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Rescooped by Teresa McDaniel from Common Core State Standards: Resources for School Leaders
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Getting serious about evaluating professional development

Getting serious about evaluating professional development | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Learning Forward is the nation's largest nonprofit membership association focused solely on ensuring success for all students through effective professional learning and school improvement.

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Teresa McDaniel's insight:

Shift from professional development to professional learning

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7 Ways to Hack Your Classroom to Include Studen...

7 Ways to Hack Your Classroom to Include Studen... | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
For awhile, when educators discussed differentiating instruction & meeting students’ individual needs, they did so through the framework of Learning Styles.
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Who Taught These Kids to Think by: Teresa Littrell McDaniel

Who Taught These Kids to Think by: Teresa Littrell McDaniel | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
“Who Taught These Kids to Think?” By Dr. Teresa Littrell McDaniel As a secondary school assistant principal I frequently ponder the origination of and motivation behind many student behaviors. Recently a retired educator described how many in this generation of students, including his 5 year old
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Rescooped by Teresa McDaniel from DEEPER Literacy Focused Instruction
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Clever girls, stupid boys?

Clever girls, stupid boys? | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
An international study challenges stereotypes about the differences between boys and girls at school.
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Mel Riddile's curator insight, March 9, 10:31 AM
  • "being male could soon be seen as a new form of social disadvantage"
  • the gender gap between men and women entering university has never been wider. In a remarkable statistic from the Ucas admissions service, the gap is more than 50%
  • Teacher bias: teachers give greater rewards to girls rather than boys, even when pupils are of similar ability.
  • Women are much more likely to go to university than men.
  • Girls are more likely to be better behaved, more likely to get homework finished, less negative about going to school. And even when boys' work is just as good, the higher grade is more likely to go to a girl.
  • The biggest gender gap in school is usually associated with literacy, with girls runaway leaders in exams and international reading tests.
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High Schools Are a Disaster?

High Schools Are a Disaster? | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it

On the measure of academic engagement, the U.S. scored only at the international average, and far lower than our chief economic rivals: China, Korea, Japan, and Germany. In these countries, students show up for school and attend their classes more reliably than almost anywhere else in the world. But on the measure of social engagement, the United States topped China, Korea, and Japan.

In America, high school is for socializing. It’s a convenient gathering place, where the really important activities are interrupted by all those annoying classes. For all but the very best American students—the ones in AP classes bound for the nation’s most selective colleges and universities—high school is tedious and unchallenging. Studies that have tracked American adolescents’ moods over the course of the dayfind that levels of boredom are highest during their time in school.


Via Mel Riddile
Teresa McDaniel's insight:

Push our students beyond their intellectual comfort zones!

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Teresa McDaniel's curator insight, March 8, 9:42 PM

We must push our students beyond their intellectual comfort zone!

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Why teachers should ask more questions and "cold call" kids

Why teachers should ask more questions and "cold call" kids | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Doug Lemov’s first book sold 800,000 copies, a teaching phenomenon. His new book has even more.

 

A teacher could also be “cold calling,” which means asking questions of students who don’t raise their hands and are less likely to have paid attention. “Be aware, though,” Lemov says, “that it’s important not to limit your cold call only to when you check for understanding. You want to cold call before — and frequently — so that you normalize it, and students aren’t surprised when you use cold call as part of your targeted questions.”


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Rescooped by Teresa McDaniel from DEEPER Literacy Focused Instruction
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Today's classroom may be "the quiet kid's worst nightmare."

Today's classroom may be "the quiet kid's worst nightmare." | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
"Whoever designed the context of the modern classroom was certainly not thinking of the shy or quiet kids," said Robert J. Coplan, a psychology professor and shyness expert at Carleton University, in Ottawa, Canada. With often-crowded, high-stimulation rooms and a focus on oral performance for class participation, he said, "in many ways, the modern classroom is the quiet kid's worst nightmare."
Susan Cain, the author of Quiet: The Power of Introverts in a World That Can't Stop Talking, published by Random House this year, argues that such children often stop learning when they feel emotionally threatened in a class environment in which being an extrovert is considered the norm.
"There is too often a tendency to see it as inferior or even pathological," Ms. Cain said, "so teachers feel they have to turn the introvert into an extrovert."

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Mel Riddile's curator insight, February 15, 10:59 AM

Up to one-half of students have a preference for introversion (not to be confused with shyness), and teachers are not addressing their needs.

Teresa McDaniel's curator insight, February 16, 5:02 PM

Amazing how JOJ teachers have the most current conversations and have recently discussed the definition of engagement as it relates to shy students.

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Common Core 'Spring Training': Maintain Realistic Expectations

Common Core 'Spring Training': Maintain Realistic Expectations | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it

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Program brings back old-school approach to literacy - USA TODAY

Program brings back old-school approach to literacy - USA TODAY | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Program brings back old-school approach to literacy USA TODAY PORT CHESTER, N.Y. — A chorus of tiny voices is making the sounds of letter after letter, and it's cute enough to serve as a soundtrack for a video of kittens and puppies.
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Quality surges in ranks of young teachers

Quality surges in ranks of young teachers | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Newcomers are not only more academically successful, they also view test-oriented results differently

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Carol Dweck on the power of "Yet"

It's just one little word, but says world-renowned Stanford psychologist Carol Dweck, it has the power to inspire your child to do incredible things.

