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You can do this by utilizing the Rigor Relevance Framework to provide them with consistent, concrete elements to focus on when developing lessons and deciding which high-effect strategies to use.
We then leverage evidence-based rubrics to observe leadership and instructional practices while collecting artifacts to provide evidence of effective digital learning and innovative professional practice. Step 4 : The DPA report is shared and discussed with the school leadership team.
Developing strategies to ensure a return on instruction through the collection of standards-aligned artifacts (lessonplans, projects, student work) and portfolios can clearly illustrate whether changes to professional practice are occurring or not.
Stay the entire lesson. Allow the teacher to align artifacts that show the entire picture. These can be detailed lessonplans, assessments, performance tasks, student work, use of data to improve instruction, modifications for ELL/SPED learners, portfolios, or professional learning opportunities.
Rubrics are then leveraged to observe leadership and instructional practices while collecting artifacts to provide evidence of efficacy-based innovative practices. The data and artifacts are analyzed, leading to a summary report detailing the current state of practice at each school or district.
Artifacts such as assessments, lessonplans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs. Links to your resources and work can be archived and annotated using a social bookmarking tool such as Diigo.
With all the many state mandates and district directed professional development, as well as time after school devoted to grading and lessonplanning, in her mind and many others, time was not readily available. Who was I to disagree, as her words were stark fact.
To help achieve an ROI we increased the number of formal observations and evaluations, collected learning artifacts (lessonplans, assessments, student work, etc.) This is why I encouraged DASD leaders to take pictures of learning artifacts and ask questions of both the students and learners to develop a more holistic view.
Within the virtual setting, coaches have been able to support teachers with managing virtual classrooms, as well as leverage learning management systems (LMS) to offer teachers feedback on lessonplans and instructional resources to improve student engagement in distance learning.
Often, the group came back with artifacts like tree core samples to share with their students when school starts in the fall. After the field work, the teachers were placed in small groups — based on which grade level they taught — to learn how to develop lessonplans for their students and other educators based on what they had learned.
For example, an AR app can create interactive 3D models of historical artifacts or scientific specimens that students can learn from and explore. AR can be used in the classroom to create interactive learning experiences that enhance traditional instruction.
Knowing how limiting history curricula can be, I’ve brought in texts and utilized art, music, spoken word and other cultural artifacts that highlight black humanity from a place of love and care. As an educator, I’ve tried to offer a view of Black life that I didn’t see as a student.
When will this PD end so I can get back to lessonplanning and grading student work?” With instant access to a coach, as well as tools to share, store and examine student artifacts of learning, teachers in your district can be more supported than ever. It seemed like the minute hand on the clock was stuck.
I provided students with a graphic organizer, and they had to select artifacts or sources from their backpacks, write down observations, make inferences, and ask questions. Students used Chromebooks, phones, Stanley water bottles, pencils, and books as their artifacts. They did an excellent job with this activity.
If you can’t find one, don’t worry. Many museums offer online resources that you can use instead. For example, the Museum of Chinese in America in Chinatown, Manhattan, NY, hosts a MOCAKIDS Storytime program on Zoom every 2nd and 4th Thursday at 4 p.m.
A unique feature of Studies Weekly’s Social Studies is that students can cut up their publication copies and turn them into learning artifacts like posters, graphic organizers, and visual aids. After students make their artifacts, they can practice listening and speaking skills by using the visuals as teaching tools.
But assembling the different artifacts, commentaries, and video clips in an organized way – and then transferring it to the edTPA platform – can be a challenging part of the journey for a candidate. Program resources, like a standardized lessonplan template, are also available. We’d love to hear from you.
Between managing the chaos of lessonplanning, keeping up with my students, and coaching, it’s been a whirlwind. To enhance their writing, we utilized AI feedback through Claude Artifact, allowing students to receive targeted suggestions on how to improve their topic sentences.
Classroom Culture and Anti-bias Instruction are observation-based, where earners take structured notes while observing a live classroom, and then compose a reflective analysis and action plan for their own classrooms.
Take advantage of your resources like lessonplans, teaching strategies, printables, and more. Your Studies Weekly Online classroom contains digital versions of your publications and more online resources like digital lessonplans, videos, and presentations you can project to the whole class.
Change the title and description, add and remove artifacts from the collection, and make it into exactly what you need! I typically place 12-15 artifacts in my collection for students to explore. I typically place 12-15 artifacts in my collection for students to explore. Click on the button to copy the collection.
Compare is a useful focusing technique for discussing the similarities and differences across multiple teaching artifacts. This might mean comparing two moments from the same lesson, two examples of the same pedagogical move, or a video with related materials like lessonplans and student work.
They provide educators with access to historical records, narratives of interesting people in the community, and artifacts (e.g., maps, household objects, and the like) that can make lessons more engaging and impactful. Many cultural centers curate history, geography, and civic exhibits that connect the past with the present.
Creating Connections Because Studies Weekly’s print publications are consumable, students can create artifacts to demonstrate their learning by cutting the primary sources and other information out of their publications. As students physically create artifacts, they visibly represent their thinking, understanding, and skills.
They can also cut out pictures to make foldables or other learning artifacts that help them think about and show what they are learning. Then, they can house their artifacts in their notebooks also. How often your students add to their notebook is up to you. Your students will get tired if they do the same thing every single day.
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Pairing the power of video with the method of lesson study can drive the conversation around the professional vision of a school community. Video artifacts help confirm whether every educator interpreting the vision the same way. Laura believes that a lesson study is a very powerful tool in lessonplanning and reflection.
Create a Student Artifact Students can write about a favorite thing they learned or create a project about their learning, such as: a pop-up book, display tray, poster, or puppet to share with class. Encourage students to cut out pictures and words from their student edition for use in their creative artifacts of knowledge.
I got the chance this week to chat a bit with my kids – both now in Minnesota. And during the convo with the youngest, we ended up talking about a letter written by a Norwegian ski instructor in 1943. The guy was teaching US and Canadian special ops guys to ski as part of […]
It breaks up traditional courses into specific skills and abilities, called “competencies,” that students master through a personalized blend of traditional lessonplans, offline projects and real-world experiences. It puts a focus on building strong student-teacher relationships.
She noted that the interactive lessons and engaging content kept students interested and motivated. “The students liked being able to basically hold artifacts in their hands. The placards that supplement the lessons are so vivid. Students can play them individually, or they can be played collectively as a class.
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