Teaching and Learning - BEST PRACTICES - School Leadership 2.02024-03-29T08:02:04Zhttps://schoolleadership20.com/forum/categories/teaching-and-learning-best/listForCategory?feed=yes&xn_auth=noFun ways that help students build research musclestag:schoolleadership20.com,2024-03-27:1990010:Topic:3912322024-03-27T19:07:34.278ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div><strong>Some fun ways that help students build research muscles</strong></div>
<div class="m_5203945077716126854name-100">Research is a muscle Megan Kelly's 6th grade social studies students are still building, and just like muscles, their skills get stronger with repetition. The goal is to make sure that the repetition isn't tedious. Here are some ways she's improving students' research savvy.<span> …</span></div>
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<div><strong>Some fun ways that help students build research muscles</strong></div>
<div class="m_5203945077716126854name-100">Research is a muscle Megan Kelly's 6th grade social studies students are still building, and just like muscles, their skills get stronger with repetition. The goal is to make sure that the repetition isn't tedious. Here are some ways she's improving students' research savvy.<span> </span></div>
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<div class="m_5203945077716126854name-100"><a href="https://r.smartbrief.com/resp/rQdTCAjvBtAwlhvMaydakIalgTdz" target="_blank" rel="noopener">Read more</a>.</div> Utilizing an evidence-based improvement framework to tackle chronic absencetag:schoolleadership20.com,2024-03-27:1990010:Topic:3909672024-03-27T12:52:28.585ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><strong>Utilizing an evidence-based improvement framework to tackle chronic absence</strong></p>
<p><span>By Feifei Wang, The Chinese University of Hong Kong</span></p>
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<p><span>Chronic absence, defined as missing 10% or more of school days per year for any reason, poses serious risks of adverse effects on student achievement and graduation rates. …</span></p>
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<p><strong>Utilizing an evidence-based improvement framework to tackle chronic absence</strong></p>
<p><span>By Feifei Wang, The Chinese University of Hong Kong</span></p>
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<p><span>Chronic absence, defined as missing 10% or more of school days per year for any reason, poses serious risks of adverse effects on student achievement and graduation rates. </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8fDjrr6IsEJ2LWG6PS_I7X1U1p_BK8B_nhJZ7LX5D2qtSsDdtj0NP0htpJc5krT2mScxzqZF5ecfEEyOEwL09tv_ycH1lOszzSdVp__rqdGJmRXJMrfWUCBFH2ehrWXx_yrwCycIWPFN1lGb1mmAuvkZWNNrq6-1nolK0hZPVBPq&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">A recent report</a><span> </span><span>advocated for the use of an evidence-based improvement framework to reduce chronic absence by offering an example of how to use this framework to choose an attendance intervention that meets local needs.</span></p>
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<p><span><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404682053?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404682053?profile=RESIZE_710x" width="400" class="align-full"/></a></span></p>
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<p><span>The framework was rooted in a five-step improvement process: inform, select, plan, implement, and analyze. It emphasized the continuous nature of the process and its alignment with state and local goals. It highlighted the importance of initially understanding local needs through a thorough analysis and then identifying and choosing appropriate interventions.</span></p>
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<p><span>A detailed example showcased the framework in action, illustrating how a school team might identify a need, such as engaging families to encourage attendance schoolwide. Then educators may identify evidence-based attendance interventions by using credible repositories, such as</span><span> </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8b1OX5Z1kTCpO__lK4n3iDa8Ars-LjBcuWyFUqJ4UzDDeiwErDrj2nkC4x-UDOS88XRtGa6Dvmiqy9wtMLb9EUAhcDEt3hDCRPfXBtVIuj6d&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">Evidence for ESSA</a><span>. </span><span>The Evidence for ESSA website describes the interventions, their outcomes, and considerations, including staffing, technology, cost, etc. By examining potential evidence-based strategies from the interventions, educators select the intervention, plan for implementation, carry out implementation, and analyze the effectiveness of the intervention in their local context.</span></p>
