background preloader

Best Practice

Facebook Twitter

Instructional Strategies / Home. Science and Literacy: Close Reading, CWA & more! - Boston Public Schools Science Department. Instructional Strategies (Idaho) We know that students learn best when they are truly engaged in what they are learning, when they have the opportunity to explore, debate, discuss, examine, defend, and experiment with the concepts and skills they are ready to learn. Students learn best when instruction is: Appropriately Challenging Kids (and adults!) Learn best when they start at their current level of understanding and are challenged - with support (teacher, peers, materials, etc.) - just beyond what they are comfortable doing on their own.

(See Zone of Proximal Development) The student's background knowledge and current skill level are more important than their age/grade level in determining what they are ready to learn. Just because a student is in 5th grade doesn't mean he should be working on "5th grade" skills. Use a variety of data (assessment scores, classroom performance, etc.) to identify what each student is ready to work on and plan instruction accordingly, modifying content or activities as needed.

Cubing: Educator Resources - Talented and Gifted. Differentiated Instruction.

Grading and Assessment in the Differentiated Classroom (Rick Wor

Teaching and Learning | Rick Wormeli's Resources for Practical and Compelling Educational Change. Giving Students Meaningful Work:Even Geniuses Work Hard. Back to School: Differentiation for All Students. In every classroom we have students that are as different as condors are to capybaras. A soaring condor's capacity has little to compare with the skill set of the water-loving capybara. Understanding their differences is the first step, but even if we create individual education plans that differentiate instruction for each student, teachers are forced to make choices that affect student learning when it comes to instructing them all at once. The issue is how do you provide instruction that meets the needs of each individual student? The answer is you can't, but there are some other things that can. Tried-and-True Tactics I would like to introduce you to the idea of automatic differentiation.

The only thing we have to do in automatic differentiation is to start the process and then let it go. Cooperative learning is done in small groups, and students are forced to interact with other students to complete the learning task. Turning to Technology Choosing Your Device. Incorporating Differentiating Instruction Into Your Classroom New Teacher Resources. Video Archive - Differentiation Central. Event Registration DifferentiationCentral Reach Every Learner Every Day Through Differentiated Instruction Home | About Us | Events & Activities | Resources | Blog | Contact Us Video Archive DifferentiationCentral maintains an archive of video clips featuring experts in differentiated instruction. Interviews with these experts were conducted at IAD events and the clips are categorized by topic.

Experts in the Videos Video Categories: An Introduction to DI | More Categories Common Misconceptions About DI The Journey to Differentiation Providing Quality Curriculum Building Community Instructional Strategies Video Archive continued >> DifferentiationCentral is a service of the Institutes on Academic Diversity in the Curry School of Education at the University of Virginia Copyright © 2009-2010 Contact Us. MindShift. MindShift explores the future of learning in all its dimensions. We examine how learning is being impacted by technology, discoveries about how the brain works, poverty and inequities, social and emotional practices, assessments, digital games, design thinking and music, among many other topics. We look at how learning is evolving in the classroom and beyond.We also revisit old ideas that have come full circle in the era of the over scheduled child, such as unschooling, tinkering, playing in the woods, mindfulness, inquiry-based learning and student motivation.

We report on shifts in how educators practice their craft as they apply innovative ideas to help students learn, while meeting the rigorous demands of their standards and curriculum. MindShift has a unique audience of educators, tinkerers, policy makers and life-long learners who engage in meaningful dialogue with one another on our sites. Contact the us by email. Teachers are Learning Designers. Late in 2012, I wrote a blog for the Huffington Post that articulated what I really feel should be and is a role of great teachers. Great teachers are "learning designers" who seek to create a space where all students are empowered to learn.

I was further inspired to rearticulate this idea when I saw this video from Sir Ken Robinson: What really struck me is that great teachers create the conditions for success, just as gardeners do. You can't make a flower grow, but you can design and improve the condition for that flow of naturally occurring events. It's the same for our students.

We have the power and the duty to create the best conditions for students to flourish. Empower Yourself For so long, teachers have been disempowered to design. Stop Blaming Kids There is one pitfall in Sir Ken Robinson's metaphor of teachers as gardeners and students as fruit. Revise and Reflect Are more voice and choice or self-directed learning needed? Katie Novak Ed.D - Educational Consulting: Universal Design for Learning and the Common Core. How Teachers Learn:Fostering Reflection. Lana M. Danielson Teachers face a myriad of daily choices: how to organize classrooms and curriculums, how to interpret students' behaviors, how to protect learning time, and so forth. Many choices involve matters so routine that a teacher can make and implement decisions automatically.

