JANUARY 8, 2013
RONDA'S CORNER


Here are the stats for December. I don't understand the "0" searches that are showing up on Encyclopedia Britannica. I'm not sure how you get hits without doing searches. I'm going to call them to find out. I'll let you know what I find out.
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BRITANNICA
WORLDBOOK
Totals

OCLC

Books borrowed from Professional Library
SCHOOL
Search
Hits
Search
Hits
Searches
Hits

Borrowed
Loaned

CASLS
26
6483


26
6483

1
2

3
Alleg-Lime MH
92
21431
131
2620
223
24051





Alleg/Lime Elem
0
57
3
60
3
117


5


Andover
0
349


0
349





Belfast
1
803
15
300
16
1103

2


13
Bol-Richburg MH
9
1804
1
20
10
1824

7



Bol-Richburg Elem
0
57


0
57




9
Catt- LV MH
7
2692
19
380
26
3072


1


Catt-LV - Catt Elem
0
57


0
57




11
Cuba-Rush MH
222
67083
41
820
263
67903


1


Cuba-Rush Elem
0
58


0
58


1

21
Ellicotville
12
2500
890
17800
902
20300


1


Fillmore
2
1122


2
1122




6
Franklinville High
0
116


0
116





Franklinville Elem


1004
20080
1004
20080





Friendship
18
7974
135
2700
153
10674


1


Genesee Valley




0
0


1


Hinsdale
2
1518
24
480
26
1998


3

6
Olean High
0
553
30
600
30
1153

1
1


Olean Middle
64
29382
52
1040
116
30422




15
Olean East View




0
0





Olean Wash West
0
387


0
387


2

6
Pioneer High
7
1488


7
1488


1


Pioneer Middle
2308
658944
2064
41280
4372
700224





Pioneer Arcade
6
1650
4
80
10
1730





Pioneer Delevan
0
58


0
58


1


Portville
0
357


0
357

2
1

2
Randolph High
0
894
839
16780
839
17674


2


Randolph Elem
1
334


1
334




1
Randolph Academy




0
0


4


Salamanca High
96
199497
144
2880
240
202377

2



Salamanca Middle
0
172


0
172




3
Salamanca Prospect
0
172


0
172





Salamanca Seneca
124
38507
89
1780
213
40287





Scio
0
589


0
589


1


Wellsville High
4
2436
18
360
22
2796





Wellsville Middle
0
1022


0
1022

120



Wellsville Elementary
3
890


3
890





West Valley




0
0





Whitesville




0
0


1


Archbishop Walsh




0
0





Southern Tier Cath.




0
0





TOTALS
3004
1051436
5503
110060
8507
1161496

135
30

96




MARY ANN'S MEANDERINGS
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Pacing a lesson so its nearly seamless takes expertise and practice -- and can be one of the greatest challenges for new teachers. For those more seasoned out there, here's a scenario many of us can relate to from the early days: way too much time for one learning activity, while not enough for another and clunky transitions in between.

Also on the teacher plate when it comes to instructional decisions that effect pacing? How best to chunk and scaffold content so it's grade-level appropriate and then deciding on the best instructional mode.So let's take a look at the essentials when it comes to pacing the lesson and the learning:1. Create a Sense of Urgency. The true art of pacing lies in creating a sense of urgency and also not leaving your students in the dust. Think diligent pace but not frenetic. This pacing feels just right to most learners in the room. (Pacing often varies from one year's class to the next.)Using a timer on your desk (or try this one) can help create that "were on the clock" feeling. While moving steadily ahead proving ample wait/think time along the way. If a teacher question is asked of the whole group, don't expect an answer the first second or two, or three. Count to five when asking those particularly challenging questions. Sometimes we need to slow down in order to move the learning in the room forward.
2. Make Goals Clear. One way to avoid a clunky lesson pace is to make sure the learners know exactly what they are learning and doing for the day. "Our mission today is to discover... . We will be doing this by... ." Keep students focused as you transition from one learning activity to another, announcing how much closer they are to accomplishing the day's goal.
3. Have Smooth Transitions. Speaking of transitions, good ones demonstrate purposeful pacing and knowing next moves. Be thinking two steps ahead of the next activity, and begin setting up for the next activity without finishing the last. While students are completing one piece of the learning, pass out any materials, set up the projector, or have instructional notes in place so that there's little to no dead time between one learning activity to the next.
4. Be Sure Materials Are Ready. Doing this will let you keep the flow going. Have handouts, markers, scissors, and construction paper all in place. Many teachers create small supply containers of materials that include glue stick, scissors, highlighters, sticky notes, etc. and place it in the center of each collection of desks or team table. Each group can elect a Supplies Captain who keeps inventory and rounds up contents at the end of class time.
Photocopying can be the bane of the teacher's day. Do you really need to have the quiz or the writing prompt on individual copy paper? Can it be displayed on the projector screen instead? Can there be just one copy on the group table for all to look at? (Less passing out and collecting saves time and keeps the focus on the task at hand.)
5. Present Instructions Visually. This helps keep that pace uninterrupted. For each set of instructions, write them ahead of time on the board or have a slide in your PowerPoint or Prezi. If you are relying on giving oral directions only, think of those students that have poor listening skills: "What are we doing again?" What do we do after this?" The energy and time you take to make the instructions visible will pay off.
6. Check for Understanding. Taking time to see where your students are during the lesson and adjusting accordingly means formative assessments play a key role in pacing.
Pair and share creates energy in the room following direct instruction. Keep it in short spurts, breaking up every five to seven minutes of new information with "turn and talk with your elbow partner." Walk around the room and listen in to gauge understanding. These pauses for students to talk with each other can be as brief as 45 seconds. Also, use non-verbal quickies like thumbs up/thumbs down to see where students are and assess if more time or re-teaching is needed.
7. Choose Most Effective Type of Teaching. How will I get this new information to my students? Teachers must ask themselves this question continually when lesson planning. Sometimes new information is so new that students need to first see a visual representation and then require some information directly from their teacher to think about. Other times, it's best to set up a situation connecting to student schema and then group work to follow. Deciding the instructional mode (direct, student-centered, or facilitation) can be as important as choosing the content.
When that pacing seems off, is it time to switch the mode of delivery? Do they need a mini-lecture to clarify some misconceptions? Might a re-energizing activity be necessary, like a choral reading or class A-Z line up? Use a variety of activities with different formats to keep that flow and rhythm in the room.
How do you set up lessons so they flow? What pacing tips might you like to offer up that work well with your students?
REBECCA ALBER'S BLOG

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