There are so many types of assessment to use with arts integration and STEAM. Here's a guide with ideas and practical assessment strategies to try.
11+ nursing health assessment mnemonics & tips to help you through your nursing assessment and physical examinations and data gathering.
The Daily Star takes a look at what the stars of iconic Icelandic kids show LazyTown are up to now, from shutting the door on showbiz to a devastating cancer battle
Teach students about the many different types of analogies with this anchor chart. Student participation is included in the completion of this anchor chart!
AI integration in education can enhance higher order thinking skills by using AI to generate higher-level questions that promote critical thinking & creativity
- It's a real scorcher! - It's boiling hot! - We're having a heatwave! - It's like a furnace outside! - We're in the dog days of summer......
Bloom's Taxonomy is one of the central themes here in Educational Technology and Mobile Learning. I have been sharing a plethora of resources on it for the last couple of years and. just like you, I have learned a great deal from all of these resources. There are now several variations of the original Bloom's Taxonomy but the core learning concept is always present.
Norwegian chalet is located in the Wye Valley
Organisations are under increasing pressure to equip staff with higher-order thinking strategies to thrive. Here's why they are essential.
Adult cognitive worksheets are a great tool for enhancing mental agility, improving memory, and boosting problem-solving skills. By engaging with puzzles, brain teasers, and logical reasoning exercises, you can keep your mind sharp and even delay the cognitive decline associated with aging..
Reading comprehension is a very important part of the education process. We must be able to understand what we read to complete the process of communication. Help your children become great readers with fun worksheets to practice with. There are some great fun stories to choose from at early and later reading levels. Develop your […]
I am concerned about Depth of Knowledge (DOK) being viewed as a complicated issue when it is really complex.
providing of the rule and some exercises - ESL worksheets
Investment into the education sector has become a hot trend...
Whew...it' s been a crazy 5 months since my last post. Glad to be back! Inferencing has always been a challenge for me and for my students. This year it has particuarly challenging due to the make up of my class. I have very diverse levels in my class and am having to find ways to meet the needs of these students on many different levels. Believe it or not, I think in the end it has helped me think more deeply about each lesson I teach, and how to intervene when the students do not get it. I digress...Inferencing is a challenge no matter who you are or the students you have due to the fact that it is not stated right in the story and the children have to actually think through the "why" something is happening. As we started inferencing this year...my kids were all over the place. Part due to the concept being new to them; part due to lack of connection. I did not know this at the time though. I found this great anchor chart a few weeks ago...and printed it for my kids to put in their reader's notebook...and the real teaching began! We went back and had a discussion about personal experience and how those tie into inferencing. One of my students used the word "schema"--I was so proud considering we had been talking about schema all year and no child had ever used it correctly in a sentence. First time for everything right? I was beaming! I did not create this anchor chart but I did use a file folder as an example for their brain. They are always commenting on the fact that I use file folders for everything...I thought this fit quite nicely. Of course, I had to tie inferencing back into their schema so we began to talk--just talk about personal experiences and how those help us answer questions. The kids responses were amazing. The children may not have that many personal experiences...but they have enough to make connections. Once we talked about how our schema helps us infer...we had to talk about text evidence. In 3rd grade we really stress the importance of going back in the story to find text evidence (proof) of their answer. The common misconception is inferring has no text evidence...well you can see why I like the anchor chart I posted above. There is always text evidence with inferring...it may not be directly stated but there are clues to lead you to the correct answer. Finding the clues is the key! On to the final piece of our inferencing puzzle! Our 3rd grade team has been focusing less on multiple choice answers this year, and more about getting the kids to think through their answers and WRITE!! We have been getting the students to do what we call "I know" statements. The students have a question (that would typically be a multiple choice question) but instead of ABCD...they have to write the following after answering the question: I know this because the text says... I also know this because when I... We have the students find the text to support their answer and then they have to make a personal connection to their answer. (Meaning, many times we answer a question because of a certain experience we've had...we can relate to a character because we have