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Enabling the CCSS version of exemplary adolescent literacy.
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Virtual Debate: 7 Advantages of Online Discussions

Virtual Debate: 7 Advantages of Online Discussions | AdLit | Scoop.it

How to facilitate such discussions is confusing to many teachers, and online discussion threads and chatrooms may be seen as a poor substitute for the “real” thing, an evil necessity of the online class. However, although there are some barriers such as its more decontextualized nature, in comparison to face-to-face discussion, there are advantages that are unique to the online discussion that can be built on by the instructor while the drawbacks are minimized.

 


Via Nik Peachey, Elizabeth E Charles, Lynnette Van Dyke
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cantatapledge's comment, July 3, 6:33 AM
Fabulous
Olga Boldina's curator insight, July 3, 7:28 AM

добавить ваше понимание ...

Emilycanfield's comment, Today, 2:08 AM
Its grand
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Reading Plus Webinar featuring David Pearson: Knowledge, Motivation, and Learning Strategies - YouTube

In the final webinar of the Reading Plus® series for Spring 2014, Dr. P. David Pearson presents "Knowledge, Motivation, and Learning Strategies: A Balanced R...
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Beyond Common Core: Creating Stronger Links Between Literacy and Subject Matter Learning - YouTube

Panel Discussion from "Beyond Common Core: Creating Stronger Links Between Literacy and Subject Matter Learning," a symposium that took place in Groton, CT o...
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Dr. P. David Pearson: Implementing the CCSS: Comprehension, Close Reading, and the Common Core - YouTube

Dr. P. David Pearson from the University of California, Berkeley speaks on "Implementing the CCSS: Comprehension, Close Reading, and the Common Core" at a sy...
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Rescooped by Lynnette Van Dyke from Creating Tech infused lessons to promote higher order thinking
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Padagogy Wheel gets an Upgrade: Bloom’s Taxonomy, iPad apps and Learner Characteristics

Padagogy Wheel gets an Upgrade: Bloom’s Taxonomy, iPad apps and Learner Characteristics | AdLit | Scoop.it
Good friend and mentor Allan Carrington recently enhanced his "Padagogy Wheel" a visual representation of how iPad apps can be integrated into learning experiences using Bloom's Taxonomy.

Via John Evans, James I., Christina Hayden
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Jim Lerman's curator insight, July 10, 2013 5:18 PM

Allan Carrington has done some outstanding work with his (currrently) 3 iterations of the Padagogy Wheet. It is definitely worth it to go to his blog and explore the development of the framwork from its origins. 

 

It is important, too, to acknowledge the work of Andrew Churches and Kathy Schrock, and quite a few others, in elaborating this conceptual scheme.

 

We should also pause and remember that Bllom's taxonomy has 3 domains, not just the single Cognitive domain. The  Affective and Psychomotor are equally as imporant. If we focus on content only, to the exclusion of social, emotional, nutritiional, and fitness expectations, we miseducate our students, shortchanging their development in significant ways.

Pauline Wilson's curator insight, July 12, 2013 6:09 PM

Another great example of how Web 2.0 tools fit into Blooms Taxonomy

James I.'s curator insight, August 20, 2014 9:57 AM

Bloom's Wheel with iPad apps including SAMR model

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More Argument, Fewer Standards - by Mike Schmoker and Gerald Graff

To succeed, students can’t simply amass information (as important as that is); they must also weigh its value and use it to resolve conflicting opinions, offer solutions, and propose reasonable recommendations. The same could be said for the demands of citizenship and the modern workplace.

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Determine an author's bias - for teachers | LearnZillion

Determine an author's bias - for teachers | LearnZillion | AdLit | Scoop.it
In this lesson you will learn to determine the author’s bias by asking, "What information is left out and why?" This lesson focuses on the article, "The Little Owls that Live Underground" from http://www.smithsonian.com
- for teachers

Via Heather J Hanson
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Martha Nussbaum - The Value of the Humanities

http://www.philosophybites.com/ Martha Nussbaum received her BA from NYU and her MA and PhD from Harvard. She has taught at Harvard, Brown, and Oxford Univer... (Recently read Martha Nussbaum's book on humanities, Not For Profit.


