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Kristine Goldhawk's List: Teaching Resources

www.weareteachers.com - Home

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on 2009-05-31
erm0617.pdf (application/pdf Object)

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online learning teaching on 2009-06-05 and saved by 9 people
Measuring Worth - Home

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economics reference finance calculator value measuring statistics on 2009-06-09 and saved by 35 people
100 Best YouTube Videos for Teachers - Classroom 2.0

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classroom youtube on 2009-06-11 and saved by 58 people
HigherEdMorning.com » Blog Archive » The hidden problem with Twitter

Interesting idea as to how to use Twitter in the classroom. Also details how language skills suffer when students text, use Twitter, etc.

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twitter classroom on 2009-06-20 and saved by 8 people
- So here’s the question: Is Twitter - along with instant messaging and texting - contributing to the destruction of language skills among college students?
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Guidelines for Class Discussion | Clif's Notes

Visual rubric and guidelines for improving class discussion.

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Discussion guidleline on 2009-06-20 and saved by 23 people
Plagiarism.org : Learning Center : Plagiarism Definitions, Tips on avoiding Plagiarism, Guidelines for proper citation, & Help Indentifying Plagairism

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plagiarism definitions on 2009-06-23 and saved by 30 people
PBS Teachers — Resources For The Classroom

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School Resources pbs curriculum lessons on 2009-07-02 and saved by 557 people
Microsoft Education: Teacher and faculty resources, lesson plans, and free tools

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lesson microsoft resources education on 2009-07-02 and saved by 5 people
United States Institute of Peace

Homepage for the USIP - Great lesson plan ideas and essay contest for high school students under Education & Training tab.

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peace international world conflicts world cultures on 2009-07-10 and saved by 36 people
Educational Leadership: Learning to Love Assessment

Article read for Aug 2009 PD Day

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assessment professionaldevelopment on 2009-08-23 and saved by 5 people
- Understanding 1: Informative assessment isn't just about tests.
- when I gave students multiple ways to express learning or gave them a say in how they could show what they knew, more students were engaged. More to the point, more students were learning.
- 7 more annotations...
- - Giving students feedback seemed to be more productive than giving them grades. If I carefully and consistently gave them feedback about their work, I felt more like a teacher than a warden.
  - some of the most valuable insights I gleaned about students came from moments or events that I'd never associated with assessment
  - my teaching was a consistent match for what students needed to know, understand, and be able to do at the end of a unit. Finally, I began to realize that if I wanted to teach for success, my assessments had to be absolutely aligned with the knowledge, understanding, and skill I'd designated as essential learning outcomes.
  - assessments that came at the end of a unit—although important manifestations of student knowledge, understanding, and skill—were less useful to me as a teacher than were assessments that occurred during a unit of study
  - When I saw "positive space" in students and reflected that to them, the results were stunningly different from when I reported on their "negative space." It gave students something to build on—a sense of possibility. I began to spend at least as much time gathering assessment information on what students could do as on what they couldn't.
  - students as full partners in their success.
  - When students clearly understood our learning objectives, knew precisely what success would look like, understood how each assignment contributed to their success, could articulate the role of assessment in ensuring their success, and understood that their work correlated with their needs, they developed a sense of self-efficacy that was powerful in their lives as learners.
Educational Leadership:Teaching All Students:Deciding to Teach Them All

Reading for Aug 2009 PD Day

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professionaldevelopment differentiation on 2009-08-23
- What are their particular interests and needs? Because needs rather than labels guided her instruction, students moved freely among peers and opportunities. Both her teaching and her students seemed less restricted, freer.
- What are their strengths? Although she clearly understood the need to “patch holes” in the fabric of their proficiency, beginning with what students could do changed the tone of the classroom and the will of reluctant learners.
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- - How might I adapt the agenda to work for the student?
  - The United States has always balanced precariously on the twin values of equity and excellence.
Reading a Primary Source

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historiography source analysis primary sources on 2009-09-02 and saved by 11 people
old magazine articles

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history magazines resources articles on 2009-09-02 and saved by 31 people
Benchmarks of Historical Thinking

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history benchmarks historiography Canada on 2009-09-17 and saved by 14 people
Distinguish between Primary and Secondary Sources | University Library

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source analysis primary sources secondary sources on 2009-09-22 and saved by 10 people
- Inaugural Addresses - Welcome To Words of The Inaugural Address

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Wordle history president inauguration speeches america primary sources United States on 2009-09-24 and saved by 36 people
FiledBy - Author websites, author directory, author search

Find websites and connect with authors online.

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filedby authors reading search database Websites on 2009-09-30 and saved by 6 people
H-Net: Humanities and Social Sciences Online

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education humanities history research resources teaching community on 2009-10-17 and saved by 65 people
The Gilded Age - Class Documentary Project

Possible guidelines for a documentary project.

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projects documentary gilded on 2009-11-01 and saved by 8 people

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Kristine Goldhawk

22 items | 5 visits

Various websites that provide resources for teachers

Updated on 2009-11-01
Created on 2009-05-31

Category: Schools & Education

Teaching Resources

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Kristine Goldhawk's List: Teaching Resources

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Kristine Goldhawk's Public Lists (21)