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Rescooped by Teresa McDaniel from ChildPsy
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Children Exposed to Stress Suffer Profound Impact - PRWeb - PR Web (press release)

Children Exposed to Stress Suffer Profound Impact - PRWeb - PR Web (press release) | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
PR Web (press release)
Children Exposed to Stress Suffer Profound Impact - PRWeb
PR Web (press release)
The educational seminars address the needs of educators and parents who have children with learning disabilities and/or neurological disorders.

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Techné v9n1 - Pedagogies of Digital Citizenship and the Politics of Code

Techné v9n1 - Pedagogies of Digital Citizenship and the Politics of Code | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Teresa McDaniel's insight:

Excellent article for teachers regarding digital citizenship.

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12 Myths About Student Engagement - InformED

12 Myths About Student Engagement - InformED | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Student engagement is one of the most reliable predictors of gains in learning. We can all agree that students who actively participate in learning are m
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"Who Taught These Kids to Think?" by Teresa Littrell McDaniel

"Who Taught These Kids to Think?" by Teresa Littrell McDaniel | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
“Who Taught These Kids to Think?” By Dr. Teresa Littrell McDaniel As a secondary school assistant principal I frequently ponder the origination of and motivation behind many student behaviors. Recently a retired educator described how many in this generation of students, including his 5 year old gr
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Rescooped by Teresa McDaniel from DEEPER Literacy Focused Instruction
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Forget it: the secret of remembering words - The Polyglot Dream

Forget it: the secret of remembering words - The Polyglot Dream | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Teresa McDaniel's insight:

This informative article provides insight to how our students learn words and, consequently, how we should facilitate word acquisition.  

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Teresa McDaniel's curator insight, March 16, 11:04 AM

Informative article to jumpstart our thinking about how our students learn words, and how we could more effectively teach words.

 

Teresa McDaniel's curator insight, March 16, 11:07 AM

This informative article provides insight to how our students learn words and, consequently, how we should facilitate word acquisition.  

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25 Ways to Develop a Growth Mindset

25 Ways to Develop a Growth Mindset | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it

“In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented.” –Carol Dweck


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Breaking Bad Habits, With Neuroplasticity

Breaking Bad Habits, With Neuroplasticity | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
"You can't teach an old dog new tricks." "Bad habits are hard to break." "A leopard can't change its spots." Seems as though hundreds of years' worth of sayings, adages and conventional wisdom tell...
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Teresa McDaniel's curator insight, February 17, 2:50 PM

Our J.O. Johnson faculty is currently reading the book 'The Power of Habit: Why We Do What We Do in Life and Business' by Charles Duhigg to help us understand what habits we need to change for our students and for ourselves. This short video explains what our miracle working teachers must do daily to help our students overcome their bad academic habits of thought, the thoughts that tell them they can't learn as much as other students or they will never be smart enough to make good grades or they 'hate reading' simply because they haven't been good readers in the past.

Mel Riddile's curator insight, February 18, 7:06 AM
Teresa McDaniel's insight:

Our J.O. Johnson faculty is currently reading the book 'The Power of Habit: Why We Do What We Do in Life and Business' by Charles Duhigg to help us understand what habits we need to change for our students and for ourselves. This short video explains what our miracle working teachers must do daily to help our students overcome their bad academic habits of thought, the thoughts that tell them they can't learn as much as other students or they will never be smart enough to make good grades or they 'hate reading' simply because they haven't been good readers in the past.

Nibal Petro Henderson's curator insight, February 21, 5:47 PM

Take charge of your thoughts and change your habits. That's the power of self-talk. 

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Response to a Teacher's Resignation Letter http://sansonlblog.wordpress.com/2014/05/23/a-tennessee-teachers-resignation-letter/

First, if saddens me when a loving, compassionate, veteran teacher such as Mrs. D leaves our profession, and as an educational leader I would likely consider that loss a personal failure. Thank you for your years of service to our children. Let me play Devil's Advocate here and speak as an educational leader. I would submit that inherent in this letter is the reason she was identified as a 'conference of concern' teacher. Everything she mentioned in her letter is an important part of being a teacher. But she mentioned learning only once. She never mentioned academic growth. She never mentioned academic skills she has taught her students. I mean absolutely no disrespect to Mrs. D and the thousands of teachers like her who in many ways are teaching the way they were taught to teach, but our job is to fill our students' brains with the knowledge and skills they will need to compete in a fast-paced global economy. She might have said 'my students have shown evidence of learning everything a third grade student should know, but I don't' feel respected.' Or perhaps, 'reducing my students to a data number does not address the academic gaps I was able to fill left vapid by their lack of basic skills prior to my time with them.' This would have suggested that learning was her greatest accomplishment. She did not mention academic futures, students who became doctors, engineers, teachers, high ranking soldiers, police officers, electricians. I am certain she has students who entered advanced degree professions, but my point is that in her final farewell she did not mention anything that suggests that academics and learning was what she did best, and frankly, that is possibly why she has lost her joy in the profession. Society has grown impatient with our inability to produce the level of educated humans the workforce now demands and has called us to task when we can't show evidence that our students are learning the skills they need to compete in a global economy. Is that accountability a bad thing?

