As Educators,  we are very familiar with the Gradual Release of Responsibility model for teaching (Pearson & Gallagher, 1983). The model begins with "I DO" where the teacher models what is to be learned. This is followed by the "WE DO" step, where the teacher supports students as they practice the skills. The final step in the process used to be "YOU DO" where the student, after having the guided...

We are well over a month into this new school year and hopefully things are starting to run like clockwork. You know much intentional effort is required to get your class running smoothly, but throughout these last few weeks, did you take the time to document?

The new teacher appraisal system, T-TESS, includes four domains: Planning, Instruction, Learning Environment, and Professional Practices and Res...

At the end of each school year, teachers are given their grade level assignments for the next school year. Sometimes, teachers request to be moved for a change of pace or a new challenge. But often, teachers are moved to fulfill campus level needs. Sometimes, teachers are totally unprepared for the news. Even if excited, most teachers feel a little nervous facing a summer knowing they will begin in a...

What really is technology? So many people get concerned that our students today are overexposed to "technology". Ironically, technology is all around us. It cannot be limited or restricted. Technology is anything created to solve a problem or fulfill a need. One misconception of technology is that it is electronic. Though electronic devices can solve problems and meet needs, technology does not have...

This summer we are privileged to be bringing Diana Velez, Professional and Leadership Developer at University of California at Berkeley, to San Antonio to present to K-3rd grade educators. Through support of the National Science Foundation and the Lawrence Hall of Science at Berkeley, Dr. Velez has developed science curriculum. She will be joined by Claudio Vargas, currently a Program Coordinator, who...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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