This is from Mary Beth:
Hey Ben -
I am working on a paper right now about Standards for my Masters class. I was poking around the NC Dept of Public Instruction site (NCDPI) because we were going to move there a
Q. I've been trying your dictée idea with all four levels of French and see lots of benefits. I'm curious, though, about why you insist on no English during the process. Is it just a general desire to stay in
About a year and a half ago Charlotte (Germany) invented something for middle and elementary kids and shared it with us here. It's called a Wall Zoo. Then today Eric Herman referenced the idea in a comment, using the term
Sabrina sends this:
I found this link reading some posts on the TPRS list. It's an interactive storywriting software. I can totally see this as another technology tool to add to Textivate and such.
It is called inklewriter. This is how the
For every circled question in a story, there are a number of cute answers, but only one can be chosen. The kids have these kinds of “inner score cards” during class. They know who said what, and sometimes they talk
Sometimes I feel a distance between me and the words I am saying to my students. I don't feel connected to the words. When that happens, I am not connected to the students.
I don't like it when the words I
I used to teach Gifted/Talented classes using Socratic dialogue. I continue to try to apply what I did in those classes to my language classes.
From those classes, I learned that the words that I say are less important to my kids than
I heard someone say that these long, often multi-day inserves are just "efforts at micromanaging the staff and a knee-jerk reaction to the low standardized test scores and the fact that most kids are poor readers".
It needs to be said here
This from chill:
We are in a three day in-service at school on curriculum mapping. The template asks for the following information:
1. Essential questions. I was given the example "What are the days of the week?"
2. Standards 7.1 and 7.2