Group items tagged

"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!"

Troubled by the vagueness in some places, but it's a review of an unpublished paper that's in press, so reading the original would solve a lot of that.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.

"Jennifer Symington, the Leader of Pedagogy at at the All Saints Catholic Girls College in Liverpool (Sydney), Australia. Teaching 12-16 year old students geography, English, math, history, and science, Jennifer has used Schoology for two years in her integrated studies course where she blends all the aforementioned subjects. Her video is a shining example of the incredible power of technology to foster global learning."