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<p><span>In conclusion, the report emphasized the necessity of applying an evidence-based improvement framework to tackle chronic absence. It encouraged educators to meticulously assess their unique challenges and select interventions that are not only grounded in solid evidence but are also feasible and appropriate for their specific environments.</span></p> Interactive Worksheets for all Languages and Subjectstag:schoolleadership20.com,2024-03-25:1990010:Topic:3909072024-03-25T12:10:40.248ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div class="flex items-center order-1 region region--header"><div class="block block-system block-system-branding-block" id="block-sitebranding"><div class="md:text-xl xl:text-3xl text-blue-800 font-bold lg:pr-4">LIVEWORKSHEETS…</div>
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<div class="flex items-center order-1 region region--header"><div id="block-sitebranding" class="block block-system block-system-branding-block"><div class="md:text-xl xl:text-3xl text-blue-800 font-bold lg:pr-4">LIVEWORKSHEETS</div>
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<div class="mb-8 lg:mb-12 relative block block-block-content block-block-content:c27dd580-746a-4943-8c76-a76c59db722b"><div class="block__content"><div class="field field--name-body field--type-text-with-summary field--label-hidden field__item"><h1 class="font-bold text-2xl xl:text-5xl text-blue-800">Interactive Worksheets For all Languages and Subjects</h1>
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<div class="relative z-20 block block-layout-builder block-field-block:node:page:body"><div class="block__content"><div class="field field--name-body field--type-text-with-summary field--label-hidden field__item"><div class="z-10"><p class="my-8 lg:my-12 lg:text-xl font-light text-slate-500">LiveWorksheets allows you to transform your traditional printable worksheets and classwork (doc, pdf, jpgs) and turn them into interactive online exercises with automatic grading, making them... live! An amazing tool for students, teachers, and schools!</p>
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<p class="my-8 lg:my-12 lg:text-xl font-light text-slate-500">From Larry Ferlazzo:</p>
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<p>Today, I “rediscovered” another site that will be extremely useful in my ELL Newcomers class –<span> </span><a href="https://www.liveworksheets.com/">LiveWorksheets</a>!</p>
<p>It definitely looks different – and better – then it did when I originally saw it several years ago.</p>
<p>It has zillions of interactive worksheets, which can be easily integrated with Google Classroom.</p>
<p>But, since I only have ELL Newcomers use computers for preparing presentations or for individual practice, where the site really shines for me is that these worksheets can be printed out for free!</p>
<p>There’s not quite the number of options that are available at the<span> </span><a href="https://en.islcollective.com/">islCollective</a>, but there are a ton. And, though I love the islCollective, I have to say the LiveWorksheets process for printing seems a bit more streamlined.</p>
<p>I’ll continue to use both sites, and it’s always nice to have options</p>
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</div> The Instructional Level Concept Revisited: Teaching with Complex Texttag:schoolleadership20.com,2024-03-25:1990010:Topic:3911252024-03-25T12:05:39.816ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<h1><span>The Instructional Level Concept Revisited: Teaching with Complex Text</span></h1>
<p><span>Tim Shanahan</span></p>
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<p><strong><em>Blast from the Past:</em></strong><em> This piece first posted on February 7, 2017, and was reposted on March 23, 2024. Nothing to change or update here, but given recent questions and discussions on social media, I think it would be worthwhile to revisit the topic. I’ve been beavering away at a book manuscript that will go into much greater detail…</em></p>
<h1><span>The Instructional Level Concept Revisited: Teaching with Complex Text</span></h1>
<p><span>Tim Shanahan</span></p>
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<p><strong><em>Blast from the Past:</em></strong><em> This piece first posted on February 7, 2017, and was reposted on March 23, 2024. Nothing to change or update here, but given recent questions and discussions on social media, I think it would be worthwhile to revisit the topic. I’ve been beavering away at a book manuscript that will go into much greater detail on this topic, that I hope will be available to everyone in 2025. It won’t reach different conclusions either, even given new scholarship on the issue.</em></p>
