+ Web Sites for Closing Achievement Gaps

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This week’s “Classroom Tools & Tips” newsletter from EduHound.com offers sites devoted to closing achievement gaps among our studetns.

• C.A.R.E.  Strategies for Closing the Achievement Gaps — Provides a multi-themed approach to closing the achievement gaps, focusing on Culture, Abilities, Resilience, and Effort (C.A.R.E.)  http://www.nea.org/tools/16858.htm
• The Value of Value-Added Data: Closing the Achievement Gap – This report shows how value-added data — which tracks growth in student learning — can improve decisions about course placements, individual interventions, and professional development designed to hone teachers’ skills.  http://www.edtrust.org/dc/publication/the-value-of-value-added-data  
• ECS Education Policy Issue Site: Closing the Achievement Gap — Provides readings, research summaries and statistical information on the causes and effects of the achievement gap.  http://www/ecs.org/html/issue.asp?issueid=194
• Closing the Achievement Gap: PBS – Join Pulitzer Prize-winning columnist Clarence Page as he tells the story of Amistad Academy, a charter school founded in 1999.  Its goal?  To close the persistent and dramatic achievement gap between minority students and white students in America’s public school system.  http://www.pbs.org/closingtheachievementgap/index.html
• NAEP: Achievement Gaps – Provides detailed information on the size of the achievement gaps between Black and White students at both the national and state levels and how those achievement gaps have changed over time.  http://nces.ed.gov/nationsreportcard/studies/gaps/
• Closing the Achievement Gap through the Reading First Program: Teacher Update —   Research shows that if students are behind in reading at the end of third grade, the likelihood that they will ever reach proficiency is slim.   That’s why Reading First focuses on effective early reading instruction.  http://www.ed.gov/teachers/how/tools/initiative/updates/040628.html
• Closing the Achievement Gap: Achieving Success for All Students – This Web site is part of the (California) statewide initiative to close the achievement gap.  Aimed at supporting the work of policymakers, educators and interested community members, it is the electronic hub for helpful information, research, and success stories about efforts to close the gap in California.  http://www.closingtheachievementgap.org/ca/ctag/print/htdocs/home.htm

 Eduhound’s “Classroom Tools & Tips” is a weekly newsletter offering valuable ed tech resources to incorporate into K-12 curriculum.  You’ll find educational topics, preformatted templates, technology tutorials and practical tips.  You can subscribe,  offer your suggestions for topics, or share your own templates.  Just email Judi Rajala at JRajala@eduhound.com

tutoring in Columbus OH:   Adrienne Edwards  614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Build Your Child’s Library One Book At a Time

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Twenty by Jenny is a Web site that recommends books for kids.  Just click on your child’s age level and you will find recommendations just right for her or him.  http://www.twentybyjenny.com/

Jenny recommends 20 childrens’ classics in each of four age groups, to get you started.  Each month, if you sign up for her complimentary email newsletter, she will suggest a brand new book in each age group.

With more than 9,000 children’s books published each year, it’s hard to judge the best.  Check this out!

source: this site was suggested byThe 2 Sisters at their site http://www,thedailycafe.com. 

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com  

+ Web Sites for RTI (Response to Intervention) Resources

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From an article in Perspectives, the IDA quarterly, here are helpful Websites that have reviewed and sythesized information about evidence-based programs for RTI:

• The Center on Instruction – http://www.centeroninstruction.org/
• The Florida Center for Reading Research – http://www.fcrr.org/Interventions/index.htm
• Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education – http://www.bestevidence.org/

 Excellent RTI resources and case studies for training purposes:

• Office of Special Education program-Funded Project Iris — http://iris.peabody.vanderbilt.edu/resources.html

source: Fall 2009 issue of Perspectives on Language and Literacy, a quarterly publication of the International Dyslexia Association.  (http://www.interdys.org)  Article by Al Otaiba, Connor, Foorman, Schatschneider, Greulich and Sidler, “Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.” 

tutoring in Columbus OH:   Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ ESSAY WRITING: Web Sites for Teaching

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The latest from EduHound’s “Classroom Tools & Tips:” sites for teaching how to write an essay.

