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Curated PD specific “think” pieces to help you grow.
The above framework from Sundberg & Moncada (1994), Ohlhorst (1995), D’Avanzo (1996), and Grant & Vatnick (1998) takes this idea of ownership and applies it to inquiry-based learning. The result is a kind of spectrum analyzing the nature of teaching inquiry, moving close-ended demonstration to open-ended inquiry and even collaboration with the researchers themselves.
As remote teaching and learning become more common–if not the standard in many places over the next six months–I thought it might be useful to offer some remote teaching tips to engage students in distance learning.
As far as the children on Team 1 know, their team has always been in first place. Always the best at this. These children didn’t do anything themselves to earn this, and in fact, some of them aren’t very good at fixing run-on sentences, but their team is so far ahead that it doesn’t matter. They would have to suddenly start losing many, many games in a row before there was any threat of them not being in first place.
Let me be clear right away: I prefer physical books with soft (but a durable, right-kind-of-soft) covers.
In general, I dislike Readers as a matter of personal preference. This post, however, is not about what I ‘like.’ It’s also not about sentimentality. Rather, this is about how technology can make reading better for most people in most circumstances.
With so many curricular and time restraints on teachers, how can we be expected to explicitly teach empathy in a meaningful way?
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