Group items tagged

"3. Know and Align the Standards or Outcomes There may come a time when learning will be so open that students will be able to learn whatever they want. However, in this day and age, we are accountable to learning standards and outcomes. This doesn't mean that we can't be flexible in how we help students reach these learning objectives. And personalized PBL can help us find that flexibility. As students generate their questions, project ideas, and products for learning, teachers must align their work to standards and outcomes, which means that teachers need to know their standards deeply in order to serve as translators of students' personalized projects to the standards. Teachers can create checklists of the standards, sub-standards, and outcomes to work through the "weeds" of hitting the standards through personalized projects, and they can use these checklists with students to co-create project ideas and assessments. See Edutopia's Building Rigorous Projects That Are Core to Learning for ideas."

"This collection of blog posts highlights lesson plans, ideas, and other useful resources to help you bring Common Core-aligned lessons into your classroom. We're actively building this repository of ideas every week, so make sure to bookmark this page. You can also follow #CCSS or #CCSSChat on Twitter for the latest updates."

"The Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. "

"Welcome to Inside Mathematics, a professional resource for educators passionate about improving students' mathematics learning and performance. This site features classroom examples of innovative teaching methods and insights into student learning, tools for mathematics instruction that teachers can use immediately, and video tours of the ideas and materials on the site. We are glad you're here and look forward to learning with you!"

"When students write a paper, it goes without saying that they must cite the sources that they use in creating it. For generations, students have created note cards to document and organize these resources and/or submitted a bibliography page with their finished work. In the modern classroom, student research and creation has taken on a new look. Before, when students created a poster, and then separately handed in a bibliography page to the teacher, justice was done and fair credit was given for the ideas used."

"This ASCD Study Guide is designed to enhance your understanding and application of the information contained in Teaching the Core Skills of Listening and Speaking, an ASCD book written by Erik Palmer and published in March 2014. You can use the study guide after you have read the book or as you finish each chapter. The study questions provided are not meant to cover all aspects of the book but rather to address specific ideas that might warrant further reflection. Most of the questions you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Teaching the Core Skills of Listening and Speaking."

"The Common Core State Standards that most states have adopted have triggered plenty of political debate. But have they transformed how teachers are teaching - and what students are learning? Not nearly enough, according to Education Trust, a nonprofit dedicated to closing achievement gaps. "

"When I first started teaching writing in history class a number of years ago, I was totally focused on the students just getting their ideas out and being able to write on historical themes."

"What is the framework? A Framework for K-12 Science Education identifies the key scientific practices, concepts and ideas that all students should learn by the time they complete high school. It is intended as a guide for those who develop science education standards, those who design curricula and assessments, and others who work in K-12 science education."

"The Common Core has embedded within it some Big Ideas that shift the role of teachers to curriculum designers and managers of an inquiry process. How can project-based learning (PBL) help with this shift? "

"We must end the absurd notion that balanced literacy is somehow at odds with the Common Core. The best balanced literacy practices have advocated for some of the smartest and most rigorous work around nonfiction reading and writing, and other crucial Common Core practices, long before anyone heard the words "Common Core." Are there some schools that practice balanced literacy at the expense of rigor? Of course, but that is a flaw in the implementation, not the idea. "

"In response, we asked her if she was willing to send us her argument-writing unit so we could share it with other teachers. We're pleased to publish it below, including all of her handouts and recommended videos embedded. And, of course, all students age 13 to 19 can find this year's contest here."

"he chemistry students at Northwestern High School were not fiddling with Bunsen burners or studying the periodic table one recent weekday morning. They were sitting at their desks, reading an article about food coloring, underlining key ideas and preparing to analyze it in an essay. This is the beginning of what Prince George's County officials hope will be a significant shift in teaching and learning, one that mirrors a change taking hold in high schools nationwide as districts adjust to the Common Core State Standards. Literacy, long the responsibility of English teachers, is filtering into every other classroom - including math, science and even health class."

"Last spring, Susan Sluyter quit teaching kindergarten in the Cambridge Public Schools. She'd spent nearly two decades in the classroom, and her departure wasn't a happy one. In a resignation letter, Sluyter railed against a "disturbing era of testing and data" that had trickled down from the upper grades and was now assaulting kindergartners with a barrage of new academic demands that "smack of 1st or 2nd grade." The school district did not respond to a request for comment."