planning CCSS instruction with the end in mind:
an example from the Literacy Design Collaborative
how do I know they are learning?:
some thoughts on formative assessment
How do we create a shared purpose for learning?
Here's what we learned from Danielle Filipiak.
(Please disregard Cindy's first time jitters at setting up a Hangout on Air.)
Here's what we learned from Danielle Filipiak.
(Please disregard Cindy's first time jitters at setting up a Hangout on Air.)
How do we create a production-centered classroom?
Thanks to Shelby for doing an awesome job of scribing our conversation with Cliff Lee below.
Thanks to Shelby for doing an awesome job of scribing our conversation with Cliff Lee below.
clifford_lee_talking_notes.pdf | |
File Size: | 67 kb |
File Type: |
How do we interest students in their own learning?
Here's what we learned from Nicole Mirra, Mark Gomez, Patricia Hanson,
and Katie Rainge-Briggs.
Here's what we learned from Nicole Mirra, Mark Gomez, Patricia Hanson,
and Katie Rainge-Briggs.
How do we define "cultural positionality" and "successful struggle"? Why is understanding these concepts important to our teaching?
discussion_notes_on_cultural_positionality__successful_struggle.docx | |
File Size: | 185 kb |
File Type: | docx |
1.29.13 scribed discussion on "On 'Not Reading'"
not_reading_-_class_discussion_notes.docx | |
File Size: | 121 kb |
File Type: | docx |
some study that I used to know
meet sarah brown wessling
How does Sarah Brown Wessling use the "I do / We do / You do" strategy? See her and her students in action in her classroom by clicking on the Teaching Channel link above.
See how Wessling uses Frontline as a source for context texts at the start of a unit guided by the CCSS.