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Garner, Betty K. Getting “got It!”: Helping Struggling Students Learn How to Learn. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print Lesson Plan Model for Cognitive Engagement: Explore: Students notice and gather sensory input. Describe: Students make connections with prior knowledge Explain: Teacher clarifies and builds on student associations, introduces new concepts […]
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. The following project planning form was inspired by the backwards design process in Understanding by Design: Blank project planning form: link Sample completed planning form: ink Section 1: Standards: This section is used to […]
Chapter 4 in Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Explanation: Can describe apt theories and illustrations that provide knowledgeable accounts of events, actions, and ideas How does this work? To what is this connected? What does this imply? How did this […]
Chapter 6 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. 3 Functional Grammer Components: field: topic tenor: relationship between writer and audience mode: communication channel / style Characteristics of Effective Writers: Adjust language for purpose and audience Organizes writing to meet specific purposes Edits […]
Chapter 7 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Form Focused & Meaning Focused Talk: Extend academic conversations by asking questions that recap and probe student meaning, not correct their language forms Factors that Facilitate Second Language Learning: Comprehensible Input: Key inputs […]
Chapter 4 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Implement a Janus curriculum: Develop academic language based on what students already know: Key strategies include: Build new knowledge on top of prior knowledge Use personal narratives to start lessons Prior to reading […]
Chapter 3 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. What does it mean to be content literate? Everyone is content illiterate in at least one discipline. To be content literate, one must know: key vocabulary key conceptual frameworks that relate key vocabulary […]
Chapter 2 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Designed Scaffolding & Interactional Scaffolding: Designed and interactional scaffolding are both important to learning literacy. Designed scaffolding is pre-planned and interactional scaffolding is unplanned and emerges in teacher-student interactions. Well designed scaffolding creates […]
Chapter 5 in Nadler, Reldan S. Leading with Emotional Intelligence: Hands-on Strategies for Building Confident and Collaborative Star Performers. New York: McGraw-Hill, 2011. Print. Development FIRST Steps (David Peterson and Mary Dee Hicks) Focus on priorities: What are the most important skills in your development plan? Select 1-2 areas. Work with focus […]
Chapter 3 in Nadler, Reldan S. Leading with Emotional Intelligence: Hands-on Strategies for Building Confident and Collaborative Star Performers. New York: McGraw-Hill, 2011. Print. 12 Characteristics of Effective Experiential Learning Characteristics Equality: Builds common ground through common experiences All participants are equal in their knowledge to complete tasks Relationship Build Quickly: Problem […]