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Power Upper Elementary
Upper Elementary grades 5-6
Curated by Kathy Boyd
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Visible Thinking; Chalk Talk – Teaching Paradox

Visible Thinking; Chalk Talk – Teaching Paradox | Power Upper Elementary | Scoop.it

Chalk Talk, a teaching routine to build understanding in a collaborative way.


Via Mary Perfitt-Nelson
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Mapping Media to the Curriculum » What do you want to CREATE today?

Mapping Media to the Curriculum » What do you want to CREATE today? | Power Upper Elementary | Scoop.it

Click here to edit the content..

 

Many resources for teachers who are looking for creative ways to map media to the curriculum.  Guaranteed to keep kids engaged!  


Via Ana Cristina Pratas, Cristina Reyes, Mary Perfitt-Nelson
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Ana Cristina Pratas's comment, December 2, 2012 12:00 PM
You're most welcome LuAnne! Glad you find them useful; I do as well :-)
Nancy Jones's comment, February 10, 2013 12:02 PM
This is a gold mine of info. Thanks
Gary Harwell's curator insight, March 5, 2013 11:54 PM

Something interesting to pass on ot teachers

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Homework: New Research Suggests It May Be an Unnecessary Evil

Homework: New Research Suggests It May Be an Unnecessary Evil | Power Upper Elementary | Scoop.it

It is important to review the original research. That being said, we need to think about the implications of homework for all students, especially for students with SLD.    


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Classroom Questioning: What Type Do You Use Most?

Cultures of Thinking and Ron Ritchhart

 

Questioning is a vital part of thinking, teaching and learning.  We need to consider the purpose of every activity our students engage in while always looking to build higher level questioning into the daily routine. 

 

Generative:  Exploring the topic

• Authentic questions or wonders that teacher doesn’t know the answer to.

• Essential questions that initiate exploration of a topic

Constructive:  Building New Understanding

• Extending & Interpreting

• Connecting & Linking

• Orienting and focusing on big ideas, central concepts, or purpose

• Evaluating

 

Facilitative:  Promotes the learner’s own thinking & understanding

• Requesting elaboration, reasons, evidence, justification

• Generating discussion among the class to hear different perspectives

• Clarifying and Uncovering


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Technology Is Changing How Students Learn, Teachers Say

Technology Is Changing How Students Learn, Teachers Say | Power Upper Elementary | Scoop.it
There is a widespread belief among teachers that digital technology is hampering students’ attention spans and ability to persevere, according to two surveys.

 

The problem may be that the traditional way of teaching is not bringing forth learning .  It fails to engage in ways that maximizes the strengths of students  today .  Indeed, getting answers is easy and instantaneous.  Ride that pony in the direction it faces and be the kind of teacher who doesn't need to tap dance!  Facilitate learning in ways that allows kids to DO SOMETHING with the answers they get so easily via technology and the internet!  


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Fried Technology: What's the Difference Between "Doing Projects" and "Project Based Learning"?

Fried Technology: What's the Difference Between "Doing Projects" and "Project Based Learning"? | Power Upper Elementary | Scoop.it
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12 Excellent Creativity Resources for Teachers

12 Excellent Creativity Resources for Teachers | Power Upper Elementary | Scoop.it

 

                       ===> Diversity is the spice of life. <===

 Really love this.  Links to 12 really fabulous articles on creativity and teaching.  Great reads!  

 


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Fostering curiosity here, there and everywhere

Fostering curiosity here, there and everywhere | Power Upper Elementary | Scoop.it
When I speak with students, I often ask, “Who wants to become successful?” All hands shoot up.
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Cultures of Thinking: Six Principles

Cultures of Thinking:  Six Principles | Power Upper Elementary | Scoop.it

1. Skills are not sufficient; we must also have the disposition to use them.
Possessing thinking skills and abilities alone is insufficient for good thinking. One
must also have the disposition to use those abilities. This means schools must
develop students’ inclination to think and awareness of occasions for thinking as
well as their thinking skills and abilities. Having a disposition toward thinking
enhances the likelihood that one can effectively use one’s abilities in new
situations.
2. The development of thinking and understanding is fundamentally a social
endeavor, taking place in a cultural context and occurring within the constant
interplay between the group and the individual. Social situations that provide
experience in communicating oneʼs own thinking as well as opportunities to
understand othersʼ thinking enhance individual thinking.
3. The culture of the classroom teaches. It not only sets a tone for learning, but
also determines what gets learned. The messages sent through the culture of the
classroom communicate to students what it means to think and learn well. These
messages are a curriculum in themselves, teaching students how to learn and
ways of thinking.
4. As educators, we must strive to make students thinking visible. It is only by
making thinking visible that we can begin to understand both what and how our
students are learning. Under normal conditions, a studentʼs thinking is invisible to
other students, the teacher, and even to him/herself, because people often think
with little awareness of how they think. By using structures, routines, probing
questions, and documentation we can make studentsʼ thinking more visible toward
fostering better thinking and learning.
5. Good thinking utilizes a variety of resources and is facilitated by the use of
external tools to “download” or “distribute” oneʼs thinking. Papers, logs,
computers, conversation, and various means of recording and keeping track of
ideas and thoughts free the mind up to engage in new and deeper thinking.
6. For classrooms to be cultures of thinking for students, schools must be
cultures of thinking for teachers. The development of a professional community
in which deep and rich discussions of teaching, learning, and thinking are a
fundamental part of teachersʼ ongoing experience provides the foundation for
nurturing studentsʼ thinking and learning.


