Big Idea-"The big ideas focus on the enduring understadings and the key concepts that tranfer into every aspect of learning" (Burke, 29).
Unpacking standards-breaking down the standard to identify the key ideas within the content. An unpacked standard entails probing questions that encourage student's analytical thinking skills and identification of key words that assist teachers in planning the lesson.
Higher-level thinking-compare/contrast, analyzing, sythesizing, debating and developing opinions based on elaborating content area.
Declarative knowledge-what students should know/understand.
Procedural knowledge-what students should be able to do.
Showing posts with label Burke. Show all posts
Showing posts with label Burke. Show all posts
January 27, 2011
Burke, Chapter 2 : FIND THE BIG IDEAS
HOW CAN TEACHERS ANALYZE THE STANDARDS AND DETERMINE THE BIG IDEAS AND ESSENTIAL QUESTIONS THAT STUDENTS WILL NEED TO UNDERSTAND?
"Unpacking standards" Assists students identify the big ideas and develop analytical thinking skills.
Elicits open-ended questioning and "provocative questions" (Burke, 29).
Students discover concepts from across content areas.
Teachers should work collaboratively to ensure that standards are met. (Burke, 2006).
"Unpacking standards" Assists students identify the big ideas and develop analytical thinking skills.
Elicits open-ended questioning and "provocative questions" (Burke, 29).
Students discover concepts from across content areas.
Teachers should work collaboratively to ensure that standards are met. (Burke, 2006).
Burke, Chapter 1 : TARGET THE STANDARDS
HOW CAN TEACHERS WORK COLLABORATIVELY TO ANALYZE DATA AND TARGET THE STANDARDS?
1 - With diversity in classroom nowadays, teachers have to try to meet the unique need of every student. Some students are English Language Learners (ELLs), some are receiving special education service, and some students have learning disabilities including dyslexia. Teachers have to be flexible to alter the lesson plans as needed.
2 - Teachers, paraprofessionals, parents, guardians, community members works as a team to ensure our students succeed socially and academically. Teachers only cannot make students succeed, neither can parents. That's how we can make sure no child is left behind.
3 - Parental involvement is important on top of good instructions at school. Parents and family members are the big motivating factor. Parents/guardians can provide experiences which students might not get at home. Schools offer field trips occasionally, but a home is a base where learning starts. Reading aloud books, trip to the library, visiting relatives out of tow, taking a walk or any life experience will enrich any students' life.
The professional learning community, in which teachers work together, should focus on the core mission of education - student learning; 'what did students learn?' (DeFour, 2004).
Three Critical Questions
1 - What do we want each student to learn?
2 - How will we know when each student has learned it?
3 - How will we respond when a student experiences difficulty in learning?
Series of discussions among teachers to look for answers to these questions will help design powerful curriculum units and authentic assessments.
No Child Left Behind Legislation
Everyone should work together as a community of learners, not just as a group of individuals or islands, to ensure that no child is left behind. All students in the school community need to do well both on classroom assessments and on state or national assessments.
Teachers need to work collectively what they generally do alone, and look at student work and think about students' performance. (Little, Gearhart, Curry & Kafka, 2003).
People in collaborative environments feel appreciated, valued, and respected. There is a hard sense of mission and goals. (Conzemius & O'Neill, 2001).
When teachers regularly and collaboratively review assessment date for the purpose of improving practice to reach measurable achievement goals, something magical happens. (Schmoker, 2001).
Parents should also be included in the community of learners because they are the key motivating dynamic in a child's life. (Guastello, 2004).
Parent involvement and home factors are more important for student achievement than are student characteristics, instructional strategies, environmental factors, and increased time in academic learning. (Walberg, 1984).
1 - With diversity in classroom nowadays, teachers have to try to meet the unique need of every student. Some students are English Language Learners (ELLs), some are receiving special education service, and some students have learning disabilities including dyslexia. Teachers have to be flexible to alter the lesson plans as needed.
2 - Teachers, paraprofessionals, parents, guardians, community members works as a team to ensure our students succeed socially and academically. Teachers only cannot make students succeed, neither can parents. That's how we can make sure no child is left behind.
3 - Parental involvement is important on top of good instructions at school. Parents and family members are the big motivating factor. Parents/guardians can provide experiences which students might not get at home. Schools offer field trips occasionally, but a home is a base where learning starts. Reading aloud books, trip to the library, visiting relatives out of tow, taking a walk or any life experience will enrich any students' life.
The professional learning community, in which teachers work together, should focus on the core mission of education - student learning; 'what did students learn?' (DeFour, 2004).
Three Critical Questions
1 - What do we want each student to learn?
2 - How will we know when each student has learned it?
3 - How will we respond when a student experiences difficulty in learning?
Series of discussions among teachers to look for answers to these questions will help design powerful curriculum units and authentic assessments.
No Child Left Behind Legislation
Everyone should work together as a community of learners, not just as a group of individuals or islands, to ensure that no child is left behind. All students in the school community need to do well both on classroom assessments and on state or national assessments.
Teachers need to work collectively what they generally do alone, and look at student work and think about students' performance. (Little, Gearhart, Curry & Kafka, 2003).
People in collaborative environments feel appreciated, valued, and respected. There is a hard sense of mission and goals. (Conzemius & O'Neill, 2001).
When teachers regularly and collaboratively review assessment date for the purpose of improving practice to reach measurable achievement goals, something magical happens. (Schmoker, 2001).
Parents should also be included in the community of learners because they are the key motivating dynamic in a child's life. (Guastello, 2004).
Parent involvement and home factors are more important for student achievement than are student characteristics, instructional strategies, environmental factors, and increased time in academic learning. (Walberg, 1984).
Vocabuarly from Chapter 1
Standards
Georgia Performance Standards (GPS) :
The performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.”
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx
Island Mentality :
A psychological state more than a geographic state of a person: a belief in a community's or culture's superiority, correctness, or specialness compared to other communities or cultures.
No Child Left Behind :
Georgia Performance Standards (GPS) :
The performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.”
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx
Island Mentality :
A psychological state more than a geographic state of a person: a belief in a community's or culture's superiority, correctness, or specialness compared to other communities or cultures.
No Child Left Behind :
The No Child Left Behind Act of 2001 (often abbreviated as No Child Left Behind, or in print as NCLB or pronounced "nicklebee" is a United States Act of Congress concerning the education of children in public schools. NCLB was originally proposed by the administration of George W. Bush immediately after taking office. The bill, shepherded through the Senate by Senator Ted Kennedy, one of the bill's co-authors, received overwhelming bipartisan support in Congress. The House of Representatives passed the bill on May 23, 200, and United States Senate passed it on June 14, 2001. President Bush signed it into law on January 8, 2002. NCLB supports standards-based education reform, which is based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools. The Act does not assert a national achievement standard; standards are set by each individual state.
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| George W. Bush : No Child Left Behind Act of 2001 |
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