20 Matching Annotations
  1. Nov 2020
    1. . Self-control is not an unlimited resource,

      "Self Control is not an unlimited resource". Too many adults forget this because their "self control bank" is sufficient for their daily life.

  2. Aug 2020
    1. Group projects.

      One of the most important ideas I remember learning in young adult literature was the group projects are only effectively if the work must be done in a group and communication among the group has meaning. - RP

    2. Practice problems.

      I feel reteaching key grammar aspects is a great way to use this. Students can practice correcting common errors spell check misses, such as: their/they're/there, piece/peace, and pacific/specific. Students can also practice rewriting their sentences in a variety of ways to utilize simple, compound, and compound-complex sentences with varying lengths. - RP

    3. Lab projects.

      Students could complete writing workshops where they edit their own work or others. They can also do jigsaw activities, where each student reads a piece of short literature on a topic, and then come together to write a group essay, story, project, etc.. - RP

    4. Homework assignments.

      Homework can push learning outside the classroom. These should be high-interest when possible, to increase engagement. I would avoid multiple choice, and encourage reading or writing about topics of interest. - RP

    5. Free-response questions

      These can be a great way to have students answer essential questions, and delve into their understanding of big ideas. - RP

    6. Short-answer quizzes.

      This would be a good choice when assessing topics like cause and effect, character development over time, or the purpose of stanza and line breaks in a poem. These typically are not quite open answers, but require additional argumentation to prove or explain. - RP

    7. Term papers.

      Written assessments, such as Research papers on a chosen high-interest book. You can assess the writing process, especially if you require draft, outline, and revisions to be included. - RP

    8. How will I know if students have achieved the desired results? What will I accept as evidence of student understanding and proficiency?

      The teacher equivalent of essential questions. - RP

    9. can be adapted to form concrete, specific learning goals for the students

      This is the important step for educators as they write their goals. This is how you decide what your goals are. - RP

    10. should know when they leave the course

      English is a skill that develops over time. We must consider what acceptable levels of mastery at the end means, as no one leaves high school an editorial genius. - RP

    11. we are coaches of their ability to play the ‘game’ of performing with understanding, not tellers of our understanding to them on the sidelines.”

      We are coaches and they are players. Neither of us can be on the side lines. - RP

    12. ot derived from the methods, books, and activities with which we are most comfortable.

      Just because we are comfortable doing something, doesn't mean its the best way to learn. Parents are more comfortable with their kids safely having training wheels, but they never learn to ride without them unless you take the training wheels off. - RP

    13. considered a much more intentional approach to course design

      It is intentional because you make choices intending to meet a predetermined end goal.