Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
A summary of Alfie Kohn's book "The Homework Myth" with some reflections and questions about its practicality. In general this power point summarizes the books. It is a highly recommended book.
A philosophy on the role and scope of the school counselor in the modern school system. A focus on academic, career, and personal/social domains. Building a collaborative, community environment for diverse families and schools.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
this presentation is to assist managers of schools to familiarize themselves with leadership and management of schools. the presentation highlights the various responsibilities of staff and support staff. when done with this presentation you can get to be a super man in management and administration of schools.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
Un lugar donde profesores, estudiantes y padres de interactuar y comparten.
Fortalece los lazos de la comunidad escolar, proporcionando espacios seguros para grupos de estudiantes y profesores para interactuar fuera de las actividades normales de aula. Crea comunidades de estudiantes de clubes escolares y de aprendizaje profesional, comunidades de maestros para ayudar a desarrollar sus habilidades y promover la satisfacción en el trabajo.
Mantiene a los padres informados y motiva para participar en el desarrollo escolar de los niños viviéndolo a través de un portal para padres dedicado con actualizaciones automáticas en el progreso académico, el acceso a las asignaciones y más.
Parent Teacher Collaboration Fostering Success in CBSE SchoolsAnanda Global School
Explore the importance of parent-teacher collaboration in CBSE schools. Discover how strong partnerships between parents and teachers contribute to the academic success and holistic development of students.
Parent Teacher Collaboration Fostering Success in CBSE Schools
Promoting student learning team a
1. Promoting Student Learning
SPE/578 Models, Theories, and Instructional Strategies
William Hoover
Jennifer Bearden
Meshalette Atkins
Tabatha Avery
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2. Promoting Student Learning
Classroom Management:
•Creating a positive learning environment is a key component to establishing the foundation for
student learning. In order for this to happen the teacher must practice effective classroom
management. This begins with establishing a proper positive rapport with the students. Develop
a sense of who they are by being aware of their likes and dislikes and providing them with the
respect they need in order to gain and maintain their attention. Secondly, establish rules,
expectations and consequences and implement them with consistency so that the students are
aware of behavioral expectations.
Best Practices:
•Know your students. Be aware of home environment and outside influences that may affect their
behavior.
•Encourage the success of the child.
Resources:
•www. teachingchannel.org. Classroom Management Tips.
•The first days of school: How to be an effective teacher. Wong and Wong.
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3. Promoting Student Learning
Teacher Collaboration:
•Collaboration is members of a group working together in order to achieve a common goal. When applied to the
field of education, it basically means the members of a learning setting working together, as equals, to assist
students in succeeding on the classroom. The collaborative educational environment builds a community of caring
individuals who are working toward increasing the student’s positive outcomes. In teacher collaboration, the
teacher works hand in hand with each other, whether it be general educational teachers or special educational
teachers, to develop lessons and instructions with the necessary accommodations to meet the individual needs of
all students. Effective teacher collaboration is based on shared mutual goals, shared responsibility for participation
and decision making, and shared accountability of the outcomes.
Best Practices:
•Common Planning Time – Establishing a common planning time for teacher is essential in order for the planning
of the lesson and for making necessary accommodations.
•Communication – Communication between members is necessary. Discuss different perspectives each individual
teacher may have concerning classroom management, grading, and other issues that may affect the effectiveness
of the learning environment.
Resources:
•Land, S. Effective Teaching Practices for Students in Inclusive Classrooms. Training and Technical Assistance
Center. 2013. William and Mary, School of Education.
•Transforming Teaching: Connecting Professional Responsibility with Student Learning: A report to the NEA,
2013. Commission on Effective Techniques and Teaching.
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4. Promoting Student Learning
Student Relationships:
•When students work together, they learn from each other, they learn to cooperate with each other, and they share
the responsibilities for assignments.
•Student relationships foster positive interdependence, face-to-face interaction, group processing and individual
and group accountability. Positive interdependence emphasizes the importance and uniqueness of each group
member’s efforts while important cognitive activities and interpersonal dynamics are quietly at work. As students
communicate with one another, they inevitably assume leadership roles, acquire conflict-managing skills, discuss
and clarify concepts, and unravel the complexities of human relationships within a given context; this process
enhances their learning outcomes and thus promotes student learning.
Best Practices:
•Collaborative learning stations - One of the best ways to set up collaborative projects and activities is to have
student teams work at learning stations. Each learning station has supplies and materials that work well together
and give students the tools to complete an activity or project. With learning stations, students get an opportunity to
use the computer while making use of other school and classroom resources.
•Developing collaborative models, students connecting through educational social networking and mobile
learning, open educational resources that engage students and encourage student success.
Resourses:
•Wiggio – Wiggio is a web site where students can collaborate on projects, case studies, labs, study groups and
class initiatives Groups are entirely private and secure. Students can share files without sending bulky
attachments, schedule due dates, meetings, events, and deadlines, and keep track of who is doing which tasks.
www http://wiggio.com/academic.html.
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5. Promoting Student Learning
Family Relationships:
•Intentional and ongoing relationships between school and family enhance student learning and address
any obstacles that may impede it.
