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Dark as a Shadow: I Wonder Why sample Book Chapter
Book Chapter
Dark as a Shadow: I Wonder Why sample
By: Lawrence F. Lowery
Grade Level: Elementary School
This sample from Dark as a Shadow: I Wonder Why is written in lively rhymes, making it fun to learn the science behind why shadows change length through the day and disappear in the dark. Kids will learn to twist and bend or wiggle and shake, to see what kinds of shadows they can make?
This sample from Dark as a Shadow: I Wonder Why is written in lively rhymes, making it fun to learn the science behind why shadows change length through the day and disappear in the dark. Kids will learn to twist and bend or wiggle and shake, to see what kinds of shadows they can make?
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Session 4 Book Chapter
Book Chapter
Session 4
By: Marian Pasquale, Vivian Troen, and Bernie Zubrowski
Grade Level: Middle School
In this session, participants view and have an in-depth discussion about a post-observation conference for a lesson from the ice cream-making unit in Cindy Wrobel’s class. They fill out a mentoring journal, and they evaluate the mentoring journal from the video conference. Participants discover the implications for making ice cream, identify the best container in which to make ice cream and why, as well as enjoy the fruits of their labors. They also...  [view full summary]
In this session, participants view and have an in-depth discussion about a post-observation conference for a lesson from the ice cream-making unit in Cindy Wrobel’s class. They fill out a mentoring journal, and they evaluate the mentoring journal from the video conference. Participants discover the implications for making ice cream, identify the best container in which to make ice cream and why, as well as enjoy the fruits of their labors. They also examine components of communication and assess their own communication skills. The session ends with your introducing participants to the Mentor-Mentee Handbook and the Planning Guide which will guide their interactions.
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Member Price: $2.79      Nonmember Price: $3.49
How Can Playing With a Motion Detector Help Children Learn to Write Clear Sequential Directions?  Book Chapter
Book Chapter
How Can Playing With a Motion Detector Help Children Learn to Write Clear Sequential Directions?
By: Kathleen Dillon Hogan
Grade Level: Elementary School
Kathleen Dillon Hogan is a kindergarten teacher in the Calvert County, Maryland, public schools. When this paper was written, she was a first-grade teacher at Hyattsville Elementary School in Hyattsville, Maryland. Kathleen heard a colleague describe how her first-grade students were using motion detectors and computers to learn about line graphs (see Chapter 13). She interested her school’s reading specialist in trying this with her students, and...  [view full summary]
Kathleen Dillon Hogan is a kindergarten teacher in the Calvert County, Maryland, public schools. When this paper was written, she was a first-grade teacher at Hyattsville Elementary School in Hyattsville, Maryland. Kathleen heard a colleague describe how her first-grade students were using motion detectors and computers to learn about line graphs (see Chapter 13). She interested her school’s reading specialist in trying this with her students, and together they invented a new way to teach a language arts objective, writing clear sequential directions by using these devices. She documented her students’ learning by videotaping their actions and comments. She also made copies of their writings and drawings as they designed motions, predicted graphs, and tested their predictions. This free selection includes the Table of Contents, Foreword, Preface, and an About the Editors section.
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Session 9 Book Chapter
Book Chapter
Session 9
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: Middle School
In this session, participants identify a mentoring situation that has been challenging for them and explore ideas about how to become more effective mentors. They learn about different conflict management styles, identify their own, and consider the potential uses and limitations of each style. They make mini-pond environments to explore ecological and environmental concepts. They create concept maps and brainstorm various contexts that potentially...  [view full summary]
In this session, participants identify a mentoring situation that has been challenging for them and explore ideas about how to become more effective mentors. They learn about different conflict management styles, identify their own, and consider the potential uses and limitations of each style. They make mini-pond environments to explore ecological and environmental concepts. They create concept maps and brainstorm various contexts that potentially would support development of the mini-ponds.
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Member Price: $2.79      Nonmember Price: $3.49
Session 8 Book Chapter
Book Chapter
Session 8
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: Middle School
In this session, participants reflect on their mentor-mentee experiences thus far. They learn a protocol for examining student work, examine several pieces of student work, and discuss implications for the classroom. In the science segment, they study one pond organism in depth and create a schema for sorting pond organisms.
In this session, participants reflect on their mentor-mentee experiences thus far. They learn a protocol for examining student work, examine several pieces of student work, and discuss implications for the classroom. In the science segment, they study one pond organism in depth and create a schema for sorting pond organisms.