• CollegeBoard.com: College Essays/Writing Tips — Includes sample college essay questions, recipe for a draft, and three steps to a great college essay.  http://www.collegeboard.com/student/apply/essay-skills/index.html
• Essay Writing Resources — This module introduces you to the process of essay writing, from analyzing the question through to the final redrafting and editing.  http://www.jcu.edu.au/office/tld/writingskills/essay/
• Writing Essay Exams — Details how to create a well-written answer to an essay question.  http://owl.english.purdue.edu/handouts/general/gl_essay.html
• How to Write an Essay — Strategies for writing assessed essays in the first year and in the second year of an English course.  http://www.english.bham.ac.uk/staff/tom/teaching/howto/essay.htm
• Writing Tips: Essay Builder –  Explores the parts and provides step-by-step directions for writing essays. http://www2.actden.com/Writ_den/tips/essay/index.htm 
• Essays and Other Writing Activities for Early Writers –  For early writers, these one-page printouts — with writing prompts — should be enough writing space for a short essay.  For more advanced writiers, extra pieces of lined paper will be necessary to finish an essay.  http://www.enchanted/learning.com/essay/

 source:  EduHound’s “Classroom Tools& Tips” newsletter, which provides valuable edtech resources to incorporate into K-12 curriculum.  Educational topics, preformatted templates, technology tutorials and practical tips.  Let Judi Rajala know what topics you’d like covered; or send her your templates (JRajala@eduhound.com 

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com    

+ Help Kids “Tune Into Interesting Words”

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Research has proven that kids need multiple exposures to a word in order to anchor it in long-term memory, and to have it become a spontaneous part of his vocabulary.

From The 2 Sisters Website, The Daily CAFE (www.thedailycafe.com), here are some strategies parents can use at home.

USE THESE STRATEGIES AT HOME

• Ask your child about words collected from books at school.   Explain about “tuning in” to interesting words as they come up.  Create a family word collector for home.  Hang it on the refrigerator, or some place central to family life.
• When your child is reading (or being read to), ask him to find three interesting words.  Have him write them down.  Talk about the meaning.  See if anyone in the family is able to use the words in a sentence.  Add these words to your family word collector.
• Encourage your child to find interesting words when watching TV or from daily conversation.  When tuning in to an interesting word, help him understand it.  Then add it to the family word collector.
• Modeling is always the best way to spark interest in children.  When you are reading a magazine, newspaper or book, let your child see you “tuning in to an interesting word.”   Discuss your word with him.  Explain that adults tune into words, too, and build understanding just the same way they do.

source: The 2 Sisters Website The Daily CAFE, at www.thedailycafe.com, where you will find teaching tips from successful, experienced teachers.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Web Sites for Teaching Native American Heritage

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From EduHound’s “Classroom Tools & Tips,” which provides edtech resources for teachers, here are this week’s offerings.  The topic is

NATIVE AMERICAN HERITAGE

• Reconnecting the Circle –Encourages people to learn about Native American people and cultures, and to develop a more meaningful and complete perspective on Indian Country.  http://www.reconnectingthecircle.com
• Native Americans: Themed Resources for Teachers –  from the Library of Congress, this site features a compilation of Native American related materials from across the Library’s Web site, including exhibitions, presentations and lesson plans.  http://www.loc.gov/teachers/classroommaterials/themes/native-americans/
• National Museum of the American Indian: Collections Search — Includes a representative sample of NMAI’s object and historic photo collections.  Each item is accompanied by basic, standardized information.  http://www.americanindian.si.edu/searchcollections/home.aspx
• Native Words – Native Warriors: NMAI Codetalkers – Learn about “Code Talkers,” the twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies.  http://www.nmai.si.edu/education/codetalkers/
• Education World: Native Americans –  Explore Education World’s resources on the history and culture of America’s original inhabitants.  http://www.educationworld.com/a_special/native_americans.shtml

source: EduHound’s newsletter “Classroom Tools & Tips” from www.eduhound.com.   Send suggestions for topics to Judi Rajala at jrajala@eduhound.com.  The site also provides templates (offer your own!) and clipart, among other great resources. 

