The Inquiry Based Learning (IBL) process provides a model for educators to help make deeper connections to health education or physical education curriculum in the classroom. It is a strategic instructional process meant to produce and ignite questioning. Through this process, students gain deeper knowledge about the topic at hand and become more proficient with the skills involved.
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To understand science phenomenon and generate solutions to problems in science and engineering, students need to behave like scientists. Teachers can support this process through the way they organize lessons.
One highly effective instructional strategy that leverages student inquiry is the Document-Based Question (DBQ). The 2007 Maine Learning Results standards for Social Studies call for instruction in social studies content as well as the application of critical thinking, research, and discipline-based processes and knowledge. The College, Career, and Civic Life (C3) Framework for Social Studies further emphasizes the importance of the acquisition of knowledge and skills through student inquiry.
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Members of Maine’s Learning Through Technology Team have been traveling across the state in recent weeks to highlight new information, review policies, and a remind schools of the supports MLTI offers.
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The Maine DOE is offering science professional development for teachers of grades 6 -12 throughout the spring of the 2015-16 academic year. This professional development is intended to build a science teacher leader community that has a solid understanding of effective teaching practices including three-dimensional instruction as discussed in A Framework for K-12 Science Education. Two regional cohorts will be formed. Cohort members will be selected from across the state with a priority given to district teams which include one 9-12 science teacher and one 6-8 science teacher.
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The Personalized Alternate Assessment Portfolio (PAAP) task bank opened for teacher and student registration on Dec. 1. Teachers may access the Task Bank at http://www.maine.gov/doe/paap/administration/index.html by clicking on the Task Bank link.
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Career and Technical Education media programs allow student to learn how to produce communication videos. The schools with these programs use their expertise and training to produce promotional videos that explain the benefits of CTE for all students. The following school is one example of this student work and showcases the value of CTE. The program offered to students in Mid-Maine Technical Center (MMTC) is a great example of what students can learn in a CTE program.
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Student proficiency is enhanced by educator use of high impact instruction strategies. To support educator understanding of effective practices in the content areas, the Maine DOE is pleased to announce the upcoming release of its inaugural collection of articles focused on instructional strategies.
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In June 2015, LD 556 was passed which amended Maine DOE statute Sec. 20-A MRSA § 6304, An Act To Require Public Schools To Offer Instruction Related to Cardiopulmonary Resuscitation and the Use of an Automated External Defibrillator. The new law states, “In accordance with rules adopted by the department, public schools shall offer training to students on how to perform cardiopulmonary resuscitation and use automated external defibrillators.”
The following press release from United States Department of Education reflects Maine policy and continued mission in many aspects as the Department continues to review policy and guides school districts on the IDEA Law.
To commemorate the 40th anniversary of the Individuals with Disabilities Education Act (IDEA), the U.S. Education Department is releasing guidance aimed at ensuring that America’s 6 million children and youth with disabilities have the same opportunity for a quality education as their nondisabled peers.
Maine DOE Newsroom 