The document outlines an instructional model used by 27J that has four tiers of instruction. Tier 1 is high-quality classroom instruction. Tier 2 provides scaffolding for small groups. Tier 3 delivers more intensive instruction outside the classroom. Tier 4 is for students with exceptional needs. The model emphasizes collaboration, leadership to ensure programs are implemented, and using data and assessments to guide instruction.
The document defines the term "mastery objective" and discusses its key attributes. It contrasts mastery objective thinking with other types of thinking like coverage, activity, and involvement thinking. A mastery objective should specify what a student will know and be able to do, use observable and measurable language, and be aligned with curricular standards. It also provides examples of well-written mastery objectives.
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
Bloom proposed mastery learning as a way to increase student success rates. Under traditional teaching, only 15-20% of students learn to the expected level, but Bloom believed that sensitively meeting student needs could help whole classrooms master topics. He identified three key variables that influence learning outcomes: cognitive and affective entry behaviors, and quality of instruction through cues, participation, reinforcement, and feedback. Using mastery learning strategies, 90-95% of students typically reach 80-95% mastery compared to just the top 15-20% under traditional methods.
This document discusses different types of tests used to evaluate students including objective tests like fill-in-the-blank and multiple choice as well as subjective tests like short answer and opinion essays. It also provides examples of instructional strategies like scaffolding, modeling, and brainstorming activities that can help students prepare for both objective and subjective assessments by organizing information and understanding what should be included.
Angela peterson mastery learning final projectapeterson2011
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Mastery learning is an educational strategy that individualizes instruction to allow students to progress at their own pace until they achieve mastery of the material. It has its roots in programs from the 1920s. The key principles are breaking learning into tasks, sequencing tasks properly, giving formative assessments, and providing correctives. The process involves a preparatory phase where the teacher selects appropriate material and an instructional phase where material is presented and students are assessed diagnostically, formatively, and summatively to guide instruction and determine mastery.
This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
The document defines the term "mastery objective" and discusses its key attributes. It contrasts mastery objective thinking with other types of thinking like coverage, activity, and involvement thinking. A mastery objective should specify what a student will know and be able to do, use observable and measurable language, and be aligned with curricular standards. It also provides examples of well-written mastery objectives.
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
Bloom proposed mastery learning as a way to increase student success rates. Under traditional teaching, only 15-20% of students learn to the expected level, but Bloom believed that sensitively meeting student needs could help whole classrooms master topics. He identified three key variables that influence learning outcomes: cognitive and affective entry behaviors, and quality of instruction through cues, participation, reinforcement, and feedback. Using mastery learning strategies, 90-95% of students typically reach 80-95% mastery compared to just the top 15-20% under traditional methods.
This document discusses different types of tests used to evaluate students including objective tests like fill-in-the-blank and multiple choice as well as subjective tests like short answer and opinion essays. It also provides examples of instructional strategies like scaffolding, modeling, and brainstorming activities that can help students prepare for both objective and subjective assessments by organizing information and understanding what should be included.
Angela peterson mastery learning final projectapeterson2011
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Mastery learning is an educational strategy that individualizes instruction to allow students to progress at their own pace until they achieve mastery of the material. It has its roots in programs from the 1920s. The key principles are breaking learning into tasks, sequencing tasks properly, giving formative assessments, and providing correctives. The process involves a preparatory phase where the teacher selects appropriate material and an instructional phase where material is presented and students are assessed diagnostically, formatively, and summatively to guide instruction and determine mastery.
This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
This document outlines the structure and purpose of Professional Learning Teams (PLTs) which are collaborative groups of teachers that meet regularly to improve student learning. The key points are:
1. PLTs are comprised of 4-6 teachers who meet every two weeks to examine student work, identify learning needs, and develop strategies to help students progress.
2. During meetings, teachers analyze student work samples to assess the current level of learning and identify similar students. They then determine the next steps and strategies to help those students improve.
3. A learning log is used to record ideas from meetings and track evidence of student progress over time. The goal is to use evidence, not assumptions, to inform instructional decisions.
