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Julie Stover
(page: 1 2 3 4 5 ... last page)
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Jun 28 2011, 12:19 PM EDT by
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Thread started: Jun 12 2011, 11:44 PM EDT
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Beating the Comprehension Conundrum
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RE: Julie Stover
By: ,
Jun 28 2011, 12:19 PM EDT
"Julie Stover presented great ideas. I really liked the comprehension tool kit she created for her students. I am interested in creating the strategy cards and using them with my higher readers. I can see how beneficial the cards will be in developing my student's comprehension skills. I also learned so many other ideas including the "improved" KWL chart, summarizing notes, and main idea circles. I am excited to go back and implement these ideas in my classroom." Agree! The strategy cards would be great to use with higher level readers in kindergarten. I, as well, learned the many new ideas as you. Had not seen the new "improved" KWL chart. I use KWL charts a lot in kindergarten. I will use the new version from now on!
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Paula Gilbert
(page: 1 2 3 4)
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Jun 28 2011, 12:06 PM EDT by
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Thread started: Jun 12 2011, 11:00 PM EDT
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Book Tasting of the Newest Releases
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RE: Paula Gilbert
By: ,
Jun 28 2011, 12:06 PM EDT
"this is my second year attending Paula Gilbert's break out session and again I leave with some new ideas of what books to use. Though I go to the library regularly, it can be easy to miss some great stories unless someone recommends them. " This is only my first year attending Paula Gilbert's breakout session. I totally agree that it is nice to have someone recommend books to read. I do not get to the library and am not up with current books. So this was wonderful for me to have someone share so many new good books that I can use in my classroom.
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BethAnn Pratte
(page: 1 2 3 4)
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Jun 27 2011, 4:45 PM EDT by
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Thread started: Jun 12 2011, 11:01 PM EDT
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Intervention: The Brain-based Approach
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RE: Dr. BethAnn Pratte
By: ,
Jun 27 2011, 4:45 PM EDT
I quickly learned last year that Dr. Pratte has a vast amount of knowledge about the brain and it is just a privilege to hear her speak on the topic. Dr. Pratte really provided background on different disorders and possible interventions. She really emphasized a critical point of intervention vs. remediation. I appreciate how willing Dr. Pratte is to share all of her resources and suggestions for possible helpful professional texts, websites, etc. I was previously unfamiliar with some helpful websites Dr. Pratte suggested in relation to speech and language disorders, such as earobics, hearbuilder, and dragonspeaks. Her handout on the multiple intelligences and active verb suggestions for higher level thinking will be something I will refer to frequently during planning and instruction. Additionally, a significant number of the facts that she shared about ADHD really made me think, such as 35% of students diagnosed with ADHD never finish high school and that over 40% of untreated boys with ADHD will be arrested for committing a felony by age sixteen. I also want to share some of the slides and visuals Dr. Pratte shared with us about the importance of sleep with some of my parents on Back-to-School night. I wish I could have had more time to listen to Dr. Pratte speak!
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Jennifer Myers ( replacement for Amy Hare)
(page: 1 2 3 4 5 ... last page)
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Jun 27 2011, 4:42 PM EDT by
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Thread started: Jun 12 2011, 11:39 PM EDT
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Quick and Effective Interventions
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RE: Jennifer Myers ( replacement for Amy Hare)
By: ,
Jun 27 2011, 4:42 PM EDT
Jen gave a lot of practical activity suggestions in many different areas. I especially enjoyed her sharing of a “think aloud” bubble during modeling/think aloud time to help create a visual tool to signify when the reader is thinking about the text. I have used something similar, but I liked her version and her additional suggestion of creating enough so that students, after explicit modeling, can practice using the think aloud cloud in partners, where one partner reads and pauses to allow the other partner to do a think aloud, and then they switch. I also found the emoticon faces pictures to practice fluency in a number of different ways quite interesting, as well as the idea to create word footprints for sight words student should know. The students who learn from movement would especially benefit from seeing how far they could walk on the footsteps to show how many sight words they know.
