Looking forward to discussing strategies and platforms for organizing one’s online life at the Grand Marais, Cook County Office of Higher Education on Monday, August 17th at 5:30-6:30 PM.
Bring your laptop or favorite digital device and plan for some hands on problem solving and planning.
You can listen to an interview about this session from WTIP Community Radio here!
Excited to be hosting 17 teachers and librarians — from as far away as Singapore and as close as two blocks from our beautiful St.Kate’s campus– learning Code.org’s program for K-6 teachers.
How awesome to learn that the representative for Code.org in Minnesota is a St.Kate alum.
Gathering our feedback to send to Code.org for the day here.
St.Kate Alum Leads K-6 Coding throughout MN
Some of the Montessori-STEM students put their skills together to build a very constructive tutorial on building a school recycling program.
As we move out doors again with the sun rising on the horizon it is nice to consider how we can protect the earth for future generations.
Congratulations to the MSTEM students Sharon, Nicole and Aaron for their excellent technology integration skills modeled in this project.
The curriculum page includes helpful resources and books for those who wanting to further extend the project into the learning.
Graduate students Emily Ewing and Amber Remark are using their Action Research to develop their own skills in asking high-level questions during reading activities. Their Literature Review (opens in new window) captures the urgency and promise of developing skills in this important area of pedagogy.
“Statistics show that most teachers ask an average of 300 to 400 questions on a daily basis however, 60-80% of these questions are low-level questions which only require students to recall something they already learned (Tienken, et al., 2010). Statistically speaking, this shows that upwards of 18,000 questions asked each year in a classroom do not push students’ thinking beyond the point of simply recalling what they know. Although questioning has been long thought of as an important aspect of education, more recently through a variety of research studies, it has been brought to the forefront as a critical component of effective teaching (Hannel, 2009). This literature review shows that the use of planned, structured, and systematic questioning teachers can increase reading comprehension, engagement, and metacognition skills.”
Stay tuned to see their results this August in Sophia!
Thanks for sharing your work Amber and Emily! Best of luck in your research.