PLTL Community E. B. White Elwyn Brooks "E. B." White (July 11, 1899 – October 1, 1985), was an American writer. He was a contributor to The New Yorker magazine and a co-author of the English language style guide, The Elements of Style, which is commonly known as "Strunk & White". He also wrote books for children, including Charlotte's Web, Stuart Little and The Trumpet of the Swan. Life White worked for the United Press (currently the United Press International) and the American Legion News Service in 1921 and 1922, and then became a reporter for The Seattle Times in 1922 and 1923. A few years later in 1929, White and Angell were married. Most of us, out of a politeness made up of faint curiosity and profound resignation, go out to meet the smiling stranger with a gesture of surrender and a fixed grin, but White has always taken to the fire escape. Career In 1959, White edited and updated The Elements of Style. Children's books Awards and honors Books References
The Demands Of Teaching: 10 Top Teacher Training Needs by Justin Marquis, Ph. D “Those who can’t do, teach.” As someone with a teaching license who has also taught at the university level, I have always found this offhanded dismissal of educators at all levels offensive. A few even believe that public service, such as teaching, should be a mandatory requirement of all U.S. citizens regardless of their training or interests. The National Council for Accreditation of Teacher Education (NCATE), the national teaching program evaluation organization, believes that both rich subject area knowledge and an understanding of how to teach are necessary for successful teaching. Do they need to major in English, science (which one?) 1. I have ranked this first because it is the most undervalued, yet most valuable aspect of teaching. 2. If you know how to teach and how to learn, you can teach almost anything given some time, motivation, and support. 3. 4. 5. 6. 7. 8. 9. 10. This is a cross-post from onlineuniversities.com
The Jigsaw Classroom: Overview of the Technique Overview of the Technique The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. Here is how it works: The students in a history class, for example, are divided into small groups of five or six students each. Eventually each student will come back to her or his jigsaw group and will try to present a well-organized report to the group. To increase the chances that each report will be accurate, the students doing the research do not immediately take it back to their jigsaw group. Once each presenter is up to speed, the jigsaw groups reconvene in their initial heterogeneous configuration. What is the benefit of the jigsaw classroom?
a 6-Trait Writing Lesson that uses the Choose Your Own Adventure Books An adventure is a fun story to write. Your writing task today, should you choose to accept it: write three paragraphs about one adventure in the life of a character who goes on lots of adventures. First, quickly choose an adventurer's name. If you can't think of one, you can press the first two buttons below. If you spend more than two minutes thinking up your name, you won't get to the important part of this writing activity. Choose quickly! Next, you need to choose three exciting small things that will happen to your adventurer during your three-paragraph story. Above all else, make your adventure organized and filled with memorable and unique details.
The Shift From Teaching Content To Teaching Learning by Grant Wiggins, Ed.D, Authentic Education “I didn’t know they could think!” an excited high school principal blurted out. The principal was reacting to what he had just witnessed: his 9th grade students engaging in their first-ever Socratic Seminar, facilitated by my colleague and wife Denise a few years ago in a Louisiana district. While it is easy to have a laugh or wince at the Principal’s remarks, I think we all too easily forget how often we have all said such things. We sometimes go further and speak cynically (if elliptically): “You know, he just doesn’t have much going on upstairs,” we say to a colleague who knowingly nods. I was reminded of all this while in a 5th-grade ELA class recently. In pondering the scene, I became increasingly sobered by just how challenging the exercise really is. Inferential Inferencing Kylene Beers, in When Kids Can’t Read What Teachers Can Do, describes this teacher puzzlement (and initial frustration) perfectly: We talk about inferences. Oh.
Peer-Led Team Learning Developed Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis What is Peer-Led Team Learning? The Peer-Led Team Learning (PLTL) Workshops generally supplement the lecture. PLTL can be used in a course with any size enrollment. Under the PLTL model, undergraduate students who have done well in the class previously are recruited and trained as workshop leaders or peer leaders who guide the efforts of a group of six to eight students. These peer-led groups meet weekly (separate from the lecture and the instructor) to work together on problems that are carefully structured to help the students build conceptual understanding and problem-solving skills. Why Use Peer-Led Team Learning? PLTL increases student engagement, motivation and performance. Workshop leaders themselves reap significant ongoing benefits from their roles. Peer-Led Team Learning offers a number of educational opportunities: (Project Kaleidoscope, 2007) Resources