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Dr. Joan Crouse
(page: 1 2 3 4)
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Jun 27 2011, 4:41 PM EDT by
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Thread started: Jun 12 2011, 11:45 PM EDT
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Assessment Should Be a Video Rather Than a Snapshot
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RE: Dr. Joan Crouse
By: ,
Jun 27 2011, 4:41 PM EDT
Joan talked about how assessment has progressed in her district to really offering a more comprehensive viewpoint than before. Her district started implementing the workshop model after some training. It was helpful for me to hear how Joan’s district has grown in their RTII efforts. I will take away the idea of the assessment wall that Joan talked about and correlates with chapter five in the RTI book. I enjoyed being able to look at a sample assessment card of a student to see how they keep track of assessment data. A blue card is used for a student’s reading data (benchmark assessment, comprehension check, 4Sight, reading levels, etc.) and a yellow card is used for a student’s writing data. They use a special code (different coded stickers mean a child is receiving reading support, etc.) on the back of the cards to note services, etc. specific students are receiving. I appreciated hearing the different interventions done with K-3 in her district and Joan really emphasized how critical professional development is to school progress.
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Michael Williams
(page: 1 2 3 4 5)
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Jun 24 2011, 10:14 PM EDT by
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Thread started: Jun 12 2011, 10:59 PM EDT
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Motivating Boys to Read
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RE: Michael Williams
By: ,
Jun 24 2011, 10:14 PM EDT
This idea of having the a male teacher work with a girls' book club would be a great classroom research project and compare it to a female teacher working with boys' in a book club setting.
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juliebwise |
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Chris Owens and Aimee Bechtel
(page: 1 2)
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Jun 24 2011, 8:14 PM EDT by
nancyschnelli |
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Thread started: Jun 12 2011, 10:55 PM EDT
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Essential Skills for the Love and Logic Classroom
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RE: Chris Owens and Aimee Bechtel
By: nancyschnelli,
Jun 24 2011, 8:14 PM EDT
I attended last year's institute and saw Charles Fay. That year I had a tough group of kids. I wish I had had these strategies last year. I spent last summer working on the Love and Logic philosophy. I used it this year and IT WORKED! I enjoyed Chris and Aimee's session and got additional ideas to add to my toolbox. I was so much less stressed and my kids had to be happier. Thanks.
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Jennifer Kilmer
(page: 1 2 3)
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Jun 24 2011, 2:07 PM EDT by
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Thread started: Jun 12 2011, 10:57 PM EDT
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Reciprocal Teaching in Reading
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RE: Jennifer Kilmer
By: ,
Jun 24 2011, 2:07 PM EDT
"As a first grade teacher I think the pocket chart strategy will be a good tool to use during my interactive read aloud. I wil really have to do a lot of preteaching of genre,authors purpose,text structure and reading strategies.But I can really see this being a good whole group activity." I would love to have seen this. I would love to use this with my Title I first graders.
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Peter Dewitz
(page: 1 2)
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Jun 24 2011, 11:37 AM EDT by
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Thread started: Jun 12 2011, 10:57 PM EDT
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Using Your Core Reading Program Effectively: The First Step for RTI
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RE: Peter Dewitz
By: ,
Jun 24 2011, 11:37 AM EDT
Dr. Dewitz really shared some enlightening thoughts about the use of DIBELs in our school. I continue to feel that we rely too heavily on this one single assessment. I will do all that I can to assess my students in the classroom in an attempt to paint a larger and more reflective picture of their needs. Using DIBELs as a "be-all-end-all" will not help our students and providing specific DIBELs driven interventions only teach our students to do well on these tests, not to be better readers.
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Justine Kloske
(page: 1 2 3 4)
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Jun 24 2011, 10:26 AM EDT by
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Thread started: Jun 12 2011, 10:56 PM EDT
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Literacy Notebooks
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RE: Justine Kloske
By: ,
Jun 24 2011, 10:26 AM EDT
"Justine provided us with some realistic ways to run reading workshop through the use of literacy notebooks. What is nice about it is that everything is in one book and all students in the Dallastown School District own a notebook. What a great way for teachers to be in sync not only across grade level, but also throughout the building. I particularly liked the "Book Talk Discussion Sheet" because it contained questions that require higher-level thinking." Consistency! Once the kids get to 5th and 6th grade, it must be sooo easy for the teachers to set those notebooks up...awesome! I also really liked the book talk worksheet. I have done book talks in the past, but I really like the way that these were set up. I look forward to using them next year!
