Very few of us were ever taught what we needed to know about reading or language when we completed our degree programs or were licensed to teach.
As teachers, the professional development we received often seemed irrelevant. Even after graduate school, what I had been taught left me helpless in the face of students who struggled to read. The knowledge I eventually applied to various instructional programs, I acquired haphazardly from my doctoral courses, from conferences, and from other teachers … too late to help me with my first students.
Being a technology teacher, I am always looking for new projects for my students. I’m all over anything that can both engage them and teach them new content.
For this blog post, I’ve come up with my Top 5 favorite technology projects that my students have done. These projects aren’t tied to a specific content area and can be used across a wide range of grade levels. The examples here were done by high school students, but you can scale them back or forward to best fit your students’ needs and grade level.
Debates over math standards, whether they are the NCTM Standards or the Common Core Math Standards, often spill into the question, “What do they mean for struggling students?” There are many issues behind this question, not the least of which is the exceedingly heterogeneous group of students frequently called “struggling.” Unpacking that issue alone is an essay in itself. For our purposes, what standards mean for struggling students can be distilled into at least two basic questions:
Are high standards appropriate for struggling students?
If they are not appropriate, are they even relevant?
Your new schedule awaits your return, sitting silently in your mailbox at school. With palpating heart and sweaty hands you skim the page to find …
COLLABORATION, Professional Learning Communities (PLC),
Tuesday, Wednesday, and Thursday, 2:00–2:45
It’s back. Written in the schedule again. The only difference is that this year it looks like you will be collaborating more often, not less. Three days of teaming? You panic. With mind racing you wonder, “How will I survive this year? Summer, oh summer – how I loved you! Wait. Should I have taken that secretarial position at the local bank?”
Using Writing Strategies Is a Shared Responsibility
As I shared the reading and writing strategies discussed in Part 1 of this blog series, word spread about the success middle school students were having with them. Over time, I met with teachers from various subject areas and grade levels. They then used the strategies to help their students learn, remember, and apply content.
One team of intermediate-level teachers attended my workshops, learned the strategies, and used them with their third, fourth, and fifth grade students. They posted charts in their classrooms that listed the strategies that would be taught and used during the school year. After only a few months, these teachers changed the title of their charts from “Strategies You Will Learn” to “Strategies You Are Expected to Use.”
ncreasing Achievement Through Writing, Part 1
A Brave Young Teacher
Several years ago I shared writing strategies with a large group of middle school teachers and administrators – well over a hundred educators from all grades and subject areas. Everyone participated enthusiastically all morning as I demonstrated note taking, summarizing, responding to text, breaking down definitions, and asking or answering questions.
Motivation, according to a recent textbook on adolescent literacy*, is “a feeling of interest or enthusiasm that makes a student want to complete a task or improve his or her skills.” Teachers of adolescent poor readers, however, often find that their students are willing to do anything BUT read and write. Getting students to believe that they can make meaningful progress—when all prior experience suggests they will not—and to work at something that has never been rewarding is a major challenge.
Hello, EdView360 readers, and welcome back from your summer break! Don’t you just love the sound of it? Summer break. What a wonderful and highly deserved time for education professionals.
You might have spent your days traveling, focusing on professional development, enjoying time with family, or refreshing your look and enhancing your greatest attributes … like we did! We spent the past few months picking the brains of some of the industry’s greatest minds (like YOURS) to ultimately uncover what matters most to our readers, the individuals who serve as the backbone of our education system.
The implications of 3D printing in our society are simply mind-boggling. From NASA sending a 3D model of a wrench into space, to businesses being able to implement JOOM (Just On Order Making) and immediately produce anything your heart desires, to shipping objects via data packets that the recipient can simply print, 3D printing holds an unprecedented level of practical promise. It all sounds really great, but how does this technology impact the classroom? Immensely.
Being a teacher in the 21st century means that there is a wealth of resources and educational technology available for you to use in your classroom—much more than even five years ago. Having all of these tools available to you greatly opens up the resources you have to enhance your content and make it readily accessible and engaging for your students.
student Photoshop projectOne of my favorite things to do in my classroom is transform it into a blended learning environment, where students are accessing new content and material on their own through the use of technology. At left is an example of a student's work using Photoshop to redesign a logo to fit with an education conference's theme of being "thrown together with tape and cardboard."