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Differentiation Doesn't Work - Education Week - 0 views

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    Here's the other side of the argument...
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Differentiation Does, in Fact, Work - Education Week - 0 views

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    From UVA's own, Carol Ann Tomlinson
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http://www.inclusiveva.org/wp-content/uploads/2015/01/2017-2018-Interfaith-Calendar.pdf - 0 views

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    The Virginia Center for Inclusive Communities calendar of holidays and festivals - a resource to encourage awareness of the great diversity of religious and ethnic groups that live in the US.
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Most Likely To Succeed - 0 views

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    Shared by Tom Weis
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Flipped Learning Global Initiative - Supporting Flipped Learning Worldwide - 0 views

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    JJ and Ben participated in a webinar by this group and found it "brief but helpful."
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Question / Project Cards - Unprofessional Development - 0 views

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    "The contemporary questions that interest us as adults - like those about power, extinction and health - can be asked in ways that resonate with young people, too. And, their answers can be manifest in real world answers: games, books, stories, art, and more. " Here is a collection of questions and project cards you can use with your students.
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Search Tips & Tricks - Inside Search - Google - 0 views

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    Google Tips & Tricks
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Educational Leadership:Working Constructively with Families:When Students Lead Parent-T... - 2 views

  • During the conference, the students asked their parents to write any questions they had on an index card and to hold their questions until the end. This gave the students uninterrupted time to make their presentations.
  • I feel the student-led conferences empowered students and helped them claim ownership of their education. In our case, it was a responsibility that our student enjoyed.
  • parents attended the conference without their child and discussed their child's performance with the advisor, who served as an advocate for the student.
  • ...4 more annotations...
  • (1) a guiding structure for the conference; (2) a way to prepare students to run their own conferences; (3) a method of communicating the new format to parents and colleagues; and (4) the procedural operations that we would need to develop.
  • select only a few items for discussion during the conference
  • The students learned that they would do all the talking and that the advisor was there basically for moral support. (The team instructed the advisors to intervene only when students became bogged down or if parents overshadowed them.)
  • Once their portfolios were complete, students rehearsed the script three times with classmates as stand-in parents.
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