Writing Discursive compositions (Secondary level) (Part 5): Introduction of Discursive essay (use of case studies) | ENRICHING THE INTELLECTUAL FABRIC OF YOUR MIND This is my fifth post on discursive writing. For my first post, please click here. Having discussed the technique of historical development and cause and effect, let’s take a look at writing the introduction using a case study or case studies. This is a more challenging technique since students are expected to not only have prior knowledge of the subject matter in the questions, but they also need to know specific, preferably historical or contemporary understanding of current happenings to do well in their writings. Students who wish to use this technique should read newspapers and magazines very regularly to get a firm and all-rounded grasp of global events and specific details of incidents such that they are able to elaborate well in their introductions using specific case studies. Consider the following discursive questions: i. ii. iii. iv. v. Once again, let’s consider how to write the introductory paragraph from two of the above: ii. Introduction: iv. Like this: Like Loading...
Are Schools Prepared For Great Teachers? Are Schools Prepared For Great Teachers? by Terry Heick In On The Road, Jack Kerouac describes the “purity” of movement–the juxtaposition of a singular here, and a plural everywhere that create a kind of serenity. This is a purity, and most notably an enthusiasm, that we can learn from as educators. After decades of disagreement and perceived waywardness in education, recent efforts in school improvement have focused less on movement and more on standardization (a sibling of industrialization, but not necessarily a twin). Richard DuFour, Mike Schmoker, and other professional development leaders consistently call on schools to start with this idea as a bedrock for further efforts. “There is a significant amount of research that providing students with access to a guaranteed and viable curriculum has a significant, positive impact on student achievement. Among other ideas, the words same, skills, concepts, taught, common, and pacing stand out to give us a sketch of what’s at work here.
Deep and Surface Approaches to Learning | Higher Education Academy Engineering Subject Centre Approaches to learning describe what students do when they go about learning and why they do it. The basic distinction is between a deep approach to learning, where students are aiming towards understanding, and a surface approach to learning, where they are aiming to reproduce material in a test or exam rather than actually understand it. This theory is explored further in Tool 3 of education theories on learning by Jenni Case (2008). Introduction The concept of preferences to different individual learning styles was introduced in an accompanying document. Deep and Surface Approaches Deep and surface approaches to learning are words that most academics will have heard. Simply stated, deep learning involves the critical analysis of new ideas, linking them to already known concepts and principles, and leads to understanding and long-term retention of concepts so that they can be used for problem solving in unfamiliar contexts. Designing for Deep Learning Putting theory into practice Source
Six Scaffolding Strategies to Use with Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes—no safety net, no parachute, no scaffolding—they’re just left blowing in the wind. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. Simply put, scaffolding is what you do first with kids—for those students who are still struggling, you may need to differentiate by modifying an assignment and/or making accommodations (for example, by choosing more accessible text and/or assigning an alternative project). Scaffolding and differentiation do have something in common, though. 1. 2. 3. 4. 5. 6.
Changing What We Teach Changing What We Teach: Shifting From A Curriculum Of Insecurity To A Curriculum Of Wisdom by Terry Heick Increasingly, the idea of computer coding is being pushed to the forefront of “things.” In movies, on the news, and other digital avatars of ourselves, coders are increasingly here. Hack the mainframe, change the school grades, save prom, etc. So we should totally teach it in schools, right? Teaching Skills vs Teaching Content Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach. Yet in the ecology of a school, they behave differently in the classroom where the rubber hits the road. There is nothing wrong with changes in priority. To try to address this problem, let’s consider a more macro question: What is school? Skills are things students can “do”—procedural knowledge that yields the ability to do something. Should schools focus on content and skills, or should they focus on habits and thinking? Hi: *stunned silence* Content.
Snapshot of a Deeper Learning Classroom: Aligning TED Talks to the Four Cs Edutopia is pleased to premiere the first blog in a new series designed to showcase compelling examples of how students are developing 21st century skills through a deeper-level of learning. Through this blog series, we hope to increase awareness and encourage replication of successful models. Chris Anderson, TED curator. (Photo credit: Pierre Omidyar via Wikimedia Commons) As many of my readers know, this year I have been dedicated to using the 21st Century four Cs. The four Cs are a rubric of sorts that help align lessons to more reality-based learning and assessing. As I design a lesson or assessment, I ask myself if what I've designed, or what the students must master, correlates to the important skills of: CollaborationCommunicationCritical ThinkingCreativity My lessons and tests must incorporate one or more of of the four Cs to, in my opinion, be worthy of spending precious instructional time in the classroom. ProcessEnvironmentContentProduct An example of this is my TED Talks unit.