•The more the relationship between families and the school is a real partnership, the more student
achievement increases. When schools engage families in ways that are linked to improve student
learning, students make greater gains. When families are engaged in positive ways, rather than labeled as
problems, schools can be transformed from places where only certain students prosper to one where all
children do well. (Mapp, 2007)
Best practices:
•Family centered grade-level standards nights and/or informational question and answer night relating to
graduation and other standardized tests.
•Parent/Teacher created and directed network information or classes, articles in the newsletter and/or fact
sheets on strategies to help your child academically.
Resource:
•Parent Mentors Program -Parent Mentors assist families and educators in locating information and
resources, provide workshops for parents and educators, provide confidential support for parental
concerns and questions, and provide a parent's perspective to educators and an educator’s perspective to
parents in a collaborative effort to promote student growth.
http://www.dekalb.k12.ga.us/special-education/parent-mentors
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6. Promoting Student Learning
School Relationships:
• One way schools and students collaborate to promote learning is through students attending school every day it is in
session, while following school rules of behavior and conduct. Teachers are employees of the school, and are
therefore extensions of the school, overseeing, directing and guiding the students’ learning and conduct. Without the
collaboration of the students and school during a regular school day, no learning would take place and chaos might
ensue.
•Another way students and schools collaborate is through extracurricular activities sponsored by the school. Students
participate in sports, clubs and music programs sponsored by the schools on a daily basis, usually after the regular school
day ends, as well as occasionally on weekends or during school breaks. Schools usually provide facilities, coaches and
directors, uniforms, and sometimes equipment for these activities. Without the collaboration of the schools and students
during these extracurricular activities, student learning would be lacking in the individual strengths gained by many of
the students through these activities.
Best practices:
•Students should always attend school on time on any day it is in session if possible, and conduct themselves
appropriately at all times. Attending school, eager to learn, will assist a student’s capacity to expand their knowledge base
and absorb information more readily.
•Students should be encouraged to participate in extracurricular activities if possible and feasible, to gain the varied
perspective, as well as the individual strengths, that can only be gained through this participation. The knowledge and
personal strengths’ students will gain through this collaboration will not only help them through their time in school, but
will follow them throughout life.
Resource:
•A School System calendar, often found on the school system website, usually always notes when standardized testing
will be taking place in which schools or grade levels, when end-of-course testing, midterms or finals will be held, when
progress reports or report cards will be going home, and where extracurricular activities will be taking place, as well as
other pertinent information about the calendar item, as appropriate.
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7. Promoting Student Learning
Community Relationships:
•One of the ways communities and students collaborate to promote student learning is by local businesses opening their
doors to the students. This may be for field trips or other educational experiences, allowing for internships or work-study
programs with older students, or sponsoring school activities for many different ages and grades. Communities need
places for their recreational, social and educational pursuits, which schools and by extension, its students, provide. Upon
graduation, students provide skilled, educated employees to many of the businesses in the community, while the
community members support students by funding school facilities and operational expenses.
•Another way communities collaborate with the students to promote student learning is by community members serving
on the local school board to ensure the money allocated for each student’s learning needs is not squandered, but put to its
best use, and rules and regulations are established and maintained to promote a healthy and safe learning environment for
all. School board members are chosen by their communities, and must determine many things that directly affect each
student in the school system. They must determine which teachers are hired, days the school will be in operation, as well
as the facility buildings to be built and maintained. The collaboration of communities and students to promote student
learning through the community school board is a very important function of that collaboration that should never be
downplayed, but respected by all.
Best practices:
•Bring a local newspaper to class and have students look through it to find different items of educational interest in their
community. Whether it be local politics, reports on community events, or editorials on government happenings, something
of educational interest can usually always be found in every issue.
•Another best practice would be to point out and discuss regularly the ways the local community interacts and
collaborates with students in their education. What benefits the community provides the students, what activities it
sponsors, what services it maintains. The answers to all these questions will illustrate to students how their local
community collaborates to promote student learning for the betterment of everyone involved.
Resource:
•Most communities have websites promoting the different activities in and around that community, as well as local
meetings that may be of interest to its citizens. These websites often promote activities that may be of particular
educational interest to students. The wealth of information that can be found on these websites is amazing, informative,
and often very educational in itself.
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8. Resources
•
Dunbar, C. Best Practices in Classroom management, 2004. College of Education, Michigan State
University.
•
Daniel R., Oliver, R. Effective Classroom Management: Teacher Preparation and Professional
Development, 2007. National Comprehensive Center for Teacher Quality, Vanderbilt University.
•
•
•
Powell, W. Chapter 5: Collaboration. U.S. Department of Senate: Diplomacy in action.
•
Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their
children’s learning. The School-Community Journal, 13(1), 35-64.
•
Mapp, K. L. (2007, June 13) The why, what and how of effective school, family and community
partnerships.
Cooperative Teaching. The University of Kansas.
Christudason, A. (2003). Successful learning, peer learning. 37,
http://www.cdtl.nus.edu.sg/success/sl37.htm accessed December 1, 2013
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