<p>Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and an unusual flurry of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something. </p>
<p>One question was asked specifically about my colleague, Dick Allington, since he has published articles and chapters saying that teaching kids with challenging text is a dumb idea. A couple of others referred to advertising copy for Units of Study, a program published by Teachers College Press. Both Dick and TCP had thrown the R-word (research) around quite a bit, but neither managed to conjure up any studies that supported their claims. That means that the instructional level, after 71 years, still remains unsubstantiated.</p>
<p>What I’m referring to is the long-held belief that kids learn more when they are matched to texts in particular ways. The claim is that learning is squelched if a text is too hard or too easy. I bought into it as a teacher and spent a lot of time testing kids to find out which books they could learn from and trying to prevent their contact with the verboten ones.</p>
<p>According to proponents of the instructional level, if a text is too easy, there is nothing to learn. Let’s face it, if a reader already knows all the words in a text and can answer a bunch of questions with no teacher support, that wouldn’t be much of a learning opportunity. I buy that. Surprisingly, however, early investigations found the opposite — the less there was to learn from a book, the greater progress the students seemed to make. Yikes! This was so obviously wrong, that the researchers rejected their own findings and made up some criteria for separating the independent and instructional levels.</p>
<p>Likewise, the theory posits that texts can be too hard – preventing children from learning and crushing their tender motivation.</p>
<p>But what’s too easy and what’s too hard?</p>
<p><a href="https://shanahanonliteracy.us12.list-manage.com/track/click?u=fc58bb87f6546d26ef6670464&id=faacd55420&e=6d52f0d985" target="_blank" rel="noopener">READ MORE...</a></p> 12 Idea-Packed Posts about Teaching Poetrytag:schoolleadership20.com,2024-03-22:1990010:Topic:3908092024-03-22T18:58:22.233ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><span>12 Idea-Packed Posts about Teaching Poetry</span></p>
<p><span>BY MIDDLEWEB ·</span></p>
<p><span>PUBLISHED 02/10/2024 · UPDATED 03/18/2024</span></p>
<p><span>Cheryl Mizerny</span></p>
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<p>"12 Idea-Packed Posts about Teaching Poetry," published by MiddleWeb on February 10, 2024, and updated on March 18, 2024, is a treasure trove of resources for educators seeking to enhance their poetry teaching strategies, particularly in anticipation of National Poetry Month…</p>
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<p><span>12 Idea-Packed Posts about Teaching Poetry</span></p>
<p><span>BY MIDDLEWEB ·</span></p>
<p><span>PUBLISHED 02/10/2024 · UPDATED 03/18/2024</span></p>
<p><span>Cheryl Mizerny</span></p>
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<p>"12 Idea-Packed Posts about Teaching Poetry," published by MiddleWeb on February 10, 2024, and updated on March 18, 2024, is a treasure trove of resources for educators seeking to enhance their poetry teaching strategies, particularly in anticipation of National Poetry Month in April. The compilation offers a variety of engaging, creative, and educational approaches to teaching poetry, aiming to make poetry accessible and enjoyable for students while also addressing broader educational goals.</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12403504274?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12403504274?profile=RESIZE_710x" width="300" class="align-left"/></a></p>
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<p>The article begins by addressing the common challenge educators face: integrating poetry into their curriculum in a way that resonates with students and moves beyond the dread often associated with traditional poetry units. It presents a series of posts that cover a wide range of topics, from making poetry writing fun with 10 cool teaching ideas shared by Cheryl Mizerny, to exploring novels in verse with suggestions from Kasey Short, which provide quicker reads that facilitate deep connections to characters and themes through vivid imagery and narrative poetry.</p>
<p>Megan Kelly offers ideas for integrating poetry throughout the year, ensuring that poetry is not confined to a single month but is woven into various subjects, including ELA, history, science, and math. Her approach encourages educators to plan ahead and incorporate poetry activities that enrich students' learning experiences across the curriculum.</p>
