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Chris Biffle
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Jun 30 2011, 11:32 PM EDT by
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Thread started: Jun 12 2011, 10:03 PM EDT
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How does whole brain teaching keep teacher talk to a minimum and increase student engagement?
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RE: Chris Biffle
By: ,
Jun 30 2011, 11:32 PM EDT
Since having about a week to reflect, view YouTube clips, and figure out how to best use in my classroom, I am just as tired as I was at the end of Chris's session. There is no doubt that repetitive movements and words are great to help aid with retention of skills/facts while having fun. I think I will really have to pick and choose at first as to what to implement into my own teaching. I really liked the "games" we played with recognizing sight words and the scoreboard. I can certainly see and understand how I will start using the "Biffytoons" in my classroom and implement them or some version from the beginning of school.
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Linda Dorn
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Jun 30 2011, 2:30 PM EDT by
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Thread started: Jun 12 2011, 10:20 PM EDT
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Compare the components of your school's intervention model to the principles of a systematic and comprehensive design.
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RE: Linda Dorn
By: ,
Jun 30 2011, 2:30 PM EDT
"I believe our school district is making attempts to develop and implement a school-wide plan. There is support and encouragement for high quality instruction, professional learning communities and teacher collaboration. We are struggling with the meaningful assessment area and making the best use of data. Even though I understand the thinking behind the idea of student achievement being a teacher / system problem, I also respect and recognize that each one of my students has a choice to learn. I will use every skill that I have to motivate and encourage student while being understanding that some of my students do not come to school ready to learn and those reasons are not in my control." I agree our district is developing a school-wide plan and in the high school there is support and encouragement for high quality instruction but teacher collaboration seems to be something we need to do as much as needed. Sometimes in the high school we are in our own areas almost like little islands. That said, the administration in our building is working to change that in a supportive way.
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Donna Scanlon
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Jun 30 2011, 11:55 AM EDT by
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Thread started: Jun 12 2011, 10:10 PM EDT
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How does the Interactive Strategies Approach (ISA) reduce the incidence of reading difficulties?
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RE: Donna Scanlon
By: ,
Jun 30 2011, 11:55 AM EDT
"Donna shared that a proficient reader in 8th grade needs 50,000-80,000 words along with background knowledge. This will have quite an impact on whether or not a student is a successful reader in my 10th grade Global Studies course. It leads to the need for me to include vocabulary and general background information when presenting new concepts in the course. Chapter 5 will be a resource for further information." After reading your dilemma with 10th graders, the need for vocabulary and background by the time they get to grades 11 and 12 will be a priority in an abstract physical science area.
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Angela Kirby-Wehr
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Jun 30 2011, 11:05 AM EDT by
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Thread started: Jun 12 2011, 10:22 PM EDT
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How does RTII in Pennsylvania differ from the national view of RTI?
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RE: Angela Kirby-Wehr
By: ,
Jun 30 2011, 11:05 AM EDT
"Angela made a great comment on not pulling students out of the core instruction time. This could be a challenge for students if your school doesn't follow an RTI model. I will be looking at my schedule to see how I can get the most bang for my students' bucks. " I agree with you, it seems that would benefit more if they remain in the classroom.
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Beverly Tyner
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Jun 30 2011, 10:43 AM EDT by
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Thread started: Jun 12 2011, 10:14 PM EDT
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How does a differentiating instructional delivery model change your instruction and intervention?
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RE: Beverly Tyner
By: ,
Jun 30 2011, 10:43 AM EDT
"Beverly had some great, great ideas! She makes it sound so pracitical and easy with step by step directions. I do believe she is the best yet.
Again, the theme is core instruction is where it is at! " I agree what she said with respect to the classroom, it begins with quality teaching.
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Peter Johnston
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Jun 30 2011, 10:27 AM EDT by
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Thread started: Jun 12 2011, 10:17 PM EDT
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How can research inform the choices you make as you implement RTI?
