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https://www.cuny-nysieb.org/classroom-videos/

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In these CUNY-NYSIEB webseries, take a peek into classrooms where students and teachers translanguage together as they learn and grow. Hear from our teachers first-hand about the joys and challenges of centering their pedagogies around students' diverse language practices and identities.

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A good resource for text, story and passages
https://www.activelylearn.com/

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I am an administrator I am a teacher

CONTENT

Texts (and videos!) for ELA, Science, and Social Studies with scaffolds and higher-order questions

READING

The best features to
support, engage, and build stamina

ASSESSMENT

Data you need;
Feedback your students act on

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Engage every student in every lesson with Actively Learn's award-winning ELA, science, and social studies curriculum platform.

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Explain core-teachers that the investment of time in teaching language and content is worth the effort.  

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Explain core-teachers that the investment of time in teaching language and content is worth the effort.  

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This is a hot topic! Learn about our key steps used to neurologically imprint (brain tattoo) your class with basic knowledge to get them eager, excited, and incredibly curious to want to know more...even about the driest of topics (puns included).

Metacognition

The key idea is to learn how to think like a scientist. Every domain or specific subject has a way to process and filter information. It's the how do I view the world around me as an expert in this field.

Our Pictorial Input Chart builds this thought process for students to internalize and apply to the wonders around them. It helps students build meaning, insight, and synthesize information and life experiences.

Master Teacher

We use neuromarketing and neurolinguistic techniques along with cognitive psychology to get students to learn it the first time around. We use the motto less is better with direct instruction. If we provide the right amount of information in the right way, students use it to springboard into their own learning with little intervention from me.

Some basic elements:

1. Lead with the visual (real object, materials, experiment, picture, sketch, etc.)

2. Teacher models the pronunciation of a key term (vocabulary word) along with a gesture (preferably ASL).

3. Teacher writes the term.

4. Students say it and do it as facilitated practice (guided practice) with the teacher.

5. Students neighbor pair-share, negotiate for meaning, and apply the term to new contexts. (or a 10/2 in GLAD speak)

My students are riveted by this process and keep their focus during critical instructional moments. They love adding pieces throughout the unit of study. Best part, they get to take it home after we're done.

Please share any artifacts you make using this process with us!

To learn more amazing strategies, sign up for our Basic Educator Certificate

In-person or Online

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Sign up for one of our 6-day training sessions and start teaching at the core.

View Training Sessions

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This is a hot topic! Learn about our key steps used to neurologically imprint (brain tattoo) your class with basic knowledge to get them eager, excited, and incredibly curious to want to know more...even about the driest of topics (puns included). The key idea is to learn how to think like a scientist.

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Today is a great collaboration because I learned many strategies and resources. 

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Today is a great collaboration because I learned many strategies and resources. 

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Equitable practices
Increasing student participation
Cultural focus

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https://www.readingrockets.org/strategies/jigsaw

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Aronson, E. (2000-2008). Jigsaw Classroom: Overview of the technique .

Aronson, E., & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharan, P. Hare, C. Webb, and R. Hertz-Lazarowitz (Eds.), Cooperation in Education (pp. 47-81). Provo, Utah: Brigham Young University Press.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Ed.), Handbook of cooperative learning methods. Westport CT: Greenwood Press.

Colorín Colorado. (2007). Cooperative Learning Strategies.

Crone, T. S., & Portillo, M. C. (2013). Jigsaw variations and attitudes about learning and the self in cognitive psychology. Teaching of Psychology, 40(3), 246-251. https://doi.org/10.1177/0098628313487451

Hattie, J. (2017). 256 influences related to achievement. Visible Learning .

Law, Y.-K. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425. https://doi.org/10.1111/j.1467-9817.2010.01445.x

Moreno, R. (2009). Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making. Learning and Instruction, 19(5), 433-444. https://doi.org/10.1016/j.learninstruc.2009.02.018

Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E. (1985). Evaluation of jigsaw, a cooperative learning technique. Contemporary Educational Psychology, 10(2), 104-112. https://doi.org/10.1016/0361-476X(85)90011-6

Slavin, R. E. (1980). Cooperative learning in teams: State of the art. Educational Psychologist, 15, 93-111.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Tierney, R. (1995) Reading Strategies and Practices. Boston: Allyn & Bacon.

Stanczak, A., Darnon, C., Robert, A., Demolliens, M., Sanrey, C., Bressoux, P., Huguet, P., Buchs, C., Butera, F., & PROFAN Consortium. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114(6), 1461-1476.

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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals).

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Make custom graphic organizers you can print to use in your classroom.

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Have into account pacing guides, required standards, common vocabulary across curriculum, teacher's voice,tier words.

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Have into account pacing guides, required standards, common vocabulary across curriculum, teacher's voice,tier words.

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Give teachers a voice: How do they want to teach vocabulary? The facilitator may provide some suggestions. 

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Give teachers a voice: How do they want to teach vocabulary? The facilitator may provide some suggestions. 

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In lesson planning where will this strategies fit in ( vocabulary )

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In lesson planning where will this strategies fit in ( vocabulary )

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choose the vocabulary words/ use steps/in  ESL need collaboration with teachers. Know the core teachers perspective on how to teach vocabulary words/talk to the core teacher's   language / in teaching vocabulary words come up with strategies that can be used by all core teachers  

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choose the vocabulary words/ use steps/in  ESL need collaboration with teachers. Know the core teachers perspective on how to teach vocabulary words/talk to the core teacher's   language / in teaching vocabulary words come up with strategies that can be used by all core teachers  