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Saturday, January 26, 2013

Ga. school trains parents in common core - courtesy of ASCDSmartBrief

Here is a article on educating teachers on the CCSS.  One focus teachers need to be aware of the meta-cognitive strategies.

Norton Park Elementary School in Smyrna, Ga., recently held evening training sessions to familiarize parents and students with new Common Core State Standards. Among other things, the workshops included for parents hands-on activities aimed at providing an understanding of the changes ahead in math, language arts and other subjects. "I wanted teachers to be able to instruct parents as if they were the students in the classroom, in what the math is and how to do it," said Jennifer Gates, the school's academic coach. The Marietta Daily Journal (Ga.) (1/21)

Sunday, January 20, 2013

Global-Achievement Study Casts U.S. in Better Light - courtesy of EDU Week from the Curriculum Matters Blog

The achievement gap between U.S. students and those from other nations on one global exam would narrow significantly if adjustments were made for social class.

This is a very thought provoking study!!  Take a look and think about what it means for you and your students.

Saturday, January 5, 2013

This is a great book. I have posted ASCD's review of the book and hope you take time to read it. I think it is just what we need!!

Bring Habits of Mind to Life by Modeling Them in Class—Here’s How

Written By:
| December 28, 2012

Described as essential characteristics for success, the 16 Habits of Mind help educators and learners navigate classroom and life challenges. They range from managing impulsivity to taking responsible risks and remaining open to continuous learning.
Whether this post is your first introduction to the Habits of Mind or a continuation of your journey to make them a part of school culture, the following excerpt from Learning and Leading with Habits of Mind, edited by Arthur L. Costa and Bena Kallick, explains how to model them for the benefit of students.

Modeling the Habits of Mind
Setting an example is not the main means of influencing another, it is the only means. —Albert Einstein
Children learn best through imitation. Because most dispositional learnings are “caught, not taught,” teachers must “walk the talk.” The Habits of Mind are not just “kid stuff.” Teachers and students together can get better at their Habits of Mind.
Purpose. The purpose of this lesson design is to provide consistent instruction in which the Habits of Mind are modeled by the teacher and integrated into the norms of the classroom and into the instructional strategies. This category is teaching with the Habits of Mind.
Strategies. In this category, the strategies are simply the various behaviors the teacher demonstrates in day-to-day instruction. Here are some examples:
  • Teachers design and pose powerful questions so that students experience, analyze, and compose powerful questions themselves (see Chapter 8).
  • Teachers listen to students with understanding and empathy so that students will experience the feelings and benefits of being listened to with understanding and empathy.
  • Teachers share their thinking and planning so that students will gain insight into the power of metacognition.
  • Teachers manage their impulsivity so that students will develop a vision of what it is like for a mindful adult to feel frustration, to control anger, and to resist temptation.
  • Teachers design activities that cause students to work in groups to promote interdependent thinking.
  • Teachers laugh at themselves and guarantee that no lesson is successful without finding humor.
  • Teachers monitor their own questions, directions, and communications to ensure clarity and precision.
  • Teachers find their subjects awesome, wondrous, and intriguing and express their sense of mystery and their exuberance and delight in the presence of their students.
  • Teachers exhibit the humility of admitting they do not know all there is to know about teaching, learning, and the Habits of Mind, and they develop strategies for continuous learning and improving their own craft of teaching.
Assessment. Although these intangibles are difficult to measure, one would expect that, as a result of modeling over time, students would exhibit greater excitement about school, greater intrigue with problems to solve, stronger bonds with classmates, more self-directedness, and more enthusiasm for continued learning.

Tuesday, January 1, 2013

3 reasons why students may resist collaboration- Courtesy of SmartBrief

  • Collaboration in one form or another is necessary to develop the inner speech we often think of as meta-cognition.  Following are some elements we may want to consider.

  • There are many reasons students may be reluctant to collaborate with their peers, writes Robin Newton, an English education student at East Carolina University. There may be cultural differences or a lack of understanding, or the students may be shy or introverted. Newton writes that collaboration among students will not happen by chance. "Rather, a teacher must know his or her students well enough to understand the ways in which collaboration might be a struggle," Newton writes in this blog post. Newton's blog (12/18) LinkedInFacebookTwitterEmail this Story