also felt that way...we can infer because we know we would do that same thing if we were that character...etc.) Here is an example of the template the students have. We are doing this activity this week on Wednesday...it is inferencing for non-fiction! (Obviously it has a story that goes along with it.) Now the students may have never experienced an Earthquake...but they know that broken glass hurts--there is their the personal connection. These "I know" statements work with almost any skill but they are amazing for inferencing! Since inferencing does not give you the text evidence directly...the students are forced to think more about personal experiences and they way the author worded the story. Having the students write down their text evidence (or clues) and their personal connection leads to an almost full-proof solution to inferencing; besides it actually makes the kids think and write instead of just marking an answer. There are great ways to modify or do Tier I interventions for inferring. On the "I know" statements...I give them an answer to choose from (smiliar to a multiple choice answer) but then they have to tell me why by providing text evidence and a personal connection. I believe this helps the students focus more on the thinking of "why" rather than "what is the right answer..." with any hope, you can eventually remove this option and the students that are struggling will be able to do the complete "I know" statement. I am still doing this intervention in my room...and will continue for a while I am sure, but at least they are getting the thought process in... I also bought this set of inferencing task cards that are on a lower level. I needed these desperately for my class this year...they have done wonders! I only use them for small group instruction, not for an actual assignment since they are not on grade level, but they do help with getting the kids thinking...we always tie back to their personal connections! The kids love these! Another way to do modifications or Tier I interventions for inferring is to have the students practice looking at pictures and inferring from the pictures what is happening. We obviously want more reading and writing going on...but this is great for just focusing on thinking...and observing. I also put this graphic organizer in stations...it is very simliar to the "I know" statement but does not have a specific question on it. The students can make their own inferences from a story they read during stations. I will usually pick a character or certain section of the story and then let them make their own inference. I would reserve this for the kids that are not struggling...or peer partner with this graphic organizer. If the students are struggling forming their own thoughts on inferencing...they will struggle with this; otherwise it is great for your group that doesn't need as much help. I believe the bottom line to teaching this difficult skill is to remember these are children. Hounding on them to find the clues in the story isn't the only way. Dive into their personal experiences and the connections they can make. Make the kids think, and push them to connect...it will help!
A poster created for our English language arts and social studies departments (humanities) to use in their classroom, as well as in the library.
Cite a blog post, YouTube video, tweet, Facebook post, or email. Via TeachBytes.
This is a fantastic way to teach rhythm notation, but it might make you hungry.
Last week, I blogged about Bloom's Taxonomy and Higher Order Thinking Skills (HOTS). (See April 2, 2012.) My friend, Andrea, over at One Teacher's Take...is Another's Treasure commented that she also uses Webb's Depth of Knowledge (DOK) Levels and Marzano's Dimensions of Thinking, both of which are new to me. So, I immediately googled them. Here's what I found. . . Webb's DOK Levels look like this: What I like about Webb's model is the 4 levels versus Bloom's 6. It's always nice to condense things, isn't it? At least in my realm of preparing dozens of lesson plans each day, less is more! The 4 level descriptors (the inner circle) boast newer and somewhat clearer concepts. Then my eye wanders over the outer circle. Ouch! Another sea of verbs to swim through. The 4th level, presumably the quarter in which we strive to spend most of our time, is curiously short on verbs compared to the other 75%. Are those 8 verbs/phrases just more succinct? Or, do they reflect the limitations foisted upon teachers by the Common Core of Teaching Standards, standardized testing, and uniform time lines? Surely that triad has bearing on it. Perhaps there is more to be considered, however. Is the 4th level truly where teachers strive to be? I hope, in my heart of hearts, that the answer is YES. However, it is possible that some, if not many, teachers find little motivation to work on level 4. Their efforts are not evaluated by standardized tests, depriving them of extrinsic approval. Paychecks remain static whether teachers push their students toward extended learning or not. Indeed, rewards are esoteric. Certainly the dedicated, professional teacher experiences intrinsic satisfaction. S/he may even be fortunate enough to receive accolades from students, parents, colleagues, and/or administrators. Is that enough? In a future blog, I'll discuss Marzano's Depth of Knowledge Levels. Until then, I'd love to hear your thoughts about teaching HOTS.
