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  • Learning Through Reflection

    Most of us go through life viewing our experiences as isolated, unrelated events. We also view these happenings simply as the experiences they are, not as opportunities for learning. Psychologists refer to this type of lifeview as an "episodic grasp of reality" (Feuerstein, Rand, Hoffman, & Miller, 1980), and it is not a habit we want to pass along to children. Instead, we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection. Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others. Reflection involves linking a current experience to previous learnings (a process called scaffolding). Reflection also involves drawing forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile. To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something.

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  • Three ways to put assessment data to work in the classroom

    Data is a powerful teaching tool. Assessment data—whether from formative assessment or interim assessments like MAP® Growth™—can empower teachers and school leaders to inform instructional decisions. Timeliness is key, as is structuring opportunities for application of the data. Using actionable assessment data can help all stakeholders answer important questions about student learning. These may include: Assessments that deliver data that can be used in real time to make a difference in education provide real opportunities for teachers and school leaders.

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  • How ‘Among Us’ Helps Students Master Argumentative Writing

    Like many other teachers in the world, I have been tasked with the incredible challenge of teaching online to a sea of students who are used to being in a classroom learning, discussing, and connecting with their peers. In just a couple of days, I went from a loud, bustling classroom full of energetic 10th graders to an eerily quiet Zoom call full of black boxes and muted mics. Hearing and seeing my students became a thing of the past. When I began to notice my students struggling to understand argumentative writing, I knew I had to get creative. In addition to teaching English, I run my school site’s gaming and e-sports clubs. Advising those club meetings was like night and day compared with teaching my English class; I could barely say a word during our meetings because my students were so excited to play games with each other.

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  • How to Help Your Students Learn Healthy Communication Skills

    No matter what the future holds for today’s students, one life skill that’s essential for success in any chosen field—and in life—is the ability to communicate clearly, and to exchange ideas in person, online, or in writing. Why are good communication skills so important? Communication involves all four domains of literacy—reading, writing, listening, and speaking. Students can gain more from the learning process when they’re able to ask questions and discuss concerns. Verbal communication also helps students socialize and build friendships, which in turn helps the learning process. In this article, we’ll look at some specific ways to help students develop written and verbal communication skills, as well as why it’s healthy for them to do so.

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  • Making Student Feedback Work

    The benefits of student feedback are deep and wide — but not always recognized. Students have a comprehensive view of how their teachers educate and motivate. Student evaluations can be collected cheaply, quickly, and regularly, giving teachers the opportunities to make real-time adjustments to their teaching. Teachers may actually learn about their students from feedback questionnaires, too — how they learn, whom they know well in the class, and with whom they work best. Students benefit from this process as well. When schools create a culture of feedback, they “send a strong signal to students that they care about their point of view, while also creating opportunities to model how to productively receive and respond to feedback,” according to educational researcher Carly Robinson, a Ph.D. student at the Harvard Graduate School of Education.

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Elementary New Teacher Mentor Coordinator

Nadia Tellez

Nadia.Tellez@clint.net

915.637.1331

Secondary New Teacher Mentor Coordinator

Rachel Ferreira

Raquel.Ferreira@clint.net 

915.549.3662

Secondary New Teacher Mentor Coordinator

Adrian Estorga

Adrian.Estorga@clint.net

915.478.3170

13100 Alameda Ave.

Clint, Texas 79836

915.926.8133

Public Notification of Nondiscrimination It is the policy of Clint ISD not to discriminate on the basis of race, color, religion, sex, gender, national origin, disability, age, or any other basis prohibited by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendment of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. For information about your rights or grievance procedures, contact the district’s Title IX Coordinator, Assistant Superintendent for Personnel Services, at 14521 Horizon Boulevard, El Paso, Texas, 79928, 915-926-4000 and/or Section 504 Coordinator at 14521 Horizon Boulevard, El Paso, Texas, 79928, 915-926-4000.