Here's a list of some great resources that I've discovered in my quest for valuable insight into how to be most effective in my efforts to engage my learners:

 

Domain   I

 

Edutopia .  This website provides 10 ways to promote student engagement.  I gleamed the most from the portion that addressed how to "Create a Culture of Explanation, Instead of a Culture of the Right Answer”

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Whole Brain Teaching fascinates me!  I love watching how this teacher reviews the Water Cycle using Whole Brain Teaching.

 

I used this in my lesson cycle and you can Download the Power Point Presentation Walter the Waterdrop HERE.

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Domain   II

 

"Great teachers inspire rather than coerce." I've been reading the book by Dr. Marshall called "Discipline without Stress, Punishment or Rewards" and it's all about connecting with your student (or child at home) and allowing the strength of the relationship to be a big piece of motivating positive behavior.

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"Learner-centered teaching engages students in the hard, messy work of learning.”  I agree with the Learner-centered approach and I appreciated how approachable this article was in it’s description of what it looks like on a regular basis.

 

 

Domain   III

 

Good description of the ideas behind being culturally responsive to parents and students alike.

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Great, easy to understand, article about how to utilize learning profiles in all grades.

 

 

Domain   IV

 

This article gave practical steps to move towards a cooperative learning model and move away from a competitive learning model.

 

And this article spoke to the effectiveness of student-led learning and the intrinsic rewards in collaboration.  Loved these quotes:

 

"Placing students as leaders of the classroom can encourage greater participation and more responses (Collier, 1980), making the classroom a “dynamic and exciting learning environment” (Greig, 2000, p. 82). This is because students feel more relaxed to discuss, raise questions, and put forth opposing ideas or challenging statements. They are more willing to admit their confusions or need for more help to peers compared to professors" (Beach, 1974).