This document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and explain the thought process to students. Teachers should help students connect new ideas to prior knowledge and explain why topics are important. The document also suggests having students state their learning, providing study tools and techniques, and using technology like graphic organizers and blogs to facilitate metacognition. The overall goal is for teachers to help students monitor and self-regulate their learning.
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Mastery learning is an instructional strategy that breaks topics into small chunks and allows students to learn at their own pace until they achieve mastery of the material. It assumes that with systematic instruction, help for learning difficulties, and sufficient time, most students can master what is taught. Key characteristics include breaking topics into small learning segments, presenting clear objectives, individualized attention, self-pacing, criterion-referenced tests, and formative evaluation focused on the mastery process rather than just content coverage. The approach specifies behavioral objectives, uses self-assessment questions, and requires students to demonstrate mastery of one unit before advancing to the next.
Instructional design is the systematic development of instruction to ensure quality education. It involves analyzing learning needs and goals to develop effective instruction. Lesson planning is an important part of instructional design as it provides structure and guidelines for teaching. Different approaches to lesson planning include Herbartian's five steps of preparation, presentation, comparison, generalization, and application. The Regional College of Education Mysore approach consists of three aspects - input (objectives), process (teaching strategies), and outcome (learning assessment). An effective lesson plan is clear, organized, linked to previous knowledge, divided into units, flexible, and evaluates learning.
The document discusses instructional media and methods in nursing education. It defines instructional technology as using educational media and methods to effectively teach students. Some benefits of instructional technology include stimulating conceptual thinking, interest, and self-learning. A cone of learning model shows participation leads to greater retention than passive learning. Key considerations for selecting media include learning objectives, resources, and learners. Principles for effective use of audiovisual aids in teaching include selecting aids suited to objectives and learners, preparing aids cost-effectively, effective presentation, controlling aids physically, guiding student response, continuous evaluation, and preservation.
This document discusses curricular vertical alignment, which is planning curriculum from one grade level to the next to ensure continuity of learning. It notes that vertical collaboration between teachers of different grades is important for success. The author wants to implement vertical alignment of math standards at their school and examine teacher knowledge, encouraging change, sharing ideas, communication, and involving teachers from other grades in planning. The goals are for teachers to find monthly math meetings useful and to expand collaboration to other schools to benefit student transitioning and academic success.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
The systematic approach to teaching views the entire educational program as an interconnected system. It involves carefully planning all aspects of instruction including objectives, teaching methods, learning experiences, materials, and assessment. The key phases are to define objectives based on student needs, select appropriate teaching methods and experiences, implement the instruction as planned, and evaluate outcomes to determine if objectives were achieved or if revision is needed. All elements of the instructional process must work together for learning to occur.
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.
Precision teaching is a method of planning individualized instruction to meet students' needs. It involves setting specific, measurable learning targets and regularly assessing student progress towards those targets through short practice probes. Student performance is charted daily to monitor effectiveness and inform changes to teaching methods. Precision teaching draws on theories of learning hierarchies and the zone of proximal development to focus instruction within a student's capabilities and ensure new skills become fluent before moving on. It has been shown to help students who struggle with accuracy, fluency, self-efficacy or generalization of skills.
Cognitive and metacognitive strategies eunice castro
Metacognitive and cognitive strategies help learners manage and control their own learning. Metacognitive strategies involve processes like planning, monitoring, and evaluating one's learning. Cognitive strategies aid in identifying, retaining, and recalling language material through techniques like grouping, rehearsal, and comprehension. The document outlines a problem-solving cycle involving analyzing the problem, planning an approach, executing the plan, and evaluating the results to modify the approach.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Marzano’S Best Practices And Instructional StrategiesLorrene
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
The document outlines a systematic approach to teaching that views the educational program as closely interrelated parts that are harmoniously integrated. It describes 8 parts of a systematic instructional planning process: 1) defining objectives, 2) choosing appropriate methods, 3) choosing appropriate experiences, 4) selecting materials and facilities, 5) assigning personnel roles, 6) implementing instruction, 7) evaluating outcomes, and 8) refining the process. The goal is to ensure that all elements work together to achieve the learning objectives. Examples of learning activities and resources that can be used are also provided.
