Recording from Read by Example View their site to listen to the conversation Synopsis: All students are made for learning. What they bring to our classrooms should be valued as entry points for instruction and even beyond. It is the teacher who co-constructs and sustains the environment to help make this possible. In this episode, I talk with Brian Cambourne and Debra Crouch, the authors [...]
Recording from Education with Dr. England View their site to listen to the conversation Synopsis: I am fortunate to be in a position in which I receive many books sent to me a month. One such book I received earlier in the year was Made for Learning: How the Conditions of Learning Guide Teaching Decisions. The authors are Debra Crouch and Brian Cambourne. The way this dynamic author [...]
San Diego County Office of Education- Ed Tech (Alicia Gallegos Butters, Michanne Hoctor Thompson, Pamela Rabin) View their site to listen to all seven episodes The pandemic changed the way many teachers engaged with learning technologies. In this podcast we try to filter out the clutter and noise around technology tools and focus on revisiting essential questions of pedagogy that drive meaningful learning experiences. Each [...]
Recording from the Public Education & Business Coalition (PEBC) View their site Synopsis: The “Conditions of Learning” work synergistically to support student engagement and understanding. But what happens when systems are stressed? What happens when deficit based language and practices start to creep into our work with children? What happens when teachers are not able to be responsive to the students before them? In this [...]
Recording from the Public Education & Business Coalition (PEBC) View their site Synopsis: Learners must be the “doers” of what they are learning! Being a doer is supported by engagement, immersion, demonstration, employment, expectation, approximation, responsibility and response ~ these conditions are commonly known as the “Conditions of Learning” or “Cambourne’s Conditions” and are an essential component of “Cambourne’s Model of Learning” theory. This theory was [...]
This session focuses on lesson structure and facilitation for discussion. It highlights readers working in Levels O+. (Grades 3-5) What reading behaviors, understandings, and attitudes describe readers at these reading stages? What supports and challenges are built in to leveled texts for these readers? What does a lesson with students reading at these levels look and sound like? What is appropriate follow-up work for students [...]
This session focuses on lesson structure and facilitation for discussion. It highlights readers working in Levels I-N. (Grades 2-5) What reading behaviors, understandings, and attitudes describe readers at these reading stages? What supports and challenges are built in to leveled texts for these readers? What does a lesson with students reading at these levels look and sound like? What is appropriate follow-up work for students [...]
This session focuses on lesson structure and facilitation for discussion. It highlights readers working in Levels E-H. (Grades K-2) What reading behaviors, understandings, and attitudes describe readers at these reading stages? What supports and challenges are built in to leveled texts for these readers? What does a lesson with students reading at these levels look and sound like? What is appropriate follow-up work for students [...]
This session focuses on lesson structure and facilitation for discussion. It highlights readers working in Levels A-D. (Grades K-1) What reading behaviors, understandings, and attitudes describe readers at these reading stages? What supports and challenges are built in to leveled texts for these readers? What does a lesson with students reading at these levels look and sound like? What is appropriate follow-up work for students [...]
This K-5 session explains the use of supports and challenges within leveled texts. What are supports and challenges in leveled texts? What does a “level” mean? What is the difference between a leveled text and a text that has been leveled? How does a teacher look beyond the level when selecting a text?