This document outlines a protocol for unpacking standards into learning targets to improve common assessments. It explains how to analyze standards by underlining verbs, highlighting nouns, circling contexts, and identifying the type of learning target. Teachers will learn how to determine the depth of knowledge ceiling for each target and match assessment item types to target rigor. Sample essential outcomes are unpacked using the protocol steps. Guidelines are provided for constructing response questions that clearly communicate expectations and assessments are written for a sample standard.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
The document discusses formative assessment and seven student-centered strategies for formative assessment. Formative assessment is an ongoing process used during instruction to provide feedback to teachers and students to guide and improve learning. It is not an instrument, event, or final exam. The seven strategies for formative assessment are: 1) providing a clear learning target, 2) using examples of strong and weak work, 3) offering descriptive feedback, 4) teaching self-assessment and goal setting, 5) focusing lessons on one target at a time, 6) teaching focused revision, and 7) engaging students in self-reflection to track learning.
Prejudice and Privilege_Great Lakes Conference on Teaching and Learningakenalong
This document provides an abstract for a workshop on privilege and prejudice's impact from the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the privilege walk. Participants will learn how to effectively respond to prejudice and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own prejudices unintentionally impact classroom experiences. Research theories on stereotype formation and how adding or removing a single piece of information can change impressions will also be discussed.
Prejudice and Privilege_ Equity Conf 2016akenalong
This document provides an abstract for a workshop on privilege and prejudice in the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the Privilege Walk. Participants will learn how to effectively respond to examples of racism and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own biases unconsciously impact students and classroom experiences.
Writing from their Lives: The Power of Oneakenalong
This document summarizes a presentation given by A'Kena LongBenton at the Michigan Reading Association in Detroit on March 19, 2016. The presentation advocated for allowing students to write creatively from their own experiences through prompts on meaningful personal topics. It discussed how this can engage students, especially struggling African American male students. The presentation also covered developing writing skills, building teacher-student relationships through teacher vulnerability, and using rubrics to provide structured feedback.
This document provides information about a workshop on using technology tools to inspire and engage learners. The workshop will:
1) Introduce five easy and innovative technologies that can be integrated across disciplines, including polling software and examples of practical application.
2) Include activities using the technologies and applicable knowledge about integrating them.
3) Provide video and web links demonstrating tools like PowerPoint, polling software, and virtual learning units that were covered. Participants will also evaluate the workshop.
This document outlines a protocol for unpacking standards into learning targets to improve common assessments. It explains how to analyze standards by underlining verbs, highlighting nouns, circling contexts, and identifying the type of learning target. Teachers will learn how to determine the depth of knowledge ceiling for each target and match assessment item types to target rigor. Sample essential outcomes are unpacked using the protocol steps. Guidelines are provided for constructing response questions that clearly communicate expectations and assessments are written for a sample standard.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
The document discusses formative assessment and seven student-centered strategies for formative assessment. Formative assessment is an ongoing process used during instruction to provide feedback to teachers and students to guide and improve learning. It is not an instrument, event, or final exam. The seven strategies for formative assessment are: 1) providing a clear learning target, 2) using examples of strong and weak work, 3) offering descriptive feedback, 4) teaching self-assessment and goal setting, 5) focusing lessons on one target at a time, 6) teaching focused revision, and 7) engaging students in self-reflection to track learning.
Prejudice and Privilege_Great Lakes Conference on Teaching and Learningakenalong
This document provides an abstract for a workshop on privilege and prejudice's impact from the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the privilege walk. Participants will learn how to effectively respond to prejudice and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own prejudices unintentionally impact classroom experiences. Research theories on stereotype formation and how adding or removing a single piece of information can change impressions will also be discussed.
Prejudice and Privilege_ Equity Conf 2016akenalong
This document provides an abstract for a workshop on privilege and prejudice in the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the Privilege Walk. Participants will learn how to effectively respond to examples of racism and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own biases unconsciously impact students and classroom experiences.
