Should I use a student-driven approach? Or a traditional, teacher-led approach? If you've ever wondered this, you're not alone. In this Edutopia piece, Great Minds ELA Curriculum Leader Auddie Mastroleo shares how balancing student-led small groups with teacher-led direct instruction helps meet students’ diverse needs and fosters a culture of learning. Read more here: https://ow.ly/Bq9j50Sk8xw
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Education is more than just acquiring knowledge; it's about reflecting on it too. As for teaching, it's not just about transmitting knowledge; it's about reflecting on the practice of teaching and learning. Reflective practice is where self-improvement begins, benefiting both learners and teachers alike. To paraphrase John Dewey, "We do not learn from experience alone, we learn from reflecting on experience." So, take a moment to reflect on what you've learned and how you can apply it to your personal and professional growth. #ReflectivePractice #SelfImprovement #PersonalGrowth #ProfessionalGrowth #JohnDewey #LearningExperience
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By surveying and interviewing hundreds of teachers in the #SustainableTeaching survey, I learned that teachers really WANT to grow. They want to do right by their kids, and they want to learn more about learning so they can reach as many kids as possible. . Moreover, teachers want to experience the satisfaction that comes with learning more about their craft. Daniel Pink would call this mastery, the sense that one's efforts are contributing to fruitful gains. Teachers can't experience this mastery with initiative after initiative being piled on, and with the revolving door of curriculum, assessment, and other instructional resources. . We have to give teachers time to acclimate, time to try to new things, and time to grow in the new things they are trying. This is the only way they'll be able to experience this sense of mastery, and it's a mechanism for ensuring teachers stay engaged in what they love to do.
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Implementation Science suggests that people move through well-defined stages when implementing a new program, including a new curriculum. However, these stages are not always linear and impact each other in complex ways. Learn more in our "Measuring High-Quality Instructional Materials" series at https://lnkd.in/gsXHZ-Ns
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How wobbly is your PD? The EEF’s Effective Professional Development guidance report features 14 mechanisms, split into four groups: Building knowledge; motivating teachers; developing teaching techniques; embedding practice. It is recommended to aim for a ‘balanced design’: “Where professional development features a mechanism from each group, it may be more likely to be effective.” But even when we feel we have achieved this balanced design, we need to be aware of where things could wobble. https://lnkd.in/eqwZJhD6
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How can your district's assessment strategy impact curriculum, HQIM, and professional development? Aldine ISD Director of Literacy & Social Studies, Christi Van Wassenhove, shares her thoughts after recently working with ANet Coach Matthew Dennis on updating Aldine's assessment strategy. You can learn more about how our coaches help educational leaders find actionable insights at https://hubs.ly/Q02JP2kT0
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Dyslexia Interventionist |Reading Teacher Elem/MS | Reading Consultant | Curriculum Writer| Reading Tutor| education digital product creator| Data Analysis | Course Creator | Blogger | E-Book Author | E
If we are differentiating instruction, we aren't meeting the needs of the individual scholar. Differentiate allows for you to target the skills scholars need to grow as readers? How do we differentiated? Do you use small groups? Do you progress monitor? Are you obsessed with everything that scholars create? Everything leaves a pattern that can be used to plan next steps.
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#AchievementTeams emphasize six critical components to create a culture of evidence: 1. Teacher Clarity 2. Collective Teacher Efficacy 3. Formative Assessment 4. Goal Setting 5. Feedback 6. Response to Intervention Each of these critical components boasts a collective power in teaching and learning. Together, they lead to increased levels of collective teacher efficacy. Learn more here: https://bit.ly/3ZajZyg
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🌟 Understanding Teaching Styles: Transactional vs. Transformational 🌟 Ever wondered about the different vibes in classrooms? 🤔 Let's break it down! 📚 🔍 Transactional Teaching: It's like a knowledge exchange booth! 🎓 Teachers pass on info, and students soak it up. 🧠 Think lectures, quizzes, and textbook drills. It's all about hitting those learning targets. 🌱 Transformational Teaching: Picture a garden of growth! 🌷 Teachers not only teach but nurture. 🌱 It sparks curiosity, builds connections, and inspires lifelong learners. 🌟 Discussions, projects, and real-world challenges are the tools here! 💬 In a nutshell, transactional teaching is like a quick transaction at the store—get what you need and move on. But transformational teaching is like planting seeds, watching them grow, and tending them with care. 🌱✨ This week's series will focus on transformational teaching and how you can become a "transformer." This week's series will focus on the power of transformational teaching. Become a transformer! Which style resonates with your learning journey? Let's discuss! 🗣️ #Education #TeachingStyles #LearningJourney #newteachers #teacherleaders #teachersupport #teachertips
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I transform writing programs in schools to create classrooms of students who flourish as writers! Literacy Consultant, Podcast Host
Nothing works perfectly when first begun. Not riding a bike, not working a new job, not implementing 𝑛𝑒𝑤 𝑖𝑛𝑠𝑡𝑟𝑢𝑐𝑡𝑖𝑜𝑛𝑎𝑙 𝑝𝑟𝑎𝑐𝑡𝑖𝑐𝑒𝑠. It is human nature, however, to think that things aren't going to work as 𝑠𝑜𝑜𝑛 𝑎𝑠 𝑤𝑒 𝑛𝑜𝑡𝑖𝑐𝑒 𝑎 𝑠𝑛𝑎𝑔 or problem when doing something new. I see this often when teachers are implementing new routines or practices with 𝐰𝐫𝐢𝐭𝐢𝐧𝐠 𝐢𝐧𝐬𝐭𝐫𝐮𝐜𝐭𝐢𝐨𝐧, and always remind them that 𝐭𝐡𝐢𝐧𝐠𝐬 𝐭𝐚𝐤𝐞 𝐭𝐢𝐦𝐞. Teachers need time to see what is happening and why. Students need time to 𝑤𝑜𝑟𝑘 𝑡ℎ𝑖𝑛𝑔𝑠 𝑜𝑢𝑡, 𝑠𝑒𝑒 𝑡ℎ𝑖𝑛𝑔𝑠 𝑖𝑛 𝑎𝑐𝑡𝑖𝑜𝑛, and 𝑏𝑒 𝑠ℎ𝑜𝑤𝑛 what to do. When your school is trying a new initiative or practice, be sure to see that everyone (this means you too) are giving it time and that you are looking into what may be the reason that something isn't yet working well and then try to see how you are able to fix it. Perhaps the new practice isn't being done correctly by some. Perhaps things have not been demonstrated thoroughly or often enough. Perhaps a few students need a bit extra help or more explanation. Be sure not to allow teachers or students to quit something new too quickly! Everything good is worth the wait! #transformwritinginstruction #teaching #schoolleadership #educationalleadership #superintendents #principals
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So on my off day I stopped at a local thrift store and a purple book grabs my attention, "On Excellence in Teaching" by Robert Marzano. This must read hard paper back is blueprint for Classroom Management and Curriculum Alignment. Being the scholar that I am I thought it does not hurt to do a little reading up on what it means to influence successful learning. Moreover, I am taking notes as this resource contains theories on classroom excellence, systematic excellence and other perspectives from experienced educators K-12. Finally, I am taking notes to apply to whatever I will accomplish as this 2024-2025 school year officially starts next week. Hence, as Marzano highlights in his published works, "My goal is to teach you so that you about ___ so that you will be able to comprehend , eager to read, and can succeed in any new context" (Marzano, p. 18-19). #classroommanagement #teaching #excellence
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