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Week 30

Christine Dugan Shell Education PDF

WEEK 30

DAYS

4–5

Name: _______________________________ Date:__________________

American Indian Homes

American Indians live in tribes. These tribes lived in different parts of the country. Long ago, they built homes that helped them survive. The homes were made with special materials. Native people used what they had.

American Indians lived in many different types of homes.

Some lived in grass houses. Tribes that lived on large, grassy plains used the grass to build homes. They worked well in warm climates. These structures were up to forty feet tall!

Adobe homes were a different type of home. They were called pueblos (PWEB-lohz). These homes were made of clay and straw. They often had more than one story! They worked well for tribes who stayed in one place for a long time.

Pueblos helped keep people cool in hot weather.

Plank houses worked well in cold climates. Tribes that lived in plank houses built them out of wood. They worked well in cold places with forests nearby. The people found tall trees in the forests to make planks. Plank houses were also permanent houses.

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Medium 9781936764075

2 Creative Thinking

James A. Bellanca Solution Tree Press ePub

Embedded in the CCSS is the big idea of creativity and innovation. The associated thinking skills provide students with ways to demonstrate authentic evidence of what they have learned in any of the disciplines. Creativity taps into one’s imagination and is often the magic link in problem solving and decision making because it brings to mind unusual, novel, and unique ideas. Creative thinking can be clever, wise, out-of-the-box thinking. It sometimes yields thoughts that seem outlandish, as the mind makes strange connections between ideas considered quite alien.

Innovation and creativity are inextricably linked. It has been said that innovation is imagination realized and that only when the creative thought is put into action does innovation occur. In the broadest sense, imagination, invention, and innovation are of the same ilk. They signal original, fluent, flexible, and elaborative thoughts (Torrance, 1974), and they are cornerstones of productive, generative thinking in the rich, rigorous, and relevant curriculum espoused in the CCSS. They are also necessary for effective problem solving, shrewd decision making, and productive ideation in the future world of our young citizens.

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Medium 9781935542872

Chapter 6

Holly Windram Solution Tree Press ePub

The continued logic of focusing solely on curriculum will ultimately fail without considering the social context in which learning occurs

—Timothy J. Lewis

We just started doing RTI, and now we have to do PBS?

—Conversation in the staff lounge

Advance Organizer

  Positive behavior supports are the “behavior” side of the RTI triangle.

  Just as with academics, there are unique and critical features for implementing PBS in secondary settings.

  Classroom PBS is focused on positive and proactive classroom management to engage diverse secondary learners.

Recall that core instruction in an RTI framework is everything we do instructionally for kids. An essential element of all instruction has to do with how positive behavior supports (PBS) are implemented. PBS is “a systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students” (Horner, 2010). This chapter focuses on the secondary applications of PBS at Tier 1.

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Medium 9781934009413

Chapter 1: Why We Are Stuck on Rewards and Punishments

Ambrose Panico Solution Tree Press ePub

Chapter 1

Why We Are Stuck on Rewards and Punishments

The farther backward you can look the farther forward you are likely to see.

Winston Churchill

Teachers tend to limit themselves to using rewards and punishments to help students change their behavior. There are a few reasons for these self-imposed limitations, each with its own rationale.

Roles and Responsibilities

Some teachers believe it is not their job to teach their students to behave. They believe that they teach academic content and that parents teach appropriate behavior. They see their role in relationship to student behavior as limited to rewarding good behavior and punishing bad behavior so that academic instruction may occur uninterrupted. My response to these teachers is that they are dead wrong. If they do not examine their beliefs about student behavior, they will never accept the responsibility they have to their students (and to society) to actively participate with their students’ parents to mold competent individuals and responsible citizens. You know your job is much more than teaching the ABCs and the 123s, or you would never have purchased this book.

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Medium 9781945349508

Chapter 2: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

Solution Tree Press ePub

Chapter 2

Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

It seems obvious that students would find it helpful to know what they are going to be learning, and yet, consistently and effectively sharing learning intentions with students is a relatively rare phenomenon in classrooms. While many districts mandate that teachers post a learning objective to begin a lesson, this typically results in the teacher writing the objective on the board, the students copying the objective into their notebooks, and the students subsequently ignoring the objective for the rest of the period. This kind of tokenistic approach is not sufficient for sharing learning intentions and is most definitely not what the strategy of clarifying, sharing, and understanding learning intentions and success criteria intends.

So how, then, are students supposed to effectively understand learning intentions and success criteria? This chapter reviews some effects of ensuring learners understand what they are meant to do and explains why it is helpful to distinguish among learning intentions, success criteria, and the context of the learning. The chapter also provides a number of techniques that teachers can use to share learning intentions and success criteria with their students. Before we discuss ways to strengthen our communication of learning intentions and success criteria, let’s take a look at current practices.

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