7 Matching Annotations
  1. Apr 2019
    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product. Construction also brings in the role of groups of learners in the process of learning and as a result includes elements of social and cognitive constructivism. Learners are encouraged to be creative as they build and revise content.

      The importance of construction in the classroom and the difference between creation. Through construction students are encouraged to be creative

  2. Mar 2019
    1. Phase 3: Student-Centered Learning During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

      Students should be taught the material but should also be set free in order to collaborate with peers as well as technology to “tinker” and figure out the answer to the problem on their own which promotes a student centered approach to learning

  3. Feb 2019
    1. performance tasks and other evidence. The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

      THIS is good stuff. Learning applied to real life.

    2. we consider our goals, examine established content standards (national, state, prov-ince, and district), and review curriculum expectations.

      I like this idea of starting plans with figuring out the intention that we want students to get from it.

    1. "let us play, but guide us" is a good phrase overall for teaching. Let students explore and have self-discovery, but steer them in the path for success.

  4. Jan 2019
    1. ading and writing are reciprocal; they’re both constructive, meaning-mak-ing processes. Researchers have found that reading leads to better writing,and that writing has the same effect on reading (Spivey, 1997). Not surprisingly, they’vealso learned that integrating instruction improves both reading and writing (Braunger& Lewis, 2006; Tierney & Shanahan, 1996). It’s possible that students use the same typeof thinking for both reading and writing

      Even though reading and writing are procedural, are these skills meant to be set in stone and followed every time reading and writing occur? Or, is the way we read and write subjective, especially due to the expanding mediums that now qualify as "reading and writing"?

    2. he reading process that Mrs. Goodman uses represents a significant shift inthinking about what students do as they read. Mrs. Goodman understands thatreaders construct meaning as they negotiate the texts they’re reading. Sheknows that it’s quite common for two students to read the same book and comeaway with different interpretations because meaning doesn’t exist on the pages of a book;instead, comprehension is created through the interaction between readers and the textsthey’re reading. This individualized view of readers’ interpretations reflects Rosenblatt’stransactive theory (2004).

      Gaining the perspective of all the students, even after a group read is important. This is important for reading comprehension and expanding a student's ability to participate or produce analysis.