Humans are motivated to learn and grow when goals are clear, challenging yet achievable. Our beliefs shape our behavior, so focusing on strengths and learning goals, rather than weaknesses, better enables growth through self-awareness and self-regulation. With coaching experience, training, practice and awareness of context, techniques like listening, questioning, framing and goal setting can help others develop self-awareness to reach their potential.
In 3 sentences or less, the document summarizes:
We can teach all students if we want to, as we already know how based on research. However, whether we achieve this depends on how committed we feel to improving outcomes for disadvantaged students, given we have not succeeded for them so far.
This document outlines the structure and purpose of Professional Learning Teams (PLTs) which are collaborative groups of teachers that meet regularly to improve student learning. The key points are:
1. PLTs are comprised of 4-6 teachers who meet every two weeks to examine student work, identify learning needs, and develop strategies to help students progress.
2. During meetings, teachers analyze student work samples to assess the current level of learning and identify similar students. They then determine the next steps and strategies to help those students improve.
3. A learning log is used to record ideas from meetings and track evidence of student progress over time. The goal is to use evidence, not assumptions, to inform instructional decisions.
This document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and explain the thought process to students. Teachers should help students connect new ideas to prior knowledge and explain why topics are important. The document also suggests having students state their learning, providing study tools and techniques, and using technology like graphic organizers and blogs to facilitate metacognition. The overall goal is for teachers to help students monitor and self-regulate their learning.
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Mastery learning is an instructional strategy that breaks topics into small chunks and allows students to learn at their own pace until they achieve mastery of the material. It assumes that with systematic instruction, help for learning difficulties, and sufficient time, most students can master what is taught. Key characteristics include breaking topics into small learning segments, presenting clear objectives, individualized attention, self-pacing, criterion-referenced tests, and formative evaluation focused on the mastery process rather than just content coverage. The approach specifies behavioral objectives, uses self-assessment questions, and requires students to demonstrate mastery of one unit before advancing to the next.
Instructional design is the systematic development of instruction to ensure quality education. It involves analyzing learning needs and goals to develop effective instruction. Lesson planning is an important part of instructional design as it provides structure and guidelines for teaching. Different approaches to lesson planning include Herbartian's five steps of preparation, presentation, comparison, generalization, and application. The Regional College of Education Mysore approach consists of three aspects - input (objectives), process (teaching strategies), and outcome (learning assessment). An effective lesson plan is clear, organized, linked to previous knowledge, divided into units, flexible, and evaluates learning.
The document discusses instructional media and methods in nursing education. It defines instructional technology as using educational media and methods to effectively teach students. Some benefits of instructional technology include stimulating conceptual thinking, interest, and self-learning. A cone of learning model shows participation leads to greater retention than passive learning. Key considerations for selecting media include learning objectives, resources, and learners. Principles for effective use of audiovisual aids in teaching include selecting aids suited to objectives and learners, preparing aids cost-effectively, effective presentation, controlling aids physically, guiding student response, continuous evaluation, and preservation.
This document discusses curricular vertical alignment, which is planning curriculum from one grade level to the next to ensure continuity of learning. It notes that vertical collaboration between teachers of different grades is important for success. The author wants to implement vertical alignment of math standards at their school and examine teacher knowledge, encouraging change, sharing ideas, communication, and involving teachers from other grades in planning. The goals are for teachers to find monthly math meetings useful and to expand collaboration to other schools to benefit student transitioning and academic success.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
The systematic approach to teaching views the entire educational program as an interconnected system. It involves carefully planning all aspects of instruction including objectives, teaching methods, learning experiences, materials, and assessment. The key phases are to define objectives based on student needs, select appropriate teaching methods and experiences, implement the instruction as planned, and evaluate outcomes to determine if objectives were achieved or if revision is needed. All elements of the instructional process must work together for learning to occur.
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.
