All Students Can and Will Learn:
An ICS core message, "All students can and will learn" is addressed in this post about adolescent brains. We know that our brains are hard-wired to learn. Over time, though, the educational process can cause some students to allow this innate instinct to grow dormant. Awaken your students to the power they wield!
https://www.edutopia.org/article/teenage-brain-is-wired-to-learn-donna-wilson-marcus-conyers?utm_source=twitter&utm_medium=socialflow
All Students Can and Will Learn, Part 2: This second post on this topic offers great insights on how we can assure that this root belief can become a reality. We have a moral obligation to do all that we can to ensure that all students in our classrooms learn. Their brains are built for it; you were made to make it happen. https://ace.nd.edu/blog/all-children-can-and-will-learn
Belief: Whether we think we can or can't, we are usually right. As educators, we are in the business of growth. We get paid to help students acquire, make new knowledge and then use it in meaningful ways. Unfortunately, though, some students believe that they cannot learn. They believe that their intelligence is fixed, or at best limited, and therefore they build barriers in their brains to change. Equally unfortunate is the fact that this belief is often reinforced by parents and teachers. But, at ICS we believe that every student can and will learn. In this way, we must get students to believe this, too. One way to do it: educate students on the fact that their brain is just like a muscle. Educate them on the fact that they can grow their brains! Check out this article for ideas on reinforcing this "growth mindset" within ourselves and our students:
http://www.ahaparenting.com/parenting-tools/intelligent-creative-child/loves-learn?utm_source=Aha%21+Parenting+List&utm_campaign=9e93a2b352-Weekly_4_30_17&utm_medium=email&utm_term=0_45e38f2e1a-9e93a2b352-209630373
Blended Learning: Instructional strategies that provide students more individualized attention is a key part of our Dynamic Learning Environment. Blended learning - a combination of online and face-to-face learning - can allow for this type of individualized learning. For more information on Blended Learning and how it can be incorporated into your instructional approaches, consult this webinar: http://www.sadlier.com/school/top-ten-blended-learning-practices-webinar?utm_campaign=21&utm_source=hs_email&utm_medium=email&utm_content=36363576&_hsenc=p2ANqtz-99yV5H0OPNIiNAcMwUAMx6Ud3wAHd5ly0kfxzS02ok1frTbd4jjdBxndSaoGAVMdCjpoBzgRrI9KIm3dRRrVb5YaR_jw&_hsmi=36363576&wemail=zelenkam@icstampa.org&utm_campaign=21&utm_source=hs_email&utm_medium=email&utm_content=37028309&_hsenc=p2ANqtz-_DNsBHEEDUlmgoPbpJxQr_E-GZXvbqOAO3saSeba98ZP5vqEQQVGsEAwmTNIuZ3IZVFZKr9vda7rxalflO4KCltkKrbQ&_hsmi=37029000
Blended Learning, Part 2: As a way to implement our Dynamic Learning philosophy at ICS, we must utilize strategies that allow for differentiated and individualized instruction. We must design activities and use practices that allow for students to receive small group and / or even one-on-one interaction. One way to assist in carrying out this philosophy is to incorporate blended learning. The following post poses an argument for the benefits of blended learning: https://ace.nd.edu/blog/embracing-flexibility-and-freedom-with-blended-learning
All Students Can and Will Learn, Part 2: This second post on this topic offers great insights on how we can assure that this root belief can become a reality. We have a moral obligation to do all that we can to ensure that all students in our classrooms learn. Their brains are built for it; you were made to make it happen. https://ace.nd.edu/blog/all-children-can-and-will-learn
Belief: Whether we think we can or can't, we are usually right. As educators, we are in the business of growth. We get paid to help students acquire, make new knowledge and then use it in meaningful ways. Unfortunately, though, some students believe that they cannot learn. They believe that their intelligence is fixed, or at best limited, and therefore they build barriers in their brains to change. Equally unfortunate is the fact that this belief is often reinforced by parents and teachers. But, at ICS we believe that every student can and will learn. In this way, we must get students to believe this, too. One way to do it: educate students on the fact that their brain is just like a muscle. Educate them on the fact that they can grow their brains! Check out this article for ideas on reinforcing this "growth mindset" within ourselves and our students:
http://www.ahaparenting.com/parenting-tools/intelligent-creative-child/loves-learn?utm_source=Aha%21+Parenting+List&utm_campaign=9e93a2b352-Weekly_4_30_17&utm_medium=email&utm_term=0_45e38f2e1a-9e93a2b352-209630373
Blended Learning: Instructional strategies that provide students more individualized attention is a key part of our Dynamic Learning Environment. Blended learning - a combination of online and face-to-face learning - can allow for this type of individualized learning. For more information on Blended Learning and how it can be incorporated into your instructional approaches, consult this webinar: http://www.sadlier.com/school/top-ten-blended-learning-practices-webinar?utm_campaign=21&utm_source=hs_email&utm_medium=email&utm_content=36363576&_hsenc=p2ANqtz-99yV5H0OPNIiNAcMwUAMx6Ud3wAHd5ly0kfxzS02ok1frTbd4jjdBxndSaoGAVMdCjpoBzgRrI9KIm3dRRrVb5YaR_jw&_hsmi=36363576&wemail=zelenkam@icstampa.org&utm_campaign=21&utm_source=hs_email&utm_medium=email&utm_content=37028309&_hsenc=p2ANqtz-_DNsBHEEDUlmgoPbpJxQr_E-GZXvbqOAO3saSeba98ZP5vqEQQVGsEAwmTNIuZ3IZVFZKr9vda7rxalflO4KCltkKrbQ&_hsmi=37029000
