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Patti Porto

Math Methodology Part 1: Instruction Essay (Page 3 of 3): Addressing Needs of Students ... - 0 views

www.ct4me.net/math_methodology_3.htm

math udl instruction commoncore

shared by Patti Porto on 24 Apr 14 - No Cached
  • Patti Porto on 24 Apr 14
     
    " Drawing upon research and an extensive collection of evidence from multiple sources, the Common Core State Standards were developed to reflect the knowledge and skills that young people need for success in college and careers.  Those standards impact teachers in several ways, including to guide them "toward curricula and teaching strategies that will give students a deep understanding of the subject and the skills they need to apply their knowledge" (Common Core State Standards Initiative, FAQ section).  For many the standards require changes in how mathematics is taught, thus they will influence instructional strategies that educators use"
Patti Porto

Employment First | Employment First Transition Framework - 0 views

www.ohioemploymentfirst.org/view.php

Transition

shared by Patti Porto on 01 May 15 - No Cached
  • Patti Porto on 01 May 15
     
    "The Employment First Transition Framework is a results-oriented process that leads to individual community employment outcomes for youth with developmental disabilities. The Framework is a system of practices that are present at the state, regional, and individual levels that reflect person-centeredness, are agency neutral, and are outcome focused."
Patti Porto

Book - Worth Writing About - 0 views

www.stenhouse.com/...worth-writing-about.htm

writing literacy

shared by Patti Porto on 27 Jul 15 - No Cached
  • Patti Porto on 27 Jul 15
     
    Free preview online ""Who am I?" This is the question that many adolescents ask during the turbulent middle and high school years. In Worth Writing About: Exploring Memoir with Adolescents, Jake Wizner addresses how searching for the answer to this question leads his students to reflection, to reading, and ultimately to deeper, more meaningful writing."
Patti Porto

Inside Teaching - 0 views

gallery.carnegiefoundation.org/insideteaching

education teaching

shared by Patti Porto on 29 Jun 10 - No Cached
  • Patti Porto on 29 Jun 10
     
    "Welcome to Inside Teaching. This website is designed to support a community of learning, which includes teachers, professional developers, and other educators interested in learning and in teaching. Visit collections of multimedia records of teaching practice. Learn from others' perspectives on using records of practice for teacher learning. Contribute your own teaching and learning experiences and browse materials and resources that reflect the larger context of the work featured here. This site itself is an environment of learning, a "living archive" that relies upon the contributions of visitors in order to grow and to thrive."
Patti Porto

Marzano Evaluation - Supporting effective teachers in every classroom - 2 views

www.marzanoevaluation.com

evaluation teachers Marzano

shared by Patti Porto on 26 May 11 - No Cached
  • Patti Porto on 26 May 11
     
    Bridging the gap between teacher evaluation and student achievement After nearly five decades of study around effective teaching and learning practices, Dr. Robert Marzano expands his acclaimed work by releasing the Art and Science of Teaching Causal Teacher Evaluation Model. The first of its kind, this teacher evaluation model identifies the direct cause and effect relationship between teaching practices and student achievement to help teachers and leaders make the most informed decisions that yield the greatest benefits for their students. With the Marzano Model, districts can transform your teacher evaluation system from an exercise in compliance into an effective engine of incremental growth, one that reflects parallel gains between teacher assessment and student performance.
Patti Porto

Diana Laufenberg | Profile on TED.com - 0 views

www.ted.com/...diana_laufenberg.html

change technology

shared by Patti Porto on 10 Oct 11 - No Cached
  • Patti Porto on 10 Oct 11
     
    "She has taught all grade levels from 7-12 in Social Studies. Laufenberg's latest adventure finds her at the Science Leadership Academy in Philadelphia. SLA, one of Philadelphia's newer high schools, in partnership with the Franklin Institute. The approach is both old and new. SLA is an inquiry-driven, project-based high school focused on 21st-century learning. SLA provides a rigorous, college-preparatory curriculum with a focus on science, technology, mathematics and entrepreneurship. Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes."
Patti Porto

