You should signpost your document so that the audience knows where they are. Think of yourself like a border-collie, herding your sheep towards the pen. ![]() Not if you want them to do something for you. Making text, products and websites popular and accessible is about removing the “cognitive barriers”. One guide I love is Steve Krug’s “Don’t make me think”, and that’s just the title. In fairness, the web guides are often better, and a lot less flowery. If you were to look at any (good) book on web usability, you would find plenty of crossover with books on good writing. Why do companies produce huge glossy brochures full of boring content and think that the customer has either the time or the inclination to read it? Remember the last time you read a 55 page brochure? No? Me neither. ![]() Get the big facts across first, and then fill in the detail. I like to say that writing for the short attention span is increasingly like telling a joke in reverse: We don’t read, we scan.Īt the start of a flowery paragraph, I don’t know what the outcome is – don’t make me hunt for it. ![]() Final drafts will be due the Monday after Thanksgiving, November 26.It’s the same when writing for your audience. Please send your ideas to Todd Felton by November 5. What have they experienced as they seek to master things like close readings of informational texts? Or writing with evidence? Or reasoning abstractly or quantitatively? We are also looking for student voices to write about how they are adapting to the Common Core.As a school leader, what are the best ways you've found to support your teachers? What professional development opportunities have seemed particularly helpful to your staff? How is your staff's work with CCSS affecting expedition planning or teacher collaboration? What are your concerns as you prepare for full implementation and eventual assessments based on the standards? Have you discussed the changes with your broader school community, including parents?.As a teacher, how has the transition from state standards to the Common Core affected your curriculum plans for the year? Have you designed or significantly modified expeditions, case studies in order to address the standards? How are you making sense of the instructional shifts (three in literacy, three in math), and how is that impacting your long-term planning or daily instruction? How are your daily lessons different? What difference is this making for students? Have you had particularly successful professional development around implementing the Common Core? What are your dilemmas related to meeting the CCSS within the context of EL's model?.Here are some questions to get you started: Please help us by writing an article describing what you are learning, and the difference it is making for students. Our January edition of Signpost will help paint a picture of EL's unique approach to the CCSS by offering articles that show what it means to truly meet the "Common Core challenge" with a sense of purpose, joy, and high student engagement. Expeditionary Learning believes that our vision of teaching and learning can illuminate how teachers can leverage the CCSS in service of deeper learning. There is tremendous buzz in the field of education about "aligning" to the Common Core State Standards. EL Education Announces Second Edition Of Acclaimed 6-8 ELA Curriculum.Read: Management in the Active Classroom.We Are Crew: A Teamwork Approach to School Culture.Videos Teaching techniques alive in real classrooms with EL experts.Books Best-selling publications from EL Education authors.PD Packs Designed for self-study, small-group or large-group PD.Collections Resources grouped by theme for deeper study.Student Work Models of high-quality student work and related tools for teachers.Curriculum Our standards-aligned Language Arts curriculum for grades K-5.Library Search by type, topic, grade or discipline. ![]() EL Students Outperform State & District.What if school served a higher purpose?.
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