<p>The article also highlights six poetry activities by Megan Kelly that can be utilized all year round, ranging from visual analysis collaborations to creating horoscope haiku, thereby diversifying the ways students can engage with poetry. Another innovative method is the "Peel the Fruit" activity from Project Zero, shared by Kathie Palmieri, which guides students in exploring the layers of meaning in poetry and encourages them to write their own poems.</p>
<p>Linda Rief suggests strategies to change students' perceptions of poetry, including creating heart books and illustrating lines of their own work, fostering a more positive attitude towards poetry reading and writing. Marilyn Pryle shares five fun activities to celebrate National Poetry Month, emphasizing connection, collaboration, and creativity in the poetry learning process.</p>
<p>The posts further discuss the relevance of poetry in addressing social justice issues, with Dina Strasser highlighting contemporary poets who write about climate change and other pressing topics. Gwen Flaskamp argues for the integration of poetry in standards-based classes to develop literacy, analytical, and social-emotional skills.</p>
<p>Brett Vogelsinger introduces the concept of "poetry pauses" as a way to deeply engage students with various aspects of English class, including structure, character analysis, and personal narrative. Additionally, the article covers integrating arts in ELA through creating 2-voice poems and teaching social & emotional skills through poetry, showing how poetry can serve as a powerful tool for emotional expression and empathy building.</p>
<p>This collection from MiddleWeb offers a rich array of strategies and activities for educators to revitalize their approach to teaching poetry, making it a dynamic and integral part of their curriculum year-round.</p>
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<p>Source: [MiddleWeb Article](<a href="https://www.middleweb.com/40779/12-idea-packed-posts-about-teaching-poetry/" target="_blank" rel="noopener">https://www.middleweb.com/40779/12-idea-packed-posts-about-teaching-poetry/</a>)</p>
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<p>Prepared with the assistance of AI software</p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> Lesson Plan: The Etiquette of Social Kissing.tag:schoolleadership20.com,2024-03-21:1990010:Topic:3909342024-03-21T13:09:11.644ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1 class="entry-title">Lesson Plan: The Etiquette of Social Kissing.</h1>
<div class="entry-meta"><span class="date"><a href="https://www.cristinacabal.com/?p=6047" rel="bookmark" title="Permalink to Lesson Plan: The Etiquette of Social Kissing.">2 November 2015</a></span><span class="categories-links"><a href="https://www.cristinacabal.com/?cat=17" rel="category">Lesson Plan: Advanced</a>,<span> …</span></span></div>
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<h1 class="entry-title">Lesson Plan: The Etiquette of Social Kissing.</h1>
<div class="entry-meta"><span class="date"><a href="https://www.cristinacabal.com/?p=6047" title="Permalink to Lesson Plan: The Etiquette of Social Kissing." rel="bookmark">2 November 2015</a></span><span class="categories-links"><a href="https://www.cristinacabal.com/?cat=17" rel="category">Lesson Plan: Advanced</a>,<span> </span><a href="https://www.cristinacabal.com/?cat=4" rel="category">Listening</a>,<span> </span><a href="https://www.cristinacabal.com/?cat=13" rel="category">Reading</a></span><span class="tags-links"><a href="https://www.cristinacabal.com/?tag=b2" rel="tag">B2</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=customs" rel="tag">customs</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=kissing" rel="tag">kissing</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=lesson-plan" rel="tag">lesson plan</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=listening" rel="tag">listening</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=reading" rel="tag">reading</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=speaking" rel="tag">speaking</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=video" rel="tag">video</a>,<span> </span><a href="https://www.cristinacabal.com/?tag=writing" rel="tag">writing</a></span></div>
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<p><a href="https://www.facebook.com/blogdecristina" target="_blank" rel="noopener">Blog de Cristina is also on facebook. Click to follow</a></p>
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<div class="entry-content"><p><em>“How far away the stars seem, and how far is our first kiss, and ah, how old my heart”. William Butler Yeats</em></p>
