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Chapter 4 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print. The rubric categories for their habits of mind rubrics read like character learning targets. Accessing information: Uses a strategic […]
Chapter 1 in Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming School through Student-engaged Assessment. Print. Learning target versus objectives: Both: aligned to standards, set goals for lesson plans Objectives: for the teachers Learning targets: written for and owned by students, written in student friendly language, chunked (1 skill […]
Chapter 6 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. LEARNING STRATEGIES Involve several processes: metacognition: knowing how to monitor one’s misunderstanding self-regulated learning: intentional use of metacognition to learn selecting strategies and environments most conducive to […]
Chapter 5 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. 1 – Assess before Teaching: Use un-graded pre-assessments to help prepare for varied student interests and varied levels of readiness. Related strategies include: […]
Chapter 1 in Lesh, Bruce A. “Why Won’t You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7-12. Portland, Me.: Sten house, 2011. Print. Develop driving question that will focus student inquiry: Question should be provocative Question encourages investigation and discussion Question should align to central concepts / skills in standards Question should […]
Chapter 1 in Lesh, Bruce A. “Why Won’t You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7-12. Portland, Me.: Sten house, 2011. Print. Features of Traditional Method of Teaching History: History textbook is the core instrument Teaching / learning processes: reading textbook lectures, movies memorization, fact retention unanalyzed consumption of facts […]
Chapter 8 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print. At project start, make sure students are on the right track: Help students brainstorm next steps (such as research plans) […]
Chapter 8 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print. Use a mix of instructional strategies based on outcomes you want to achieve: Need to provide instructional resources, kids can’t […]
Chapter 8 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print. Design projects that align with standards. Align projects to standards, not textbooks. Keep standards accessible to teachers and students. Plan […]
Chapter 8 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print. Ways to start the year: Seniors paired with juniors on a mini-project that has seniors teaching juniors how to work effectively […]