When teachers scaffold discrete strategies, students tend to develop stronger academic literacies. Click the link below to explore 10 tips for Scaffolding Literacy in your classroom, then reflect and respond to the prompts below individually or with your peers.
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I knew what I should do. The university policy on academic integrity is clear: Talk to the student first. If there is enough to conclude the student was academically dishonest and that this incident would affect his/her final course grade, the instructor would fill out a report. Here an academic integrity officer, appointed by the college, would investigate and determine if academic and disciplinary sanctions are warranted... But this was a minor assignment. Is it worth going nuts over? After reading Normon Eng's post, reply below and tell us... what would YOU do?
From Annie Brock and Heather Hundley in The Growth Mindset Coach: Challenge is at the crux of the growth mindset; without it, students don't get the opportunities to take risks, learn to fail, and figure out how to pick themselves up again. This month, we focus on challenging your students in ways that will develop their growth mindsets. How do YOU get creative in your lesson planning and curriculum design to make sure that every student in your classroom is sufficiently challenged?
As the weather turns warmer, it's impossible to not look forward to summer with an almost giddy anticipation - and as much as I adore my beach time and lazy mornings in the garden, I never finished a school year without getting a bit weepy. We develop relationships with our students and worked all year to create a class community and a family of learners. While we are proud of their accomplishments, it can still be hard to see them go.
This time of year is challenging for our students too. They are facing a time of transition, which can be anxiety producing for many learners. They are moving on to other ventures, leaving classes and teachers that they've come to know and are looking forward with some apprehension to the unknown future. This thought had us hitting the internet to get some end of year motivation. We loved Lily Jones list of 5 reflective end-of-year activities shared on the teaching channel and thought a few of Carrie Kamm's ideas could easily be appropriated to the cyber setting as well! We'd love to know how YOU keep energy up during the last few weeks of school, help your students think back on their accomplishments during the year, and encourage them to look with hope towards the future. Share your thoughts below! Thank you so much for your professionalism and collaboration during our PLC today! We want to keep the growing going... so pick a prompt and tell us:
In order to successfully differentiate we have to have strong classroom management structures in place so that students are comfortable moving in and out of a variety of grouping structures. After working with the idea of preparing students for grouping during the past week -
1) what successes did you have? 2) what advice would you share with your colleagues? 3) what question would you have for your colleagues that used the same strategy? Rather than a specific strategy, anchor structure is a way of planning your class time with students. At the center, you have a central activity that all students complete during the class, anchoring them in the topic of the day. While students independently work on their assignment, the teacher pulls smaller groups of students to work with them based upon their level of need. After the mini-lesson, the students return to the anchor activity and the teacher rotates to another small group of students. It is a necessity that teachers know the needs of their students in order to continually push them to their current limits of learning. By appropriately challenging students, they will feel empowered by the strides they make throughout the year, and thus begin to take the learning process into their own hands. After determining the needs of their learners, teachers must be sure to provide respectful activities that are appropriate and align to the need of the student, but also provide them with a meaningful challenge. In essence, teachers should do their best to avoid meaningless busywork, as students (regardless of ability) will neither respect the task asked of them, nor will they buy-in to the learning process.
After working with this strategy in your classroom for the past week - 1) what successes did you have? 2) what advice would you share with your colleagues? 3) what question would you have for your colleagues that used the same strategy?
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