Telling our Digital Stories Fall SDAWP 2012 (1)Janet Ilko
This document provides an overview of a presentation about using Pecha Kucha, a presentation style using 20 images shown for 20 seconds each, to tell stories. It instructs attendees to make nametags answering questions about themselves. It then explains what Pecha Kucha is and provides examples. Attendees are guided through activities like storyboarding and scriptwriting for their own Pecha Kucha presentations. Options for creating and sharing the presentations are discussed, and Common Core Standards addressed by the activity are listed.
Using STEAM to Inspire Deeper LearningJessica Lura
This document discusses using STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning to inspire deeper learning. It provides examples of STEAM projects from Bullis Charter School that integrate multiple subjects. The document advises educators on creating integrated units, citing standards, and offers resources for implementing STEAM and project-based learning.
This document contains Breton Tompkins' biographical information. It introduces his parents and favorite elementary school teacher. It lists his positive traits such as caring for others and giving advice. Breton enjoys activities like basketball and cadets. He hopes to have a career in the military or medical field such as nursing or doctor. The document provides details about Breton's favorite colors, food, music artist and his trip to Cuba.
You are planning a vacation to France this summer and have been asked to create a presentation in French about your plans. The presentation can be a Google Slides, PowerPoint, YouTube video, or poster and must include photos, music, and captions in French. You must answer questions about where you are going, who you are traveling with, how long you will stay, and list 10 activities you will do and 5 things you will eat or visit. The presentation is due April 19th and can be done individually or with a group of up to 4 people.
The document discusses project-based learning (PBL). It defines PBL as an approach where students explore real-world problems in collaborative groups, developing cross-curriculum skills. Key aspects of PBL include incorporating 21st century skills like critical thinking, collaboration and creativity. The process involves determining a topic, participants, timeline, resources and measures of success. PBL aims to give students ownership over their learning. Reflection is important for students to learn from their experiences. PBL works best when it is fun and allows creativity.
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
Telling our Digital Stories Fall SDAWP 2012 (1)Janet Ilko
This document provides an overview of a presentation about using Pecha Kucha, a presentation style using 20 images shown for 20 seconds each, to tell stories. It instructs attendees to make nametags answering questions about themselves. It then explains what Pecha Kucha is and provides examples. Attendees are guided through activities like storyboarding and scriptwriting for their own Pecha Kucha presentations. Options for creating and sharing the presentations are discussed, and Common Core Standards addressed by the activity are listed.
Using STEAM to Inspire Deeper LearningJessica Lura
This document discusses using STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning to inspire deeper learning. It provides examples of STEAM projects from Bullis Charter School that integrate multiple subjects. The document advises educators on creating integrated units, citing standards, and offers resources for implementing STEAM and project-based learning.
This document contains Breton Tompkins' biographical information. It introduces his parents and favorite elementary school teacher. It lists his positive traits such as caring for others and giving advice. Breton enjoys activities like basketball and cadets. He hopes to have a career in the military or medical field such as nursing or doctor. The document provides details about Breton's favorite colors, food, music artist and his trip to Cuba.
You are planning a vacation to France this summer and have been asked to create a presentation in French about your plans. The presentation can be a Google Slides, PowerPoint, YouTube video, or poster and must include photos, music, and captions in French. You must answer questions about where you are going, who you are traveling with, how long you will stay, and list 10 activities you will do and 5 things you will eat or visit. The presentation is due April 19th and can be done individually or with a group of up to 4 people.
The document discusses project-based learning (PBL). It defines PBL as an approach where students explore real-world problems in collaborative groups, developing cross-curriculum skills. Key aspects of PBL include incorporating 21st century skills like critical thinking, collaboration and creativity. The process involves determining a topic, participants, timeline, resources and measures of success. PBL aims to give students ownership over their learning. Reflection is important for students to learn from their experiences. PBL works best when it is fun and allows creativity.
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
This document discusses a training for elementary teachers on the transition to the Common Core State Standards. It includes objectives to share lessons, discuss text complexity, and focus on productive collaborative conversations. Teachers are asked to design a lesson incorporating reading and speaking/listening standards. Key aspects of the CCSS are reviewed like 21st century skills. The document provides information on text complexity, critical collaborative conversations, and examples of speaking and listening standards. Teachers are tasked with planning lessons using informational texts and incorporating speaking/listening standards.
The document discusses rubrics that can be used to supplement cooperative learning activities. The rubrics are designed for students to critically evaluate their own role and the roles of group members in cooperative learning. Using these rubrics embeds metacognitive skills and improves interpersonal skills through reflective evaluation and feedback. The rubrics address common core standards related to engaging in collaborative discussions, defining individual roles, posing questions, and acknowledging new information from others.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
This document summarizes a presentation about using team-building activities to teach Common Core standards in advisory classes. The presenters introduce themselves and their backgrounds in special education. They describe their advisory classes which meet daily for 30 minutes with 15 special education students each. They discuss their educational beliefs about arousing curiosity and giving students a voice. They provide examples of linking standards to team-building activities focused on perseverance, collaboration, and problem-solving. Students reflect on the activities and how they show perseverance. The presenters explain how the activities address Common Core speaking, listening, and math standards while building community.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
4. how will you know when you are achieving your aims co dev toolkit activity...juko101
This document discusses ways for learners to influence their curriculum experience by expressing their views and opinions. It suggests that the most effective way to collect learner views is through direct engagement, using methods like focus groups and surveys. Learners are best positioned to provide feedback on whether the curriculum is meeting their needs and how it could be improved. The document proposes several actions schools can take, such as creating new communication channels, developing learner research skills, and directly soliciting feedback through questions, to more meaningfully involve learners in shaping the curriculum.
