Dr. Kendra Strange's Social Stream:

  • Rotation stations allow students to learn in a range of modalities, while making differentiation manageable for one teacher.

    Highlander Charter School, Lower School
    GRADES PK - 6 | PROVIDENCE, RI

    Explore more resources from this school:
    https://www.edutopia.org/article/stw-highlander
  • Forgetting starts as soon as learning happens, but you can make your teaching stickier with these 5 tips.

    Learn more about the research here: https://www.edutopia.org/article/why-students-forget-and-what-you-can-do-about-it
  • What Is The Role of an Instructional Coach? 4 minute movie montage showing the many roles instructional coaches can have as they collaborate with teachers and administrators. I created this movie montage to introduce the role of the instructional coach and to inspire teachers to take advantage of their help.
  • http://ccllead.me/Br73

    Feedback can be uncomfortable to give, but with the right technique it can go more smoothly. Avoid these 10 common blunders when giving feedback to others, taken from the Center for Creative Leadership's guidebook Feedback That Works: http://ccllead.me/Br73

    Mistake #1: The feedback judges individuals, not actions Putting feedback in judgmental terms puts people on the defensive. And you’ve sent the message that you know what is right or wrong.

    Mistake #2: The feedback is too vague. Steer clear of generalized, cliche’ catch phrases. If you want to really encourage someone to repeat productive behavior, you have to let them know what they did so they can keep doing it.

    Mistake #3: The feedback speaks for others. Stick with the information that you know. Dragging a third party’s name into the mix only confuses the recipient, who then wonders why others are talking about them behind their back.

    Mistake #4: Negative feedback gets sandwiched between positive messages. It may seem like a good idea to unburden the blow of negative comments with positive ones, but the recipient is smart enough to read between the lines, too.

    Mistake #5: The feedback is exaggerated with generalities. Avoid those two little words, “always” and “never.” It puts people on the defensive because there is usually that one time…

    Mistake #6: The feedback psychoanalyzes the motives behind behavior. It could be a divorce, resentment over a co-worker’s advancement, or burnout, but whatever you think you know about someone’s intents and motives is probably dead wrong.

    Mistake #7: The feedback goes on too long. Know when to stop. People need time to process the information they have received.

    Mistake #8: The feedback contains an implied threat. Telling someone their job is in jeopardy doesn’t reinforce good behavior or illustrate bad behavior. It only creates animosity.

    Mistake #9: The feedback uses inappropriate humor. You might use sarcasm as a substitute for feedback, especially if you are uncomfortable giving it in the first place. Keep the snide comments to yourself.

    Mistake #10: The feedback is a question, not a statement. Phrasing feedback as a question is too indirect to be effective. And it may even be interpreted as sarcastic. Really?

    Learning from your mistakes is important. Have you encountered any of these common mistakes during your career?
  • Julie Jackson leverages six steps of effective feedback to show Carly Bradley how to raise the rigor of her questioning. Watch how Julie gets Carly to do the thinking and to practice on the spot.
  • http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies
    A coach working one-to-one with a teacher, to model and observe classroom practice and to support reflection and professional conversation. The aim is to build a partnership to develop evidence-based teaching practices.
  • How to establish effective helping relationship in learning environments by respecting the professionalism of teachers and treating them as equal partners. Corwin Author Jim Knight discusses the secret to successful professional development. Learn more here: http://www.corwin.com/books/Book235617
  • David Ginsburg illustrates a key coaching practice: helping teachers apply feedback from a specific context to their teaching in general. This clip also shows the power of procedures to help create a positive, productive classroom.
  • More here: http://www.giveitaway.net/pyp-resources.html
    Unveiled at the Making the PYP Happen Workshop at Beanstalk International Bilingual School in Beijing (August 2013) this video introduces new practitioners to this big curriculum framework. Frankly, it served as a great refresher for me as well, reinforcing my belief in the power of digital storytelling to reinforce learning while developing communication and ICT skills.
  • AP or IB? Which do universities prefer? And which should you take?

    AP, short for Advanced Placement, is a program created by College Board which offers college-level courses for high school students. It’s also famous for producing the much loved SAT test. Good performance in AP shows you can deal with college-level work and if you’re applying to UK universities, it’s often the minimum entry requirement.

    IB is a life choice where you can either choose good grades, a social life or getting enough sleep. And you cannot chose getting enough sleep. On a serious note, IB is a 2-year diploma program which encourages interdisciplinary learning through taking subjects in six different disciplines, engage in meaningful experiences through Creativity, Action, Service and training critical thinkers through its 4000 word Extended Essay.