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Types of Nonverbal Communication That Aid in Teaching Writing

Types of Nonverbal Communication That Aid in Teaching Writing | AdLit | Scoop.it

Because writing is a verbal activity, teachers need to use various types of nonverbal communication as examples and cues for struggling writers who are non verbal.


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9 Steps to Becoming a Better Public Speaker

9 Steps to Becoming a Better Public Speaker | AdLit | Scoop.it
Public speaking is terrifying. You have to get up in front of a crowd of people and make a point. You don't want to be boring, but you also want to be informative. You need to walk a delicate line to make sure your speech keeps your audience engaged. Thinking about speaking in public can end…

Via Tom D'Amico (@TDOttawa) , Aki Puustinen
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Make Dyslexia About Strengths, Not Shame

Make Dyslexia About Strengths, Not Shame | AdLit | Scoop.it

Ben Foss is a successful adult with dyslexia. Read Ben's experiences and his suggestions to help your own child with dyslexia thrive rather than feel ashamed.


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Reading Plus Congratulates West Port High School - YouTube

Reading Plus, the online reading intervention that changes how, what, and why students read, is pleased to congratulate administrators, teachers, and student...
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Dr. John T. Guthrie: Fostering Deep Engagement in Disciplinary Literacy - YouTube

Dr. John T. Guthrie from the University of Maryland, College Park speaks on "Fostering Deep Engagement in Disciplinary Literacy" at a symposium in Groton, CT...
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Dr. Elfrieda H. Hiebert: The First Key to Unlocking Complex Text: A Generative Vocabulary - YouTube

Dr. Elfrieda H. Hiebert from TextProject.org and the University of California, Santa Cruz speaks on "The First Key to Unlocking Complex Text: A Generative Vo...
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LEVERS, DOK, and Bloom - YouTube

Published on Jul 21, 2013

Ferdi Serim describes the role Depth of Knowledge plays in Common Core and how the LEVERS system helps educators and students prepare for higher levels of performance. This presentation is based on Karin Hess's Cognitive Rigor Matrix. (To download the full article describing the development and uses of the Cognitive Rigor Matrix and other support CRM materials, go to: http://www.nciea.org/publications/cog...)

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Analyze how an idea is developed over the course of a text - for teachers | LearnZillion

Analyze how an idea is developed over the course of a text - for teachers | LearnZillion | AdLit | Scoop.it
In this lesson you will determine how a central idea is developed by listing details that validate the author’s central idea. This lesson focuses on the article, "The Little Owls that Live Underground" from http://www.smithsonian.com
- for teachers
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What Motivates A Student’s Interest in Reading and Writing

What Motivates A Student’s Interest in Reading and Writing | AdLit | Scoop.it
Educator Larry Ferlazzo details how to make reading and writing relevant to students lives in order to motivate them.

Via Heather J Hanson
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A Brief History of Young Adult Books | Blog | Epic Reads

A Brief History of Young Adult Books | Blog | Epic Reads | AdLit | Scoop.it
We pretty much breathe, eat, and sleep all things young adult books, but where did it come from? What’s the actual definition? Let us break down everything you need to know about how YA came about!

Via Heather J Hanson
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Literacy and Learning: Literacy Strategies

Literacy and Learning: Literacy Strategies | AdLit | Scoop.it

Literacy and Learning's exhaustive list of effective literacy strategies. To view these documents, you must have Adobe® Acrobat Reader installed.


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Text Complexity 102: Lost in Translation | Burkins & Yaris

Text Complexity 102: Lost in Translation | Burkins & Yaris | AdLit | Scoop.it

Essential Question: How well are teachers integrating quantitative measures with qualitative and individual reader/text variables when making decisions about grade level complex text?

 

Example: Patrick Henry’s Speech against the Constitution

In spite of its Lexile measure of 810 (Quantitative), which places this text quantitatively in a category appropriate for fourth and fifth graders,the qualitative factors of explicit vs. implicit meanings and word choice were readily apparent.This text raised issues in the reader and task department as well. Without the appropriate context (reader) this text was hard for Kim, a proficient, adult reader, implying that it would present even greater challenges to twelve-year-olds.

