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Chapter 2 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Characteristics of Activities with High Intellectual Quality: Higher order thinking Disciplined inquiry Construction of knowledge Deeper knowledge & understanding Transfer of knowledge to novel contexts Analyze & synthesize information Explaining ideas Asking questions […]
Chapter 2 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Key Ingredients to Learning in the Challenge Zone: High expectations combined with high levels of support (high challenge + great scaffolding) Explicit content language scaffolding Builds on prior knowledge and experiences Teacher understanding […]
Chapter 1 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Raising Expectations: Despite research that correlates high student achievement with intellectually challenging curricula, many ELL programs focus on low-level activities. Instead of lowering the level of activities, programs that develop academic literacy […]
Chapter 5 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. Academic Mindsets: Beliefs and attitudes towards learning that support academic performance Simple short term interventions on mindsets have been shown to have lasting effects on student performance – may […]
Chapter 6 in Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Message, and Innovative Teaching. Print. The Elitist Structure of Mathematics Elitist views place math as subject harder than other subjects that can only be accessed by a select few. Math is taught as a performance subject that weeds […]
Chapter 6 in Marzano, Robert J. Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Print. Research on Nonlinguistic Representations: Using both linguistic and nonlinguistic (mental pictures, physical sensations, etc) modes of representation helps with better recall of knowledge A variety of […]
NOTE: ALL BOOK & LOGO IMAGES ARE ACTIVE HYPERLINKS TO BOOKS, WEB RESOURCES, OR ORGS. ENJOY! 🙂 01 : Why teach in the challenge zone? 02 : Scaffolding academic literacy 03 : Learning in the challenge zone 04 : What is curriculum literacy? 05 : Engaging in academic literacy 06 : Scaffolding […]
Chapter 13 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. The dilemmas facing educators trying out the backwards design approach to unit planning are shared by educators trying out Project Based Learning (PBL). The following lists some possible resolutions that can […]
Chapter 10 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Coverage coverage of surface details with little depth treats all facts as discrete parts of equal value teaching by mentioning tends to cover up big ideas Pitfalls to avoid: taking […]
“What Rigor Looks Like in the Classroom: What Rigorous Instruction Requires Students to Do.” YouTube. YouTube. Web. 16 Mar. 2016. 4 Elements to Rigor: Student are approaching material with rigor when they … make meaning for themselves ask students to explain content in their own words ask students to explain how content can be used to solve […]