How can PBL support our ELL learners? 130/180

Screen Shot 2016-03-31 at 12.54.27 PM“Sache Crouch, ELL teacher for Shelby County Schools (Memphis, TN) said, Using PBL in my ESL classroom has proven to be an effective strategy. It allows me focus on the required standards-based content and it requires interest from my students. It relates to something meaningful and useful in their lives. Suzie Boss and John Larmer, authors of PBL for the 21st Century, offer insights from their book in order to utilize PBL to engage and teach ELLs.”

Read more about how PBL can support our ELLs here.  Learn more about PBL at


How are we preparing students for careers in manufacturing? 128/180

Screen Shot 2016-03-31 at 2.23.16 PM“There are more than three million open skilled positions and twice as many disconnected young adults neither working nor in school.  In Next Generation Career Pathways: A Manufacturing Case Study, we assert that new market demands are shaping next generation career and technical education opportunities.”

Authored by Tom Vander Ark & Mary Ryerse In partnership with:
GPS Education PartnersThe Kern Family FoundationGenerac

What knowledge, skills, and experiences will our students need for these careers?  What opportunities do they have to explore these ideas?

How does the teacher’s role change in personalized, differentiated, and individualized learning? 127/180

personalization-v-differentiation-v-individualization-v3-1-638The PDI chart was created for a reason: to clarify the differences in these terms. In 2010, the National Ed Tech Plan defined all three of these terms as they are related to instruction. We needed to emphasize the differences: Personalization is learner-centered. The other two, Differentiation and Individualization are teacher-centered. Personalization or Personalized Learning means the learner is driving their learning. When the learner takes responsibility for their learning, teaching and learning changes. The roles of the teacher and learner change. We welcome you to share the PDI chart and use it for action research, professional learning, and to go deeper and clarify the terms so learning is deeper, relevant, and engaging.” Source:

See more here.  Learn more by following @barbarabray on Twitter!

What do we mean by 21st century literacies? 125/180

Screen Shot 2016-03-31 at 3.12.36 PMThe National Council of Teachers of English wrote the following position statement. Do we agree with these ideas? Are they important for Salisbury students?

“Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to…

  • Develop proficiency and fluency with the tools of technology;
  • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
  • Design and share information for global communities to meet a variety of purposes;
  • Manage, analyze, and synthesize multiple streams of simultaneous information;
  • Create, critique, analyze, and evaluate multimedia texts;
  • Attend to the ethical responsibilities required by these complex environments.”

Updated February 2013 (Adopted by the NCTE Executive Committee, February 15, 2008.) This position statement may be printed, copied, and disseminated without permission from NCTE.