Writing from their Lives: The Power of Oneakenalong
This document summarizes a presentation given by A'Kena LongBenton at the Michigan Reading Association in Detroit on March 19, 2016. The presentation advocated for allowing students to write creatively from their own experiences through prompts on meaningful personal topics. It discussed how this can engage students, especially struggling African American male students. The presentation also covered developing writing skills, building teacher-student relationships through teacher vulnerability, and using rubrics to provide structured feedback.
This document provides information about a workshop on using technology tools to inspire and engage learners. The workshop will:
1) Introduce five easy and innovative technologies that can be integrated across disciplines, including polling software and examples of practical application.
2) Include activities using the technologies and applicable knowledge about integrating them.
3) Provide video and web links demonstrating tools like PowerPoint, polling software, and virtual learning units that were covered. Participants will also evaluate the workshop.
1. الةقتران هو العلةقة التي ل يوجد فيها زوجان مرتبان
لهما نفس العنصر الول .
كل علقة من العلقات التالية تمسمى اقترانا
ً
سُ
ع1 : } )1 , 2 ( , ) 5 , 3 ( , ) 2 , 4 ( {
ع2 : } ) أ , 1( , ) ب , 2 ( , ) جـ , 3(
, ) د , 4 ({
2. الةقتران هو علةقة ترب ط كل عنصر في المجال
طُ
بعنصر واحد فق ط في المدى .
نمسمي كل علقة من العلقات التالية اقترانا.
ً
سُ
ق1= } ) ـ 1 , 2( , ) 1 , 3( , ) 2 , 4( , ) 0 , 5( {
ق2 =} )أ , 0 ( , ) ب , 1( , ) جـ , 2( , ) د , 4 ({
3. أ
ب
ج
1
2
3
لقتران هو حالة خاصة من العلقة
ع1 = } ) أ , 2( , ) ب , 4( , ) جـ , 6( {
نسمي العلقة ع اقترانا لنه ل يوجد فيها زوجان مرتبان
ُ
لهما نفس العنصر .
نسمي العلقة ع اقترانا لن كل عنصر في المجال ) س(
ُ
ارتبط بعنصر واحد فقط في المدى .
لحظ أن العلقة هنا هي علقة ارتباط واحد لواحد .
4. م
1
و
2
ن
3
ع2 = } ) م , 1( , ) و , 2( , ) و , 3( , ) ن , 3({
العلقة ع2 هنا ليست اقترانا . لماذا ؟؟
لن العنصر و في المجال قد ارتبط بعنصرين مختلفين في المدى
وهما 2 , 3 .
ونقول :
العلقة ع2 ليست اقترانا , لنه يوجد فيها زوجان مرتبان لهما نفس
العنصر الول وهما
) و , 2( , ) و , 3(.
لحظ أن في العلقة هنا , علقة ارتباط واحد ـ كثير
الحدود .
5. ه
1
د
2
ع3 = } و هـ , 2( , ) د , 2 ( , ) و , 3 ( {
)
3
العلقة ع3 اقتران . لماذا ؟؟؟
1. لنه ل يوجد فيها زوجان مرتبان لهما نفس العنصر
الول وكذلك .
2. ل ن كل عنصر في المجال ارتبط بعنصر واحد فقط
ّ
في المدى .
3. لحظ أن في العلقة هنا : علقة ارتباط متعدد ـ
واحد .
6. ماذا نستنتج !!
1.الاقتران هو حالة خاصة من العلاقة , وبالتالي فإن كل الاقترانات هي علاقات , ولكن ليس
كل علاقة هي ااقتران .
2.العلاقة التي ل يوجد فيها زوجان مرتبان لهما نفس العنصر الول هي علاقة ااقتران .
3.العلاقة واحد لواحد تسمى ااقترانا .
ً
سُ
4. العلاقة متعدد إلى واحد تسمى ااقترانا .
ً
سُ
5.العلاقة واحد إلى متعدد ليست ااقترانا .
ً
الاقتران هو علاقة يرتبط كل عنصر في مجالها بعنصر واحد فقط في مداها
يتحدد الاقتران بقاعدة تكتب على الصورة ص = ق)س( وفي هذه الحالة نقول إن ص ااقتران
ّ
سُ
في س .
ص = ق)س(