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. Identify the proficient level first. Build the rest of the rubric around proficiency. Focus on growth. Although rubrics are often associated with evaluating more subjective work, such as student essays, where teacher judgments may seem more arbitrary, identifying performance criteria is equally beneficial for students in more technical subjects such as mathematics or computer science. Online Tools Use this list of online resources to help you create performance criteria in your classroom: Click on keywords to see similar products:
Six Great Vocab Games Here’s six online vocabulary games I’ve been using with my classes recently: Test Your Vocab: Not – strictly speaking – a game, this website seeks to measure the number of words you know and then tells you the size of your vocabulary. If the learners are honest and don’t cheat, this could be a useful tool in helping them measure their progress, though presumably the more often they do it, the more familiar they’ll become with the test words. And of course they could go off and research the test word corpus…. Free Rice: matching words to definitions is the name of the game, but with Free Rice, every correct answer donates ten grains of rice to the World Food Program. Root Words is an affixation based set of games that is great for First, Advanced and Proficiency students. Knoword gives you the definition and asks you to type in the target word. Whack Attack lets you choose between English, Science or Maths options (good for the CLIL crowd!) Like this: Like Loading...
How to Teach High School Science: Teaching for Understanding Teaching for Understanding Judy Jones I remember when I first started teaching that I felt successful if I could just have a decent lesson each day, manage student behavior(!) and keep up with all the paperwork! But as the years progressed I found that my focus changed. I still wanted to craft interesting and standards-based lessons and I certainly wanted my students to be focused and engaged, but I also became very interested in knowing how well my students were processing and retaining what I was teaching. So how do I ensure that my students really understand? Quick Informal Assessments Let’s say that you have been explaining a concept to students and you want to find out how well they understand the ideas. Thumbs Up – Thumbs down Ask all the students to do a thumbs up for “I get it” and a thumbs down for “I’m clueless” and a thumbs sideways for “I sort of get it.” Colored Cards Or you could use different colored cards for the “how well do you understand” question. Reflection
Express 8.24 - You Can't Do That with a Worksheet You Can't Do That with a Worksheet Stefanie D. Livers Say goodbye to quiet mathematics classrooms organized by rows, with students completing 50 problems on a worksheet. The Common Core standards for math (PDF) introduce eight standards for mathematical practice: Make sense of problems and persevere in solving them. Here is a worksheet example that seems to fit a standard for working with fractions but clearly misses the point of the mathematical practices: Raegan is going to serve 1/3 of a whole cake to each guest at her birthday party. This type of problem could easily be given in isolation and not require students to reason and justify their thinking in rich, mathematical dialogue. Mom told the babysitter that the kids could play with water balloons. The oldest will get 1/8 of the balloons. Help the babysitter divide the balloons. Mrs. Next, Mrs. As Mrs. ASCD Express, Vol. 8, No. 24.
Church Documents - Citing Theological Sources: How to do a Bibliography - Subject Guides at University of St. Thomas These "general guidelines' are based on MLA style. Always follow your instructor's requirements, advice, or suggestions, however. · A first citation must be complete. Subsequent references are abbreviated in standard forms. Many well known texts are then cited (in the text of your paper even using endnotes) simply by the customary Latin title (first few words) like Divino Afflante Spiritu. · A work issued by the overall Church (like the Catechism, or any Vatican II document) is cited ONLY by its title from the publication information. · In MLA style, honorific titles like "Pope," "Father" or "Cardinal" or "D.D." are not added after, or before, a name. · If a document is issued by a constituted church body or organization (rather than by an individual as ecclesiastical authority) use the title page information as far as practicable. · In theology and church writings, citing the paragraph or section number of a work is regular practice.
Four Essential Principles of Blended Learning As schools become more savvy about blended-learning tactics– the practice of mixing online and in-person instruction — guidelines and best practices are emerging from lessons learned. Here are four crucial factors to keep in mind as schools plunge in. The single biggest piece of advice offered by most blended learning pioneers is to have a cohesive vision for how the technology will enhance specific learning goals, how it will ease the burden on teachers, and how it can make both teachers and students more creative learners. A big part of creating that vision is having strong leadership at all levels. A district superintendent who sees the value in a model will help remove old policies that inhibit the work. Equally important is to have that same kind of visionary leadership from principals and teachers willing to lead by example in the classroom. “Shifting some work online to complement traditional classrooms creates much needed time and space in the classroom.” Related
Teaching My Friends!: Crafting Power Sentences This post is about a chart I created with my friends over a three day period. It was really review for us, so the lessons were sort of quick hits. We did a section of the chart, they practiced in their writer's notebook with a quick share. My goal was just to review some areas in writing and grammar that I've seen they need a little reminding about. This is what the chart looked like at the end of day three: As you can see, it's a busy chart. Day 1 Learning Goal: Using more descriptive verbs that relate mood This was the chart at the start of the lesson. To practice, my friends then worked with a partner for a minute or two to brainstorm their own verb choice for the same sentence and write it in their writer's notebook. Modifications: This could be the extent of your entire chart. Day 2 Learning Goal: Using adjectives or more descriptive phrases to relate mood and stronger visual images Note: I'm a little embarrassed! Moving on. . .
Twelve rules for arranging your classroom I was fortunate enough to have my own classroom during my first year of teaching. My school building was too small to provide every faculty member that luxury. Some colleagues taught in a different room every period, using carts to transport their materials. Others at neighboring schools settled into trailers that had been rented to handle an unexpected increase in the number of students enrolled. I was grateful, but had no time to dwell on my good fortune. I quickly replaced the pictures with a more diverse array of images and began moving desks, adding plants and organizing the board space. My point? Twelve rules Consider the following before you start setting up your classroom. 1. Before designing your classroom, ask if there are any school policies that affect classroom displays. 2. Use a portion of your space to inspire students. 3. If you need students to access certain types of information daily, create a consistent space for them to find it. Label the space clearly. 4. 5. 6. 7.
Response to Intervention | Math | Math Problem Solving Solving an advanced math problem independently requires the coordination of a number of complex skills. The student must have the capacity to reliably implement the specific steps of a particular problem-solving process, or cognitive strategy. At least as important, though, is that the student must also possess the necessary metacognitive skills to analyze the problem, select an appropriate strategy to solve that problem from an array of possible alternatives, and monitor the problem-solving process to ensure that it is carried out correctly. The following strategies combine both cognitive and metacognitive elements (Montague, 1992; Montague & Dietz, 2009). In the cognitive part of this multi-strategy intervention, the student learns an explicit series of steps to analyze and solve a math problem. Reading the problem. The metacognitive component of the intervention is a three-part routine that follows a sequence of ‘Say’, ‘Ask, ‘Check’. References Burns, M.