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RE: Peter Johnston
By: ,
Jun 30 2011, 10:27 AM EDT
"I was impressed how Peter had high school struggling readers not only reading books but also writing how the books influenced their lives. " That is something I would like to try to do after a student finished a book on our Friday SSR.
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William G. Brozo
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Jun 30 2011, 9:09 AM EDT by
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Thread started: Jun 12 2011, 10:21 PM EDT
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What are the common core principles that guide responsive literacy practices to meet the range of abilities, interests, and cultures of adolescents?
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RE: William G. Brozo
By: ,
Jun 30 2011, 9:09 AM EDT
"I like hearing from someone with a secondary focus. In this case, I especially like Dr. Brozo's idea of making Rti = Responsive Testing and Instruction. This adjustment may help some teachers realize that Rti, like many other initiatives we see, is an attitude and approach to teaching and not simply a bag of tricks to use." I agree with you I thoroughly enjoyed his approach that we must embrace the RtI and not think of it as another initiative that we do for a while and then forget.
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Peter Dewitz
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Jun 30 2011, 8:38 AM EDT by
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Thread started: Jun 12 2011, 10:11 PM EDT
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Describe the attributes critical to effective differentiated instruction.
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RE: Peter Dewitz
By: ,
Jun 30 2011, 8:38 AM EDT
"I am shocked to hear that the basal authors do not review the lessons that are printed in basals, and that they are truly written by freelancers.!" I also was not aware that the authors did not review the lessons.
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Marjorie Y. Lipson
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Jun 30 2011, 8:25 AM EDT by
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Thread started: Jun 12 2011, 10:23 PM EDT
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What are the key concepts related to response to intervention and how does this approach improve literacy instruction for all students?
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RE: Marjorie Y. Lipson
By: ,
Jun 30 2011, 8:25 AM EDT
"One of the aspects of teaching that I have always loved is the " Challenge" of doing what is best for all of my students. I was happy to see that research supports the qualities that I have learned to know as those of a " Good Teacher". I am concerned that our current funding problems will force the approach from an RTI team approach for intervention to a classroom teachers approach which in the middle school will be MORE than a challenge. " Lets hope that the students will come first. I know that is wishful thinking, but I will continue to do what is best for all my students as you will.
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Barbara Marinak
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Jun 30 2011, 8:09 AM EDT by
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Thread started: Jun 12 2011, 10:06 PM EDT
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How do the six leadership attributes guide practitioners to move toward the systemic, sustained change required for effective RTI?
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RE: Barbara Marinak
By: ,
Jun 30 2011, 8:09 AM EDT
"I totally agree. We often do "data delays" in my district where we are supposed to study the data of student achievement. But this doesn't allow for any of the human element. We would be better served looking at the specific students and what will help them be more successful, instead of always looking for trends." The data becomes the main focus in most districts, but we can advocate and promote the eye to eye contact. As Dr Marinak stated "We are dealing with human beings lets treat them as such."
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Barbara Laster
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Jun 24 2011, 9:05 AM EDT by
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Thread started: Jun 12 2011, 10:07 PM EDT
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What are the opportunities of collaboration for RTI?
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RE: Barbara Laster
By: ,
Jun 24 2011, 9:05 AM EDT
"I agree with Barbara that part of building collaboration in a building involves observing your peers teaching. This can be very powerful to share strategies that are working well along with what needs improvement. It takes a lot of trust and open-mindedness in order for this process to be successful, but the benefits can be astounding." I agree with you that observing our peers can be very powerful. Our peers are some of the best people to learn from because we share similar concerns. If we were given the time to observe each other, then we could bounce ideas off of each other and share strategies to help make ourselves better teachers which would lead to greater success within our school.
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Collaboration across educators
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Jun 23 2011, 6:37 PM EDT by
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Thread started: Jun 23 2011, 6:37 PM EDT
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What happened in your small groups? Did you discover any other challenging terms/language that trip folks up? Did you uncover other barriers to collaboration? Did you find ways of bridging differences? Did you learn something about a professional role that you didn't know before?
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