tutoring in Columbus OH:   Adrienne Edwards    614-579-6021    or email aedwardstutor@columbus.rr.com

+ Asking Questions: Types, Structure, Leading a Discussion

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From YouthLearn.org, a technology, media & project-based learning site, here are some thoughts about inquiry-based learning.  http://www.youthlearn.org

Three Types of Questions

• Factual — Only one correct answer (“What did you eat this morning?”)  They can be complicated, though (“What makes a curve ball curve?”).  Factual questions make the best inquiry-based projects — but they must be answerable, and they must have room for exploration.
• Interpretive — More than one possible answer, but they must be supported with evidence. (“Why did Ahab chase Moby Dick?)  Answers aren’t wrong unless they have no relationship to the text at all.  Interpretive questions that build on each other are important for any type of text (video, fiction, non-fiction, a painting, poetry, etc).   They’re especially good for stimulating a look back at the text.  Such questions are excellent for discussions and as prompts for oral and written language exercises.  They lead to good inquiry-based learning projects.
• Evaluative – Have no right or wrong answers, since they ask for some kind of opinion, belief or point of view.  Since answers depend on prior knowledge and experience, they are good ways to lead discussions (“What  woud be a good place to take kids for a field trip?”) or explore books or other artistic works (“Do you agree with Ahab’s views on whales?”)  Note:  they rarely make good inquiry-based projects since they are internally focused.  But they can be a great way to connect with and elicit interaction from young or shy students (“Who’s your favorite Pokemon?”)

The Structure of Questions

In general, say the folks at YouthLearn, start a question with the WH questions: who, what, when, where, why. 

Be honest: how many times do you begin a question with “Tell me…” or “Describe for me…”?

When you frame a question that way, you take control of the learning process because you’re giving a command as well as asking for input.

When you ask a question, the most important thing is generating a true and honest curiosity about the answer.  So open-ended questions are best unless you have a particular reason for leading someone to a specific conclusion  — or need a fact supplied to you.

Try to avoid yes-no questions.  They’re usually a dead-end. 

Open-ended questions…

• invite opinions, thoughts and feelings
• encourage participation
• establish rapport
• stimulate discussion
• maintain balance between facilitator and participant

 Try playing “The Question Game”

To begin, two participants decide on a topic to question.  One person starts with an open-ended question, then the other responds with a related open ended question.  This goes back and forth as long as they can continue without making a statement or repeating a previous question. 

For example, the topic might be an object in the room, a light bulb.

A:   Why is it important to have light?

B:   Where does light come from?

A:   How does light help people?

B:   Where is light used?  

A:   What would happen if there were no light?

Try asking a question and going around the room, each person asking a question based on the one before.

Leading a Discussion

Good learning programs involve everyone in planning and activities — whether it’s a discussion among your team about goals or a brainstorming session among kids planning a video project. 

Some Good Ground Rules for Leading a Discussion

• Everyone prepared — This might mean everyone has received handouts or that the story for discussion has been read aloud.  
• Know your purpose — Is the goal to arrive at a decision or just to brainstorm possible ideas to be followed up later?
• Opinions must be supported by evidence — If you’re discussing a book, ask follow-up questions about why the student believes what she does.
• Leader just asks  – Leader does not answer questions.
• Care about each of your questions — Avoid generic questions; prepare in advance.
• Maintain high energy level — Enthusiasm is contagious!
• Be spontaneous sometimes — interpretive questions are an important part of all discussions.  Advance prep actually leads to better spontaneous questions.
• Allow questions to lead to other questions — Be aware of practical and logistical issues (e.g. time limits) but never squelch enthusiasm when kids are on a roll.
• Use techniques when possible/appropriate – For example, mapping can provide a conceptual, visual structure to the ideas you’re hearing.  Let people see you writing their thoughts and ideas on the map.

Visit the YouthLearn site:  http://www.youthlearn.org .  

