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Stix Discussion
The Stix Discussion (Stix 1999) is a discussion strategy that has four distinct viewpoints as well as an inner circle and an outer circle that equally participate in a discussion. This strategy is a modification of the innerouter circle or … Continue reading
Posted in Conflict resolution, Differentiation, Discussion Strategies, General Strategies, Gifted an Talented, Gifted and Talented, Higher Level Thinking, Interdisciplinary Instruction, Language Arts, Listening, Social Intelligence, Social Studies, Teaching Strategies, Writing Across the Curriculum
Tagged active learning, Andi Stix, coaching students, cooperative learning, differentiation, discovery learning, discussion strategies, empowering students, handson instruction, handson learning, interactive classroom, motivation, multimodal instruction, problem solving, stix andi, stix discussion, student empowerment, student motivation, student ownership, teachers as classroom coaches, teaching strategies, writing across the curriculum
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Inspiring Creativity: Think Outside the Bowl
Join Our Movement: Show that you are a supporter of Inspiring Creativity in our schools. To get your free decal, scroll down for ordering information. So what’s going on? With the resurgence of testing nationwide, many teachers report that they … Continue reading
Posted in Coaching Teachers, creativity, Differentiation, Discussion Strategies, Discussion Strategies, Gifted an Talented, Gifted and Talented, Higher Level Thinking, Motivation, Questioning
Tagged active learning, brainstorming, classroom coaching, creativity, differentiation, discovery learning, empowering students, handson learning, instructional coaching, interactive instruction, interdisciplinary instruction, intrinsic motivation, motivation, student empowerment, student motivation, student ownership
4 Comments
Reinforcing Vocabulary in All Content Areas
Learning new words and developing an extended vocabulary, with accompanying compatible definitions, is a common task throughout all disciplines and at all levels of school. Teachers are always looking for new ways to motivate their students, but when the work … Continue reading
Posted in Differentiation, General Strategies, Language Arts, Social Studies, Teaching Strategies
Tagged active learning, comprehension, concept integrated, cooperative group work, differentiation, discovery learning, empowering students, handson instruction, interactive classroom, interdisciplinary instruction, intrinsic motivation, studentcentered instruction, vocabulary
4 Comments
Certified Coaches Can Help AtRisk or New Teachers
New York State’s teacher evaluation system has finally arrived and we all recognize that this is a time of transition and a time of opportunity. New York, like other states, is beginning to roll out assessments of teachers. Therefore, it … Continue reading
Posted in Articles, Speeches & Past Posts, Assessment, Assessment, Classroom Coaching, Coaching, Coaching Teachers, Interdisciplinary Instruction, Motivation
Tagged classroom coaching, communication, concept integrated, cooperative group work, differentiation, discovery learning, discussion strategies, Educational Assessment, educational coaching, educational consultant, empowering students, handson instruction, instructional coaching, interdisciplinary instruction, making connections, motivation, performance contracts, questioning, teacher assessment, teacher evaluation
5 Comments
Learnist: The Pinterest for Educators
The most popular bulletin board in social media today is Pinterest. But now, Grockit! is launching its own version called Learnist (http://learni.st) for educators. While both follow a scrapbook styled interface designed for communicative sharing, the focal points of each … Continue reading
Posted in Articles, Speeches & Past Posts, Curriculum Writing, Differentiation, Interdisciplinary Instruction, Motivation, Social Media, Writing Across the Curriculum, Writing Curriculum
Tagged active learning, coaching students, cooperative group work, differentiation, discovery learning, empowering students, handson instruction, handson learning, interactive instruction, learning, learnist, making connections, motivation, pinterest, problem solving, student empowerment, student motivation, teachers as classroom coaches, visual imagery, visualization, writing across the curriculum
14 Comments
Imagery Walk
