21st Century Skills<br />Week 3<br />
Objectives<br />I-12 Fosters communication and collaboration among students<br /> <br />
I-12 Observable EvidenceEffective Teacher Behaviors<br />Teacher sets and implements clear expectations for collaboration ...
I-12 Observable EvidenceEffective Student Behaviors<br />Students communicate reasoning by explaining stated assumptions, ...
Grouping for reciprocal teaching skills?<br />All students should know what the technique should look like whether they ca...
Join the discussion:<br />Describe the most effective lesson you have taught using student collaboration?  What made it ef...
21st century skills  week 3
21st century skills  week 3
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21st century skills week 3

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21st century skills week 3

  1. 1. 21st Century Skills<br />Week 3<br />
  2. 2. Objectives<br />I-12 Fosters communication and collaboration among students<br /> <br />
  3. 3. I-12 Observable EvidenceEffective Teacher Behaviors<br />Teacher sets and implements clear expectations for collaboration and communication among students.<br />Teacher creates multiple, scaffolded opportunities for students to articulate their ideas, construct arguments, and communicate for a range of purposes. <br />Teacher provides a variety of ways to collaborate throughout lessons. <br />Teacher aligns tasks to collaboration, so student groups are strategic and purposeful. <br />
  4. 4. I-12 Observable EvidenceEffective Student Behaviors<br />Students communicate reasoning by explaining stated assumptions, definitions, and results; articulate reasoning used to analyze and solve problems. <br />Students construct arguments, build on others‘ ideas, articulate their ideas, and confirm others‘ understanding. <br />Students interact appropriately in diverse groups (―diverse‖ by race, ethnicity, language, group size, opinions, skill levels, etc.) and come to understand other perspectives and cultures. <br />Students‘ interactions with each other show adaptability and work ethic in group situations. Students respond to varying demands of audiences, tasks, purposes, and discipline. <br />Most students assume personal responsibility for group work. <br />
  5. 5. Intentional Grouping<br /><ul><li>How would you use intentional grouping for a cooperative activity like the math relay?
  6. 6. How about for reciprocal teaching? What factors would you consider when creating partner sets?</li></li></ul><li>Math relay grouping?<br />Consider swim speed <br />(partner slower with faster to keep it even)<br />Consider math skills<br />Partner similar skill levels for math skills so each team member contributes. Great motivator for the average math student to feel empowered. This is actually an activity my students ask for. <br />
  7. 7. Grouping for reciprocal teaching skills?<br />All students should know what the technique should look like whether they can perform it correctly or not so they can be partnered with anyone. Lower level student benefit greatly from watching correct technique but it is also beneficial for them to identify and correct incorrect form. <br />Personally I trade off between pairing high/low skills and similar skills. <br />
  8. 8. Join the discussion:<br />Describe the most effective lesson you have taught using student collaboration? What made it effective? <br />Follow the discussion board link below and post your answer to this weeks discussion question. <br /><ul><li>Respond to at least 2 other posts </li>

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