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 Hall of Flags was filled with music and a lot of excited school students who were recognized at a celebration of Excellence in Maine Visual and Performing Arts Education. This first combined celebration by the Maine Department of Education and the Maine Arts Commission was recognized as an effective collaboration between state agencies by Maine’s First lady Ann LePage. “The collaboration is an excellence example of state agencies working together to provide more opportunities for Maine students.”
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Career and Technical Education students demonstrated their skills at the 16th Annual Craft Championships at the Augusta Civic Center last month.
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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 Maine Department of Education has developed a set of frequently asked questions about revocation of consent for continued special education services. These answers are included in the already existing resource here.
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Section 1120A of Title I of the Elementary and Secondary Education Act (ESEA)/No Child Left Behind Act (NCLB), requires that school administrative units (SAUs) with multiple attendance areas maintain comparability of local/state resources between the Title I schools and the non-Title I schools; or if all the schools at a grade span are Title I schools, then comparability of local resources must be maintained among the Title I schools.
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When a child with a disability is placed by his or her Individualized Educational Plan (IEP) Team in an out-of-unit placement, the Maine Unified Special Education Regulation Birth to Age Twenty (MUSER) Section IX.3.H requires the IEP Team to reconvene 30 days subsequent to the date the child begins to attend school, where he child has been placed, to review the IEP and make any revisions required.
Continue reading “Timeline for review of out-of-unit placement”