(c) 2012 Andi Stix, Ed.D The Imagery Walk is an exercise that allows students to visually bring content alive by utilizing their imaginations. It is based on meditative practices, but allows for scenes in English Language Arts, historical periods in … Continue reading
Posted in Art Integration, Discussion Strategies, General Strategies, Interdisciplinary Instruction, Language Arts, Social Studies, Teaching Strategies
Tagged active learning, brainstorm, brainstorming, comprehension, differentiation, discovery learning, handson instruction, handson learning, interactive classroom, interactive instruction, interdisciplinary instruction, intrinsic motivation, language art strategies, Language Arts, learning, learning styles, making connections, memory, motivation, multimodal instruction, ownership, reinforcement games, simulations, student motivation, student ownership, teaching strategies, visualization, writing across the curriculum
8 Comments
Carousel Brainstorming
(c) 2012 Andi Stix, Ed.D The Carousel Brainstorming strategy is easy to implement. Each cooperative group walks up to an openended question posted on chart paper, discusses it, brainstorms answers or solutions, and writes down responses within a given amount … Continue reading
Posted in Discussion Strategies, General Strategies, Interdisciplinary Instruction, Language Arts, Teaching Strategies
Tagged accountability, active discussion, active learning, active listening, assessment, authentic assessment, brainstorm, brainstorming, communication, comprehension, concept integrated, cooperative group work, cooperative learning, differentiation, discussion strategies, handson instruction, handson learning, language art strategies, learning, making connections, student ownership, teaching strategies, teaching strategy, writing, writing across the curriculum
5 Comments
Kinds of Writing
(c) 2012 Andi Stix, Ed.D Do you want to spicen up the styles of writing that you assign to your class? Do you want to give your students a list of choices from which they can choose? Here’s a fabulous … Continue reading
Posted in Curriculum Writing, General Strategies, Interdisciplinary Instruction, Language Arts, Motivation, Teaching Strategies, Writing Across the Curriculum, Writing Curriculum
Tagged active learning, communication, comprehension, concept integrated, curriculum writing, debate strategies, differentiation, flexogeneous grouping, handson instruction, interactive instruction, interdisciplinary instruction, kinds of writing, language art strategies, learning, math manipulatives, negotiable contracting, political cartoons, student ownership, teaching strategies, word box, writing, writing across the curriculum
5 Comments
OpenEnded Questions
(c) 2012 Andi Stix, Ed.D Research has shown time and time again that if we pose a closeended question, our students will elicit a minimal amount of answers. However, we can draft the same question using the following question starters … Continue reading
Posted in Articles, Speeches & Past Posts, Curriculum Writing, Discussion Strategies, Essential Questions, Guiding Questions, Motivation, Questioning, Teaching Strategies, Writing Across the Curriculum, Writing Curriculum
Tagged active learning, active listening, administrators as coaches, authentic assessment, classroom coaching, coaching, coaching students, comprehension, curriculum writing, differentiation, discovery learning, educational coaching, empowering students, guiding questions, instructional coaching, interactive classroom, interactive instruction, interdisciplinary instruction, intrinsic motivation, learning, learning styles, making connections, openended questions, posing questions, questioning, questions, student ownership, teachers as classroom coaches, teaching strategies
9 Comments
Differentiating the Curriculum How We Established a MultiLevel, Young Adult Literature Bookroom for the Social Studies Department
© 2000 by Andi Stix, Ed.D., Recently, the District #2 Office in New York City mandated that all children at the middle school level should read 25 books per year. While the burden of this mandate fell most heavily on … Continue reading
Posted in Articles, Speeches & Past Posts, Differentiation, Interdisciplinary Instruction, Language Arts, Social Studies, Teaching Strategies, Writing Across the Curriculum
Tagged comprehension, concept integrated, cooperative learning, differentiation, discussion strategies, educational coaching, flexogeneous grouping, interactive classroom, interdisciplinary instruction, intrinsic motivation, Language Arts, learning, literature circles, making connections, multilevel bookroom, multiple perspectives, social studies, social studies strategies, student empowerment, student motivation, student ownership, teaching strategies, young adult literature, young adult literature in the Social Studies