USA Hooray! Teaching Students Using Choice Boards and Workstations - 0 views

blog.techwithjen.com/...teaching-students-through.html

differentiatedinstruction di apps udl

shared by Patti Porto on 14 Dec 14 - No Cached
  • Patti Porto on 14 Dec 14
     
    "each day students read each section from the story, discussed as a group, and then chose an app to explain what they learned from the section read. Before students started the project, we created a rubric to keep students on track as a class. Students would begin their self-reflection sheet to write out their goal for the project and then fill out a storyboard (images above) to organize their thinking."
Patti Porto

Winning Habits for School-and Life - 0 views

www.whatkidscando.org/...01_winning_habits

mindset education socialemotional video pbis

shared by Patti Porto on 02 Apr 15 - No Cached
  • Patti Porto on 02 Apr 15
     
    "Two years ago, WKCD produced an 11-minute video for middle and high school students that includes clips of student talking about critical social and emotional skills: managing stress, self-control, motivation, persistence, curiosity, resourcefulness, and self-confidence. The video is intended to prompt discussion among students, with many places to pause and reflect. We are posting it again because we believe it merits a fresh look. We created a short booklet, too. Together, the video and handbook underscore two BIG points: Doing well in school isn't only about academic "smarts." It's also about habits, like self-control and motivation. These habits-or strengths-help us succeed in school and life. Like muscles, both academic smarts and good habits can be built through practice."
Patti Porto

Live 2015 Cross-Districts Learning Event | CASEL - 0 views

casel.squarespace.com/cross-districts-learning-event

socialemotional

shared by Patti Porto on 11 Dec 15 - No Cached
  • Patti Porto on 11 Dec 15
     
    "REFLECT, RELATE, REINVIGORATE CASEL's Cross-Districts Learning Event 2015 Hosted by the Cleveland Metropolitan School District (CMSD) Cleveland, Ohio May 6-8, 2015"
Patti Porto

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

www.edweek.org/...33mclane.h32.html

grading

shared by Patti Porto on 04 Jun 13 - No Cached
  • Patti Porto on 04 Jun 13
     
    "My teachers and I are currently having discussions about grading practices, standards-based grading, and everything in between. I do not know that we will ever adopt a truly standards-based grading system, but I believe we are on our way to making our grading system more meaningful."
Patti Porto

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

www.edweek.org/...33mclane.h32.html

grading

shared by Patti Porto on 14 Jun 13 - No Cached
  • Patti Porto on 14 Jun 13
     
    "My teachers and I are currently having discussions about grading practices, standards-based grading, and everything in between. I do not know that we will ever adopt a truly standards-based grading system, but I believe we are on our way to making our grading system more meaningful."
Patti Porto

Is Common Core the Enemy of Autonomy? - Teaching for Triumph: Reflections of a 21st-Cen... - 0 views

blogs.edweek.org/...mmon_core_the_enemy_of_au.html

commoncore

shared by Patti Porto on 15 Jan 14 - No Cached
  • Patti Porto on 15 Jan 14
     
    "The most damaging assumption of the NCLB era was that test scores and student achievement are the same thing. In the Common Core era, the most damaging assumption might be the following fallacy: Moving toward a coherent national system will bring about a loss of autonomy for teachers."
Patti Porto

Reflection from International Conference on Thinking ICOT - The Learner's Way - 0 views

thelearnersway.net/...iicot2015reflections

thinking mindset

shared by Patti Porto on 27 Jul 15 - No Cached
  • Patti Porto on 27 Jul 15
     
    "If we teach our children to think then they will do better on the test and they will do better in life. This was one of the clear messages delivered by the presenters at the International Conference on Thinking (ICOT) in Bilbao, Spain held during the week beginning 29th June. The conference was a celebration of thinking and brought together many of the leaders in educational thinking including the teams behind 'Habits of Mind', 'Teaching for Understanding' and 'Making Thinking Visible'."
Patti Porto

