The writing standards represent the “synthesis” level for College & Career Readiness. Short Constructed Response requirements set the stage for what is expected in the Writing and Performance Task assessments.
Dr. Marianne Gibbs shared activities and rationale for the WHATs, HOWs, and WHYs of fine motor skill development as it relates to children 3-6 years old. Fun and easy-to-implement activities and strategies were demonstrated with supporting rationale for improving students’ future handwriting efficiency.
What exactly is involved in writing grant applications? Who should be writing them? Where do you find out about available grant sources? How hard is it? Can you do it? If any of these questions sound familiar, then you have much in common with anyone who has ever submitted a grant application.
Writing, and associated Speaking and Presentation, is the method by which we show our thinking. How do we plan for and execute instruction at the deepest levels of cognition (DOK 3 and 4) using writing and speaking to synthesize learning and assess student performance?
eSchool News is looking for a few tech-enthusiast educators to write short “buzz-feed” type stories on a variety of hot topics in technology in education.
Need more money to make your ed-tech dreams turn into reality? In this first of two webinars, Dr. Rita Oates, President of Oates Associates shared tips for preparing parts of your grant writing toolkit to use in searching for and writing winning grants.
With the release of the “Common Core” standards, the phrase “Close Reading” became a buzz overnight. In many classrooms, the idea of “Close Reading” resulted in kids failing at tortuous lesson, and teachers drowning in pre-planning with very little student results. In this session, presenter Kevin Baird discussed highest impact strategies for implementing College & Career Ready standards by looking again at the concept of Precision and Precision Reading.
Storytelling is an ancient tradition that has evolved over many centuries. With digital tools, teachers and students now have the means to create stories and non-fiction narratives that will last beyond the spoken or written word and be published and shared with worldwide audiences.
Writing has been reinvented, but most schools can’t get past the paper. Notecards, filing cabinets, notebooks, journals and more have new electronic equivalents. In this webinar for the Leadership 3.0 community, Vicki Davis, presented the nine ways writing has been reinvented in schools along with the specific objectives we should teach with them.
Non-traditional forms of assessment, such as peer-to-peer learning, can produce useful information for the teacher. Another idea is to include an assessment component in warm-up, group, and closure activities during class. Teachers can make students more responsible for their own learning through technology-enhanced self-assessments.