CEARRIS BLOG

Jejak Panda Hallo Ketemu Lagi Di Situs Kesayangan Anda daftar bandarq I spent my ‘vacation’ mostly in middle school classrooms in Manchester and Mansfield, with one quick trip to Canterbury. I’ve been doing a lot of classroom observations, as well as some co-teaching and work with students.   The observations have been insightful, and working in several schools with different teachers, grade levels, and populations of students has given me myriad perspectives.   I’ve also collected great ideas and shared them with all the different teachers I have worked with—a sort of cross pollination. In Mansfield I have been working with an eighth grade teacher on personal essay.   I got to observe a terrific unit using This I Believe , which, if you are unfamiliar, was begun in 1951 by Edward R. Murrow.   The website houses thousands of essays and audio podcasts (about 500 words and three minutes long, respectively) from individuals as famous as Gandhi...

Jejak Panda Kembali Bertemu Lagi Di Blog Ini, Silakan Membaca bandar ceme 99 Twenty-seven seconds.   That’s how long I waited before the girl answered my question.   I know because the technology director sent me a link to the videos he created of the demo lessons, and I timed it myself. I have been observing two sixth grade teachers as part of some PD I am doing in their school.   It’s been a great experience, though I don’t think they realize how much I have learned from them.   Anyway, after several observations, the time came for me to teach or co-teach their classes, lessons we had co-planned that built upon established units, the teachers’ strengths, and the existing cultures of the classrooms. We asked the students to read some essays written by slightly older students (one from Teen Ink and one from Time for Kids ), and then asked them to analyze the essays’ organization.   The kids were familiar with a five-paragraph stack ...

Jejak Panda Hai.. Jumpa Lagi Di Blog Kesayangan Anda ceme online terbaik Last week’s post on the lecture as an instructional model produced incredibly varied responses, from enthusiastic gratitude for my support of active learning to enthusiastic defense of lecturing.   The nature of some of the replies has prompted me to revisit the topic and elaborate upon my ideas. The first thing I think that needs to be pointed out is that neither I, nor any of the researchers I cite, claim that students do not or cannot learn from a lecture.   The cited studies claim that students learn more effectively from active learning pedagogies, not that they fail to learn in a lecture model. Perhaps the most troubling response I received was one that bemoaned the fact that the learning style of middle-class white males was being neglected, and claimed that this group was the “least studied demographic.”   That’s patently not the case.   The studies I cite abs...