Misinterpretations

Administrators - We have encountered administrators asking teachers to report the Lexile numbers of the texts they are selecting and, if they don’t fall within the confines of the Lexile chart, they scold teachers for not challenging students.Teachers - We have also observed teachers who would see the 810 associated with Patrick Henry’s speech and say, “That is not hard enough for my seventh graders.” When we overgeneralize in this manner, potentially good ideas become bad ideas and instruction becomes “littered with the remains of educational trends lost in translation” (Croft and Burkins, 2010, p. xv).

Reminders:

Text complexity is more than just a quantitative measure.The theory behind text complexity is solid and by honoring the three criteria for measuring it, we are presented a promising method for raising reading proficiency.


Via Mel Riddile, DrKJenkins
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5 Tips for a More Meaningful Rubric

5 Tips for a More Meaningful Rubric | AdLit | Scoop.it

Teachers who use rubrics:

set clear guidelines and expectations from the outset of the school year.hold students accountable for the work they produce in a justifiable way.let their students know on which areas they need concentrate the next time they are given a similar task.see improvement in their students’ work.

Teachers who do not use rubrics:

leave students without clear guidance on which skill areas they need to improve.do not provide students with concrete evidence of what their work lacked.do not provide sufficient guidance on what the student outcome was meant to be in the first place.

Basically, students who do not receive a rubric at the outset of an assignment feel frustration because they are not given specific parameters.  It is human nature to want to know exactly what is expected of us when we set out to do something.  Explicit guidelines lead students towards understanding what they need to do and, ultimately, what they did and did not do well. 

Many teachers I meet want to use rubrics, but they do not know what to include on them.  This, of course, will vary depending upon the grade levels you teach, your subject area, and the task at hand.  However, teachers should keep a few things in mind when creating quality rubrics:

Be consistent. You should plainly lay out your expectations from day one by giving your students the criteria you will assess with throughout the year. You can show them from the get-go how they can approach, meet, or exceed your expectations. For example, if you are going to give a writing exercise, your rubric for that skill should vary little from one assignment to the next. Base them around the skills you are assessing. The memorization of rote facts does little to exemplify how skilled students are at performing in the subject you teach. I know this firsthand because I am a Spanish teacher who once upon a time made her students memorize verb tenses completely out of context. Yes, many of them were capable of remembering and regurgitating them for a test, but then, they could not use them in a real world scenario. Now, I ask them to use language in a specific scenario and assess them using rubrics that measure their growth as communicative language students. I assess particular skills such as their ability to create with language, their ability to function in different time frames, their comprehensibility, and much more. I do not ask for specifics such as 5 uses of the preterite or 10 vocabulary words from the unit. Instead, they have to complete the task using what they know from our current unit, previous units, and even, previous levels of language study.Use clear language. If the language you use on the rubric is full of educational jargon, you cannot expect your students to understand it. You must keep your expectations and criteria for measuring them clear. Tell them exactly what they need to do and which skills you will be measuring. I also recommend that, before using a rubric to grade your students, have them grade a sample assessment using the same rubric you will use to grade their work. This will help familiarize them with the skills you seek. Embrace the positive. When you use a rubric, you indicate clearly the criteria you seek.  And, normally, students do well in one, two, or several of the categories on which you assess them. If they end up with a low grade overall, they are not just seeing a confidence deflating '70' on the page, they are also buoyed by encouraging feedback. I always try to leave a constructive note somewhere on the document.Leave room for creativity. I call this the “wow factor”. All of my rubrics have “going beyond expectations” as one of its criteria. This is especially important if you are a proponent of project-based learning. Students should not simply be asked to meet expectations. While that may be all they do, if they want the maximum points, they should need to push themselves to come up with an imaginative way to go beyond what is asked. This pushes them outside of their comfort zone and encourages creativity. This resourcefulness will undoubtedly help them later in their future workplace.
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