Monday, May 25, 2020

Saturday, May 9, 2020

Learning Maps and Lesson Plans--What are the Differences?


A learning map is similar to a  five step lesson plan in that includes elements of instruction. Elements of instruction include materials and procedures, two of the most important parts of a lesson plan.

A learning map contains UDL elements and classroom management strategies. A lesson plan does not.

Learning maps also refer to “Learner” as the student and “Target” as the standards and objectives.

A learning map contains the following:

PLANNING

Uses the guiding questions
Use what is already known about the Learner,
Create Target (standards, including ELD standards, goals, objectives)
Unpack Standard
Barriers to learning
Learner misconceptions about target
Whole group needs; focus student needs
UDL
Classroom Management


TEACHING

Write Instructional plan—include materials and procedure
Create Assessment—formal and informal
 
I’ve created a lesson plan for close reading  for all grade levels at http://www.commoncorestandardslinks.com/2014/09/grade-1-8-ccssclose-reading.html

Note that the lesson plan contains many elements from a learning map. Lesson plans are more commonly used in school districts.



Monday, May 4, 2020

Digital Resources that Support Online Learning at Home

It's an unfortunate situation to have children at home all day. They're used to being in school.

Here's a link, Resources that Support Distance Learning, that gives you some great online resources to help students whether you are a teacher or parent.

There are digital resources to content areas in ELA, math, writing, science, PE, history/social science and others to access at  https://www.cde.ca.gov/ls/he/hn/appendix1.asp#six

Dozens of links connect you from to worksheets in  math to to the videos of Khan Academy. Sites are user friendly. For example in order to find a video on Khan Academy, all you do is search for the topic that you want the video on.

One caveat to the website is that a few of the links require you to sign up, which is unfortunate because they want a phone number. 

Sunday, November 3, 2019

Social Emotional Skills and Holistic Education

Holistic education focuses on students identity in order for them to become good  community members by teachers instituting appropriate  moral, social, emotional, psychological and academic goals for functioning as a productive member of society.  As a teacher, you have to consider what's going on in students' lives order to teach the students coping skills to deal with challenging situations. Holistic education can really help students who are falling behind. Creating engaging lessons that reach all students is the primary focus of planning for instruction in most schools.  You can combine this inclusion with extensive education in all areas. "All students will learn the skills they need to succeed across all domains, including social, cognitive and academic" (Schwartz as cited in Volk, 2013, para. 5). Students perform better academically when teachers address the social emotional needs of students
Socio-emotional skills are for school, work and life. They include:
•Self-Awareness--conflict mediation, circle talk (talking stick), journaling
•Self-Management—self-motivate, self-control, regulate emotions
•Social Awareness—embrace diversity, empathy for others, role playing, service learning, social justice
•Relationship Skills— rules for working cooperatively, conflict resolution
•Responsible Decision-Making—choices lesson

Holistic education also aligns with an important Teacher Performance Expectations (TPEs) such as TPE element 3 of TPE Stnadard 1, which focuses on relating lessons to real life. 
TPE 1.3 states that beginning teachers will: "Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning." 
Most importantly, when teachers include social emotional goals as part of student learning they will end up with students who function better in class by being able to work with others in groups with diverse members.
Volk, D. (2013). UW's focus on holistic education is reshaping childhood learning.  University of Washington Magazine. Retrieved from https://magazine.washington.edu/feature/uws-focus-on-holistic-education-is-reshaping-childhood-learning/

Tuesday, August 27, 2019

Friday, October 12, 2018

Ebonics and Language Diversity

Currently, I'm in the prewriting stage for a book about language diversity. The book is based upon a real-life experience about when I taught in Oakland, California. I taught there during the Ebonics controversy (1980s).

That controversy was to have African American students use nonstandard language (Ebonics) as a springboard to learning standard English. I considered that it was just a different way of teaching grammar. I remember being trained how to teach it. It actually wasn't a bad idea because nonstandard language exists in popular culture and now from texting.

Controversy about Ebonics instruction came like a tidal wave because it was interpreted that people were saying that Ebonics was a language just like English.  Ebonics (called African American Vernacular English) has its roots in African language and culture.

Tuesday, October 2, 2018

ITL 600

Hello ITL Students and Others:

This is my blog.

It reads like a journal. This is my latest entry.

Check out the article about URLs.