Prof.+Development

==//Group Work in the classroom//: The why's, how's, strategies for teaching the behaviors that make it successful, structures and routines that make it effective, how to hold individual students accountable. People want concrete strategies to teach, use, and assess group learning.==


 * [|Small Group Teaching Strategies]**

While focused on cooperative learning, this site has information on organizing, implementing and assessing group work.
 * [|Instructional Strategies - Cooperative Learning]**

From a graduate course on instructional strategies for critical thinking, collaboration, and motivation -- all about cooperative learning
 * [|Best of Bonk handouts]**

While intended for science, this article has good suggestions for group work in general.
 * [|What are some strategies for helping students work in groups?]**

For keeping students on track, a bunch of organizers and other tools.
 * Project Planning Tools**

//Assessment:// How do we give useful, timely feedback and create ways for students to apply our feedback? Also, how do we teach and assess students' self-assessment habits and skills?








//Classroom management:// Interventions for difficult behaviors that don't interrupt or derail the class further (particularly for an under-prepared and largely under-motivated student population)




abstract: Students disrupt lessons for a myriad of reasons, and few of them are immediately obvious. Here, Moorefield discusses several ways to discipline //disruptive// student without interrupting the lesson for the rest of the class in order to deal with one or two individuals. Among other things, providing students a tool for self-reflection can decrease classroom disruptions and teaches children to problem solve in a practical and relevant way.
 * Reflective Discipline**//Leah Moorefield//. **[|Teaching Pre K - 8]**. Norwalk: [|Aug/Sep 2005]. Vol. 36, Iss. 1; pg. 70, 2 pgs



From [|Behavior Advisor] the **Behavior Management Checklist **(from the site:) "Consider each of the recommendations below and rate yourself as being "**S**" (skilled in that area) or "**N**" (needing improvement). Use those items with an "**N**" rating to set goals for professional growth. While there are always exceptions to these guidelines, one should be able to justify variations with an argument other than "You gotta be tough with these kids. It's all they understand." Educators should take the roles of leader and mentor, not prison guard. Teaching is much more fun and rewarding for all parties when teachers lead rather than drag youth into learning and pro-social behavior." [|behavior management checklist]

Note: The [|Behavior Advisor] has tons of info, including __Strategies for addressing common behaviors and conditions__

//For Jody's PD on Vocabulary, go here://
http://ndstaffcommons.wikispaces.com/Vocabulary