Blended Learning, Part 2: As a way to implement our Dynamic Learning philosophy at ICS, we must utilize strategies that allow for differentiated and individualized instruction. We must design activities and use practices that allow for students to receive small group and / or even one-on-one interaction. One way to assist in carrying out this philosophy is to incorporate blended learning. The following post poses an argument for the benefits of blended learning: https://ace.nd.edu/blog/embracing-flexibility-and-freedom-with-blended-learning
Catholic Environment: The Congregation for Catholic Education wrote in its 1988 document, The Religious Dimension of Education in a Catholic School (#25):
"From the first moment that a student sets foot in a Catholic school, he or she ought to have the impression of entering a new environment, one illumined by the light of faith, and having its own unique characteristics...an environment permeated with the Gospel spirit of love and freedom."
Let us work toward creating and sustaining such an environment at ICS. See the following article, and watch the video inside, for some great ideas:
Classroom Management: Classroom management is the X factor of teaching. While it is not necessarily curricular in nature (unlike planning, instruction and assessment), it is essential in order for the Teaching Trinity to be successful. Classroom management is never an end in itself, but without strong management, even the best laid plans can fall apart. These strategies blend management with instructional design: http://www.edutopia.org/blog/hand-signals-bring-learning-to-life-ellie-cowen?utm_source=twitter&utm_medium=socialflow
Differentiated Instruction: Differentiated instruction may be one of the most vexing instructional strategies for teachers. What differentiated instruction is seems very simple and straightforward: instruction that is geared toward the various abilities and understandings of the students within a classroom. How differentiated instruction occurs within a classroom, though, is not as apparent, easy or straightforward. The following link shares multiple resources with ideas about how to incorporate differentiated instruction into your instructional repertoire: https://www.edutopia.org/article/differentiated-instruction-resources?utm_source=twitter&utm_medium=socialflow
Differentiated Instruction.2: Differentiated Instruction is the healthy living of teaching. We all know that we should eat more vegetables, exercise more, sleep more, etc. but very few of us actually do it. Similarly, Differentiated Instruction is a concept well known by educators. However, very few of us actually do it. Unlike vegetables, exercise and sleep, though, we may not know how to differentiate in our classrooms. This post offers some insights into the teacher behaviors that can be differentiated. In short, Differentiated Instruction does not mean that you need to prepare 25 different lessons, activities and assessments for each lesson. You can differentiate, based on student needs, in any of those categories. In future posts by the same author, student responses to these teacher behaviors will be explored: https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy?utm_campaign=RSS&utm_source=twitter&utm_medium=socialflow
Do, Show, Tell, Review, Ask: A typical instructional approach utilized in classrooms is for teachers to tell students what they will learn, show them about it, allow students to do the work, review it with them and then ask students what they know. In order to stimulate learning, we should give students authentic opportunities to work with the content and skills right away. See this article for more information behind this approach to student learning: https://www.edutopia.org/blog/using-rule-three-learning-ben-johnson?utm_source=twitter&utm_medium=socialflow
Dynamic Learning: A hallmark (or FOOTPRINT) of ICS teaching is our incorporation of movement and our flexible learning environment. This, however, is only a component of the philosophy that puts how students learn best over and above traditional methods for classrooms to operate. The philosophy embraces a brain-based approach and incorporates the latest research on what is best for brains and we use it. This article contains many practical tips to help keep our students' brains (and ours) functioning at their best: https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-desautels?utm_source=twitter&utm_medium=socialflow&utm_campaign=blog-brain-breaks-focus-attention-first-tweet-image
Engagement: This graphic is a great visual for teachers to see the steps for moving from a teacher-centered to a student-centered to a student-driven classroom. This accompanying post helps to explain each of the four steps in more detail: http://www.personalizelearning.com/2016/03/continuum-of-engagement.html