Teachers make other decisions in the midst of an evolving situation after quickly reviewing the situation and recalling what has worked in similar scenarios. Expert teachers adjust their thinking to accommodate the level of reflection a situation calls for. Understanding Reflective Thinking Reflective thinking in teaching is associated with the work of Dewey (1933, 1938), who suggested that reflection begins with a dilemma. In the 1970s, Lortie (1975) described how failing to reflect on teaching decisions leads to teaching by imitation rather than intentionality. Four Modes of Thinking Each mode requires an increasing degree of conscious analysis and data seeking. Technological (or Formulaic) Thinking. Research Review: Multimodal Learning Through Media.

Here are five rules for varying your teaching methods to help students learn more. Using multimedia can increase the effectiveness of teaching in any setting, but there's misinformation circulating about how and when it works best, according to a new report commissioned by networking and communications company Cisco Systems. In an effort to set the record straight, the high tech company hired an education consulting firm, the Metiri Group, to compile and review the educational research on multimodal learning. The final report, "Multimodal Learning Through Media: What the Research Says," debunks conventional wisdom about the widely cited Cone of Experience, sometimes also called the Cone of Learning, concluding that students tend to learn more when teachers present material through multiple modes and media rather than in just a single mode.

The data shows that students of all ages retain more verbal information -- textual or oral -- when educators supplement it with visual examples. Teaching With Multiple Modalities. Value Of Instructional Coaching For Teachers. Innovative Teaching Coaching Models. Strategy For Students To Use To Solve Problems. CER. Katherine L. McNeill - CER Guru. Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation.

In an interview with students, MIT's Kerry Emmanuel stated, "At the end of the day, it's just raw curiosity. I think almost everybody that gets seriously into science is driven by curiosity. " Curiosity -- the desire to explain how the world works -- drives the questions we ask and the investigations we conduct. Let's say that we are planning a unit on matter. By having students observe solids and liquids, we have helped them define matter as something that has mass (or weight -- don’t worry about the difference with elementary kids!)

Is air matter? Next, we can ask our students what data they need to answer the question, and how they can collect that data -- how they can investigate. According to the CER model, an explanation consists of: A claim that answers the question Evidence from students' data Reasoning that involves a "rule" or scientific principle that describes why the evidence supports the claim Your students might suggest the following explanation: Air is matter (claim).

Teaching Students CER (Claim, Evidence, Reasoning) Two of the most fascinating and useful sessions that I attended had to do with the CER framwork, which stands for Claims, Evidence and Reasoning. I hadn't heard of this framework but now I can't wait to start incorporating it into my science units, as well as sharing it with the upper elementary science teachers. CER works very well if you are already using science notebooks. It is a way to get students to think about their scientific inquiries or projects and support their conclusions. It just makes sense to me. Why shouldn't we be explicitly teaching our elementary students to argue their point and back it up with evidence? According to the presenters (K. McNeill from Boston College and P. In this month's issue of Science & Children (an NSTA publication), the feature article is titled "Engaging Students in Scientific Practices of Explanation and Arguementation.

" The second presentation was perhaps the best that I attended because it was so practical. What Makes a Question Essential? Second, look at these additional examples, organized by subject area, to spark your thinking and clarify the qualities of essential questions, or EQs. Essential Questions in History and Social Studies Whose "story" is this? How can we know what really happened in the past? How should governments balance the rights of individuals with the common good? Should _______ (e.g., immigration, media expression) be restricted or regulated? When? Essential Questions in Mathematics When and why should we estimate?

Essential Questions in Language Arts What do good readers do, especially when they don't comprehend a text? Essential Questions in Science What makes objects move the way they do? Essential Questions in the Arts What can artworks tell us about a culture or society? Essential Questions in World Languages What should I do in my head when trying to learn a language?

Is open-ended; that is, it typically will not have a single, final, and correct answer. How does your working definition compare? Blogs on Project-Based Learning. 5 Good Ideas for High Schools to Adapt from Elementary Schools. Always on the lookout for ways to help high schools run more smoothly and effectively, I keep noticing that many good ideas for improving high school programs and policies look a lot like the way elementary schools operate. I wonder if some of these ideas from K-5 schools could be adapted for high schools. For example … 1. Focus on literacy. Literacy is the primary focus in most elementary classrooms. Reading and writing skills are used to develop students’ skills in other subject areas. It’s no surprise that elementary students usually rate reading and writing as their favorite school subjects. But what if high school kept reading and writing at the center of its curriculum, instead of trying to keep it in balance with other disciplines?