<p>I was once kissed by a marquis, or maybe he was a count, but it was in a palace. I cannot remember his rank, but he was old and ugly, at least for me! Nothing to daydream about, believe me, but the fact remains that I was kissed by a nobleman. He was a long way from Prince Charming, but that was ok for me. He was selling. I was buying. That was it!</p>
<p>But the kiss… yes…back to the kiss. First time ever I had been kissed on the hand. I was ready for a handshake so I extended my hand. Instead the marquis suddenly, and in a very quick gesture took my hand, bowed and made the gesture, and I have yet to decide whether he actually kissed my hand or just the air. Now that I know a bit more about the etiquette of hand-kissing I realize he probably never kissed me.</p>
<p><img class="alignnone" src="https://www.cristinacabal.com/imagenes/maori.jpg" alt="" width="1024" height="759"/></p>
<p><em>Photo by Tim Rooke/Rex/REX USA</em></p>
<p><span><strong>Level: B2</strong></span></p>
<p><strong><span>♥DISCUSS:</span><span> </span></strong>It is not very often that a woman has her hand kissed nowadays. But let’s reflect a bit on how we greet each other in our different countries. Discuss these questions with your partner:</p>
<ul>
<li>What are the rules for social kissing in your country? Do you always know how you are supposed to greet someone? Have you ever experimented any awkward moments where you didn’t know what you were supposed to do?</li>
<li>When kissing as a form of greeting, do you kiss on one cheek or on both cheeks?</li>
<li>Is it the right or the left cheek you kiss first? Know that you should kiss the right cheek first to avoid awkward situations.</li>
<li>If you don’t like the kissing business, how do you cope with people who want to kiss you as a greeting?</li>
<li>Is it appropriate to kiss in a business setting?</li>
<li>Do you ever hug?</li>
<li>Apart from the handshakes, cheek kissing and hand kissing which are quite common for us, do you know any unusual ways of greeting people ?</li>
</ul>
<p><span><strong>♥READ:</strong></span><span> </span>Have a look at this interesting article about<span> </span><span><strong><a href="http://whenonearth.net/6-unusual-ways-greet-people-around-world/">Unusual Ways to Greet People Around the World</a>. </strong>When you finish reading , tell your partner which form of greeting you found most unusual.</span></p>
<p><img class="alignnone" src="https://www.cristinacabal.com/imagenes/ton.jpg" alt="" width="470" height="327"/></p>
<p><span><strong>♥LISTEN:</strong></span><span> </span>Watch this video about<span> </span><strong><span>the etiquette of social kissing</span></strong><span> </span>and answer the following questions:</p>
<ol>
<li>In Good Morning America, the *anchorwoman describes an awkward moment when you get to a party. Why is it awkward for some people to greet your host or hostess?</li>
<li>The British are described as” buttoned-up”. What do you think it means?</li>
<li>Laura Ford is a British artist. Does she kiss people she doesn’t know? Choose from the options below and justify your answer.</li>
<li>always b. never c. sometimes</li>
<li>According to Hillary Brown, social kissing in France might be getting out of control. Why?</li>
<li>Social Kissing is taught at some schools. Which ones?</li>
<li>What are some of the rules of kissing taught at these schools?</li>
<li>How are Americans and Latins different as regards social kissing?</li>
<li>At the end of the clip, the anchorman apologizes. Why?</li>
</ol>
<p>*anchorman/anchorwoman = a person who presents and coordinates a live television or radio programme involving other contributors.</p>
<p><iframe src="https://www.youtube.com/embed/wXIAHhbdeQw?wmode=opaque" width="420" height="315" frameborder="0" allowfullscreen="allowfullscreen"></iframe>
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<p><span><a href="https://www.cristinacabal.com/listening/socialkissing.pdf" target="_blank" rel="noopener">♥<strong>CHECK: </strong>Answers here</a></span></p>
<p><span><a href="https://www.cristinacabal.com/listening/socialkissing.pdf" target="_blank" rel="noopener">♥</a><b>READ: </b><a href="http://www.bbc.co.uk/newsround/37713970" target="_blank" rel="noopener">Why do we shake hands?</a></span></p>
<p><span><strong>♥WRITE:</strong></span><span> </span>Imagine a foreign student is coming to your school/house on an exchange visit. What advise would you give about your customs. Use the ideas below and the modal verbs<span> </span><em>should/shouldn’t , could, must/mustn’t.</em></p>
<ul>
<li>greeting someone</li>
<li>meeting someone for the first time</li>
<li>being punctual</li>
<li>being invited to someone’s house</li>
<li>tipping</li>
</ul>