Engagement: Looking for more ways to get students to enter into flow than to just give them projects to do? Check out this post that offers a list of 10 things that students say will help them connect more closely with their learning: http://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=socialflow
Excellence:
Every Student Can and Will Learn: As teachers, we must embrace this belief that all students can and will learn. We must believe that we can teach and reach all students. We must understand that brains are malleable and that they are constantly growing, developing and changing (even in adulthood). This infographic presents the issues faced by students in poverty and potential solutions to these disadvantages. However, these strategies can be applied to any student because poverty is not the only reason that a student may come to school facing anxiety, stress, and/or trauma.
You are a brain-builder. You are a mind-shifter. You are a world-changer.
Excellence:
A growth mindset believes that we can learn anything. Effort trumps talent and deliberate practice is the pathway to excellence. The leading researcher on Expert Training, Anders Ericsson, discusses his 30 plus years of work on the topic of becoming an expert. Prepare to be amazed at how incredibly possible growth for all of our students really is:
http://info.renaissance.com/anders-ericsson-deliberate-practice-recorded-thank-you.html?aliId=19874940
Growth Mindset: ICS has focused on grit, doing hard things and developing growth mindsets in our students for three years. This educational philosophy argues that intelligence is not fixed. It believes that embracing struggle can lead to mastery. It emphasizes effort and the process over talent and the end product. If we are to instill this essential approach to learning within our students, we must first embrace it ourselves. This post offers some practical strategies for teachers to internalize a growth mindset: http://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff?utm_source=twitter&utm_medium=socialflow
Households: ICS is not the only or the first school to organize and utilize something similar to our Household Initiative. From the fictitious Harry Potter to Ron Clark Academy, the Household concept plays a role in many schools. Below is an article from a high school who has a program entitled "Advisory". Students remain in the same Advisory for all 4 years and have intentional time to develop relationships with their Advisor and each other. While not all of the 22 tips are applicable to our situation at ICS, there are some solid ways to approach our Household Initiative this year.
http://www.edutopia.org/practice/advisory-22-ways-build-relationships-educational-success
Imaginative Prayer: Stories have the power of captivate, motivate, and educate. When told well, stories can move our hearts, fill our minds and connect us in such a moving way that we get swept up in its content. While the Bible is not written in a way to ascend the best sellers list, its stories have the capacity to both catechize and evangelize. The Jesuits popularized a form of prayer that plays upon the power of stories and uses the imagination to immerse us in these holy words. See this link for ideas to make this technique a reality for a group of people who have great imaginations and love stories more than anyone - children! http://www.pbgrace.com/teach-your-kids-imaginative-prayer/
Inspiration: Let us remember that the reason that we have tomorrow off from school is to honor the heroic work carried out by Dr. Martin Luther King, Jr. and other courageous men and women to bring about equality and justice in our country. As such, let us be inspired by the work and words of this great man. As Fr. Stephan Brown proclaimed during a homily on January 15, 2017: "Let us be drum majors for justice. Let us be drum majors for peace. Let us be drum majors for righteousness." There is still good work to be done. Let us be the people to do it. https://www.weareteachers.com/23-martin-luther-king-jr-quotes-inspire-hope-kindness-love/?utm_content=1484420784&utm_medium=social&utm_source=twitter
Joy: "The joy of the Lord is our strength" (Nehemiah 8:10). This post offers practical approaches to helping kids (and adults) find joy! http://www.dailygood.org/story/1422/how-to-awaken-joy-in-kids-james-baraz-michele-lilyanna/
Maximizing Instructional Time: I am guilty of snoozing in the morning before getting out of bed. This habit of procrastination sets the tone for my day, "I can get to it later...I have lots of time...I can take it slow." Unfortunately, starting each and every day by missing the first deadline of the day does not start each day successfully (remember, I am not a morning person). The same can be true of our time in our classrooms with our students. The first few moments can set the tone for the beginning of the period, the entire class or even the entire day. For some ideas about taking advantage of these opening minutes (and claiming the rest of the period as well!), check out this link: http://www.edutopia.org/blog/new-way-deliver-bell-work-lori-desautels?utm_source=twitter&utm_medium=socialflow
Need some research to back up this claim about the first few minutes? You got it! http://ctet.royalroads.ca/primaryrecency-effect
p.s. Movement is good for teachers (and administrators), too!