“idk how to edit but heres a hot take”
Weather in English! The following article introduces a list of useful phrases to talk about the weather in English with ESL images.
Many United States teachers may not have heard of the term "hot seating" yet, but we envision this creative teaching idea jumping across the pond from the U.K very soon! Overview “Hot Seating” is a teaching strategy in which either the teacher or student takes on the role of a character from a book or real person and sits in the hot seat. Then the other classmates ask questions and the person in the “hot seat” must answer the questions the way the character or historical figure would have answered. Background Knowledge For “Hot Seating” to be effective, students involved must have background knowledge of the character/person. This will need to take place during normal classroom instruction or outside of school. In order for students to acquire the background knowledge, they must do the research/read the book. Acquiring background knowledge can be accomplished through a variety of ways: Classroom textbook/or literature book Books from the school or public library Online resources (Encyclopedia Britannica, Explora, Kids Discover, etc.) Questioning At the center of “Hot Seating” are the questions that the students will be asking. It is highly recommend that you model the questioning process. You want the questions to focus on the personal feelings and observations that the character would be familiar with. It is important that you are the moderator during the questioning period so the questions stay on topic. Grouping Hot Seating can be structured a few different ways: Whole Class- This is where the entire class takes turns to ask another student(s) in the “hot seat” questions. Small Group- This is where a small group of students (5-6) ask one another student in the “hot seat” questions. Partners- This is where one student is in the “hot seat” and the other student asks the questions. Debate One interesting twist that you could do with your class is to have opposing viewpoints as part of a debate. There are two ways to do this. The first way would be to give a student in the hot seat a specific amount of time to answer questions from the audience. Then his/her “opponent” would do the same. The second way would be for both students are in front of the class taking turns answering the same questions (back and forth). This can really help students understand different perspectives. Extension Ideas During “Hot Seating”, you could have your students take notes on how the character/person answers the questions. Once the “Hot Seating” session has ended, have each student choose how he/she would like to display what he/she learned. Some choices could be: Make a poster Write a news article Create a timeline Perform a news show Write a song Teacher Tips: Decide how you want the hot seat to look in your classroom. In other words, decide if you want to do it as a whole class, small groups, or partners. Decide which student(s) will be on the hot seat. Choose the role/figure that they will portray. Find a "hot seat" for the person. It can be a simple student chair, or a special one for the activity. You may also want to show the students how to write a bibliography if students are doing a historical figure and are taking notes from various media. When the research is complete, or the literature book is finished, organize your class and figure out how questions will be asked. Make sure to help facilitate between the character/person and the audience asking questions. Check out our Hot Seating resources here. We hope you can try "Hot Seating" in your classroom. Your students will love it! Follow us on TPT. Find us on Pinterest.
Bad Education is back and, as well as being on the big screen, this time Alfie Wickers is taking his class on a school trip to Cornwall.
Dieses Arbeitsblatt habe ich zum Thema Nomen (Einzahl und Mehrzahl von Nomen) gestaltet.Die entsprechenden Endungen sind alle regelmäßig.
A poster created for our English language arts and social studies departments (humanities) to use in their classroom, as well as in the library.
Many mothers dream of a genius child. But despite all the tips and tricks on children’s upbringing, there is no definite rule book on how to raise one.
Keyboard music notes for beginning piano music readers: Pizza Please (formerly known as "Hot Cross Buns"!)
