Reciprocal Teaching: A Reading Comprehension Package The intervention package teaches students to use reading comprehension strategies independently, including text prediction, summarization,question generation, and clarification of unknown or unclear content. For effective-teaching tips to use when introducing this strategy, consult the guidelines presented introducing Academic Strategies to Students: A Direct-Instruction Approach. Materials: Overhead transparencies of practice reading passages, transparency markers Student copies of Be a Careful Reader! Preparation: Prepare overheads of sample passages. Step 1: Set aside at least four successive instructional days to introduce students to each of the following comprehension strategies: Day 1: Prediction,Day 2: Summarization ("list main ideas"),Day 3: Question Generation,Day 4: Clarifying. Step 2: After students have been introduced to the key strategies, the group is now ready to apply all four strategies from the Reciprocal Teaching package to a sample reading passage. Jim's Hints
Primary Source Materials & Document Based Questions Primary Source Materials & Document Based QuestionsAn Internet Hotlist on Document Based Questions created by Paula GoldsteinNassau BOCES Introduction | Primary Source Materials | Document Based Questions | Assessments | General Resources | Constructed Response Questions Introduction Don't depend on someone else's interpretation of a document. Read it yourself and draw your own conclusions. Document based questions (DBQs) are a major focus in schools today.
Socratic Questioning Techniques > Questioning > Socratic Questions Conceptual | Assumptions | Rationale | Viewpoint | Implications | Question | See also Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils ('ex duco', means to 'lead out', which is the root of 'education'). Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. Here are the six types of questions that Socrates asked his pupils. The overall purpose of Socratic questioning, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. Conceptual clarification questions Get them to think more about what exactly they are asking or thinking about. Why are you saying that? Probing assumptions What else could we assume? Probing rationale, reasons and evidence Why is that happening? See also
How to Write a DBQ The purpose of the DBQ (Document Based Question) is not to test your knowledge of the subject, but rather to evaluate your ability to practice the historian's craft. You will be required to work with the documents and use them to answer a question. Writing the DBQ is an acquired skill, one that takes practice. You should not get discouraged if you do not "get it" right away. The goal is to acquire the skill by May. Remember that there is actually no right or wrong answer. The following is your guide to writing a successful DBQ. 1. 2. a. 1. Which is biased, which has great knowledge? d. 3. 4. 5. a. Be certain that your answer is always focused directly on the question. 6. a. 1. 2. categories. 3. 4. the documents). 5. 6. 7. 8. 9. 10.
Cooperative Learning Strategies Global rating average: 0.0 out of 50.00.00.00.00.0 Read articles that define and explain how to use cooperative learning strategies in the classroom. Includes cooperative learning lesson plans for a variety of subjects and grade levels. Grades Links A Guide to Cooperative Learning Learn about the basic elements of cooperative learning, helpful tips, and the structure of cooperative learning activities such as: think-pair-share, three-step interview, roundtable, numbered heads together, pairs check, send a problem and jigsaw. Education Standards Request State Standards
Children and Youth in History | Educational Reform in Japan (19th c.) Document Based Question by Susan Douglass(Suggested writing time: 45-50 minutes) Using the images and texts in the documents provided, write a well-organized essay of at least five paragraphs in response to the following prompt. Based on analysis of evidence in the documents, assess the importance in Meiji Japan of developing a system of universal education as a requirement of nation-building. Include in your discussion evidence of: leaders' and intellectuals' views on the purposes and goals of education, elements identified as needing change in Japanese society, and the obstacles to achieving it, justifications for achieving educational goals by establishing universal, compulsory education, and the sources of motivation for reforming education and the models on which the new education system would be based. Your essay should: How to Cite This Source
Cooperative Learning Definition Cooperative learning consists of instructional techniques that require positive interdependence between learners in order for learning to occur. Basic Elements Research shows that both competitive and cooperative interaction are a healthy part of a child’s repertoire of behavior. Research has also found an interesting racial implication in cooperative learning: Minority children are more likely to retain these cooperative strategies. Patterns for student interaction are called structures. It is up to the instructor to integrate the interactive exercises with the specific lesson content. Reading Spencer Kagan, Cooperative Learning, Resources for Teachers, 1992.