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juliebwise |
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Lynne Dorfman and Rose Cappelli
(page: 1 2 3)
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Jun 24 2011, 8:58 AM EDT by
crystalfreed |
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Thread started: Jun 12 2011, 11:03 PM EDT
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Creating Successful Writers with Mentor Texts
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RE: Lynne Dorfman and Rose Cappelli
By: crystalfreed,
Jun 24 2011, 8:58 AM EDT
"My students had a writer's notebook last year, but that was only because a colleague attended a workshop and came back with the idea of using a writer's notebook, and I thought, "okay", I'll try it too. Each of my students had a writer's notebook but I never had them use it properly or enough. I now have more ideas of what to include in the writer's notebook, and it will be goal to use it A LOT more this coming school year." I have used writing notebooks for three years. Every year, as I get more ideas, they get better. I now type up and give my students important resources that we discussed through our mini lessons. They use these resources to help them become writers. This visual also allows them to transfer concepts. Our district also uses mentored text. I have thought about somehow including a resource related to these mentored texts and always having these books available to students. That was one thing I took from this presentation. The students used these books during writing.
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Emily Kissner
(page: 1 2)
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Jun 24 2011, 8:25 AM EDT by
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Thread started: Jun 12 2011, 10:56 PM EDT
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Writing about reading: The Challenges of Open-ended Responses
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RE: Emily Kissner
By: ,
Jun 24 2011, 8:25 AM EDT
"Ok, Emily, this sounds like common sense. We know there is reciprocity in reading for writing. Thanks for sharing your other book titles. WE NEED to look at "The Forest and the Trees"...to gain some of your practical methods for differentiating the details within the whole picture. Open-ended responses for reading can really show strengths and needs of each learner's levels of deeper knowledge for comprehension, processing, and expression- it's synthesizing. Since we need to prepare students especially for our state's testing, this presentation reiterated the need for more explicit teaching for student success. The visual cuing ideas you shared can easily be adapted for other grades. The flow chart for analyzing written responses and diagnosing sequential instruction will be helpful to many!! We need to teach 'robust' vocabulary found in open-ended response prompts." I agree with you on how open-ended responses give us good data for understanding student's strengths and needs. I did not attend this breakout session, I want to see this flow chart and see if it would work with my students. Plus, I didn't even think about using the open-ended response prompts to teach vocabulary.
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juliebwise |
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Holly and Steve Baublitz
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6 |
Jun 24 2011, 8:07 AM EDT by
JoleneKingston |
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Thread started: Jun 12 2011, 10:59 PM EDT
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The Plan: Note-taking Strategy
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RE: Holly and Steve Baublitz
By: JoleneKingston,
Jun 24 2011, 8:07 AM EDT
"Holly and Steve provided simple solutions and PLANS to implement in the classroom to improve vocabulary. Steve was able to show a simple way to help students create their own outline from a chapter. Both people were able to show the importance of developing a relationship/understanding of other's interests to help develop that bond between teacher and student." I agree! We have become so focused on the curriculum and skill development that we have gotten away from the essential importance of connecting with our students!
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Laura Szkudlapski
(page: 1 2 3 4 5)
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Jun 24 2011, 3:50 AM EDT by
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Thread started: Jun 12 2011, 11:01 PM EDT
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Using Manipulatives to Motivate and Engage Students
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RE: Laura Szkudlapski
By: ,
Jun 24 2011, 3:50 AM EDT
Erica,
Most of the materials I brought were from ACMoore's sidewalk sale. Don't forget to save your receipts!
