Group items tagged

"a shared close reading of a complex text in which students propose emerging understandings, supported by textual evidence, with occasional reminders and re-direction by teacher-facilitators."

"teach nonfiction reading skills in my sixth grade science classroom. Each lesson is tied directly to a standard in the Common Core Literacy in History, Science and Technical Subjects curriculum -- and each lesson is designed to be used in tandem with a current event connected to the concepts that our students study. If you like the lessons, all you'll need to do is find a current event to teach them with!"

Have read driven to distraction but not the others - I have my work cut out for me! Pick a book or an article to read to help you understand this very misunderstood condition.

"The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic. For the 21st century, we need to add a fourth R--and it will help inspire the other three: Algorithm. I know, it isn't a very graceful "R"--but 'riting and 'ritmetic are fudges too. And the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print. "

"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."

"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."

A must read - also note the links to Working Memory. It will help explain some of our students and maybe some of our "habits"

quick read of myths about Executive functions

"The first big idea is learning by doing. We all learn better when learning is part of doing something we find really interesting. We learn best of all when we use what we learn to make something we really want. The second big idea is technology as building material. If you can use technology to make things you can make a lot more interesting things. And you can learn a lot more by making them. This is especially true of digital technology: computers of all sorts including the computer-controlled Lego in our Lab. The third big idea is hard fun. We learn best and we work best if we enjoy what we are doing. But fun and enjoying doesn't mean "easy." The best fun is hard fun. Our sports heroes work very hard at getting better at their sports. The most successful carpenter enjoys doing carpentry. The successful businessman enjoys working hard at making deals. The fourth big idea is learning to learn. Many students get the idea that "the only way to learn is by being taught." This is what makes them fail in school and in life. Nobody can teach you everything you need to know. You have to take charge of your own learning. The fifth big idea is taking time - the proper time for the job. Many students at school get used to being told every five minutes or every hour: do this, then do that, now do the next thing. If someone isn't telling them what to do they get bored. Life is not like that. To do anything important you have to learn to manage time for yourself. This is the hardest lesson for many of our students. The sixth big idea is the biggest of all: you can't get it right without getting it wrong. Nothing important works the first time. The only way to get it right is to look carefully at what happened when it went wrong. To succeed you need the freedom to goof on the way. The seventh big idea is do unto ourselves what we do unto our students. We are learning all the time. We have a lot of experience of other similar projects but each one is differ

"The new building blocks for learning in a complex world This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a DVD with video clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com."

"Welcome to a series of posts devoted to the use of Project Based Learning. I know you will find new information… whether you are an experienced PBL user, or brand new. In this post I address the concept of "Driving Questions" I know it is a read you will enjoy and share. I have even included some amazing links including some to the BUCK Institute (BIE). They are the international leader in promoting PBL. "

Out of failure comes growth....worth a read

A quick read to help math teachers with teaching some strategies

Troubled by the vagueness in some places, but it's a review of an unpublished paper that's in press, so reading the original would solve a lot of that. #2 - This is dangerous, I think, without a lot more context. The rationales given for "why" were all completely speculative, and the evaluation was based on readers. Again, love to see the numbers/controls used. A big one for ESL (which I'm sure this doesn't address, and which is problematic on a whole different level, of course) is that the definition of "word processing" -- DOES it include using grammar/spell check? Controls could include NOT using MS Word or its ilk, but instead just typing in email or a form, or using TextEdit. Another could be the relative ages of the readers -- has a whole generation been "Microsoftened"? #3 I'd absolutely need more evidence to buy into completely. The real issue that is not addressed is CONTEXT. If I teach you the physics of internal combustion, I'm not going to expect that you can now fix a car... unless I do a lab on fixing car engines to go along with that physics lesson. I'd hold that the same could apply -- but we don't know if THAT study has even been attempted.