Primary Sources with Document-based Questions • Macartney and the Emperor The Qing dynasty's restrictions on foreign trade increasingly frustrated Europeans, especially the British. In 1792 Great Britain sent a diplomat, Lord George Macartney (1737-1806), to present its demands to the Qianlong emperor (r. 1736-1796). This unit includes an introductory note to teachers with suggestions for teaching about Macartney's mission; a student reading discussing European contact and trade with China prior to and on the eve of Macartney's mission to China; and the primary-source reading Two Edicts from the Qianlong Emperor, which were the Qianlong emperor's responses to the Macartney mission. • The Opium War and Foreign Encroachment In the fifty years after Macartney's visit (see "Macartney and the Emperor," above), Western powers pushed their demands on China further, leading to war and the gradual shift from tribute to treaty relations. | back to top |
Cooperative Learning What is Cooperative Learning? Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is a well-researched instructional strategy and has been reported to be highly successful in the classroom. For a more in depth explanation of this strategy, follow this link to the self-guided tutorial. What is its purpose? There is an every increasing need for interdependence in all levels of our society. How can I do it? Five Basic Elements of Cooperative Learning 1. The basic elements of cooperative learning can be considered essential to all interactive methods. How can I adapt it? Cooperative learning can take place in a variety of circumstances. Assessment and Evaluation Considerations Observing cooperative learning groups in action allows you to effectively assess students' work and understanding. Teacher Resources
DBQ/CRQ: Teaching with Documents by Peter Pappas Developed by Peter Pappas Contact me for information on bringing my workshop to your school. Blog: www.peterpappas.com Showcase: www.edteck.com Follow me on Twitter/edteck Read about this site in ICSS Journal Winner of Philadelphia Inquirer's "10 Best Educational Sites" 2001 "Don't miss Teaching With Documents maintained by Peter Pappas. Recommended by DistrictAdministration Magazine's Dr. Washington DC: Peter Pappas will serve as an advisor to the Bill of Rights Institute, based in Arlington Virginia. Educators have long recognized the value of actively engaging students in the role of historian. “Teaching with Documents” is designed to help teachers and students make sense of the vast amount of source material available over the Internet, and effectively bring these resources to their work as historians.
Top 10 Do’s and Don’ts When Flipping Your Classroom #edchat Produce material for YOUR students to engage them outside the classroom. Generic content works as a starting point but students have greater faith in their own teacher’s input.Decide on a workflow solution and stick to it. I use Edmodo to set assignments and annotate responses. Expect students to watch/read your material just because you tell them to. This post is in response to the success we have had with workflow and assessment for learning this academic year. Please contact me if you would like to discuss the ‘flipped’ class as I am very keen to hear any new ideas.
History / DBQ’s » Archive Incarceration of Portland’s Japanese Americans in WWII Two children in camp c. 1943 Minidoka concentration camp Idaho What was the impact of President Roosevelt’s 1942 Executive Order 9066 on Portland Oregon’s Japanese-American community? The following presentation uses video interviews of camp internees, archived photographs, and historic documents to answer that question. It was created by Kyle Stephens and Peter Gallagher in conjunction with the Oregon Nikkei Legacy Center. The lesson features reaction to Executive Order 9066, temporary incarceration at Portland Assembly Center (built on the grounds of a former stockyard on the banks of the Columbia River), and the final destination for most of Portland's Japanese-American community - the Minidoka War Relocation Center in Idaho. Kyle and Peter were student in my social studies methods class at the University of Portland working on curriculum development for Portland's Nikkei Legacy Center. Music and the Vietnam Anti-War Movement
Free online mind mapping software | MAPMYself (Mapul) Apps and Ideas for Literature Circles on iPads Mobile Learning | Feature Apps and Ideas for Literature Circles on iPads By Margo Pierce05/08/12 Technology is sliding a power cord, app, or some other innovation into every aspect of education, even elementary reading classes. Today, the use of e-books and iPads in the classroom are taking reading to a “whole new level,” according to Diane Darrow, library information media specialist at Bel Aire Elementary in Tiburon, Calif and an Apple Distinguished Educator. Darrow says that traditional methods for teaching reading have centered on a verbal-only methodology, which she describes as using one track in the brain. “You want to give [kids] different types of learning experiences so that learning sticks in the brain,” Darrow says. One method of getting kids to engage reading in different ways is through a tablet-based literature circle. But instead of using paper books, colored index cards and poster board to acheive these goals, Darrow uses iPads and apps.