Movement.2: Brains in a sedentary body are often sedentary themselves. However, offering the body frequent, short breaks for movement can help re-engage the brain. From jumping jacks to running in place, there are countless ways to get kids a quick break that can have a big payoff. Exercise is good for the brain! Get moving! https://www.gonoodle.com
Neuroplasticity: All students can and will learn. This is a root belief at ICS. But, the science behind how this is possible deals with our brains' abilities to stretch, grow and literally transform. Neuroplasticity is what allows us to unlearn something so that we can either assimilate or accommodate new knowledge. While our brains (and our students'!) are constantly being rewired due to our environment, behavior, thinking and emotions, there are things that we can do to help our brains (and our students') learn in the best way possible. This article offers 10 fundamentals of neuroplasticity which can allow you to capitalize on it as a teacher: http://reset.me/story/neuroplasticity-the-10-fundamentals-of-rewiring-your-brain/
Positivity: "Finally, brothers and sisters, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence and if there is anything worthy of praise, think about these things" (Philippians 4:8). http://www.edutopia.org/blog/unleashing-power-positivity-your-school-donna-wilson-marcus-conyers?utm_source=twitter&utm_medium=socialflow
http://catechistsjourney.loyolapress.com/2016/10/creative-ways-to-pray-the-rosary/
Self-Awareness: One of our ICS Learner Profile traits is: We are Self-Aware. Similarly, the main goal of our disciplinary system is for students to foster and use self-discipline in becoming disciples of Christ. This post poses practical strategies to help increase the metacognition of our students, helping them to take more ownership of their learning.
http://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell?utm_source=twitter&utm_medium=socialflow
Social-Emotional Learning, Part 1: A mind that is stressed or emotional cannot learn as well as a brain that does not have these roadblocks. Many of our students come to school each day with emotional baggage. Many do not have models and examples of how to socially interact with their peers or adults. There's good news, though, as educators we can both offer love and support while also teaching social skills. http://www.casel.org
Social-Emotional Learning, Part 2: At ICS we teach the whole child. In this way, the social-emotional intelligence of our students must factor into our overall approach. We know that minds that are stressed or tired or angry aren't logical, rational minds. Spending time to help our students process their social-emotional needs and giving them skills to be successful in this area of their lives can have a synergistic effect on their academic learning. Follow this article for some great tips on increasing the social-emotional intelligence of our students. https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta?utm_source=twitter&utm_medium=socialflow
Social-Emotional Learning, Part 3: As mentioned above, so many of our young people today come to us with immense baggage. They harbor intense feelings that they cannot contain, control or even understand. As we know, a stressed brain is emotional not logical. We must find ways to help our students manage this stress. We must help them build neural pathways so that they can manage and deal with their own stress successfully. This article poses a softer first line of defense to student misbehavior that may have a root in something other than the student's own intentions. It focuses on being Incarnational and building community within your classroom to help support all students: https://www.edutopia.org/blog/getting-curious-not-furious-students-rebecca-alber?utm_source=twitter&utm_medium=socialflow
Social Emotional Learning, Part 4: We know that brains in pain cannot learn. From a personal standpoint, whenever I'm sad, angry, frustrated, or worried I do not think and reason as soundly as I would free from those distractions. Our students be be affected even more significantly than we are! This post offers some practical tips (and some other posts) that can help mitigate the impact that these stressors can have: https://www.edutopia.org/blog/brains-in-pain-cannot-learn-lori-desautels
Student-Centered: The new diocesan observation form places the mark of a 4 = exceeding expectations. The main differentiator between a 3 = meeting expectations and a 4 = exceeding expectations is the involvement of students. In order for teachers to attain a score of a 4, students must be involved in educational components such as classroom management, Catholic identity and critical thinking. This post offers a list of tools to help students have more involvement in the educational process: http://www.edutopia.org/blog/tools-for-student-self-management-andrew-miller?utm_source=twitter&utm_medium=socialflow
Questioning: One of the main tactics used by teachers at all levels is questioning. See the link below (and the videos on the front page) for some insights about asking the right questions to advance the learning of your students: http://www.apoq.org
Rosary: The Rosary is a pathway to growing closer to Jesus through His Mother. Utilizing rote prayers, it can allow one to delve deeper into the words of these memorized prayers and/or allow for one to enter into a contemplative state on the life of Jesus (through the mysteries associated with the decades). For all of its structure, though, the Rosary is not intended to limit Catholics in how they pray it. This post offers some creative ways to engage in the power of the Rosary, especially for kids!
