Agenda #8 march 4, 2013
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The document provides an agenda for two training sessions on March 4th, 2012 for K-8 educators from 7:30-10:30 and 9-12 educators from 10:30-1:30. It lists the subjects that will be covered each month from August to May including instructional strategies like academic vocabulary, constructed response questions, and data-driven instruction. Participants are asked to email sample lessons for each new strategy covered to the presenter.
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This document provides examples of strong sentence starters for responding to other people's comments or points in a respectful discussion. It also provides a brief biography of Catlin Tucker, an English teacher who has nine years of teaching experience at the high school level and has a master's degree focused on creating a safe classroom environment to support student learning. She now works with Collaborize designing educational resources.
Communicating value-of-cc-to-parents
The teacher is introducing the use of Collaborize Classroom, an online discussion platform, to replace some pen and paper homework. Online discussions will give every student an equal voice, help build community, and provide practice communicating respectfully and collaboratively online. Students will develop skills like critical thinking, reading, writing, and problem solving by being exposed to different perspectives from peers and learning at their own pace. Unlike traditional homework where students work independently, the online platform allows students to benefit from others' responses and engage in deeper thinking about topics through questioning and building on ideas from varied viewpoints. This style of learning prepares students for digital communication needs in college and careers.
5 c’s of successful peer editing
The document outlines 5 C's for successful peer editing: 1) Compliment peers by identifying strong elements of their writing. 2) Critique instead of criticize by giving tactful advice to help peers grow. 3) Provide concrete suggestions by being specific about needed improvements rather than vague notes. 4) Clarify by asking leading questions to guide peers to correct errors themselves. 5) Contemplate suggestions by taking time to thoughtfully comment on unclear or underdeveloped areas to most help peers improve.
Rich replies-to-peers
The document provides guidance for students on how to construct rich replies to their peers' posts in an online discussion. It recommends that students (1) make "I" statements to share their own perspective, (2) use their peers' names when replying, (3) avoid generic compliments and instead reference specific content from the post, and (4) keep critiques focused on the content rather than the person by explaining their different perspective. Examples of effective replies are also included.
8 intriguing-strategies-to-continue-discussion
This document provides 8 strategies for continuing online discussions by inviting further responses from peers. The strategies include proposing a new idea for feedback, asking for clarification, inviting different conclusions, posing follow-up questions, and presenting controversial statements to encourage disagreement. Examples of discussion prompts are given such as asking if others reached different conclusions or made interesting connections to the topic. The overall goal is to foster engagement and expand the conversation.
Classroom management
This document provides a checklist for effective classroom management. It includes questions about having procedures in place for transitions, student behavior, work time, student work, and dismissal. The goal is for teachers to anticipate everything that could occur each day and establish clear routines and expectations so that the class runs smoothly. Key aspects addressed include having signals to get student attention, rules for entering the class, what students do with completed or late work, and expectations for group work to keep students on task.
Classroom management-teaching-routines
Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
Notetaker1
This document appears to be a blank note taking template intended for students to fill in details about a topic from a source. The template includes sections for events, people, key terms, facts, and quotes related to the topic being summarized from the source.
Spiderweb
Spider webs are constructed by spiders to catch prey. The spider places strands of silk in a circular pattern from the center outward and adds concentric circles, spirals, and radial lines to form its trap. Once prey is caught in the sticky silk, the spider wraps it up for later consumption.
Mainideawheel8
The main idea of the document is about identifying the main idea. In just 1-3 sentences, it should capture the overall topic and most significant details of the full text. The document appears to be about a tool called a "Main Idea Wheel" which may help readers identify and understand the central topic that a passage is trying to convey.
Flower
This flower worksheet asks students to identify the 5 W's (who, what, when, where, why) in five petals and the how in the sixth petal of a flower drawing. Students are directed to illustrate a story in the center of the flower and decorate it as they choose.
8events
This document provides instructions for a student to draw 8 pictures representing main events in chronological order. The student is prompted to provide their name and date at the top and given space to draw the 8 pictures of events in sequential order below.
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Agenda #8 march 4, 2013
- 1. Tracy Allen, Educational Consultant Standards Focused Presentation #8: March 4, 2012 Session 1 is from 7:30-10:30(K-8)and Session 2 is from 10:30-1:30 (9-12) Please email to all participants Monday morning… 1. Subject: Agenda March 4, 2013 (Word Document) OPEN 2. Subject: How to Teach#8(Word Document) OPEN 3. Subject: FA #8 – Train the Trainer (PPT)OPEN 4. Subject: Templates FA #8PLEASE WAIT TO OPEN, Copy from memory stick AGENDA August January I Do Academic Vocabulary I Do Graffiti Wall We Do Constructed Response We Do 4 Numbers You Do Bell Ringer You Do Justification September February I Do Mix-N-Match I Do Mix and Match We Do Quiz, Quiz, Trade We Do Quiz, Quiz, Trade You Do Sort Away You Do Sort Away October March I Do Frayer Model I Do Frayer Model We Do WE Scoot We Do WE Scoot You Do Hand Knowledge You Do Hand Knowledge I CAN SCARY November April I Do Window Pane I Do Simple to Super We Do Fly Swatter We Do Talk a Mile a Minute You Do Thumbs UP/Down You Do U R the teacher December May I Do 9 Strategies that Positively Influence Student Achievement I Do Foldable We Do Review We Do Constructed Response You Do MUST GETS Data-Driven Instruction You Do Review
- 2. Tracy Allen, Educational Consultant Standards Focused Create 1 sample for each new strategy and mail to allenbdgiant@yahoo.com.