    AP allows students to choose from a list of 38 subjects whereas IB has a set structure in place. You want to get a 4 and above in AP or 6 and above in IB as it allows you to gain college credit on top of giving you the best chance at the elite universities. Your AP subject score comes down to an external assessment in May of each year whereas an IB subject grade consists of multiple assessments throughout the last 2 years of high school.

    The question most often asked is, which curriculum do universities prefer? They don’t. They love both equally. If you’re still wondering which to pick, AP is suitable for students who want to specialise in certain subjects, is a good test taker, and an excellent opportunity for those who want to highlight a knowledge area that may not be offered at their school. IB is a great option for students who are strong writers, well-rounded, organised, and seek an experience beyond the classroom. Now, what’s best for you?

    https://www.theadmissionscoach.hk
  • This video is all about the International Baccalaureate Programme-- what it is, my experience, pros + cons, whether it was worth it, how it compares to the AP program, and my tips to succeed!

    ALSO, MY FINAL SL COURSE WAS FRENCH, *NOT* ToK LOL (was too traumatic I forgot to mention it in the video)

    Check out my other academic related videos! 8)

    How To Become Valedictorian/Succeed in School: https://www.youtube.com/watch?v=a0LNOX1NJC4
    How To Win Scholarships!: https://www.youtube.com/watch?v=HYby0DVnTII&t=15s

    Instagram: https://www.instagram.com/crystalkayann/
    Snapchat: crystalkayan

    Music by: https://soundcloud.com/cluelesskit (support your local artists!)
  • Wildwood IB World Magnet School uses the inquiry-based model to put students in charge of their learning, with lessons that stem from student questions and harness the power of curiosity.

    Wildwood IB World Magnet School
    GRADES K-8 | CHICAGO, IL

    Explore more resources from this school:
    https://www.edutopia.org/school/wildwood-ib-world-magnet-school
  • email: bookishsophia [at] gmail [dot] com
    twitter: http://twitter.com/thebookbasement
    instagram: @bookishsophia
    book channel: https://www.youtube.com/user/thebookbasement
  • James McSwain shares his journey with the IB programmes, how he views them as the future of education, and how, in his words, it is a way of being.
  • The IB Primary Years Programme described by teachers and students in their own words.
  • Colin Pierce explains his view on international mindedness, a process he sees as being based in the development of empathy.
  • Shared Reading is a teaching approach generally used in a whole class group where all students are able to see the same text. It is used to enable students to read and enjoy books that they may not be able to read independently, and to introduce and reinforce literacy skills and strategies before students are expected to apply them in guided or independent reading. Visit http://www.keylinks.com.au
  • Watch more How to Teach Your Child to Read videos: http://www.howcast.com/videos/460474-What-Is-Guided-Reading-Reading-Lessons



    Hi. my name is Anne Glass. I'm a reading and learning specialist at a private school in New York City and I work with Kindergarteners through 3rd graders on Reading, Word Study, and Writing Skills. In addition to be a reading specialist and learning specialist, I'm also a parent and today I'm going to talk to you about topics in reading Guided reading refers to a method of reading instruction which one teacher will work with a small group of students, usually about 4 or 5, all reading the same text. This will be a book the teacher has selected that is going to be on the level of all the students in the group. Which also suggest another thing about guided reading? That these are homogenous groupings, they are not heterogynous, but they are based on the level of reading that each of the students is at in that group. The teacher will select a text and the students will take turns reading round robin style, with the teacher monitoring for accurate decoding and fluency. She might also interrupt periodically to ask questions about comprehending the text. Students will take turns reading a page or two at a time depending on the text that they are reading, and will often have to answer questions or have a discussion about the text at the end of the guided reading session. Guided reading sessions generally last about 15 to 20 minutes. Guided reading is a great way for class room teachers to give individual attentions to their students and have an opportunity for the to read orally, which often doesn't happen in a class of 20 or 25 with one teacher. While the guided reading class is going on the rest of the class can be reading independently and guided reading groups can happen on a rotational basis so that one day your child might be reading independently and on another day maybe once or twice a week he's getting a guided reading session with an instructor.
  • A master teacher in Anchorage, Alaska, establishes a cooperative-learning environment in an upper-elementary classroom. For more information and resources, visit http://www.edutopia.org
  • Looking for a simple way to ensure all voices are heard in your classroom? Try equity sticks.

    University of Wyoming Lab School
    GRADES K - 8 | Laramie, WY
    Get more strategies for the classroom at Edutopia.org
  • In this 3rd grade classroom, students are close reading the text, "I Like the Way You Are," by Eve Bunting. This whole group mini lesson demonstrates how to teach students that authors use SCENES to STRUCTURE the story. As a way to teach the Common Core standards for Craft and Structure in Literature, get your readers analyzing the text through the lens of how scenes are connected.
  • We asked some students, and this is what they told us.
  • David Wilson, a 12th grader at REALM Charter School in Berkeley, California, describes how his experience designing and building in maker education program Studio H gave him a voice when he needed one most.

