Maine Learning Results standards, implementation of the Common Core State Standards and the development of the Next Generation Science Standards
The following Priority Notice was sent to school administrative units on Monday, Jan. 11.
Maine DOE is informing districts of upcoming training workshops to prepare for the 2016 Maine Educational Assessment for Mathematics and English Language Arts/Literacy. In-person trainings are for grades 3-8 (eMPower™ME) and 3rd year high school (SAT). Dates and locations are as follows:
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Three months remain to prepare for the 2016 Maine Educational Assessment (MEA) for Mathematics and English Language Arts/Literacy administered to students in grades 3-8 and the third year of high school. To assist with this preparation, Maine DOE has made all pertinent information and communication to the field available through the following sources:
The Maine DOE introduces the first of three collections of articles for the 2015-16 school year in the “Content Corner,” resources designed to support teaching and learning in Maine classrooms and make connections to classroom applications and research.
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Research indicates that the identification of clear learning targets is a strong support for language learning. The NCSSFL-ACTFL Can-Do Statements for Language Learning are progress indicators for language learning, and are a valuable resource for teachers and students alike. Based on research that reveals language learners to be more motivated and self-directed when they have an understanding of the proficiency spectrum and language progressions, as well as gaining the ability to self-assess on their language ability, the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) collaborated to develop the national Can-Do statements. These are made up of two parts: the Can-Do Benchmarks and the Can-Do Statements.
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Students are more motivated, and are more likely to learn, when they are pursuing their own ideas. In choice-based lessons, teachers act as guides and support students to take charge of their own learning. Teachers interact with students as if they were artists and offer them real choices for responding to their own interests.
Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. It is a key element of Maine’s English language arts and literacy standards and directs the reader’s attention to the text itself. Developing habits of close reading support a student’s growth as a reader, writer, speaker, and consumer of information.
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An effective teacher of mathematics supports student learning by integrating teaching practices into their daily lessons. The National Council of Teachers of Mathematics (NCTM) recently released current research supporting effective teaching practices in Principles to Actions: Ensuring Mathematical Success for All. This book is broken into 3 sections: Effective Teaching and Learning, Essential Elements, and Taking Action. The primary focus of this series of articles will be on supporting teachers in implementing the 8 Effective Teaching Practices outlined in the book.
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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.
Continue reading “Social Studies DBQs: Not just for AP students”
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