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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. Align Products with Outcomes Identify culminating products for a project that provide opportunities to apply skills and understandings from […]
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 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. Learning Fairs: Students present work to community in poster session like environment (think science fair) Uses: Students study topics in depth Students present to wide audience Student learn field research techniques Opportunity to […]
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 […]
Chapter 6 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. How to Change Several Classroom Elements as Part of Good Responsive Teaching Time: Negotiate extra time on tasks for students who work […]
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 […]