Self-Awareness: One of our ICS Learner Profile traits is: We are Self-Aware. Similarly, the main goal of our disciplinary system is for students to foster and use self-discipline in becoming disciples of Christ. This post poses practical strategies to help increase the metacognition of our students, helping them to take more ownership of their learning.
http://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell?utm_source=twitter&utm_medium=socialflow
Social-Emotional Learning, Part 1: A mind that is stressed or emotional cannot learn as well as a brain that does not have these roadblocks. Many of our students come to school each day with emotional baggage. Many do not have models and examples of how to socially interact with their peers or adults. There's good news, though, as educators we can both offer love and support while also teaching social skills. http://www.casel.org
Social-Emotional Learning, Part 2: At ICS we teach the whole child. In this way, the social-emotional intelligence of our students must factor into our overall approach. We know that minds that are stressed or tired or angry aren't logical, rational minds. Spending time to help our students process their social-emotional needs and giving them skills to be successful in this area of their lives can have a synergistic effect on their academic learning. Follow this article for some great tips on increasing the social-emotional intelligence of our students. https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta?utm_source=twitter&utm_medium=socialflow
Social-Emotional Learning, Part 3: As mentioned above, so many of our young people today come to us with immense baggage. They harbor intense feelings that they cannot contain, control or even understand. As we know, a stressed brain is emotional not logical. We must find ways to help our students manage this stress. We must help them build neural pathways so that they can manage and deal with their own stress successfully. This article poses a softer first line of defense to student misbehavior that may have a root in something other than the student's own intentions. It focuses on being Incarnational and building community within your classroom to help support all students: https://www.edutopia.org/blog/getting-curious-not-furious-students-rebecca-alber?utm_source=twitter&utm_medium=socialflow
Social Emotional Learning, Part 4: We know that brains in pain cannot learn. From a personal standpoint, whenever I'm sad, angry, frustrated, or worried I do not think and reason as soundly as I would free from those distractions. Our students be be affected even more significantly than we are! This post offers some practical tips (and some other posts) that can help mitigate the impact that these stressors can have: https://www.edutopia.org/blog/brains-in-pain-cannot-learn-lori-desautels
Student-Centered: The new diocesan observation form places the mark of a 4 = exceeding expectations. The main differentiator between a 3 = meeting expectations and a 4 = exceeding expectations is the involvement of students. In order for teachers to attain a score of a 4, students must be involved in educational components such as classroom management, Catholic identity and critical thinking. This post offers a list of tools to help students have more involvement in the educational process: http://www.edutopia.org/blog/tools-for-student-self-management-andrew-miller?utm_source=twitter&utm_medium=socialflow
Student Choice: A by-product of an Incarnational approach that allows students to utilize our Dynamic Learning Environment is embracing instructional strategies that also meet the needs of every learner within our classrooms. This differentiated and individualized approach allows students to be appropriately challenged and engaged. As instructional design becomes more intimately crafted, allowing students to tap into topics and / or media that interest them is incredibly motivating. Check out this post with multiple sources about engaging students by giving them autonomy, ownership and choice in their learning:
https://www.edutopia.org/topic/interest-based-learning
Time-on-Task: We know that the more time we spend on something (deliberate practice) the better we become at it. Whether it's cooking or reading or painting or swimming, the more time we devote to these activities the better we will become at them. Of course, spending time on something in and of itself will not improve your skill on that endeavor; there are other factors like effort, appropriate challenge, fine tuning and others that impact the amount of improvement. But, if we can increase students' time-on-task, we can make them better. Check out this post for some ideas to maximize student engagement, and in turn, their learning: https://herok12.com/resource/keeping-students-on-task