This document discusses protocols for professional conversations. It defines protocols as structures that guide conversations and lists some key features of protocols including roles, norms, purpose and steps. It explains that protocols can deepen understanding of teaching and learning and improve collaboration. Specific protocols described include the microlab protocol, consultancy protocol and critical friends approach. Challenges of using protocols well include overcoming the learning curve, choosing the right protocol, resisting problem-solving, facilitation and the time required. The overall purpose of protocols is to create opportunities for essential conversations about teaching and learning.
This document summarizes English proficiency exam trends for Decatur students. It finds that student age, gender, and race/ethnicity did not correlate with performance. The average passing score was nearly 30 points higher than the failing score on the reading comprehension section but only 6 points higher on the essay writing section. Younger students performed poorly on reading comprehension while older students struggled more with writing. The document recommends strategies like questioning the author, double-entry diaries, and say-mean-matter to improve reading comprehension.
Mishka Barnes discusses how English learners acquire academic language skills needed for reading comprehension. She explains that academic language consists of academic vocabulary, discourse forms, and grammar/conventions. ELs must learn this language to achieve academic success. Teachers should thoroughly teach Common Core standards, using synonyms, and focus on academic vocabulary. They should provide reading instruction in small groups using modeling, scaffolding, visuals, and comprehension strategies. Progress is tracked using WIDA performance definitions which are also used to set language goals.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
This document provides an overview of a presentation on literacy in the content areas based on the Common Core State Standards. It begins with an agenda and discusses why literacy standards are needed for subjects beyond English based on international and national test results showing students struggle with complex informational texts. It outlines the shared responsibility of all teachers to incorporate literacy strategies and notes key shifts required by the Common Core, such as an increased focus on informational text, close reading techniques, and argumentative writing. Specific standards for literacy in history, science, and technical subjects are presented along with strategies for teachers to develop students' disciplinary literacy skills through close reading, accountable talk, and other interactive activities.
The document summarizes the Great Books Foundation's (GBF) approach to literacy education using classic literature and shared inquiry discussions. It outlines GBF's history and goals, which include developing critical thinking, reading comprehension, and communication skills. It then describes GBF's offerings, such as literature selections, teacher guides, and professional development courses. Implementation models in schools are also discussed.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
This lesson plan introduces students to analyzing arguments in advertisements. Students will describe an advertisement they saw, discuss it in pairs, and analyze what elements made it effective or ineffective as a class. The goal is to show students that arguments are present in everyday media like ads. In future lessons, students will evaluate peer advertisements, learn about claims and evidence, and revise their own ads using the Toulmin model of argumentation. The unit aims to build students' ability to recognize, analyze, and construct arguments.
ACS CCSS Gr K-2 professional development presentation 8-13-13Becky Dukes
This document summarizes a professional development session focused on teaching K-2 Common Core State Standards. The session addressed literary texts and speaking/listening standards, as well as the mathematical practices in the Common Core math standards. Teachers engaged in activities to explore the standards, see instructional strategies, and learn about resources. They discussed techniques like interactive writing, interactive read-alouds, and math talks. The goal was for teachers to gain understanding and ability to provide effective instruction based on the K-2 Common Core standards.
Design Thinking and Engineering for Young StudentsJessica Lura
Bullis Charter School uses design thinking and engineering projects to teach STEAM concepts to young students. Teachers guide students through the engineering design process of defining problems, ideating solutions, prototyping, and testing. An example project had students build a LEGO wall to keep a toy horse named Happy safe after he kept leaving his yard. Students had to consider factors like the wall's height, length, strength, and affordable materials. The presentation provided additional resources on engineering standards, design thinking methods, and literature connections to support hands-on STEAM learning for K-2 students.
Deeper Learning Through Project-Based Learning and STEAMJessica Lura
Project-based learning (PBL) is a teaching method where students investigate and respond to complex questions through extended projects. PBL addresses core standards and develops 21st century skills like collaboration and problem solving. STEAM expands on STEM by integrating arts. Pairing STEAM and PBL allows students to design effective projects across disciplines like science, English, and social studies. The presenters provide examples of STEAM-PBL projects for middle school and resources for planning integrated projects using standards in various subjects.
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The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
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3. CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts
with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Kinder: CCSS ELA Speaking and Listening Standards
8. Student Self-Assess or Peer Assess Rubrics
Middle School Teamwork Assessment
Middle School Group Participation Assessment
9. Collaboration in PBL Resource List including
purposeful grouping for collaboration (video)
using U-P-S to collaborate and solve problems (video)
collaborative thought--a tool to sharpen learning (video)
P21’s Research on Communication and Collaboration
Communication
Collaboration
Team contracts
sample
Resources
10. Credits
Special thanks to all the people who made and
released these awesome resources for free:
Presentation template by SlidesCarnival
Photographs by Unsplash