</div> Getting started with classroom jobstag:schoolleadership20.com,2024-03-19:1990010:Topic:3907882024-03-19T13:56:42.313ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div class="entryHeader"><a class="Article__title" href="https://ditchthattextbook.com/getting-started-with-classroom-jobs/?utm_source=feedly&utm_medium=rss&utm_campaign=getting-started-with-classroom-jobs" rel="noopener noreferrer" target="_blank">Getting started with classroom jobs…</a><div><div class="EntryMetadata EntryMetadata--fullArticle"><div class="EntryMetadataBasic__source-info"></div>
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<div class="entryHeader"><a href="https://ditchthattextbook.com/getting-started-with-classroom-jobs/?utm_source=feedly&utm_medium=rss&utm_campaign=getting-started-with-classroom-jobs" class="Article__title" target="_blank" rel="noopener noreferrer">Getting started with classroom jobs</a><div><div class="EntryMetadata EntryMetadata--fullArticle"><div class="EntryMetadataBasic__source-info"><a class="M_plfet2nk5hSEutAwZA EntryMetadataSource Olm6l2G1kNqalUq828j8 jtFbqIi4cr2NH1cMeDTP" href="https://ditchthattextbook.com/">Ditch That Textbook<span> </span></a><span class="authors">by DitchThatTxtbk</span><span> </span>/<span> </span><span class="ago" title="Published: Mon, 11 Mar 2024 20:56:28 GMT-4 Received: Tue, 19 Mar 2024 02:55:47 GMT-4">Mar 19, 2024</span></div>
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<div class="content"><p>Involving students in classroom responsibilities isn't just about easing the teacher's workload (although that's a nice perk!). It's about creating a vibrant learning environment that fosters essential skills like responsibility, collaboration, and leadership.Encouraging student participation and fostering a sense of ownership in the classroom environment can be achieved through the simple yet powerful tool of […]</p>
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<p>The post<span> </span><a href="https://ditchthattextbook.com/getting-started-with-classroom-jobs/" rel="nofollow noopener" target="_blank">Getting started with classroom jobs</a><span> </span>appeared first on<span> </span><a href="https://ditchthattextbook.com/" rel="nofollow noopener" target="_blank">Ditch That Textbook</a>.</p>
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</div> 6 Ways to Improve Students’ Math Literacytag:schoolleadership20.com,2024-03-14:1990010:Topic:3907662024-03-14T17:16:59.445ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1 class="h1">6 Ways to Improve Students’ Math Literacy</h1>
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<div class="css-nb2z2f"><div class="css-8atqhb"><div class="css-u6w0kd">By<span> </span><span><a href="https://www.edutopia.org/profile/celita-lewis-davis">Celita Lewis-Davis</a></span></div>
<div class="date-text css-1bxy5d4">March 11, 2024</div>
<div class="date-text css-1bxy5d4">Edutopia</div>
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<div class="date-text css-1bxy5d4"><p>Celita…</p>
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<h1 class="h1">6 Ways to Improve Students’ Math Literacy</h1>
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<div class="css-nb2z2f"><div class="css-8atqhb"><div class="css-u6w0kd">By<span> </span><span><a href="https://www.edutopia.org/profile/celita-lewis-davis">Celita Lewis-Davis</a></span></div>
<div class="date-text css-1bxy5d4">March 11, 2024</div>
<div class="date-text css-1bxy5d4">Edutopia</div>
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<div class="date-text css-1bxy5d4"><p>Celita Lewis-Davis, in her article for Edutopia published on March 11, 2024, emphasizes the crucial need for students to achieve math literacy beyond mere calculations, especially in the context of real-life applications like buying a home, paying taxes, or budgeting for groceries. Recognizing that state and district tests frequently pose real-world problems requiring both reading comprehension and math skills, Lewis-Davis presents practical strategies for educators to enhance students' math literacy. These methods are particularly beneficial for students facing learning disabilities, those with interrupted schooling, and emergent multilingual learners.</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12400215701?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12400215701?profile=RESIZE_710x" width="300" class="align-right"/></a></p>
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<p>The article outlines six effective approaches to foster math literacy:</p>
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<li><p><strong>Sentence Frames</strong>: Implementing sentence frames in the classroom aids students in articulating their solutions and inquiries about word problems. Examples include templates for agreeing with an answer, explaining reasoning, showing work, and suggesting strategies.</p>