Time-on-Task: We know that the more time we spend on something (deliberate practice) the better we become at it. Whether it's cooking or reading or painting or swimming, the more time we devote to these activities the better we will become at them. Of course, spending time on something in and of itself will not improve your skill on that endeavor; there are other factors like effort, appropriate challenge, fine tuning and others that impact the amount of improvement. But, if we can increase students' time-on-task, we can make them better. Check out this post for some ideas to maximize student engagement, and in turn, their learning: https://herok12.com/resource/keeping-students-on-task
Understanding by Design: As a framework for planning and maximizing student engagement and learning, ICS has adopted Wiggins and McTighe's Understanding by Design method of unit planning. This framework is also known as "backwards" design, but it causes the teacher to start with the end in mind and then to build learning experiences, purposefully, that allow students to meet these goals. More than just grouping topics by themes, this unit planning approach strives for rigor, transfer of knowledge and skills and application to new environments. For an overview from one of its creators, visit this link: http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Universal Design for Learning: Given our recent work with Dr. Borden, coupled with our ICS Dynamic Learning philosophy, this framework is a great summarization of all of the innovative approaches being adopted and implemented at ICS. From brain-based learning to social-emotional learning to flexible learning options for students, UDL is another way for us to deepen our understanding of this educational philosophy! Check out this link: http://www.cast.org/our-work/about-udl.html#.WKthpjvnt0A or the graphic at this link: http://www.tlc-mtss.com/assets/udl-infographic.jpg.
Universal Design for Learning: Given our recent work with Dr. Borden, coupled with our ICS Dynamic Learning philosophy, this framework is a great summarization of all of the innovative approaches being adopted and implemented at ICS. From brain-based learning to social-emotional learning to flexible learning options for students, UDL is another way for us to deepen our understanding of this educational philosophy! Check out this link: http://www.cast.org/our-work/about-udl.html#.WKthpjvnt0A or the graphic at this link: http://www.tlc-mtss.com/assets/udl-infographic.jpg.
Universality: Pope Francis recently utilized a TED talk to convey a message of inclusivity, reconciliation and redemption. There are a few take aways:
1. Embrace 21st Century media as a way to reach our audience.
2. Never shy away from an opportunity to give people a "reason for your hope".
3. Our future involves everyone. We must find ways to love, heal, affirm and forgive - especially those most in need of these things / those to whom it is hardest to offer these things.
Note the standing ovation at the end of it. This message resonates with all people - it is a message from Jesus - because it speaks of hope and truth: https://www.ted.com/talks/pope_francis_why_the_only_future_worth_building_includes_everyone?utm_campaign=social&utm_medium=referral&utm_source=t.co&utm_content=talk&utm_term=global-social%20issues#t-1059331
We Can Do Hard Things: This post is a great testament to one of our core beliefs: We can do hard things. In addition to discussing this mantra, it also boldly answers the question why do hard things? As Catholic educators, our answer takes on a spiritual dimension, drawing us closer to Christ. https://ace.nd.edu/blog/the-most-powerful-question
The Writing Process: Excellence happens on purpose and as a result of hard work. Excellent writing happens on purpose and as a result of a lot of hard work. This post poses some practical ideas to help our students embrace the writing process. Even the picture from this post is a great testament to the writing process. But, the main point of the post is that revisions that lead to amazing writing are typically because of a sense of others - the audience. This taps into two ICS Learner Profile traits: We are Community Members. We are Effective Communicators: https://www.edutopia.org/blog/revise-writing-for-authentic-audience-dylan-fenton?utm_source=twitter&utm_medium=socialflow
The Writing Process: Excellence happens on purpose and as a result of hard work. Excellent writing happens on purpose and as a result of a lot of hard work. This post poses some practical ideas to help our students embrace the writing process. Even the picture from this post is a great testament to the writing process. But, the main point of the post is that revisions that lead to amazing writing are typically because of a sense of others - the audience. This taps into two ICS Learner Profile traits: We are Community Members. We are Effective Communicators: https://www.edutopia.org/blog/revise-writing-for-authentic-audience-dylan-fenton?utm_source=twitter&utm_medium=socialflow
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