2. Many high school teachers use email lists to send out information and newsletters. Most schools now have some kind of online portal where parents can see their students’ grades. What if we made more student work available online for parents to see? 10 Reasons To Try 20% Time In The Classroom. If you haven’t heard of 20% time in the classroom, the premise is simple: Give your students 20% of their class time to learn what they want. Yes, that’s it. Below is a list of the 10 reasons you should consider 20% time in your school, and you will not regret making that choice! 1. You will join a great community of learners When I first did the 20% project with my students I didn’t have a community of teachers or learners. 2. One of the major issues we face in schools today is covering a wide breadth of information, instead of allowing students to get a real depth of knowledge. 3.

When students in my school have their pitch day, they get to share with the entire class what they are working on. 4. Too often our students complete assignments for the grade. 5. Randy Pausch famously said, “If you think you can’t learn and have fun at the same time. 6. It doesn’t matter if you teach elementary, middle, or high school. 7. 8. 9. 10. Have you seen Caine’s arcade? Education Update:Planning for Processing Time Yields Deeper Learning:Guidelines for Creating Rubrics. August 2013 | Volume 55 | Number 8 Planning for Processing Time Yields Deeper Learning Pages 2-2 Bryan Goodwin and Elizabeth Ross Hubbell's new book The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day includes a chapter on how to clarify performance expectations for students. Rubrics are an essential tool for delineating the criteria that distinguishes between novice and mastery-level work.

Here are a few brief guidelines Goodwin and Hubbell recommend for creating rubrics, as well as a list of online tools to support your work: Identify the proficient level first. In a four-tier rubric, we recommend that teachers identify level 3 of the rubric first. This level is an acceptable score and shows proficiency at performing the task or understanding the content.

Build the rest of the rubric around proficiency. Focus on growth. Online Tools Use this list of online resources to help you create performance criteria in your classroom: Assessment For Learning. Bell Ringer Exercises. Because of pressure to teach bell-to-bell -- the pedagogical equivalent of force-feeding geese to make foie gras -- many classrooms now start with bell work, short exercises that students complete while the instructor attends to attendance and other administrative chores. Journal prompts and concept questions can focus students on nutritious academic content and initiate a positive tempo for the next 90 minutes of class. With the help of graduate student David Fictum, I collected several creative, practical and entertaining exercises that can function as bell ringers or sponge activities. Here they are: Journaling Education über-blogger Vicki Davis writes 20 things she is thankful for in a joy journal, citing research studies indicating that this practice produces greater long-term happiness than winning the lottery -- serious happy.

Some of my students volunteered to write joy journals before each class this semester. Lateral Thinking Brain Food lists number and logic puzzles. Pop Culture. Classroom Warm-Up Routine: Math Class Warm-Up. Register Now and join a community of a million educators. Take 30 seconds to register (it's free!) And: Access our downloadable Back To School Starter PacksComment on videosGet help - and help others - in our Q&A section Register Now Already registered? Learn about Teaching Channel Plus for Schools & Districts Sign In or Sign Up My Favorite No: Learning From Mistakes Grades 6-8 / Math / Warm-Up CCSS: Math.MP.6 Common Core State Standards Embed Video Great Lesson Ideas: My Favorite No with Leah Alcala [01:00:10;24] Leah: Hi.

Error loading player: No playable sources found <div>Please enable Javascript to watch this video</div> Related Videos Approaches to Poetry: Pre-Reading Strategies Grades 6-12 / ELA / Tone & Theme ELA.RL.8.410424 > Lesson Objective Use mistakes to quickly clarify concepts Length 6 minutes Questions to Consider How does this strategy allow for immediate re-teaching? Teacher & School Info Leah Alcala Math / Teacher Follow School Details Martin Luther King Middle SchoolBerkeley, CA Feedback. Daily Assessment Of Students With Tiered Exit Cards. Stoplight Method - End-of-Class Assessment. Use Texting In The Classroom To Assess Student Learning. Infinitely Reusable Folders. Interactive Rubrics as Assessment for Learning.

Science Assessment ~ Topics. Ohio Performance Based Assessment Sample Items. Assessment Literacy. CSC | Rethinking Classroom Assessment with Purpose in Mind (Webcast) Giving Students Meaningful Work:Seven Essentials for Project-Based Learning. Balancing Independent Work Time With Group Work. Structured Groups: Using Structured Groups In The Classroom Video. Providing Effective Feedback. Educational Approachs. Blended Learning. Four Essential Principles of Blended Learning.

Personalized Learning. Deeper Learning: A Series Overview Deeper Learning. Deeper Learning Through Linked Learning.

Inquiry

Sources & Resources. To Make Science Real, Kids Want More Fun And Fewer Facts. Understanding Science. How science works: The flowchart. The C21st Learner. High School Students Need to Think, Not Memorize. 25 Question Stems Framed Around Bloom's Taxonomy. Ten Takeaway Tips for Teaching Critical Thinking.