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<li><p><strong>Highlighter Usage</strong>: Encouraging the use of highlighters enables students to identify and emphasize key elements in math problems, facilitating pattern recognition and focusing on important details.</p>
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<li><p><strong>Speaking "Algebra"</strong>: Regular use of appropriate math vocabulary during lessons helps students familiarize themselves with formal math language seen in textbooks and standardized tests, bridging the gap between everyday language and mathematical terminology.</p>
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<li><p><strong>Word Walls</strong>: Reviving the use of word walls in classrooms provides visual reminders of math vocabulary related to current topics, aiding in students' comprehension and retention of key terms.</p>
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<li><p><strong>Foldables/Graphic Organizers</strong>: Utilizing foldables or graphic organizers offers a tactile learning experience, allowing students to summarize or introduce unit concepts in a visually engaging and hands-on manner.</p>
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<li><p><strong>Student-Created Word Problems</strong>: Allowing students to craft their own word problems related to the curriculum fosters ownership of learning and integrates critical thinking skills by merging math, vocabulary, and real-life contexts.</p>
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<p>Lewis-Davis advocates for transforming the math classroom into a dynamic space where reading and math converge, enabling students to actively participate in their learning process. By adopting these strategies, educators can not only improve students' math literacy but also prepare them for practical challenges, ultimately enhancing math scores and readiness for real-world scenarios. This comprehensive approach to math education highlights the importance of both understanding and applying mathematical concepts in everyday life, supporting the development of well-rounded, math-literate individuals.</p>
<p>Source: <a target="_new">Edutopia, Celita Lewis-Davis, March 11, 2024</a></p>
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<div class="date-text css-1bxy5d4"><a href="https://www.edutopia.org/article/improving-students-math-literacy-middle-high-school?utm_content=linkpos1&utm_campaign=weekly-2024-03-13&utm_medium=email&utm_source=edu-newsletter" target="_blank" rel="noopener">Original Source</a></div>
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<div class="date-text css-1bxy5d4">Prepared with the assistance of AI software</div>
<div class="date-text css-1bxy5d4">OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></div>
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</div> Consistency: the Invisible Backbone of Teachingtag:schoolleadership20.com,2024-03-12:1990010:Topic:3905892024-03-12T14:30:31.460ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1 class="post-title entry-title">Consistency: the Invisible Backbone of Teaching</h1>
<p class="post-byline">BY<span> </span><span class="vcard author"><span class="fn"><a href="https://www.middleweb.com/author/middleweb/" rel="author" title="Posts by MiddleWeb">MIDDLEWEB</a></span><span> </span></span>· PUBLISHED<span> </span>03/11/2024</p>
<p class="post-byline"><strong>By Kelly Owens…</strong></p>
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<h1 class="post-title entry-title">Consistency: the Invisible Backbone of Teaching</h1>
<p class="post-byline">BY<span> </span><span class="vcard author"><span class="fn"><a href="https://www.middleweb.com/author/middleweb/" title="Posts by MiddleWeb" rel="author">MIDDLEWEB</a></span><span> </span></span>· PUBLISHED<span> </span>03/11/2024</p>
<p class="post-byline"><strong>By Kelly Owens</strong></p>
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<p class="post-byline"><strong><span>Have you ever considered how life experiences factor into your teaching practices? Before I entered education, marketing was my first career. They may seem worlds apart, but the parallels will surprise you. This fourth article in my series connects to one of marketing’s 4Ps – product consistency. Achieving consistency in our teaching produces a satisfying student experience.</span></strong></p>
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<p class="post-byline"><a href="https://www.middleweb.com/50449/consistency-the-invisible-backbone-of-teaching/?utm_source=feedly&utm_medium=rss&utm_campaign=consistency-the-invisible-backbone-of-teaching" target="_blank" rel="noopener">Original Article</a></p>
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<p class="post-byline"><b>Prepared with the assistance of AI software</b></p>
