A Diagram Of 21st Century Pedagogy - https://t.co/p5dP2S4GTk
Adapting A Social Learning Strategy Framework For Education Via Maria Lopez Alvarado, MBA
A new report has reviewed all the research into what makes teaching effective. Popular teaching methods, such as lavishing praise on pupils and grouping students by ability, are not based on eviden…
Taxonomía de Bloom y su Integración con las Dimensiones Cognitivas | https://t.co/AwtsvCL7rg vía @gesvin #Educación
When it comes to elearning development, one of the first...
via skitch.com I'm really enjoying the visual nature of Pinterest. I like being able to collect all my visual media this way and have links back to the source. http://pinterest.com/derrallg/blooms-taxonomy/
Explore our comprehensive collection of classroom resources, including classroom posters, engaging activities, classroom management techniques, and more. Enhance your teaching and inspire your students with these valuable insights.
The Instructional Design Models Infographic presents the most widely used models that eLearning designers use to structure and plan their training.
In various forms including 20% time, personal passion projects, and Genius Hour teachers are experimenting and refining opportunities for students to take the lead in their learning. The idea is simple, identify a block of time and give it over to the students as an opportunity for them to create a
Just a quick post considering questions to be used in place of ‘What makes you say that?’ This is a question I use often, so much so that after a while my class predict it is coming and provide the answer automatically. But in some settings it is not the right question and in others it&
It is possible to use math small group instruction in middle school with a bit of upfront planning! Tips for implementation and ideas to get your math small groups running smoothly.
Along with teaching students how to master design thinking, this five-step model of empathize, define, ideate, prototype, and test can also be used in running the school itself.
Have you ever heard a comment similar to this in the work room or teachers' lounge? "My principal wants me to differentiate. Why doesn't he/she differentiate, too?" This conversation is usually referring to a change the administration is making based on something that is happening with a small percentage of the staff. If you are not part of the small percentage, you might feel resentful towards the small percentage, and irritated that your administrator didn't address the issue where it needed addressed - with the small group. Reflection is a part of growing as a professional. I often mull over conversations like this and try to apply them to my job as a teacher so that I can continue to improve. Is there some part of my job that affects a small group of students that I apply to the entire group? If so, is this really fair or in their best interest? Or reverse that, is there something that I do that the fits best for the majority of my students but isn't the best fit for the small percentage of my students? How can I differentiate more so that my students needs are better met? After one of these conversations about lack of differentiation on the management's part, which seems to be a frequent concern, I went back to my class and noticed that I had a cooperative group activity planned for later that day. So, I decided to try something new. I told my students that I was going to give them choices today when it came to our cooperative group lesson. I had my students get out a scratch piece of paper and write: Do you prefer to work alone or with a group? Answer yes or not If you like to work in groups, do you prefer groups of 2 or 3? If you prefer to work in groups, list the names of 3 classmates that you would like to have in your group. I cannot guarantee these will be your partner but I will try to match up groups as best as a I can. Just like you have fellow colleagues who prefer to plan lessons and do his/her own thing, it worked the same way with my students. I had a small number who wanted to work alone. It wasn't that other students rejected these students. This is a simple matter of preference. Other students preferred working with a partner rather than a small group. When I matched my groups to my students' preferences, I had fewer discipline problems and more engaged students. Do not always put your high ability students with your struggling students. It is not fair to the high ability students to be put in the role of tutor. They need to be paired with other students of similar ability so they can work like little spark plugs with each other. You will get complaints for their parents if you do it too often. There are benefits for all of your students when you incorporate cooperative learning into your lessons. The best way I found to save time, respect our differences, and have cooperative groups is to have a mixture of groups that you use for different lessons. You can make cooperative groups by subject or generic groups ahead of time so students can quickly get with their group or partner when it time for a cooperative activities. Sometimes your students that prefer to work alone will be allowed to work alone. Other times, these students will be in a group. So, one group may be formed by students' preference from the buddy list (see below), another group may be formed by who you think would work best together, another group might be formed by academic level (low-middle ability) and (middle-high ability). Click HERE to download this freebie. Looking for more tips? Check out my Reading Pinterest board. Click on the picture below. Fern has a few tips to share with you, too. Be sure to hop over to her blog! Each week, Fern and I will share a teacher tip. We love to read teacher blogs and the latest teacher idea books and hope you do, too! Stop by Fern's blog and my blog each week for our latest tips. We hope you will share your ideas, too. Each week we will choose one person who shared a tip on our blog who will get a $10 shopping trip. We will announce the winner on the following Tuesday's post. Do you have a cooperative learning idea to share? Be sure to include your email so I can contact you if you're the winner of the $10 shopping trip. You must leave your email address in order to win. Looking for more ideas? Click on the pictures below. An InLinkz Link-up Sources to make my blog post graphics can be found HERE. Click HERE to read my blog's disclosure statement.
Hola: Compartimos una interesante infografía sobre «Estrategias de Aprendizaje Constructivista – Clasificación» Un gran saludo. Visto en: slideplayer.es Las E.A.C. desarrollan además habilida…
Successful classroom management relies on a handful of fundamental strategies and a larger number of quick interventions.
This is a Digital Formative Assessment Tracker with drop down menu options, very similar to my other digital tracker. Check out the VIDEO CLIPS to this resource! VIDEO 1 I've updated this tracker to be SO MUCH QUICKER! This tracker can be used to collect formative assessment data daily! It can be used in for ANY subject and ANY grade. The great thing about it is that it saves you so much time especially if you are using a mobile device like an iPad or Surface as you are tracking students! It is also very easy to use! I have done the hard part for you--all of the coding and formatting is nothing you need to worry about. Just enter in your data, and watch the cells change colors and also the bar graphs will calculate immediately! I have shared this file with science teachers, middle school teachers, and even principals at other schools, etc. It is a game changer! I highly recommend that you use this product with an iPad or Surface to get the full effect of the simplicity, quickness and efficiency this product provides. Please note, this tracker must be used by importing the downloaded file into Google Sheets. If you try to use Microsoft Excel, the formatted cells will not be displayed or function correctly. All of the directions for how to use this tracker are in the spreadsheet on the first tab. When you download this file, you will notice three tabs. The first one is a page full of directions. Read them carefully. There are rows and columns on the Google sheet that you must not touch. Those rows calculate your data for you. The rest of the directions will help you understand how to set up your own tracker. It is a very quick process. The second tab shows you an example of my own tracker for a Unit in Algebra. The third tab is a blank tracker that is already formatted and ready to go! All you need to do is start tracking and entering in data! This tracker has taken a long time to create! The best part of the tool has been the bar graph that automatically creates once you start entering in data! I hope you enjoy this resources as much as I do! In the video preview, I am just showing you how you enter in a score, and the conditional format color codes for you. Also, notice how the averages change at the top and on the left and the line graph also changes shape! If you have any questions, please don’t hesitate to ask me! Check out my other digital tracker, very similar to this one, except it does not have the menu options for quick grading. You can however manipulate it a little more. It is useful for instructors who are grading a number of different assignments and projects, etc. It can also be used to track data on a lesson. Whatever you need it for, you can use it for that purpose. Let’s connect! Find me on Instagram to watch me teach and see how I put my resources into action! TERMS OF USE: If purchased, you are agreeing that the contents are property of All Things Teach Rm 321 and licensed to you only for classroom/personal use as a single user. I retain the copyright, and reserve all rights to this product. ~All Things Teach Rm 321
Each of these teacher management tools provides free grade books and/or lesson planners for teachers. Click on the images to visit the websites.