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Meeting Students Where They Are, Emotionally

Meeting Students Where They Are, Emotionally | Power Upper Elementary | Scoop.it
David Ginsburg helps schools improve teaching and learning. Learn more about David's work, and connect with him through email and LinkedIn. Also, follow him on Twitter.
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Six Tenets: Making Thinking Visible

1. Learning is a consequence of thinking

2.  Good thinking is not just about skills, but also dispositions

3.  Thinking is social

4.  Fostering thinking requires that it be visible

5.  Classroom culture sets the tone for learning and shapes what is learned

6. Schools must be cultures of thinking for teachers.  

 

Please read............this initiative through Harvard's Project Zero is amazing.  It melds with Common Core.  I feel it holds promise for the future of teaching and learning.  


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12 Most Uplifting Words and Phrases to Keep Handy and Ready to Use

12 Most Uplifting Words and Phrases to Keep Handy and Ready to Use | Power Upper Elementary | Scoop.it
Becky Gaylord projects her positive spirit with the 12 Most Uplifting Words and Phrases to Keep Handy and Ready to Use.
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What’s the point of homework?

What’s the point of homework? | Power Upper Elementary | Scoop.it
A curious thing appears to have happened at my school. Over the course of the past two years, it seems we’ve decreased the amount of homework we give. At least, I think we have. We haven̵...
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What’s hot for innovative, engaged educators around the globe

What’s hot for innovative, engaged educators around the globe | Power Upper Elementary | Scoop.it
When it comes to education, it seems no matter where in the world you are from, the same innovative practices bring us together.

 

Great list!


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Educational Leadership:Common Core: Now What?:Nonfiction Reading Promotes Student Success

Educational Leadership:Common Core: Now What?:Nonfiction Reading Promotes Student Success | Power Upper Elementary | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
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On Learner-Centered Education | Dare to Care

On Learner-Centered Education | Dare to Care | Power Upper Elementary | Scoop.it
On Learner-Centered Education http://t.co/o6YGXDuP...
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Engaging All Kids: Education Revolution Begins from the Ground Up!

Engaging All Kids:  Education Revolution Begins from the Ground Up! | Power Upper Elementary | Scoop.it

"In the context of a gathering on November 10, 2012*, nine leading voices on education and child development — Carol Dweck, Richard Gerver, Nikhil Goyal, Ken Kay, Alfie Kohn, Steven Jones, Wendy Mogel, Ken Robinson, and Yong Zhao — engaged more than 600 educators and parents from 125 private and public schools in reflection on our deepest commitments to the lives and the learning of school-aged children at school and at home. What follows is a statement of common principles — shaped by participants’ input and these leaders’ collaborative reflection and design — that may help schools and families to determine how best to support our highest aspirations for the welfare of the children in our care."

 

A PDF of the "covenant" delineating core principles of the change needed can be found here:   http://www.curtiscfee.org/info/wp-content/uploads/2012/11/PSP2012-CHILD-COVENANT.pdf

 

 


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How to Build Your Child's Self-Control | Special Series | Big Think

How to Build Your Child's Self-Control | Special Series | Big Think | Power Upper Elementary | Scoop.it

Don't worry about increasing your child's intelligence--there's very little you can do to make a difference. Instead, focus on building your child's self-control.


Via Heather Peretz, Mary Perfitt-Nelson
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Dweck's Mindset: Achievement, Engagement and Success

Dweck's  Mindset:  Achievement, Engagement and Success | Power Upper Elementary | Scoop.it

A website by Carol Dweck, fully discussing Mindest:  

 

"In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.

 

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities."

 

This site reviews what Mindset is, how it affects success, why people differ and what the implications are for individuals.  Many links to the left lead to wonderful, related resources and articles.  

 

Check it out!


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Creative Educator - Learning in the Creativity Age

Creative Educator - Learning in the Creativity Age | Power Upper Elementary | Scoop.it

Wonderful article!  Tips for encouraging creativity in the classroom.


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Is it Rude, Is it Mean, or is it Bullying? | Psychology Today

“@DrEscotet: Is it Rude, Is it Mean, or is it Bullying?
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Differentiation through Visible Structured Student Choice

 

Learn how to differentiate instruction by making learning visible through structured student choice within the established curriculum. By making the learning choices visible, teachers can provide both supports for learners who are struggling as well as extensions for early finishers in one efficient and effective assignment. We will explore many examples from K-12 classrooms that have been used with students in the New York City Public Schools. Participants will also learn how an understanding of Multiple Intelligences helps teachers provide entry points for students into learning and will have time to begin the creation of structured student choice for their own classroom use.

 

The magic is not only in allowing access for all, but in student choice.  Wow!

 

Rhonda Bondie, Ph.D., Fordham University rbondie@fordham.edu


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