Teacher for Learning-Resources

On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

Disrupted Learning & Development: Part 1

What is Understanding by Design? Author Jay McTighe

How to Take Cornell Notes

Unleash Your Super Brain to Learn Faster

Symbols, Values & Norms: Crash Course Sociology #10

Curriculum Mapping with Heidi Hayes Jacobs - Session #1

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Teacher for Learning-Community

An introductory activity that I really enjoy is a two-part activity. The first part is that using Flipgrid I ask students to introduce themselves. The directions are that they share their name and if they have a nickname that they would like me or their classmates to use (keeping it respectful). Then, I ask them to share what their name means. The students seem to really enjoy sharing and/or finding out what their name means. Many students expand and share if they feel that their name fits them or if they are still trying to grow into it. The second step of the activity is a writing activity. Students are to compose two letters over the course of a week. The first letter is to their 13 year old self. What do they want the 13 year old version of them to know? What does the 13 year old inside of them need to hear? The second letter is a letter to their future selves. It depends on the grade level I am working with, but typically it is five years in the future. What did they do this...

Teacher for Learning-The Importance & Impact of PK on Learning

The misconception is on the focus of Prior Knowledge as an event rather than a process. Educators like myself often focus on the what a student should already know and how to present the new information. And PK activities are used as straight pathway between the two endpoints; often an after thought. But by shifting our understanding that PK may not have a starting point on the pathway due to trauma gaps or cultural miscommunications we can avoid negatively effect students' acquiring new information. If PK is seen as an 'either/or' situation, both teacher(s) and student(s) may intentionally or unintentionally assume that the student lacks an ability, or skill-set for a particular subject area. When the educator actual missed an opportunity to present questions that not only triggering students' PK, but spark the students on a personal level. The result can be that students do not immediately recognize how that new information can be applied to: the present task and fa...

Teacher for Learning-Cornell Note-Taking Method & Extend Activity

Kwik Cornell Notes The Ted talk that I watched was Unleash Your Super Brain To Learn Faster | Jim Kwik . While taking notes using the Cornell Note-Taking method, I really focused on making things fit the off centered 'I'. This was a distraction. I also noticed that it bothered me if my spacing was off. As you can see by my notes that I needed to readjust the bottom line to accommodate for a final note. When I teach my students to use the Cornell Note-taking method, I think I'll teach them to draw an off-center 'T' and when the are ready for the summary make it an 'I'. I may also encourage them to re-write the notes adding colors or images at home as a way to reinforce the days lesson, or to keep a blank page between notes so that when they are ready to study before an exam they can read and then copy the notes on the next page.

Extending My Professional Development

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