Created by the Morino Institute , it is now led by Education Development Center, Inc. (EDC).  YourthLearn.org  provides the assistance you need to start or strengthen both after-school and in-school programs. 

My source was The 2 Sisters Newsletter  at www.thedailycafe.com

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com   

+ Parent Conferences: More Tips for Teachers

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From The 2 Sisters at www.thedailycafe.com : they share tips from Trish Prentice.

1. Give parents a photo of their child enjoying a school activity.  A twenty-five cent investment will pay big dividends and begin your conference on a positive note.
2. Want a great way to show parents how special their child is to you?  Try saying something like “One of the things I love best about your child is…”
3. Parent goals — if parents haven’t filled out a goal-setting sheet, ask “What are the goals you have for your child this year?”
4. Assessment results:  explain in plain terms.  Don’t use educational jargon with parents.
5. Share what you’ve started to envision for this child: appropriate goals, strategies to achieve them.  Even if there are only one or two things to say, parents will be impressed that you have considered their child at this level.  (Prentice has a system for teachers called a “Pensive,” a checklist of considerations about each child.) 
6. If there is a problem that needs addressing, use the phrase “We’re continuing to work on…”
7. Listen.  Encourage parents to share their thoughts too.
8. Handouts — it can be hard for parents to absorb and remember everything you’re sharing.  Give them a packet to take home.  Include fun, hands-on activities that parents can do at home with their child.
9. Always end each conference with an invitation for parents to call or email with questions at a later date.

Prentice reminds us that parents sit through only one (two or three?) conferences.  Teachers’ words matter and are replayed in their heads; they share them with neighbors.  So be thoughtful and kind. 

Be the teacher you’d want for your own child.

source: The 2 Sisters newsletter, “The Daily Cafe” at www.thedailycafe.com .  This piece is available to members only, however.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Web Sites: Museum Lessons

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From EduHound’s “Classroom Tools & Tips” this week, some sites for teaching lessons about museums.

• Guggenheim Museum: Curriculum Online – Provides teachers with curriculum materials to support the use of the Solomon R Guggenheim Museum’s exhibitions and collections both during school visits and in the classroom.  http://artscurriculum.guggenheim.org/lessons/start.php
• MuseumStuff.com – This website can help you find museums online, a staggering variety of educational links, scads of interactive virtual exhibits, dozens of interesting museum shops, specialized content for museum professionals and much more!   http://www.museumstuff.com
• Smithsonian Education: Lesson Plans – Smithsonian lesson plans emphasize inquiry-based learning using primary sources and museum collections.  http://www.smithsonianeducation.org/educators/lesson_plans/lesson_plans.html
• The Art Institute of Chicago: Online Resources – Provides user-friendly online educational resources that demonstrate ways to integrate museum resources into classroom curricula.  http://www.artic.edu/aic/education/onlinelearning/index.html
• Building Visual Arts Lessons (Education at the Getty) – Features ideas for preparing lessons, a step-by-step guide for teaching visual arts for each grade level, and ideas for evaluation and assessment approaches.  http://www.getty.edu/education/for_teachers/building_lessons/
• Educational Programs: Illinois State Museum – Provides many online resources designed for teachers, and using the available resources of the Illinois State Museum web site.  http://www.museum.state.il.us/ed_opp/

 source: EduHound’s “Classroom Tools & Tips” online newsletter.  Judi Rajala want your suggestions for topics.  Also share your templates, teacher tips, trials, or tech tips.  JRajala@eduhound.com

+ 100 Free College Courses From Major Universities

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In my inbox: this link to Online School.  http://tinyurl.com/ydxtfk2

They suggest checking in if you’re unemployed, but these look interesting for just about anyone. 

With so many college courses available free of charge, there are plenty you can be taking to improve your skills and expand your knowledge to help you become a prospective employee that manager are scrambling to hire.

Choose from these classes that can improve

• writing,
• communication,
• teaching and technological skills or help you learn about
• web design,
• business, and
• entrepreneurship.

There are even classes that will help you become a

• better thinker and
• expand your horizons by offering fun and useful information.

 So take a look… http://tinyurl.com/ydxtfk2

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com