As the years have gone by, I have noticed more and more kids connecting with computers in classes. I walk by the room and I hear it happening. I hear something else. There is less and less actual teaching going on. On the other hand, I feel as if I am actually teaching. I am […]
Dave Talone sent this, and I repost it from the moretprs list in case anyone missed it. Very badass indeed. Very supportive of what we do: Ben I just saw this over at moretprs and wanted to share it with you in case it slipped off your radar. It is amazing! Diane Volzer posted: Reading
Jody sent this as a follow up to the post about why kids cheat: http://blogs.swarthmore.edu/burke/2012/09/26/better-pedagogy-less-cheating-three-ideas/ And one line from this article that stands out and that we all can identify with and applaud since we know we do it, is this one: …the easiest ways to impede cheating turn on the delivery of distinctive, personalized
This is the first time we’ve done this in awhile – add a reading into the Readings Based on Stories category. It’s one from Jim on Anne’s story that we mentioned earlier tonight: Stop Talking! Courtney habla demasiado. Habla en portugués silenciosamente. Siempre habla de una enemiga que se llama Becky. Becky se sienta al
This story by Anne Matava is a great one: He Talks Too Much talks stop it! the whole time, all the time Troy talks too much. He talks all the time. (At this point you can find out what he talks about, in what language, etc.) He goes to the movies and talks the whole
I have noticed that there are stages within the Three Steps where we see energy build through stages: Stage 1 – this is the establishing meaning part – one minute – when we just tell them what the three structures (the only thing written in the top middle portion of the board at this point
A district person who is in our building a lot has become aware of jGR. She wants me to address our science department on Thursday about what we are doing. The district person told me that the science department is very negative about what the kids can do and that they as science teachers are
We made a significant breakthrough on jGR today in my department. We changed the math because we knew we needed to. I grade everything on ten points and, up to the breakthrough today, that meant the following for my students: 5 = 10 (100%) 4 = 8 (80%) 3 = 6 (60%) 2 = 4
Good questions from Briana and we all need to chip in to assure her a complete answer: Ben, Thanks very much for pointing me toward Lori Fiechter. It turns out that our schools are part of the same network (the New Tech Network), and I was able to contact her directly. It’s always such a
Tamula had asked about ways to present the method. The Susan Gross Cat Story is the standard, and I had asked Corinne for it to share here with you, Tamula, which Corinne did and thank you Corinne. This is the Susie Gross hand out, explaining how to get kids involved in pre-teaching the vocab to
Laurie had a brilliant idea to share stories around between the schools we teach in. So jen – as in jGR – in Vermont is going to send a reading created from a story to Laurie in NY and Laurie’s class will add some details and send it back to Jen. I am calling these
Starting out with comprehension based instruction is very much like running down a train track to the next town. You stumble and fall and it is very awkward. But the workout is good for you. It’s basic training and it happens in your classroom and it takes real courage to stay in and do the
