Collaboration – Integral in Common Core Assessment This post originally appeared on Abeo School Change’s blog, an education design and implementation group that partners with schools and systems to make powerful learning a reality for every student. View Original > One on the most striking and pleasant surprises that I encountered in the Common Core Standards, was the prevalence of Collaboration. This alone says that we are on the right track with common core. What is a needed 21st Century Skill? Let’s be honest. This standard is even broken down with specific criteria for each grade level. So what could an assessment look like? Perhaps students create a portfolio defense for a one on one with the teacher, bringing a variety of pieces of evidence. Of course these great summative assessment ideas need to be supported with ongoing formative assessment. There of course are more places to “push” and explore in terms of assessment of Collaboration.
Lecture on Stoppard's Rosencrantz and Guildenstern Are Dead Custom Search Lecture on Stoppard, Rosencrantz and Guildenstern Are Dead [The following is the text of a lecture prepared by Ian Johnston of Malaspina University-College, Nanaimo, BC (now Vancouver Island University), and delivered in LBST 402 on April 10, 1997. This document is in the public domain, released June 1999] For comments or questions, please contact Ian Johnston Introduction For our final text of this semester (and the Liberal Studies program) we are considering the first major work of a writer who, in the thirty years since this play first appeared, has emerged as a leading playwright in England, one of the most popular and frequently produced writer there, (perhaps, with the exception of Sir Andrew Lloyd Weber, the high priest of McTheatre, the most popular). Dramatic Horizons of Significance Traditional drama presents human actions in a social context. In these plays, furthermore, there is a discernible and consistent logic in the actions of the characters.
"Bringing the Common Core to Life" : Resources : Race to the Top : NYSED On April 28, participants engaged with a leading author and architect of the Common Core State Standards (CCSS), David Coleman, to understand how the Core Standards for College and Career Readiness build on the work New York State has done in developing a standards-based system and their specific implications for teachers and instructional leaders state wide. Details about the presentation (94 KB)Slide show to accompany the webinar The webinar is now divided into sections for easier viewing. Watch the full recording of the webinar | Full Transcript
Text Complexity Grade Bands and Lexile Bands "It isn't often that a society gets a chance to start afresh, and I think that moment is here." —Chester E. Finn, Jr.* The Common Core State Standards Initiative offers the following overlapping Lexile bands (or Lexile ranges**, as defined by Common Core) to place texts in the following text complexity grade bands. We have realigned our Lexile ranges to match the Common Core Standards' text complexity grade bands and adjusted upward its trajectory of reading comprehension development through the grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high school. New research was released on August 15, 2012 concerning text complexity. The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. Please contact us for more information. *Chester E.
12 Scientific Ways Reading Can Actually Improve Your Life Living in a Van Was the Best Financial Decision I Ever Made By Ken Ilungas, Special to The Motley Fool On the first night I tried to sleep in my van, I was lying in my sleeping bag sprawled out on the backseat, parked in a mostly empty Walmart parking lot. I'd wake up every 15 minutes because I was nervous that the security guard driving past my van would knock on my door and make me leave. My new home had 60 square feet and four wheels. No one would end up waking me up in the Walmart lot, and, over the next two years, almost all of my other fears would prove to be entirely unfounded. Debt-free; Dirt Poor In January 2009, when I'd decided to move into the van, I was nearly broke. I had next to nothing because I'd just finished paying off my $32,000 undergraduate school debt. My answer: a $1,500 '94 Ford Econoline. I'd cook in it, sleep in it, study in it, and live in it. A Nation of Potential Van Dwellers I'm not the only student in America struggling with the high cost of education. But the problem isn't always tuition. Amazingly, it worked. Share
Writing in the Right Way Simple words. Powerful strategy. The new technologies may radically change writing, mostly for the better, but the improvement is not automatic by any means. In smokestack schools, writing was often confused with the process of putting words down on paper in the same structure as an outline prepared in advance with appropriate Roman numerals and capital letters representing the major ideas arranged in some logical fashion. During the 1970s, writing as process - first appearing as the Bay Area Writing Project - pointed to a different view of writing, one which permitted a far longer period for incubation of ideas and thoughts, one which emphasized multiple versions, flexibility, audience, non-linear thinking and peer review. Combined with the word processor and a program such as Inspiration™, writing as process offers the prospect of idea processing. Unfortunately, the technology works little magic by itself. What are the basic elements of such a strategy and how can a computer help? 1.
Digital Is | NWP Digital Is Thoughts on my Last First Day of School | Undergraduate Admissions | CU-Boulder As I am writing this, it's really sinking in... I just had my last summer as a student. Ever. Well, maybe not ever, but at least for the foreseeable future. I began my last first day of school a week ago today. With a looming December graduation date and four months of growing list of ambitious goals (apply for Teach for America, take GRE, do well in school, finish internship, get hired by internship- fingers crossed- or else look for other jobs), I looked around at the freshman on campus and felt something odd. It's because the journey has been nothing like I imagined, but it has been everything I wish I could relive. That's because it wouldn't be a journey if you already knew where you'd wind up.
Literary Theory and Schools of Criticism Summary: This resource will help you begin the process of understanding literary theory and schools of criticism and how they are used in the academy. Contributors:Allen Brizee, J. Case TompkinsLast Edited: 2013-06-03 08:26:32 Sigmund Freud Psychoanalytic criticism builds on Freudian theories of psychology. The Unconscious, the Desires, and the Defenses Freud began his psychoanalytic work in the 1880s while attempting to treat behavioral disorders in his Viennese patients. Freud believed that our unconscious was influenced by childhood events. Tyson reminds us, however, that "...repression doesn't eliminate our painful experiences and emotions...we unconsciously behave in ways that will allow us to 'play out'...our conflicted feelings about the painful experiences and emotions we repress" (15). Id, Ego, and Superego Oedipus Complex Freud believed that the Oedipus complex was "...one of the most powerfully determinative elements in the growth of the child" (Richter 1016). Freud and Literature
The Reflections of a Nonwriter By: Cheryl Sawyer Publication: The Voice, Vol. 8, No. 2 Date: March-April 2003 Summary: During the aftermath of the September 11 attacks, teacher and self-admitted nonwriter Cheryl Sawyer poured out her feelings in a poem and emailed it to her mother. The unlikely story of the poem's subsequent journey to more than 800 websites and the private memorial service of the U.S. Senate is a reflection on the power of the written word. Someone told me last week that I was a gifted poet and an incredible writer. "Well," I thought to myself, "That's a crock. I'm definitely not a writer. With poetry, it's the same. Of course, as an English major in college, I wrote the inevitable series of five-paragraph themes at the rate of one per week. Now I'm entrenched in a publish-or-perish profession that mandates that I write and cite according to the most recent edition of the APA manual. But, that said, I've always used writing as a tool. I don't know what to think about all of this. One Resources