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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 […]
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 […]
Grader Smarter (Not Harder) Context: Who is Dr. T and why does she value grading smarter? I’m a physicist by training who loves to gather, analyze, and leverage data. I’m a human being who NEEDS to have a life and can’t be bothered with grading all weekend. 4 Guiding principles for Designing Smart Grading Systems: Sustainability […]
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 4 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. Chronological Thinking Beyond sequencing events in temporal order Examining sources to determine how events relate to each other Looking for causes of events and consequences of events Understanding […]
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. Design projects that align with standards. Align projects to standards, not textbooks. Keep standards accessible to teachers and students. Plan […]
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. Presentations Assess content knowledge and skills Pros Authentic audiences can create authentic contexts for assessments Allows for integration of complex […]