See the link to download a FREE goal setting sheet for students! The blog post is an interesting read, too.
http://www.weareteachers.com/blogs/post/2015/06/22/printable-of-the-week-back-to-school-goal-setting
Monday, June 29, 2015
Tuesday, June 16, 2015
Design Question 2: Module 6
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning. (pgs. 67-84)
*With the adoption of Common Core Standards, students are expected to elaborate and explain their thinking more than ever before. How do you ask questions that require your students to elaborate on information? Specifically, what are your thoughts on "General Inferential Questions" and "Elaborative Interrogations?"
*According to the authors, having students write out their conclusions will help them extend and refine their knowledge and they can do this by participating in a variety of writing tasks.
Share your thoughts on: "Note-Taking Strategies," "Academic Notebooks," and "Having Students Represent Their Learning Nonlinguistically."
*How do you have students reflect on their learning? Do you use or would you like to try any of the strategies listed on pages 78-79?
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning. (pgs. 67-84)
*With the adoption of Common Core Standards, students are expected to elaborate and explain their thinking more than ever before. How do you ask questions that require your students to elaborate on information? Specifically, what are your thoughts on "General Inferential Questions" and "Elaborative Interrogations?"
*According to the authors, having students write out their conclusions will help them extend and refine their knowledge and they can do this by participating in a variety of writing tasks.
Share your thoughts on: "Note-Taking Strategies," "Academic Notebooks," and "Having Students Represent Their Learning Nonlinguistically."
*How do you have students reflect on their learning? Do you use or would you like to try any of the strategies listed on pages 78-79?
Design Question 2: Module 5
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 5: Using Cooperative Learning, Curriculum, Chunking, and Descriptions, Discussions, and Predictions (pgs. 55-66)
*It is important to activate students' processing by using a variety of tasks during critical-input experiences.
*How do you use cooperative grouping in your instruction? What are some ideas you have for ways you can use cooperative groups in the future?
*Describe how you have used chunking of information in your teaching or how you could use it in the future.
*Discuss at least one of the formal techniques for critical-input experiences listed on pages 62-64.
Module 5: Using Cooperative Learning, Curriculum, Chunking, and Descriptions, Discussions, and Predictions (pgs. 55-66)
*It is important to activate students' processing by using a variety of tasks during critical-input experiences.
*How do you use cooperative grouping in your instruction? What are some ideas you have for ways you can use cooperative groups in the future?
*Describe how you have used chunking of information in your teaching or how you could use it in the future.
*Discuss at least one of the formal techniques for critical-input experiences listed on pages 62-64.
Design Question 2: Module 4
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies (pgs. 47-56)
*Any activity that starts students thinking about the content they will encounter in a critical input experience is called previewing.
*Our text lists several types of previewing including "What Do You Think You Know?"; "Overt Linkages;" "Preview Questions;" "Brief Teacher Summary;" "Skimming;" and "Teacher-Prepared Notes.
*(from pg. 52) Describe how you have used at least two of the previewing strategies listed.
*Reflect on how you could use one of the strategies differently or a new-to-you strategy that you would like to try in your classroom.
Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies (pgs. 47-56)
*Any activity that starts students thinking about the content they will encounter in a critical input experience is called previewing.
*Our text lists several types of previewing including "What Do You Think You Know?"; "Overt Linkages;" "Preview Questions;" "Brief Teacher Summary;" "Skimming;" and "Teacher-Prepared Notes.
*(from pg. 52) Describe how you have used at least two of the previewing strategies listed.
*Reflect on how you could use one of the strategies differently or a new-to-you strategy that you would like to try in your classroom.
Monday, June 8, 2015
Design Question 1: What will I do to Establish & Communicate Learning Goals, Track Student Progress, & Celebrate Success?
Please post thoughts, comments, & questions regarding Module 2: Establishing and Communicating Learning Goals and Module 3: Designing & Using Formative Assessments.
*Remember to check back to see others' comments and you can also reply to someone's comment.
*This is all of Design Question 1, pages 9-46.
*Remember to check back to see others' comments and you can also reply to someone's comment.
*This is all of Design Question 1, pages 9-46.
Friday, June 5, 2015
Welcome--let's get started!
Welcome to our new blog format of the book study of A Handbook for the Art & Science of Teaching, by Robert J. Marzano and John L. Brown.
If you are new to blogging, you will want to become familiar with some basic blogging tips and etiquette.
We want to maintain a professional atmosphere. This blog is searchable and viewable by anyone with access to the Internet, so please keep that in mind when commenting. Please use professional language and refrain from curse words and inappropriate language. In discussion, please maintain courteous, constructive comments only. As with email, sometimes it is difficult to discern a person's true intent (ie: tone of voice, body language, etc.) so we will always assume positive intentions. We want everyone to feel that this is a safe place to comment and ask questions.
As was mentioned in the first email, you will be paid a total of three hours of time and this is discussion time, not reading time. Please keep track of your discussion time and a time sheet will need to be signed by you when we meet during our August in-service (see Kim or Tracy).
The discussions will be broken down into 10 sections; one for each of the Design Questions. That would mean to get in three hours, you will spend about 18 minutes of discussion time in each of the Design Question areas.
To comment on a post, simply scroll down to the end of the post and click on the word, "comment." You can type your comment directly into the box, or type it into a Word Document and copy & paste it into the comment box. You will then choose an account name to publish the comment under or you can publish Anonymously. Next, click or check the box that says, "I am not a robot" and finally, click the orange "publish comment" button. Your comment may take a few minutes to upload or you may need to refresh your browser to see your comment.
After you have commented, you will want to return to old posts to see what others have added since your comment.
There is also a free mobile app for Blogger, if you are interested. The icon is an orange rectangle with a white B in the center.
*Let's practice posting by commenting here so we can see who all is here. Tell us something FUN you have done since school's been out!*
If you are new to blogging, you will want to become familiar with some basic blogging tips and etiquette.
We want to maintain a professional atmosphere. This blog is searchable and viewable by anyone with access to the Internet, so please keep that in mind when commenting. Please use professional language and refrain from curse words and inappropriate language. In discussion, please maintain courteous, constructive comments only. As with email, sometimes it is difficult to discern a person's true intent (ie: tone of voice, body language, etc.) so we will always assume positive intentions. We want everyone to feel that this is a safe place to comment and ask questions.
As was mentioned in the first email, you will be paid a total of three hours of time and this is discussion time, not reading time. Please keep track of your discussion time and a time sheet will need to be signed by you when we meet during our August in-service (see Kim or Tracy).
The discussions will be broken down into 10 sections; one for each of the Design Questions. That would mean to get in three hours, you will spend about 18 minutes of discussion time in each of the Design Question areas.
To comment on a post, simply scroll down to the end of the post and click on the word, "comment." You can type your comment directly into the box, or type it into a Word Document and copy & paste it into the comment box. You will then choose an account name to publish the comment under or you can publish Anonymously. Next, click or check the box that says, "I am not a robot" and finally, click the orange "publish comment" button. Your comment may take a few minutes to upload or you may need to refresh your browser to see your comment.
After you have commented, you will want to return to old posts to see what others have added since your comment.
There is also a free mobile app for Blogger, if you are interested. The icon is an orange rectangle with a white B in the center.
*Let's practice posting by commenting here so we can see who all is here. Tell us something FUN you have done since school's been out!*
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