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Jenny Gilbert

NSW Teachers Federation: Media Centre: Latest News 2010: The misuse of NAPLAN data - 0 views

www.nswtf.org.au/...20100921_wu_address.html

teachers nsw media NAPLAN

shared by Jenny Gilbert on 07 Dec 10 - No Cached
  • Jenny Gilbert on 07 Dec 10
     
    misuse of naplan data
Jenny Gilbert

Visual.ly | Infographics & Visualizations. Create, Share, Explore - 0 views

visual.ly

infographics visualization graphics data

shared by Jenny Gilbert on 04 Aug 11 - No Cached
  • Jenny Gilbert on 04 Aug 11
     
    cross curriculum literacy required in this kind of data - Had to highlight it:) Very useful for providing stimulus to students in writing expository pieces.
Jenny Gilbert

The Elements of Fiction - 0 views

www.readwritethink.org/...overview

fiction slide-show lessons

shared by Jenny Gilbert on 21 Feb 09 - Cached
  • Jenny Gilbert on 21 Feb 09
     
    nice power point display for data show use with yr 9 and 10
Jenny Gilbert

Debatewise - where great minds differ - 0 views

www.debatewise.com

debate debatewise politics philosophy community Culture issues reference

shared by Jenny Gilbert on 02 Feb 11 - Cached
  • Jenny Gilbert on 02 Feb 11
     
    suited to seniors for persuasive writing and oral topics. However ensure they are aware that their issue must have a relevant Australian context and be supported as much as possible by Australian data
Jenny Gilbert

Romeo and Juliet / William Shakespeare - 0 views

ebooks.adelaide.edu.au/...complete.html

romeo juliet shakespeare literature year10

shared by Jenny Gilbert on 19 Feb 11 - No Cached
  • Jenny Gilbert on 19 Feb 11
     
    online ebook- could be very useful for close examination of select scenes via data show
Jenny Gilbert

Inspiring Teachers - Monthly Columns -Differentiation of Instruction Part 1 - classroom... - 0 views

www.inspiringteachers.com/...iation_of_instruction_pt1.html

differentiation

shared by Jenny Gilbert on 04 Feb 11 - No Cached
  • It is teaching towards each student's strengths, and allowing their weaknesses to develop into future strong points.
  • Quite frankly, the course of action begins with the very basics of how you run your classroom. Begin the year by getting a grasp of the strengths and weaknesses of your students through the use of the available data, like benchmark testing results, standardized test scores, pre-tests, student inventories, portfolios, guidance folders, and/or classroom grades from the previous year; although those important items are just the beginning of your learning process. They give results and information, but they do not tell you how the student got there.
  • a responsive classroom that differentiates is one where the teacher prides him or herself on getting to know the students as individuals. From my own experience, once you tap into that resource, you can more easily find ways to connect with everyone in the classroom.
  • ...15 more annotations...
  • so use the idea of getting to know your students as a place to incorporate writing. When given a topic they can personally relate to, students usually write much more than they would ever tell you verbally. Sentence starters work well. Journal prompts are a terrific asset.
  • A teacher who makes an effort to value and learn about students on a more personal level, will gain the respect of the students and will begin on the journey of lesson planning for the whole group. It is not a "waste of time" to spend important moments on this "getting-to-know-you" task. The better you understand your students, the easier it is to get them to learn.
  • If students work together toward a common goal, then communication and organization improves. Plus, students feel supported, and they know they can go to other members of the class for guidance.
  • Facilitating an environment where a struggling student can approach a gifted student to request assistance, provides students with the chance to succeed in safe surroundings and at their own pace.
  • Although some teachers would disagree with me, I use self-assessment often
  • students are self-monitoring as well, and more often than not, they are pleased with their progress.
  • They feel good about themselves because they can see the learning in concrete form.
  • All students, from resource to gifted, need to "work up."
  • Using rubrics, checklists, and clearly written instructions, which are provided in advance, are a way to begin in helping all students learn to desire achievement
  • Diversity in the classroom is a given; our job is to figure out how to get students to want to learn the material on their own, at a pace that is good for them.
  • Teachers differentiate through their CONTENT.
  • What are the procedures/activities/steps which are followed so that students create their final outcome? This middle part is called the PROCESS. The final outcome is the PRODUCT. The product is most often the assessment vehicle by which students demonstrate what they have learned.
  • When students are offered choices in the process area, you enable them to discover different skills and competencies.
  • it means one plan with three options or sections.
  • Activities related to the same learning outcome are prepared with different stages of difficulty, each stage addressing higher levels of thinking and/or different learning styles.
  • Jenny Gilbert on 04 Feb 11
     
    there are 3 more parts to this.
Jenny Gilbert

The Anatomy Of An Infographic: 5 Steps To Create A Powerful Visual | SpyreStudios - 0 views

spyrestudios.com/ps-to-create-a-powerful-visual

infographics design visualization graphics visualisation data howto

shared by Jenny Gilbert on 04 Aug 11 - Cached
  • Jenny Gilbert on 04 Aug 11
     
    analysis of information - essential literacy skill across the curriculum
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