Physical Education Teacher Gets Too Physical With Teen Student
Quizlet Vocabulary Game, M8 Videos, etc. for M8 We had a blast today! So fun. The kids did a Build-a-Spud Workshop. =D Luther Fred, Lucy Faye, Spud, and David (I would've said Spike.) We're not sure how Luther Fred got that scar... he doesn't like to talk about it. Aaaaggghhhhh!!! Run from the MASHER!!! We used these spud genes (from Applie) to see what alleles the parents of the Baby Spudoodle would have. (There are enough for six students.) They drew alleles from different cups to see the traits of each parent. I printed two sets of alleles - one set for the mother on white paper, and one set for the father on some gray paper I had on hand. I placed the alleles on corresponding labeled cups. For instance, all the N's and n's (both gray and white) went in the "Nose" cup, and I had the kids draw two of each color from each cup. They wrote these genotypes on the tops and sides of the Punnett squares for each (nose, mouth, etc.) of the mother's and father's genotypes, then completed the squares. The completed squares showed which genotypes the Baby Spudoodles were likely to have, but since we don't know exactly which trait any given spudoodle will get from its parents, the kids rolled dice to get numbers 1-4 (5's and 6's had to be rolled again). Counting from left to right, they circled the genotype their Baby Spudoodle got for that particular trait. They did this for each square. (nose, eyes, hair, tail, etc.) On their worksheet, they listed the genotypes (such as Nn, or EE) and the phenotypes (such as 2 nostrils or 1 nostril, or large eyes or small eyes). Hee hee, the genotype Bb was one large eye and one small eye! They did their Build-a-Spud Workshop using the characteristics according to the chart, and weren't allowed any changes. Click for my tweaked directions, and thanks for Mr. McClung for the idea and original directions. Scroll down and see the slideshow of his student's spudoodles. =) See Michelle's, and Julie's student's spudoodles. I love the peanut marshmallow ears! We had cap erasers, but all my students ended up with cotton ball ears! Cotton balls apparently are dominant. ;) I had also meant to buy candy orange slices... would've been tastier. (Kids tend to eat any extra goodies!) The kids did the other experiments at home, most of which were something on paper. In Experiment 8.1, Making an Earlobe Pedigree, we discovered that my immediate family all have attached earlobes, while my husband's immediate family all have unattached earlobes. Our kids all have unattached earlobes as well. One other student's family was the exact same as ours. We determined that unattached must be dominant. We didn't get to do Experiment 8.4, about the radish leaves. We don't meet every week, and I had the radish seeds at my house. But due to snow and other unforeseen factors, we were unable to meet and get the seeds to them in time, so we skipped it. It was a very interesting module, seeing all the different possibilities for just one genotype. Just think of all the possibilities -- not only hair and eye color, but shade of skin, freckles, shape of mouth, nose, chin, face, ears, teeth, smile, as well as placement, width of face, eyebrows, eyelashes -- and that's just in one small area! Think of the almost infinite number of combinations of alleles for the wonderful variety of mankind, made in God's image. He sure knows what He's doing! =D
This is our first year with Full Day Kindergarten and I am learning more and more about the program as each day goes on....and loving more and more of it! It is a play-based program, which means that "play" is how children learn (and it is!). A month ago, Hot Wheels Canada contacted me and asked me to be a part of their FUNdamentals Learning Program, geared at Full Day Kindergarten teachers. I loved the idea of using these popular toys in my classroom and seeing where we could go with the many possibilities. This kit arrived a few weeks back and today was a great day to see what would happen when I brought it into the classroom. The students noticed it right away and were anxious to get started building and creating using the tracks. They had so much fun experimenting with all the different pieces and learning how fast their car could go! We recorded all of the different times. Some children even decided to try and make a bulls eye and launch their car into that. We discovered that adding ramps can make the cars go slower or faster depending on which way they go on them. The children loved adding tunnels to their project as well! They even made a "car roller coaster"! I can't wait to see where this will take us today! If you'd like to receive your FREE Hot Wheels FUNdamentals kit too, click {here} to sign up.
Research on Finnish instructional strategies in a United States classroom.