    Learn more: https://www.edutopia.org/article/changing-who-gets-make-world-tom-berger

    Learn more about Studio H: http://studio-h.org/

    Watch a video of Studio H's Founder describing her work engaging kids through building and design: https://youtu.be/MTR4_2rJsWw
  • Your students can improve their work by recognizing the strengths and weaknesses in the work of others.

    Two Rivers Public Charter School
    GRADES PK - 8 | WASHINGTON, DC

    Explore more resources from this school:
    https://www.edutopia.org/school/two-rivers-public-charter-school
  • Please join myself, Bonnie McClelland, Molly Santkuyl, Melissa Lovejoy and Amy Kappele as we share how we get started with reading in the beginning weeks of Kindergarten!
  • http://www.lauracandler.com/strategies/litcircles.php
    In this webinar, Laura Candler explain the Classroom Book Clubs approach to Literature Circles. More information can be found on her Literature Circles page on Teaching Resources.
  • Enjoy the Podcast? Support for this episode came from: My Awesome Supporters! Become awesome today! Feedback, Shoutouts, and Links Tina Monteleone left a great Apple Podcasts review! Who better to spend my weekly commute with than Chris Nesi. Chris and his #HouseofEdTech fill my mind with thought provoking ideas, great new edtech tips, and teaching strategies from amazing educators from all over our country. Chris and his commentary NEVER disappoint! Thanks Chris for #keepingitreal ✌️ PodcastPD Podcast with Stacey Lindes, AJ Bianco and I Tomorrow's Classrooms Today Conference #EdTech Thought (3:50) Stay Focused and Not Be Overwhelmed by Tech Here are some helpful tips to keep in mind the next time you’re having trouble keeping your thoughts in order: 1 - Work Within Your Brain’s Natural Schedule 2 - Reward Your Mind for Staying Focused 3 - Take Breaks (Real Breaks) 4 - Forget Multitasking 5 - Find Work That Keeps You Genuinely Engaged 6 - Practice Mindfulness 7 - Chew Gum #EdTech Recommendation (10:57) iLoveIMG is the simplest way to save time while working with images. iLoveIMG lets you modify images in bulk, fast! Everything you need for compressing, cropping, converting, and resizing is right here. You can even make animated GIFs in just a few clicks. Featured Content (12:00) This episode was inspired by George Couros's blog post, "It Is Time to Move Away from the Idea of “Tech Leads”? Here are the interesting quotes I commented on:

    For many people that have “technology” in their title, no matter the role, it means to other people “please come fix things in my classroom that use electricity”. "Another concern is that when “technology” is in the title of a position that is not about IT, it almost forces you to find ways to use technology in a classroom setting, whether good or bad. Go to a conference and someone uses Kahoot in a session, and then suddenly you have Kahoot parties popping up all over your school. Is this leading to deeper learning, or simply using technology more in classrooms for the sake of justifying a position?" Innovative Teaching and Learning Specialist is more the route we should go when it comes to crossing technology and curriculum. An ITL would assist teachers' integration of technology but more importantly, an ITL would work to improve instruction.

    Obviously, I would love to be in this type of position and make an impact on students AND teachers.

    So if you know someone who needs a guy like me send them my way!

    Purchase George Couros's book, The Innovators Mindset. House of #EdTech VIP (17:10) JULIE DANIEL DAVIS - Julie is from Chattanooga, TN where she is a wife, mom, tech coordinator, Bama fan. Julie is the Co-mod of #TnEdChat, team member of #edcampgigcity 2015 Top 50 k-12 IT Blogger Connect with Julie Daniel Davis:

    Twitter: Follow @juliedavisEDU Website: techhelpful.blogspot.com [shortcode-variables slug="connect"]
  • Author James Nottingham describes how the Learning Challenge can be the catalyst for school-wide change and professional learning.
  • http://www.heinemann.com/products/E00871.aspx
    Units of Study author Lucy Calkins discusses trends in reading workshops over the years and why effective reading workshops are important for developing effective English and literacy teachers.
  • http://www.avenues.org
    Title: Reading and Writing Project Workshop
    Date: September 14
    Chapters: 7
    Chapter 6 Title: Implementation
    Subject: Methods of teaching reading and writing to students of all ages
    Speakers: Lucy Calkins, founder and director of the Teachers College Reading and Writing Project
    Synopsis: Reading and writing are fundamental skills for all students. Lucy Calkins leads a workshop on the full range of issues surrounding the teaching of reading and writing, from teacher education to curriculum design, standards and implementation.
    Duration Chapter 6: 6:51

    The Avenues Series has been created by Avenues: The World School.