:) Laura
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Erik Wittmer
(page: 1 2 3 4 5)
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Jun 23 2011, 11:04 PM EDT by
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Thread started: Jun 12 2011, 11:41 PM EDT
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Sixty Web 2.0 Tools in Sixty Minutes to Differentiate Instruction in the Language Arts Classroom
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RE: Erik Wittmer
By: ,
Jun 23 2011, 11:04 PM EDT
"This session was so informative. I appreciate the list of resources and the fact that they are all listed in one place on Erik's wiki. I am excited to start using some of these tools in the next school year, as I see such benefit from using them. These tools can easily be used to differentiate instruction." I also plan on using some of them for differentiating instruction. What a great list of resources!
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juliebwise |
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Carrie Thompson and Kirsty Houck
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9 |
Jun 23 2011, 7:36 PM EDT by
paulmilot |
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Thread started: Jun 12 2011, 10:58 PM EDT
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Creating a Collaborative and Reflective Culture: The Presentation of Student Work
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RE: Carrie Thompson and Kirsty Houck
By: paulmilot,
Jun 23 2011, 7:36 PM EDT
I thoroughly enjoyed the collaboration that was presented as well as the demonstration of it works. It is great to see how your district works within collaborative culture. It was very informative. It is understandable why, you pointed out, that growth as a teacher and as well as a school is the outcome. The second part with the foldable’s and having used them with my intro Biology students and they worked very well. I must admit some look at them as some thing to use with struggling students. Sharing with us about the young lady who did the AP Biology independent study and doing a foldable for every chapter. That was a telling testimony in itself.
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LouAnn Kopenhaver
(page: 1 2 3)
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Jun 23 2011, 4:29 PM EDT by
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Thread started: Jun 12 2011, 11:44 PM EDT
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QARs and Their Application in Test Prep
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RE: LouAnn Kopenhaver
By: ,
Jun 23 2011, 4:29 PM EDT
"I first introduce the two types: in the book and in the head question. Later on in the year I discuss the four types of questions. Another idea would be to teach the four types of questions to your higher level guided reading groups. " I teach fourth grade and I agree, Sara! The students start with what's in the text and citing anytime the have have a RT, TS question. Then we move to the AY and OYO questions. I create with think alouds, then we create whole group, small group, partners, then they're ready on their own! I think you'll be surprised to see how fast students can learn to reflect on what makes a thought provoking question.
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Danielle Runkle
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8 |
Jun 23 2011, 8:23 AM EDT by
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Thread started: Jun 12 2011, 11:28 PM EDT
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Tier 1 Vocabulary Instructional Practices
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RE: Danielle Runkle
By: ,
Jun 23 2011, 8:23 AM EDT
"Tier 1 Vocabulary Instructional Practices" Danielle's presentation was wonderful. The vocabulary circles can be adapted to many grade levels.
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Mary Lehman
(page: 1 2)
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Jun 22 2011, 11:55 PM EDT by
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Thread started: Jun 12 2011, 11:37 PM EDT
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Writing in the Digital Age
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RE: Mary Lehman
By: ,
Jun 22 2011, 11:55 PM EDT
"Writing In The Digital Age Website: http://web.me.com/mlehman/Digital_Writing/Welcome.html Digital Writing Links: http://www.diigo.com/list/mlehman/writing-in-a-digital-age Class Website: http://www.cysd.k12.pa.us/education/staff/staff.php?sectionid=406" Thank you, Mary, for sharing your common sense approaches to put our writers in the 21st century setting for writing! We have accepted to teach writing through The Writing Academy. Now to mesh digital methods to the practices we are paying to implement will have to come with time and exposure! It'll be a process and a product!
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Deborah Hoover
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Jun 22 2011, 9:37 PM EDT by
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Thread started: Jun 12 2011, 11:38 PM EDT
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Using Big6 to Support and Challenge Students
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RE: Deborah Hoover
By: ,
Jun 22 2011, 9:37 PM EDT
Using the Super 3 - Plan, Do, Review is what I found most valuable. I work mostly with K - 2 and think teaching and evaluating the process is key. The Big 6 is a suggestion I will take back to IST to use for our CST meetings.
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