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Member Price: $2.79      Nonmember Price: $3.49
Session 7 Book Chapter
Book Chapter
Session 7
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: Middle School
In this session, participants review the purposes of the mentoring journals and develop a mini-curriculum to use in their work with mentees. They explore issues around giving and receiving help. They do a more in-depth investigation of a pond organism, choosing one question developed in Session 6 to investigate. Finally, they examine the literacy and formative assessment opportunities embedded in these kinds of pedagogical practices.
In this session, participants review the purposes of the mentoring journals and develop a mini-curriculum to use in their work with mentees. They explore issues around giving and receiving help. They do a more in-depth investigation of a pond organism, choosing one question developed in Session 6 to investigate. Finally, they examine the literacy and formative assessment opportunities embedded in these kinds of pedagogical practices.
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Member Price: $2.79      Nonmember Price: $3.49
Session 6 Book Chapter
Book Chapter
Session 6
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: High School
In this session, participants share their mentoring experiences thus far. They watch a video clip of a sixth-grade classroom where students are engaged in a pond study. Participants take on the role of the mentor and mentee and role-play the post-observation conference. Next, they investigate life science concepts through the context of a pond from the same unit used in the videoclip. Finally, they develop questions about a pond organism to further...  [view full summary]
In this session, participants share their mentoring experiences thus far. They watch a video clip of a sixth-grade classroom where students are engaged in a pond study. Participants take on the role of the mentor and mentee and role-play the post-observation conference. Next, they investigate life science concepts through the context of a pond from the same unit used in the videoclip. Finally, they develop questions about a pond organism to further investigate and discuss how they might help students develop investigable questions.
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Member Price: $2.79      Nonmember Price: $3.49
Session 5 Book Chapter
Book Chapter
Session 5
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: Middle School
The session begins with having mentors reflect on their mentoring experience thus far. You re-introduce the mentoring journal, and they consider difficult mentoring issues. Next, participants view a virtual classroom observation with a focus on the sense-making phase of inquiry, and they review the inquiry protocol. The session ends with you introducing, and engaging participants in, a discussion of the phases of new teacher development.
The session begins with having mentors reflect on their mentoring experience thus far. You re-introduce the mentoring journal, and they consider difficult mentoring issues. Next, participants view a virtual classroom observation with a focus on the sense-making phase of inquiry, and they review the inquiry protocol. The session ends with you introducing, and engaging participants in, a discussion of the phases of new teacher development.
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Member Price: $2.79      Nonmember Price: $3.49
Session 3 Book Chapter
Book Chapter
Session 3
By: Bernie Zubrowski, Vivian Troen, and Marian Pasquale
Grade Level: Middle School
In this session, you introduce participants to the second phase of the inquiry protocol—investigation and data collection. They have an opportunity to delve deeply into the specifics of that phase through a virtual classroom observation. In this video segment, a teacher works with her students on the same investigations as those in which participants engage in the science section of this session. In the science section, participants explore cooling...  [view full summary]
In this session, you introduce participants to the second phase of the inquiry protocol—investigation and data collection. They have an opportunity to delve deeply into the specifics of that phase through a virtual classroom observation. In this video segment, a teacher works with her students on the same investigations as those in which participants engage in the science section of this session. In the science section, participants explore cooling hot water with three different solutions: cold water, ice water, and ice-salt water.
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Member Price: $2.79      Nonmember Price: $3.49
Teachers Supporting Teachers in Learning Book Chapter
Book Chapter
Teachers Supporting Teachers in Learning
By: Diantha Lay
Grade Level: Elementary School, High School, Middle School
Diantha Lay is principal of an elementary school in Montgomery County, Maryland. When she wrote this chapter, she was just starting a new position for the county as a staff development teacher. Earlier she had been a second- and a fourth-grade teacher with a passion for science. When her county decided to establish the new position of staff development teacher in every school, Diantha embarked on a new adventure. In this chapter, she describes the...  [view full summary]
Diantha Lay is principal of an elementary school in Montgomery County, Maryland. When she wrote this chapter, she was just starting a new position for the county as a staff development teacher. Earlier she had been a second- and a fourth-grade teacher with a passion for science. When her county decided to establish the new position of staff development teacher in every school, Diantha embarked on a new adventure. In this chapter, she describes the formation of teacher study groups as she began to engage colleagues in developing a professional learning community in their school.
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Results: 1 - 10 of 2282 1 2 3 4 5 6 7 8 9 ... 229 Next