Group items matching "Brown" in title, tags, annotations or url - teacher-librarians

The Global One-Room Schoolhouse: What does it mean to be an entrepreneurial learner? - 4 views

vimeo.com/49645115

entrepreneurial vimeo learning_styles Brown

shared by Cathy Oxley on 13 Mar 16 - No Cached

Cathy Oxley on 13 Mar 16

John Seely Brown - highlights from his "Entrepreneurial Learner Keynote at DML2012

<div class="cArrow"> </div><div class="cContentInner">John Seely Brown - highlights from his "Entrepreneurial Learner Keynote at DML2012</div>

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Librarydoor: 6 Reading Rules for the Common Core - 17 views

librarydoor.blogspot.com/...ing-rules-for-common-core.html

reading

shared by Martha Hickson on 05 May 13 - No Cached

Martha Hickson on 05 May 13

The more students read, the better they'll read So, why limit their reading to a pre-set reading level with limited titles available? Students need opportunities to read easy books to build fluency - This is ratified in Appendix A, Page 9, of the CCSS standards. We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading. Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will shift from easy --> hard material if it's on a subject of their interest. - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability. Students need curiosity to inspire reading. They will either have natural curiosity or stirred up curiosity (stirred up by the educator) Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.

<div class="cArrow"> </div><div class="cContentInner">The more students read, the better they'll read So, why limit their reading to a pre-set reading level with limited titles available? Students need opportunities to read easy books to build fluency - This is ratified in Appendix A, Page 9, of the CCSS standards. We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading. Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will shift from easy --> hard material if it's on a subject of their interest. - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability. Students need curiosity to inspire reading. They will either have natural curiosity or stirred up curiosity (stirred up by the educator) Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find. </div>

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