Teresa McDaniel's insight:

http://sansonlblog.wordpress.com/2014/05/23/a-tennessee-teachers-resignation-letter/

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Teachers May Need to Deepen Assessment Practices for Common Core

Teachers May Need to Deepen Assessment Practices for Common Core | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
As teachers transition to common standards, experts say they may need to take on more of a "teacher- researcher" role in the classroom.

Via Mel Riddile
Teresa McDaniel's insight:

We are doing this in my school with our DEEPER model, but it takes time and practice to change teacher habits!

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Mel Riddile's curator insight, March 11, 2014 4:15 PM

Key Points on Formative Assessment:


  • With the common standards, "classrooms will look different," said Heritage. "We'll need a lot more talking, more focus, more discourse, more depth."
  • "For many teachers, formative assessment has traditionally consisted of quick checks for understanding, Friday quizzes, or exit slips as students head out the door. But as the majority of teachers around the country transition to the Common Core State Standards—which are designed to emphasize complexity, critical thinking, and skills like collaboration and reasoning—some experts say more teachers need to deepen their assessment practices."
  • "If you're asking students to think critically, you have to have formative-assessment practices that tap into that critical thinking," - Nancy Frey
  • "We need to know if [students are] grappling with complex ideas," said Heritage, who mentored Lozano and Cadenas. "Where are they? Is the idea beginning to consolidate? What do I need to do to go deeper and really help them get this?"
  • All of that may be tough to measure with quick-answer questions or exit slips. Instead, to get a full picture of student understanding, teachers need to ask open-ended questions and push students to explore ideas aloud.
  • Frey of San Diego State University tells teachers that, when listening closely to students, "The question you have to ask yourself is not whether the answer is correct or incorrect, but rather what is it likely that that student knows and doesn't know in this moment in time that would lead him to that response?" "It takes a different kind of listening," Frey said, and rather than an innate talent, it is "a habit to be developed."
  • Rather than asking multiple-choice questions or scanning quickly for right and wrong, teachers will need to be attuned to what students are saying during those discussion and debate sessions.
  • "full-scale adoption of new assessment techniques will not happen overnight. "I see this as being a three-year process, even though we only have a year before PARCC starts."
Faye Hansen's curator insight, March 12, 2014 3:00 PM

PARCC and CCSS

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This Is Your Brain on Poverty: What Science Tells Us About Poverty

This Is Your Brain on Poverty: What Science Tells Us About Poverty | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Poverty has been identified as a factor in lower IQ and psychiatric disorders. What can this tell us about public policy and the minimum wage?

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UNC halts athlete literacy researcher's work

UNC halts athlete literacy researcher's work | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
North Carolina has halted the research of reading specialist Mary Willingham until she receives approval from a review board and is investigating statements she made questioning the literacy level of Tar Heels athletes.
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Rescooped by Teresa McDaniel from LEARNING AND COGNITION
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Rethinking Education: Can We Use Neuroscience to Create Better Learners?

Rethinking Education: Can We Use Neuroscience to Create Better Learners? | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it

There are many neurological capacities that constitute the underpinnings of learning, even when learning is defined broadly to include reading, math, social communication, emotional well-being, and creativity. These universal building blocks for learning include:

 

 

 - Attention, the ability to focus across time on relevant information and ignore distractions

 

 - Prediction, the ability to anticipate what is about to come next

 

 - Memory; of which there are several different component parts including short and long term memory, memory for episode in your life  (episodic memory) and memory for facts (declarative memory).

 

 - Processing speed; how fast incoming sensory and motor information can be detected, discriminated, sequenced

 

-  Spatial skills; how information in space is perceived, manipulated and stored

 

 - Executive functions; higher level cognitive functions such as inhibitory control, planning, reasoning, decision making.

 

Improving one or more of these neural capacities/competencies has been shown to improve student performance, independent of content (language, math, science) or curriculum used.  This is a far-reaching and potentially revolutionary conclusion that is contrary to the current beliefs of many teachers, administrators, parents and students, who have historically emphasized curriculum as the key to improved learning.

 


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Huey O'Brien's curator insight, March 24, 2013 7:17 PM

IMPLICATION: Lesson Content Design

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How Technology Is Changing Our Brains

How Technology Is Changing Our Brains | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
Rapid changes in technology are simultaneously changing the way we live our lives and the way we use our brains.

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Mel Riddile's curator insight, October 16, 2013 7:13 PM

“We teach people that everything that matters happens between your ears when in fact it actually happens between people.”

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How Emotional Literacy Can Make You A Better Leader

How Emotional Literacy Can Make You A Better Leader | DEEPER Instruction, DEEPER understanding, DEEPER knowledge | Scoop.it
While we all know some of the greatest names in innovation didn’t earn so much as a bachelor’s degree, there’s little question that education—not just what you’re taught, but how to apply and even question what you’ve learned—has everything to do...
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