Build collaborative teacher teams committed to fostering student self-efficacy and increasing achievement in mathematics. Part of the Every Student Can Learn Mathematics series, this practical resource provides a framework for collectively planning a unit of study in grades 3-5. Grade-level teams will learn how to work together to perform key tasks-from unwrapping standards and creating team unit calendars to determining academic vocabulary and designing robust fraction units. Help your team identify what students need to know by the end of each unit and build student self-efficacy: Understand how to collaboratively plan thematic units in grades 3-5. Study the seven unit-planning elements and learn how to incorporate each in essential unit design. Review the role of the PLC at Work® process in enhancing collaborative student learning and teacher collaboration. Observe three model fraction units, one for each grade level. Receive tools and templates for effective unit planning. Contents: Introduction by Timothy D. Kanold Part 1: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades 3-5 Chapter 2: Unit Planning as a Collaborative Mathematics Team Part 2: Fraction Unit Examples, Grades 3-5 Chapter 3: Grade 3 Unit-Fraction Understanding Chapter 4: Grade 4 Unit-Fraction Equivalence, Addition, and Subtraction Chapter 5: Grade 5 Unit-Fraction Addition and Subtraction Epilogue: Mathematics Team Organization Appendix A: Create a Proficiency Map Appendix B: Checklist and Questions for Mathematics Unit Planning References and Resources
The Multimedia Writing Toolkit ab 32.49 € als epub eBook: Helping Students Incorporate Graphics and Videos for Authentic Purposes Grades 3-8. Aus dem Bereich: eBooks, Belletristik, Erzählungen,
Your students were tested, but the results are below average. Your best students did not do well on the test. Most of the students were getting demotivated because of their test results. Although testing should help in completing the teaching-leaning process, but the results did not meet your learner s as well as your expectations pedagogically and academically. Obviously, there is a gap between the teaching-learning process and the testing process that should be filled to help the learners in achieving their learning goals. How do you address this gap? How do you incorporate testing in the learning process? Who should take the responsibility of building the bridge between these two processes? What is the best way of addressing and solving this problem? This book is intended for scholars, administrators, and classroom teachers to explore the role of the self-assessment in second/foreign language teaching contexts.You will learn about useful and easy self-assessment techniques.You will also learn how to incorporate them into a course to direct the learners focus to their knowledge and skills rather than the grades.
The study looked into the impact of the social networking sites (SNS) to the academic performance of the college students of Benguet State University. The study made use of qualitative and quantitative method of research. Findings revealed that facebook and youtube were often made use most of the time and students perceived that there is a positive impact on the use of social networking sites to their academic performance in school. However, students perceived that there is less difference in their academic performance when their grades were compared before and after they became engaged in social networking sites. It is suggested that students should be familiar with exploring and determining credible and accurate information found in social networking sites and internet as a whole to improve personally and academically. Further, teachers are encouraged to incorporate websites in their syllabus and include them in their lectures and discussions as appropriate.
The Common Core is requiring literacy across the curriculum, but what does that mean for teachers of subjects like math, science, and social studies who have a lot of content to cover? In this essential book, author Jessica Bennett reassures you that you don't have to abandon all of your great content lessons and start from scratch. Instead, you can reflect on what you're already doing well and make adjustments and enhancements as necessary. Bennett starts with a clear breakdown of the Common Core ELA Social Studies/History and Science and Technical Subjects Standards for Grades 7-12 and what they actually look like. She provides a variety of practical strategies and scaffolds that you can use immediately to enhance your curriculum and meet the standards. You will learn how to...Incorporate a wider variey of texts into your currciulum Teach students to use each text with purpose, whether it is for close reading, support, argumentation, or research Assign meaningful group work and projects without feeling that they have to take up your whole curriculum Help students navigate their textbooks more effectively and read for information Use the Common Core to meet the needs of diverse learners Implement the four As strategy in which students absorb content, analyze information, argue reasons, and apply knowledge Use writing tasks to strengthen student comprehension of content Teach various forms of writing and the importance of text citations And more! Throughout the book, you'll find tools such as unit planning sheets, daily lesson plan sheets, classroom handouts, sentence starters, and more. If you teach a content area, this must-have resource will help you meet the Common Core with ease!
By providing a variety of strategies, scenarios, examples of student writing, classroom video clips from across all science content areas, rubrics, and guidelines for designing assessment items, Supporting Students with Writing Scientific Explanations: Claims, Evidence, Reasoning and Rebuttal Framework in Grades 5-8 provides teachers with the tools to successfully incorporate scientific explanation in their own classrooms. Grounded in NSF-funded research, this book/DVD supports middle grades science teachers with an instructional framework that breaks down the complex practice of scientific explanation into four components-claim, evidence, reasoning, and rebuttal-and providesconcrete examples of what this scientific inquiry practice looks like when it is successfully implemented in real classrooms. Over the last nine years that McNeill and Krajcik have developed, field tested, and refined this instructional model, they found that incorporating this framework for scientific explanation into curriculum materials, teacher instructional strategies, and assessments enhances students conceptual understanding and improves their ability to think and communicate more scientifically by carefully analyzing evidence and backing up their claims. Simultaneously, learning tasks requiring explanation afford a powerful formative assessment by making student thinking about scientific concepts more transparent to teachers so that they can better adapt their instruction to all students' needs. The chapters guide teachers step by step through presenting the framework for students, creating learning tasks that connect scientific explanation writing to lessons, providing curricular scaffolds (that fade over time) to support students in their writing, critiquing explanations and providing students with feedback, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
A practical guide to understanding how Howard Gardner's theory of Multiple Intelligences (MI) can be used in the classroom. The book describes the characteristics of each type of intelligence then provides ready-to-use lesson plans that teachers can use right away to incorporate MI in grades pre-K through 6.
The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations. They examine how the systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also discuss measurement challenges for policymakers to consider.