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 […]
Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. Multigenre Project Instead of one long research paper, students compose several shorter pieces focused on a single topic Recommended related reading: Blending Genre, Altering Styles by Tom Romano Writing with Passion by Tom Romano […]
Inquiry is formulating relevant questions to gain information and knowledge. Systems that leverage inquiry to build student engagement promote: Living Versions of Knows & Need-to-Knows lists Professional Work Cycles that Promote Inquiry Use of Student Observations / Data to Teach Abstract Concepts Use of Models to Explore Work Criteria Living Versions of Knows & […]
This blog entry describes what my students and I did during Week 2 of the Emerging Tech (NSF Grant) project. The events in this blog entry took place at the same time as the events in this article. As a pair, these describe what a PBL teacher does while running two projects in two different […]
The first week of the 4th-six-weeks grading period was a short one at Cedars International Next Generation High School due to a school holiday on Monday, 1/16, and Benchmark testing on 1/17. The 3 remaining days were still quite dense. In this time, we launched two projects in my two main preps, Algebra 2 and […]
Chapter 8 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Productive Study-Time Logs Description Students keep simple records of how long, what time and how well they study at different times of the day. Purpose Students learn: how much they study for a specific course how […]
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 […]
Chapter 3 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. 4 More Quick Writes (for 3 other straggles, go here) Brainstorming: coming up with lots of ideas in a short amount of time goal = quantity over quality Possible uses: could be […]
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 […]
Gant, Kevin. “Amping up the Authencity.” New Tech Network. Chicago. 24 July 2015. Workshop. Note: This link will only work if you’re logged into Echo. Sorry, non-New Tech readers. If you’d like to get access to more related information, check out Kevin Gant’s blog at https://intrepidedblog.wordpress.com/ Evolution of projects from towards more authenticity: […]