2 Comments
Using MultiLevel Young Adult Literature in the Middle School American Studies
by Andi Stix, Ed.D. and Marshall George, Ed.D. © 2000 Social Studies Journal, v91 n1 p2531 JanFeb 2000 Talk to middle school teachers about the challenges of teaching today, and you are likely to be barraged with a long list … Continue reading
Posted in Articles, Speeches & Past Posts, Differentiation, Interdisciplinary Instruction, Language Arts, Social Studies, Teaching Strategies, Writing Across the Curriculum
Tagged adolescent literature, communication, comprehension, differentiation, discussion strategies, empowering students, flexogeneous, flexogeneous grouping, interactive classroom, interactive instruction, intrinsic motivation, language art strategies, Language Arts, learning, literature circles, making connections, motivation, multiple perspectives, social studies, social studies strategies, student empowerment, student motivation, student ownership, teaching strategies, writing across the curriculum, young adult literature
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The Link Between Art and Mathematics
© 1994 by Andi Stix, Ed.D. ERIC: Eric Resources Information Center #ED398170 … Continue reading
Posted in Art, Art Integration, Articles, Speeches & Past Posts, Assessment, Differentiation, Interdisciplinary Instruction, Mathematics, Speeches
Tagged active learning, art and math, art integration, assessment, authentic assessment, communication, comprehension, concept integrated, curriculum writing, differentiation, discovery learning, empowering students, handson instruction, interactive classroom, interactive instruction, journal writing, learning, learning styles, long term memory, Mathematical Concepts, mathematical instruction, mathematics, memory, multimodal instruction, pictorial journal writing, problem solving, student empowerment, student motivation, student ownership, teaching mathematics, teaching strategies, underachievement, visual imagery, visualization, visualizing mathematics
9 Comments
PicJour Math: Pictorial Journal Writing in Mathematics
by Andi Stix, Ed.D. © 1994 The Arithmetic Teacher, vol. 41, no. 5, January Come every fall, teachers of mathematics are confronted with oversized classes filled with students who vary in both their learning style and their way of communicating … Continue reading
Posted in Articles, Speeches & Past Posts, Assessment, Differentiation, Interdisciplinary Instruction, Journal Writing, Language Arts, Manipulatives, Math, Mathematics, Teaching Strategies, Writing Across the Curriculum
Tagged 3.14, active learning, alternative Assessment, art and math, art integration, assessment, authentic assessment, cognitive style, curriculum writing, differentiation, discovery learning, empowering students, handson learning, interactive classroom, interactive instruction, interdisciplinary instruction, journal writing, learning styles, math manipulatives, math strategies, Mathematical Concepts, mathematical instruction, mathematical understanding, mathematics, memory, ownership, picjour math, pictorial journal writing, problem solving, student motivation, student ownership, teaching fractions, teaching math, teaching mathematics, teaching pi, teaching strategies, understanding pi in math, visualization, visualizing mathematics, writing across the curriculum
2 Comments
Fraction Rings: Teaching Time, Decimals and Degrees
(c) 1993 Fraction Rings designed by Andi Stix were produced by Cuisenaire Company of America. This set of math manipulative rings are to be used with Fraction Circles. If you are interested in ordering this set, please make sure that you … Continue reading
Posted in Journal Writing, Manipulatives, Math, Mathematics, Teaching Strategies
Tagged art and math, brainstorm, brainstorming, communication, comprehension, concept integrated, differentiation, discovery learning, empowering students, fractions, fractions and decimals, fractions and degrees, fractions and time, handson learning, intrinsic motivation, learning styles, making connections, math manipulatives, math strategies, mathematical instruction, mathematical understanding, memory, multimodal instruction, picjour math, pictorial journal writing, problem solving, teaching decimals, teaching degrees of a circle, teaching fractions, teaching math, teaching mathematics, teaching strategies, time and degrees, time and fractions, visual imagery, visualization
3 Comments