• Anne Tapp

    Anne Tapp
    Saginaw Valley State University

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Dr. Tapp is a Professor in the Department of Teacher Education, College of Education, at Saginaw Valley State University, University Center, MI, and serves as the Director of Professional Development for the University of Michigan Center for Digital Curricula. She is on the Board of Directors for the American Association for Colleges of Teacher Education (AACTE) and was elected to the AACTE Advisory Council of State Representatives (ACSR) Executive Committee as the Chair. She recently served as the as the (ACSR) Midwest Region Chair and is the Past President of the Michigan Association of Colleges for Teacher Education. Anne is the NASA JPL-CalTech Education Educator in Residence. She is the author of several publications including Technology in the Early Classroom, an interactive textbook for pre- and in-service teachers.

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    Family Engagement

    Family engagement is when families and educators partner together to share the responsibility of supporting students' learning. Family involvement in education can make a profound impact in early learning outcomes. Family engagement in schools contributes to positive student outcomes, including improved child and student achievement, decreased disciplinary issues, improved parent-teacher and teacher-student relationships, and improved school environment.

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    Concept Maps and Thinking Routines

    Concept maps are visual organizers that can enrich students’ understanding of a new concept, deepen understanding, and also assess their knowledge. Graphic organizers allow students opportunities to think about concepts in several ways. Concept maps deepen understanding and comprehension. Thinking Routines are sets of questions or a brief sequence of steps used to scaffold and support student thinking. Harvard Graduate School Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking visible for students allowing for metacognition. Thinking routines help to reveal students’ thinking to the teacher as well as help students themselves notice their thinking, making it more available and useful to them in other contexts.

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