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Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. Social Action Papers Any writing assignment that connects learning targets with real issues in the community Uses: Develop research and persuasive writing skills Develop citizenship values and skills Student learn how to use […]
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 1 in Archer, Anita L., and Charles A. Hughes. Explicit Instruction: Effective and Efficient Teaching. New York: Guilford, 2011. Print. Explicit: direct, unambiguous teaching approach Components: series of scaffolds clear statements of purpose and rationale for learning a new skill clear explanations & demonstrations of target supported practice with feedback until mastery is achieved Emphasis Small chunks […]
Ellis, Shelby, and Jenna Shinners. “EOC by the Sea.” Lead4ward. Corpus Christi. 15 Sept. 2015. Lecture “Lead4ward on the App Store.” App Store. Web. 15 Mar. 2016. 2 Skills the Support Success of Students on Standardized Tests: Access: being able to use and find information in your brain; good to have because standardized texts […]
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 2 in Markham, Thom, 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. Original Resource: Commission on Achieving Necessary Skills (The SCANS Report) Developed by the Departments of Labor & Education Guide for […]
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 3 in Walsh, Jackie A., and Beth d. Sattes. Quality Questioning: Research-based Practice to Engage Every Learning. Thousand Oaks, CA: Corwin, 2005. Print. Choral Responses What – Class answers at once in unison Why – Check for understanding, review, reinforce knowledge, drill & practice How – Develop routine cue to signal time […]
Making Chapter in Innovating for People: Handbook of Human-centered Design Methods. Pittsburgh, PA: LUMA Institute, LLC 2012. Print Concept Poster Post illustrating main points of a new ideas Purposes: Communicated future vision Build a business case Gain support from stakeholders Provide road map for moving forward Preparation steps: Identify new idea to introduce […]
Chapter 3 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. Summary of Research on Summarization: Summarizing involves deleting, substituting, and keeping information The skills above require deep analysis of material Being aware […]