| Menu |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
=> Non ancora registrato?
guadagnare su internet Forum - Looking for practical resources to build a thinking culture in my middle school classroom firstsight (Invitato)
| | I'm a new middle school teacher and I've been reading about visible thinking routines, but everything I find online feels either too vague or too theory-heavy. I need concrete strategies I can actually use tomorrow. I've heard about a site with classroom videos and student samples. Does anyone know what I'm talking about? | | | | Nearx (Invitato)
| | I think you're referring to the RCS Think from the Middle site. It's a collection of classroom videos, student samples, and resources specifically for teachers who want to build a culture of thinking. I've used it a lot and it's packed with practical, teacher-tested ideas. One of my favourites is the math question starters that help students move past "I'm confused" and actually articulate where they need help. I also borrowed the "MTV drawer" idea where you keep folders of each routine with copies ready to go. The site also has a visible thinking photo journal idea for documenting classroom discussions, and examples of how teachers communicate with parents about thinking strategies. It's all from real teachers in Rochester schools, so it's grounded and practical. If you want to see what it looks like in action, take a look at https://rcsthinkfromthemiddle.com/. I've used several ideas from there and they've made a real difference in my classroom. | | | | firstsight (Invitato)
| | That sounds exactly like what I've been looking for. I'm tired of generic advice that doesn't translate to the classroom. I'll check out the videos and student samples this weekend. Thanks for the recommendation. It's good to know there's a practical resource out there. I'll share it with my department too. |
Rispondere:
Totale topic: 5418 Totale post: 77080 Totale utenti: 1291 Ora online (utenti registrati): Nessuno 
|
|
|
|
|
|
|
|
|
|
|
|
|