<p class="post-byline"><b>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></b></p> A Universal Design for Learning (UDL) Strategy to Help Students Communicatetag:schoolleadership20.com,2024-03-11:1990010:Topic:3905802024-03-11T17:24:23.120ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1 class="post-title entry-title">A UDL Strategy to Help Students Communicate</h1>
<p class="post-byline">BY<span> </span><span class="vcard author"><span class="fn"><a href="https://www.middleweb.com/author/middleweb/" rel="author" title="Posts by MiddleWeb">MIDDLEWEB</a></span><span> </span></span>· PUBLISHED<span> </span>03/04/2024<span> </span>· UPDATED<span> </span>03/04/2024</p>
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<div class="entry themeform"><div class="entry-inner"><p><strong>By Samantha…</strong></p>
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<h1 class="post-title entry-title">A UDL Strategy to Help Students Communicate</h1>
<p class="post-byline">BY<span> </span><span class="vcard author"><span class="fn"><a href="https://www.middleweb.com/author/middleweb/" title="Posts by MiddleWeb" rel="author">MIDDLEWEB</a></span><span> </span></span>· PUBLISHED<span> </span>03/04/2024<span> </span>· UPDATED<span> </span>03/04/2024</p>
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<div class="entry themeform"><div class="entry-inner"><p><strong>By Samantha Layne and Susanne Croasdaile</strong></p>
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<p>Samantha Layne and Susanne Croasdaile's article, "A UDL Strategy to Help Students Communicate," featured in MiddleWeb, delves into the pressing issue of unkind verbal interactions among students and its impact on classroom community and tone. They stress the importance of teaching behavior akin to academic subjects, highlighting a consistent strategy of modeling and intentional planning, especially during the first 20 days of class, to instill positive habits and routines.</p>
<p>The educators utilize the Universal Design for Learning (UDL) framework to address challenges, focusing on the "Cautious Corner" - Guidelines 6, 8, and 9 of the UDL Guidelines 2.0. This area emphasizes the importance of guiding students in choosing their words and controlling their tone, skills that are critical for developing a positive classroom community and essential for collaboration and internal motivation.</p>
<p>The article points out that effective communication is not innate but learned through explicit instruction. It underscores the necessity for educators to actively teach and model prosocial skills, avoiding assumptions that students will naturally excel in peer interactions. By referring to William Golding's "Lord of the Flies," Layne and Croasdaile argue for the deliberate teaching of these skills to prevent negative behaviors.</p>
<p>The piece details their classroom strategy, starting with a review of TRIBE PBIS expectations and focusing on kindness through positive language. Despite these efforts, they noticed minimal improvement in students' communication, prompting a reassessment of their approach. They introduced the THINK mnemonic (True, Helpful, Inspiring, Necessary, Kind) to encourage students to reflect before speaking, which gradually improved the classroom atmosphere and facilitated better learning.</p>
<p>Layne and Croasdaile's persistence in teaching and modeling appropriate behavior, coupled with consistent expectations, ultimately led to a more conducive learning environment. They highlight the significance of starting slowly with foundational skills to eventually accelerate academic progress, advocating for structure, routine, and consistency in teaching.</p>
<p>Their experiences underscore the essential role of educators in fostering positive communication and collaboration through explicit instruction and modeling. By adopting a UDL framework and dedicating time to teach social skills, teachers can build a more positive classroom community, enhancing both social and academic outcomes for their students.</p>
<p>The article serves as a valuable resource for educators seeking effective strategies to improve communication and behavior in their classrooms, illustrating the potential of thoughtful, consistent approaches to make a significant difference in the learning environment.</p>
<p>(Source: MiddleWeb, "A UDL Strategy to Help Students Communicate" by Samantha Layne and Susanne Croasdaile, published on March 4, 2024)</p>
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<p><a href="https://www.middleweb.com/50364/a-udl-strategy-to-help-students-communicate/" target="_blank" rel="noopener">Original Article</a></p>
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<p>Prepared with the assistance of AI software</p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p>
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