50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Har... - 0 views

gettingsmart.com/...lf-probing-questions-educators

reflection

shared by Patti Porto on 04 Jun 14 - No Cached
  • Patti Porto on 04 Jun 14
     
    "stem from one foundational question: What do I need to work on to be better next year? Care to discover some interesting answers? If so, just read below to take an honest self-assessment with these fifty questions and see what truths you reveal."
Patti Porto

America's Educational Crossroads: Making the Right Choice for Our Children's Future | U... - 0 views

www.ed.gov/...-our-children%E2%80%99s-future

shared by Patti Porto on 20 Jan 15 - No Cached
  • Johnson said, “I made up my mind that this Nation could never rest while the door to knowledge remained closed to any American.”
  • I believe every single child is entitled to an education that sets her up for success in careers, college, and life. I believe education cannot and should not be boiled down just to reading and math. I believe the arts and history, foreign languages, financial literacy, physical education, and after school enrichment are as important as advanced math and science classes. Those are essentials, not luxuries. I believe that all students must be held to high expectations for learning, no matter their zip code, race or ethnicity, disability, or whether they are still learning English. I believe that states should always choose those standards, as they always have, and that those standards should align clearly and honestly with what young people will need to know for success in school, in college, and in life.
  • I believe that every single child deserves the opportunity for a strong start in life through high-quality preschool, and expanding those opportunities must be part of ESEA. I believe that every family, and every community, deserves to know that schools are making a priority of the progress of all children, including those from low-income areas, racial and ethnic minorities, those with disabilities, those learning English, and others who all too often, historically, have been marginalized, and underserved, and undereducated. And I believe they deserve to know that if students in those groups actually fall behind, that schools will take action to improve. I believe that no student deserves to be cheated out of an education by being stuck in a school that fails too many of its students, year after year after year. I believe that schools must be a pipeline to opportunity, not to prison.
  • ...4 more annotations...
  • I believe that we should create new incentives to catalyze bold state and local innovation in support of student success and achievement.
  • I believe that every single child deserves fair access to the resources of her school and her district – and access to excellent teachers and principals.
  • I believe all educators and principals need and deserve excellent preparation, support and opportunities for growth that go far beyond what exists in most places today. And I’m pleased to say, you’ll hear more about this when President Obama releases his budget. I believe teachers and principals deserve to be paid in a way that reflects the importance of the work they do – regardless of the tax base of their surrounding community. I believe teachers and schools need greater resources and funds. This year, President Obama's Budget will include $2.7 billion for increased spending on ESEA programs, including $1 billion additional just for Title I. And we will fight to make sure Congress provides more resources as part of any effort to rewrite ESEA. I believe those in low-income schools should have resources and support comparable to that in other schools. Our children and teachers, who need and deserve the most, cannot continue to receive the least. I believe that all teachers deserve fair, genuinely helpful systems for evaluation and professional growth that identify excellence and take into account student learning growth.
  • I believe parents, and teachers, and students have both the right and the absolute need to know how much progress all students are making each year towards college- and career-readiness. The reality of unexpected, crushing disappointments, about the actual lack of college preparedness cannot continue to happen to hard working 16- and 17-year olds – it is not fair to them, and it is simply too late. Those days must be over.
  • Patti Porto on 20 Jan 15
     
    Arne Duncan speech on re-authorizing ESEA
Patti Porto

A Principal's Reflections: Rigor, Relevance and Transformation at the Ground Level - 0 views

esheninger.blogspot.com/...nce-and-transformation-at.html

framework oip

shared by Patti Porto on 13 Mar 16 - No Cached
  • Patti Porto on 13 Mar 16
     
    "Over the past five years, we North Kansas City School District restructured our purpose so that student-centered learning was the ultimate objective. We put Rigor and Relevance in the foreground, along with several other initiatives. By committing to systematic integration of the model, we transformed the culture, the conversation, as well as the results in our district. Making our classrooms truly student-centered and relevant - thereby making real rigor possible - has allowed us to shape common beliefs for student success. "
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