Quick writes, Content areas, Students & more… EdChat News Friday, February 23

EdChat News TLDR / Table of Contents

  • Listen to this post as a podcast (transcript): – – More teachersare being asked to support student literacy in all content areas.
  • But if you have spent yourcareer learningbest practices in science, social studies, physical education, music, math, or one of many other content areas, the idea of teaching students how to write on top of covering yourown contentmay seem impossible.
  • You dont need an English degree to getreally goodat helping students build writing proficiency in your content area.
  • In this podcast episode, youll learn seven easy strategies (plus one bonus tip) to support student writing skills without having to stop teaching your content.
  • These strategies are simple, but they take some practice: Lets work together to help our students become strong, confident writers, no matter whose classroom theyre in.

Tags: Quick Writes, content areas, English language arts, student writing skills, HS business teacher

  • In his book, Good Thinking: Teaching Argument, Persuasion, and Reasoning, Palmer shows us how to teach our students to wade through the deluge of arguments they face on a daily basis, to discern the good from the bad, and to know when theyre being duped by persuasive tricks.
  • If we can help students see the argument in a variety of situations, in and out of the classroom, we can help them better understand how to construct and deliver their own thoughts.
  • Palmer suggests beginning by defining the words students need to know: argument, conclusion, premise (or statement for younger students), and evidence.
  • I started reading this book just three weeks before my students began their argument essay unit.
  • This week, as a matter of fact, my students and I have defined the terms as Palmer suggests, then we looked at and created syllogisms, expanded those to larger arguments including evidence, and identified faulty logic.

Tags: students, Palmer, argument, reasoning skills, Good Thinking

  • Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students.
  • In a presentation at the International Society for Technology in Education (ISTE) conference on anarray of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt: – – We can best help…
  • Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments.
  • But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled many tools kids might use to organize their thoughts.
  • Levesque said many of Littletons teachers use a strategy called find richer words when students are editing digital documents.

Tags: students, Levesque, teachers, ,

  • Google Slides now has some amazing new templates that will make your presentation shine!
  • In the new template gallery, you will find templates for all kinds of purposes including: – – There are some great options to choose from, and you can customize these templates using the Master Slide (more on that in a coming post).
  • Slides Carnival is a third-party option that has really stepped up the template game!
  • Slides Carnival offers BEAUTIFUL templates with lots of different looks and colors to help set the tone for your presentation.
  • Another third-party option for great Google Slides templates is

Tags: Google Slides, Google Slides presentations, Google Slides homepage, Google Slides Templates, great Google Slides

  • Some teachers will probably hate me for even mentioning next year when we still have a month of school left, so my apologies for those of you who dont have the bandwidth to think about it yet.
  • I create a Things to Revamp for Next Year Google Document to reflect on the year and brainstorm new strategies, routines, lesson ideas, project concepts, and skill labs that I want to build into my classroom and curriculum next year.
  • Adding items to my revamp list allows me to identify the aspects of my current teaching reality that arent working well and gives me a place to articulate how I can make them better next year.
  • When I am stressed out or feeling frustrated, I tend to organically think of a multitude of different ways to improve my current situation, so I want to capture those great ideas for next year.
  • This is a simple sanity-saving strategy that Ive come to lean on in my moments of desperation at the end of the school year, so I wanted to share it with other teachers who might also be feeling down or being too hard on themselves.

Tags: teaching, brainstorm new strategies, teaching reality, simple sanity-saving strategy, time

  • If enabled in the settings of your class in Google Classroom, class comments offer a way for students and teachers to communicate and collaborate in a way that the entire class can view.
  • Class comments will appear in the stream, as well as give students and teachers to option to reply in the stream.
  • To Enable Class Comments, go to the Students tab, and use the drop down to select from the following options: students can post and comment, students can only comment, or only teacher can post and comment.
  • Class comments look almost identical from the teacher and student views.
  • My students dont understand where to respond to a discussion question when class comments are enabled.

Tags: class comments, Google Classroom, students, ,

  • There is a difference between personalized learning and is a kind of personalized instruction, where teachers adjustprocess, & product, according to astudents readiness, interest, & learning style.
  • Planning of the learning starts with the content, and the content remains the same for all students.
  • This is a school and curriculum-centered approach that attempts to amend the delivery of the content to match the students needs, strengths, and general readiness.
  • Personalized learning starts with the learner and asks the question, What does this student need to understand, and how best can that happen?
  • This is a student-centered approach, and is built around the idea of recognizing the vast differences in studentsnot just in terms of literacy or schema, but an authenticneed to know.

Tags: TeachThought Staff, general readiness, student-centered approach, Mia MacMeekin, vast differences

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