Top 10 Picture Books for the Secondary Classroom As a teacher of future English teachers, I am always trying to open my students’ eyes to the wonder and power of the picture book, both as an art form and as a terrific instructional tool for the secondary classroom. Being students of capital-L literature, my teacher-babies sometimes forget to consider these compact and powerful texts. It’s the best way I know to get numerous, diverse and COMPLETE texts into students’ minds. It’s hard enough to squeeze out the time in the overcrowded middle and high school English curriculum to read young adult and classic novels, but with picture books, you can read the entire work aloud, model the focus you want students to concentrate on, let them explore the craft, have the discussion, and even try it out in their own writing–all in one period! So here, in no particular order: my top ten. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Nerdy friends, you are never too old for picture books–I feel like you know that!
The Inside-Out School: A 21st Century Learning Model The Inside-Out School: A 21st Century Learning Model by Terry Heick As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model. The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy. By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools. The attempted personalization of learning occurs through new actuators and new notions of local and global citizenship. Here, families, business leaders, humanities-based organizations, neighbors, mentors, higher-education institutions, all converging to witness, revere, respond to, and support the learning of its own community members. The 9 Domains Of the Inside-Out Learning Model 1. 2. 3. 4. 5. 6. 7. 8. 9.
L Houle's Wiki - NO Registration Necessary Updated August 18, 2017When working with K-8 students we must be concerned for students' privacy and anonymity. Most Web 2.0 sites require registration or allow teachers to set up class accounts. These extra steps to set up educational accounts takes time that's hard to locate in your busy day. Surely too a majority of us are tired of remembering are own usernames and passwords let alone keeping track of those of our students. Below are sites that do not require username, email or password. Creativity Tools Art Fun | Avatar Creators | Posters | Sign/Text Generators | Word CloudsABCya! Collaboration Tools Chat | File Sharing | Polls | QR Codes | Share Links | Web Publishing | WhiteboardsChatAppear.in Setup a room, allow access to your webcam and microphone and invite up to 7 people to have a video conversation. iOS and Android apps availableDisposable Chat Give your chat room a name, password if you wish, invite others and chat. Conversion Tools Multimedia Tools Photo-Imaging Tools
ELA Resources Common Core's Triangle of Text Complexity Explained Common Core's Triangle of Text Complexity doesn't have to cause you consternation. Award-winning author and educator Alan Sitomer explains the ins and outs of the triangle in a user-friendly (and fast) way. Watch Alan's tutorial here! Pedagogical Shifts demanded by the Common Core State Standards ELA/Literacy Shift - An Overview Shift 1: Building knowledge through content-rich nonfiction and informational texts Shift 2: Reading and writing grounded in evidence from text Shift 3: Regular practice with complex text and its academic vocabulary Support for the Key Instructional Shifts required by the CCSS Our content provides valuable pathways that will help support your focus on keeping students at the center of instruction. 6 Shifts in ELA/Literacy In the Teacher Video Library, you can listen to our Common Core Experts describe and explain each of the shifts and suggest ways in which they can be learned in the classroom. High School ELA Resources
50 Alternatives To Lecturing 50 Alternatives To Lecturing by TeachThought Staff Ed note: This post is promoted by SEU’S online masters in education programs. As teachers, when we lecture, we have the best of intentions. So explaining things isn’t “bad,” so how about beginning with some clarification. Everyone loves a story, and unless you’re awful, your students probably like you and want to hear from you. Or in a “flipped classroom” setting where the “lecture” is designed to be consumed at the student’s own pace (using viewing strategies, for example). Or when students have mastered a core set of understandings, and are ready–in unison–to hear something from an honest-to-goodness expert who only has an hour to unload what he/she knows. All students are similarly motivatedAll students have mastered certain “listening strategies”All students have strong note-taking skills, and can adapt those strategies for a variety of content, delivery speed, and so onAll students have a similar background knowledge A few notes: 1.