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Sara Wilkie

ASCD Express 8.05 - Reading for Meaning - 0 views

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    "the hidden skills and cognitive processes that underlie reading comprehension. A number of researchers (see, for example, Pressley & Afflerbach, 1995; Wyatt et al., 1993) focused their attention on a simple but unexplored question: What do great readers do when they read? By studying the behaviors of skilled readers, these researchers reached some important conclusions about what it takes to read for meaning, including these three:"
Sara Wilkie

ASCD Express 8.18 - Supporting Self-Directed Learners: Five Forms of Feedback - 1 views

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    "When a teacher's goal is to enhance students' capacity for self-directedness, the how and why of providing feedback is crucial. Here are five forms of feedback, presented in descending order of their effectiveness in growing self-directedness."
anonymous

ASCD Express 8.11 - Building Skills for Independent Learning - 0 views

  • Learners accustomed to sitting passively while their teachers dole out knowledge may initially be unready to take on more active roles in the classroom.
  • teach the noncognitive or "soft" skills that are the foundation of independent learning.
  • help them develop these strengths.
Sara Wilkie

McTighe - Essential Questions - 0 views

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    ASCD Inservice: Looking Beyond the "Answer"
Sara Wilkie

Circle of Knowledge - 3 views

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    "Chapter 18. Circle of Knowledge"
Sara Wilkie

Educational Leadership:Common Core: Now What?:Nonfiction Reading Promotes Student Success - 0 views

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    " it's not just how much students read that matters, but also what they read. In particular, students need to read and comprehend informational texts as often-and as fluently-as they do narrative texts." "we should ask what the research says about the benefits of reading nonfiction. Is it really worth tearing kids away from The Hunger Games, the Harry Potter books, or Diary of a Wimpy Kid? After all, with multimedia consuming so much of students' time, shouldn't we be happy they're reading at all?"
Sara Wilkie

Education Week: Why Grades Should Reflect Mastery, Not Speed - 0 views

    • anonymous
       
      Read Classroom Habitudes for some ideas of actual skills students need to be successful!
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    "The first thing we attempted to clarify was what exactly is a grade? If I were to look in my grade book and see that Johnny has a B, what picture does that actually paint? That B should tell me that Johnny is pretty proficient. He obviously has some flaws, but I would venture to say he is fairly well-versed in the subject at hand. The question is, however, what actually went into that B? "
anonymous

Education Week Teacher: 7 Ways to Increase Student Ownership - 0 views

  • A peer-advising program is another win-win.
  • So why not encourage seniors to share their experiences with underclassmen before they graduate? I'm thrilled to be developing a course for the Student College and Career Library Assistant program that we'll launch in the fall.
  • They are practicing leadership by creating the school they want and need.
  • ...4 more annotations...
  • students serve on the interview panel for new employees.
  • We like to survey our students.
  • Err on the Side of Information Overload
  • Invite Students to Articulate Their School's New Identity
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    As I read more and more blogs, twitter feeds, etc. teachers everywhere are asking how to engage their students. This blog post demonstrates a real shift in ownership to the students!
Kenneth Jones

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 3 views

    • Kenneth Jones
       
      What do you think about this concept?
  • Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones.
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    "Your personal footprint-and to some extent your school's-is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to."
Sara Wilkie

Using Action Research in Online Communities to Effect Building-Level Change | Connected... - 0 views

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    "We want a team to think about action research as a collaborative endeavor, where principals and teachers work together to improve something over time. It's not just about gathering data, it's about working hard to improve something. Maybe you see a need to improve writing in the building, and you're going to figure out whether there's a way to take a techno-constructivist approach to strengthening students' writing skills. Maybe you feel the culture of your school is very mired in antiquated approaches to teaching and learning, and you want to build a new culture of innovation and collaboration, so you're going to develop your project around that goal."
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    "where principals and teachers work together to improve something over time" HA! Techno-constructivist? Could this term be applicable to the age of chalkboard and chalk innovation? I just don't think research resultant data is going to lead the way to anything but more "initiatives". As learning facilitators, we are drowning in them and the learner targets are confused beyond measure. Maybe, the answer is as simple as priority setting AND the genuine wherewithal to put those priorities in place. If I were an instructional leader, rather than a innovative pariah or low tech Luddite, I might say that my campus community is going to tackle a learning fundamental, close reading. I form a committee, we plan activities, we go...in isolated boxes of 41 minutes x 7, while filing out reams of busy work paper & electronic documentation, while building character, fostering the whole child, honoring the best spitters of knowledge with assembly recognition and the rounds and rounds of testing - not a measure of learning, but a measure of the course and scope delivery of bloated curricula....all on a schedule determined and unchangeable by the number of buses owned and operated...that developed project is actually doomed to ineffectiveness not because of its inherent flaws, but because that leader is both structurally and functionally prevented from making it a reality. Study and Commission and White Paper away, the results are predetermined! The really sadness here is that we KNOW how to pull this off - High Tech High and New Tech Network Schools and others I can't think of that have freed themselves from structural inertia...but we wring our hands and continue to fashion work-around initiatives....that we know in advance simply will not work.
Sara Wilkie

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 1 views

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    Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
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