation in a Secondary Classroom (Articles) - 0 views
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“One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure.
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Megan Schulte on 25 Feb 16This is something I'm struggling with, particularly with my group of middle schoolers. They're really good at "looking busy" but then I discover they really aren't. I think this is something that easier to fix at the beginning of the year when they don't know any different than it would be at this point in the school year. Will this ever be fixed 100%? I would say frequent checkins or ways for them to demonstrate their progress/learning. Just something I keep thinking about...
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They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class.”
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But I was simply using technology in place of my normal face-to-face teaching. When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology.
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5. Assess as you go.
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This is a huge part of our professional development this year, but the ELA teachers are having a hard time managing the formative assessments because it's not easy to assess ELA in multiple choice questions. We're finding a few resources that help with question stems for DOK levels and Bloom's but it's not as easy for us as it may be for science or math. We're getting there though...there's a light at the end of the tunnel at least.
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Low motivation does not need to be a recurring problem in the classroom.
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I'm nervous about this aspect, but I feel the more blended or PL that they've experienced the better it will be. Think back to when we first started using Google Docs and all the explicit instruction we had to do to create and share a simple document, and now the kids know more than I do. I feel this is where PL will go. The more this type of learning is the norm, the less they'll question or resist it.
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Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
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Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.