Classroom Instruction Resources Of The Week. Each week, I publish a post or two containing three or four particularly useful resources on classroom instruction, and you can see them all here.
You might also be interested in The Best Articles (& Blog Posts) Offering Practical Advice & Resources To Teachers In 2016 – Part Two andThe Best Resources On Class Instruction In 2017 – So Far. Here are this week’s picks: Forbes on Flipboard. Mark Barnes collected this story. Levels of Understanding: Learning That Fits All. How Students Critiquing One Another’s Work Raises The Quality Bar. Too often, when students produce school work, they turn it into a teacher for a grade and move on.
And after the teacher spends time evaluating the student’s work, many students never look at the feedback, a cycle that frustrates both parties and isn’t the most effective way to learn. Several schools are trying a different model — one that takes more time but also helps students feel more ownership over the quality of their work. Called peer critique, students follow clear protocols that remind them to “be kind, be specific, and be helpful” in the feedback they give to peers.
Strategies to Help Slow-Working Students. A parent recently asked me for advice about her son.
Although his academic skills are strong, he feels the need to complete every task to absolute perfection; this means he finishes his work long, long after the rest of his peers. Not only are his teachers frustrated by the time it takes him to complete assignments, he doesn’t especially enjoy spending hours every night making all of his work just right. It’s easy enough to say we want all our students to work at their own pace, and in most classrooms, some flexibility is built in to allow for this. Still, when a student completes work at a significantly slower pace than his peers, sometimes taking three or four times longer than everyone else, it can create problems for the student and his teachers: Group work gets more complicated, whole-class instruction is limited, and the student is too often put in an uncomfortable position as the one everyone else is waiting for.
Flipboard on Flipboard. Key Strategies For Developing Oral Language In Students. "Our Kids": The Role of the ELL Specialist – ELLstudents. We, as ELL teachers, already know how to work well with English learners.
We knowwhat we need to do to help them succeed. But classroom teachers don't always know what to do and they don't always understand that we can help! We are there to be a resource and an advocate. At the end of the day, the questions are: "How do we, ELL specialists, establish strong relationships with general education teachers? How do we keep focused on a shared mission of supporting ELLs and set everyone up for success within a system that is often setting us up for failure? " Begin Here – imaginED. This blog is for educators of all kinds.
This blog is designed to support and enable imagination-focused teaching in all contexts, from formal to alternative learning contexts, and from primary school through post-secondary education. It is about education that inspires. By imagination we mean wonder, we mean a lingering sense of awe, a desire to know more, and pleasure in learning. We mean the sense of the possible that has been the genesis of all invention in the world. Presentations made possible by @buncee, @AdobeSpark, & @piktochart. Presented simultaneously. The ESOL Mentor Teacher. Theadventureinto21stcenturylearning – My journey using Ipads in the classroom.
6 Alternatives to Reading Logs by @shfarnsworth - Teacher Tech. Guest blog post by Shaelynn Farnsworth Let’s face it, reading logs are typically not accurate in time read or books finished.
From forged signatures to parents exaggerating the time their student spends in a book, reading logs do very little to motivate students or to instill a love of books. If the purpose of reading logs is to create habitual readers why do they continually fail both students and teachers? What alternatives to tracking pages or time offer more value and choice to readers? 1. AskPaulEnglish. The Big List of Class Discussion Strategies. Listen to this article as a podcast episode: Podcast: Play in new window | Download (Duration: 38:22 — 53.1MB) Subscribe: iTunes | Android | When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase “We will discuss.”
We will discuss the video. We will discuss the story. Do You Pose Questions That Invite Metacognition? - Learning Personalized. Bena Kallick is a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and internationally.
Arthur L. Costa is professor emeritus of education at California State University, Sacramento, and co-founder of the Institute for Intelligent Behavior in El Dorado Hills, California. Our ‘inner voice’ is what we use to reflect on what we do, how and why we behave in the way we do, how we critique ourselves and how we connect the knowledge, ideas, concepts and concept frameworks developed using each of our four learning systems. It is the voice that challenges us to strive further and the voice that condemns our foolishness.– Mark Treadwell,Learning: How the Brain Learns (2014) One of a teacher’s most important practices is designing and posing questions. Teaching Grammar through listening (English-as-a-foreign-language version) 1.
Introduction In all of my posts on grammar instruction I have made the very important point that for grammar to be fully acquired it must be practised extensively through all four skills. However, this is not what usually happens, grammar practice occurring in most language classrooms predominantly through the written medium. Hence grammar is mostly read and written, but rarely processed aurally and orally. Of the four language skills, the one that is always neglected in grammar instruction is definitely Listening. Language Learning Experts' Favourite Strategies in 2016. Language experts reveal their top language learning strategies in 2016 I can’t believe there are only a couple of days left of 2016!
It’s been an interesting year in many different ways and I’m sure you guys have made a lot of progress in at least one area of your language learning. What’s a better way to celebrate the transition to 2017 than to gather advice from some of the most interesting language learners and bloggers out there. I’ve asked 17 people what their number one language learning strategy was in 2016 and here are their answers! Teaching text structure, proper debate etiquette, text evidence, and how to use graphic organizers. #ells #scope #ceiparagraphs #debate. How to Use the Concept Attainment Strategy. Give me 5 minutes and you’ll have a new teaching strategy under your belt. Suppose you’re an art teacher. This week, you want to introduce your students to Impressionism, the style of painting used by artists like Monet and Renoir.
Now, you could just give them the name of the style and a definition, then show some examples. Using a strategy called Concept Attainment, you could reverse that order. Instead of providing any terminology or any kind of definition, you could simply tell students that you’re going to study a new style. How to Use the Reciprocal Learning Strategy. So you just taught your students something new. Maybe it’s a math operation, a bit of music theory, or the conjugation of an irregular verb form in Spanish. Now you’re ready to get them practicing. One standard approach is to assign written exercises. Fine. That’s perfectly fine.