Johari window model - helpful for personal awareness and group relationships

Who Does What in a Collaborative Meeting: Defining Meeting Roles When you hold a collaborative meeting, one key to getting results is deciding on who does what. If you define the meeting roles of the people invited, everyone knows what to expect. If you don't define those roles, someone's time is being wasted. Okay, so how do you do this? The leader has these responsibilities: Set the goal. The leader has a big job, but is supported by.... The facilitator exists to make things easy. Creates the agenda with the meeting leader. For more on what meeting facilitation is all about, check out this article from Mind Tools and pay particular attention to the "toolbox" at the bottom. In most collaborative meetings, everyone is empowered to take notes, record action items, or otherwise help keep a record of what happened. Take pertinent meeting notes. Important note: the note-taker is not responsible for making people perform their action items -- that's up to the leader. Most meetings have participants beyond the roles listed above. Speak up.

How to Teach in an Age of Distraction (CHE) | Sunoikisis At MIT, I teach a seminar on science, technology, and memoir. Enrollment is capped at 20 students. The atmosphere is intimate. Cooperative Learning: 7 Free PDF Assessment Instruments Introduction Evaluating cooperative learning activities may seem like a Herculean task. But, actually it's not. Like any other assessment, you must determine in advance what you would like to assess and to what degree. Do you want to evaluate individual success, group success or perhaps, cooperative skills? Actually, I think you may find that it's useful to evaluate all three. I'm relatively sure what you may be thinking here. We teachers already have full plates--with all of the paperwork, lesson planning, endless paper grading, and the myriad of other things that are demanded of us, we just don't need something else to do. However, as you know from your own experiences, kids EXPECT to be evaluated. Pity the poor teacher who would respond to that question with, "No, but this will make great practice." The kids, of course, would immediately shut down. What follows on this page is a small collection of assessment tools that can be used for cooperative learning. Quick Links for THIS Page

Appendix 3: Sample rubrics for assessment (a) Rubric for participation and group work. It is also suitable for self-assessment and peer feedback. Adapted and used with permission from Karen Franker. For original click here. (b) Rubric for graphic organizer. Used with permission from Teach-nology. (c) Rubric for oral presentation. (d) Rubric for research reports. (e) Rubric for posters. Used with permission Anthony Salcedo. (f) Rubric for concept maps. Adapted and used with permission from Joyce Tugel. Resources for The Wilson Reading - PAML Literacy This area provides access to a variety of resources to support your Wilson Reading System® instruction and professional growth. In this section you’ll find… Basic WRS skills such as sound tapping and marking-up proceduresPrintable Materials-Teacher and student materials including lesson plan guidance, notebook examples, word cards, and moreText Passages-Enriched and non-controlled text passages to incorporate into Part 10 of the WRS Lesson Planand more... Differentiated Text Instruction This resource enables you to incorporate enriched and non-controlled passages in Part 10 of the WRS Lesson Plan. First, read the enriched text to the students while at the same time structuring their comprehension. Enriched Text When reading enriched text to students, do not have them follow along while you read. Non-Controlled Decodable Text Students require substantial practice applying their developing skills with non-controlled, decodable text.

prompts, lessons, and resources for writing classrooms