    The purpose of these sessions is to explore advanced concepts in education with pioneering thought leaders.
  • http://www.avenues.org
    Title: Reading and Writing Project Workshop
    Date: September 14
    Chapters: 7
    Chapter 4 Title: Curriculum
    Subject: Methods of teaching reading and writing to students of all ages
    Speakers: Lucy Calkins, founder and director of the Teachers College Reading and Writing Project
    Synopsis: Reading and writing are fundamental skills for all students. Lucy Calkins leads a workshop on the full range of issues surrounding the teaching of reading and writing, from teacher education to curriculum design, standards and implementation.
    Duration Chapter 4: 3:10

    The Avenues Series has been created by Avenues: The World School.

    The purpose of these sessions is to explore advanced concepts in education with pioneering thought leaders.
  • http://www.avenues.org
    Title: Reading and Writing Project Workshop
    Date: September 14
    Chapters: 7
    Chapter 3 Title: Teaching Education
    Subject: Methods of teaching reading and writing to students of all ages
    Speakers: Lucy Calkins, founder and director of the Teachers College Reading and Writing Project
    Synopsis: Reading and writing are fundamental skills for all students. Lucy Calkins leads a workshop on the full range of issues surrounding the teaching of reading and writing, from teacher education to curriculum design, standards and implementation.
    Duration Chapter 3: 3:00

    The Avenues Series has been created by Avenues: The World School.

    The purpose of these sessions is to explore advanced concepts in education with pioneering thought leaders.
  • http://www.avenues.org
    Title: Reading and Writing Project Workshop
    Chapter 2 Title: Reading and Writing Skills
    Subject: Methods of teaching reading and writing to students of all ages
    Speakers: Lucy Calkins, founder and director of the Teachers College Reading and Writing Project
    Synopsis: Reading and writing are fundamental skills for all students. Lucy Calkins leads a workshop on the full range of issues surrounding the teaching of reading and writing, from teacher education to curriculum design, standards and implementation.
    Duration Chapter 2: 6:14

    The Avenues Series has been created by Avenues: The World School.

    The purpose of these sessions is to explore advanced concepts in education with pioneering thought leaders.
  • http://www.avenues.org
    Title: Reading and Writing Project Workshop

    Subject: Methods of teaching reading and writing to students of all ages
    Speakers: Lucy Calkins, founder and director of the Teachers College Reading and Writing Project
    Synopsis: Reading and writing are fundamental skills for all students. Lucy Calkins leads a workshop on the full range of issues surrounding the teaching of reading and writing, from teacher education to curriculum design, standards and implementation.

    The Avenues Series has been created by Avenues: The World School.

    The purpose of these sessions is to explore advanced concepts in education with pioneering thought leaders.
  • Visions for Learning, Inc
    Educational Consulting Group
    in collaboration with
    The Visual Collective
    Presents
    A Look at Reading Workshop: Part 1

    A special thanks to the teachers at Wilmar County Elementary Schools.
  • http://lauracandler.com/strategies/readingworkshop.php

    In this webinar, Laura Candler shares strategies for implementing the reading workshop approach. You can learn more about reading workshop on her Reading Workshop page on Teaching Resources.
  • This video will give you a picture of the goals and format of Reader's Workshop.
  • Gia Truong, CEO of Envision Schools, a network three high schools that serve mainly low-income black and Latino students who are working to be the first in their families to go to college, describes how Envision is creating a supportive culture that “interrupts education inequity.”

    Learn more: https://www.edutopia.org/article/school-wide-culture-equity

    Learn more about supporting first-generation college students: https://www.tgslc.org/pdf/files-sfts_what_works.pdf

    Watch a video of an Envision Academy graduate talking about her experiences: https://www.youtube.com/watch?v=yHxE5Ylmvzg
  • Imagine a safe space where students with autism can go to calm their bodies and then get back to the business of learning.

    Hanover Elementary School
    GRADES PK - 5 | MERIDEN, CT

    Explore more resources from this district:
    https://www.edutopia.org/school/meriden-public-schools
  • Our Year 1 teachers go through the Phase 3 phonics for you.
  • This is a video clip from the DfES Letters and Sounds Programme (2007) used to teach children to read in many schools. This clip shows children learning how to blend sounds to make CVC words. Sound buttons are shown (dots under each phoneme) to help children discriminate between the individual sounds. Children read the sounds in a word first quite slowly, and then the teacher gets the children to speed up the reading of the individual phonemes - fast enough so that the children can then 'hear' the blend. Children have their own phoneme boards where they get to make up CVC words of their own by combining sound cards.