Precision teaching is a method of planning individualized instruction to meet students' needs. It involves setting specific, measurable learning targets and regularly assessing student progress towards those targets through short practice probes. Student performance is charted daily to monitor effectiveness and inform changes to teaching methods. Precision teaching draws on theories of learning hierarchies and the zone of proximal development to focus instruction within a student's capabilities and ensure new skills become fluent before moving on. It has been shown to help students who struggle with accuracy, fluency, self-efficacy or generalization of skills.
Cognitive and metacognitive strategies eunice castro
Metacognitive and cognitive strategies help learners manage and control their own learning. Metacognitive strategies involve processes like planning, monitoring, and evaluating one's learning. Cognitive strategies aid in identifying, retaining, and recalling language material through techniques like grouping, rehearsal, and comprehension. The document outlines a problem-solving cycle involving analyzing the problem, planning an approach, executing the plan, and evaluating the results to modify the approach.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Marzano’S Best Practices And Instructional StrategiesLorrene
Marzano's research identifies several effective instructional strategies that can improve student learning across content areas including identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, and setting objectives and providing feedback. These strategies require specific implementation techniques and teacher feedback to achieve their full effect on student learning as reported in research. While cooperative learning and other strategies can be effective, students also need time for independent skill practice and not all strategies work in every situation.
The document outlines a systematic approach to teaching that views the educational program as closely interrelated parts that are harmoniously integrated. It describes 8 parts of a systematic instructional planning process: 1) defining objectives, 2) choosing appropriate methods, 3) choosing appropriate experiences, 4) selecting materials and facilities, 5) assigning personnel roles, 6) implementing instruction, 7) evaluating outcomes, and 8) refining the process. The goal is to ensure that all elements work together to achieve the learning objectives. Examples of learning activities and resources that can be used are also provided.
Humans are motivated to learn and grow when goals are clear, challenging yet achievable. Our beliefs shape our behavior, so focusing on strengths and learning goals, rather than weaknesses, better enables growth through self-awareness and self-regulation. With coaching experience, training, practice and awareness of context, techniques like listening, questioning, framing and goal setting can help others develop self-awareness to reach their potential.
In 3 sentences or less, the document summarizes:
We can teach all students if we want to, as we already know how based on research. However, whether we achieve this depends on how committed we feel to improving outcomes for disadvantaged students, given we have not succeeded for them so far.
The document discusses emotional speech synthesis and provides an overview of modeling emotions, how emotions are expressed in speech, and different approaches to speech synthesis. It includes examples of emotional speech spectrograms and describes how emotions can be described and synthesized. The document outlines current challenges in emotional speech synthesis and concludes with an outlook on future work.
Examples and synthesis of academic licenses to start ups - lebretHervé Lebret
The document provides examples of equity-royalty licensing agreements between universities and companies. It notes that license issue fees typically range from $10,000 to $50,000 but can be up to $250,000, and royalty rates typically range from 2-5% but can be as high as 15%. Recently, universities also take equity positions of around 5% in startups in exchange for licensing agreements. Specific examples from Stanford, MIT, CMU, and Caltech are discussed, with typical terms including exclusive licenses, limited field of use, license fees of $25,000-$100,000, 3-5% royalties, and 5% equity after significant funding.
The document provides guidance for conducting a research synthesis. It discusses the purpose of a research synthesis, which is to gain in-depth knowledge of studies in one's area of interest. It also lists several questions researchers should aim to answer when reviewing a research article, such as the problem investigated, debates in the field, research questions, methods used, findings, and how the article can contribute to one's own thesis. The document uses an example research article by García & López-Velásquez (2003) to illustrate how to extract these details and demonstrate understanding of the key elements of a research study.
This document provides an introduction to a study on success indicators among catering services in Cabanatuan City. It discusses that catering is a lucrative business but also demanding, requiring stamina and excellent interpersonal skills. The study aims to describe owners' profiles and success indicators in terms of market research, menu composition, and layout/design. It also seeks to identify outcomes related to income generation and competition. The methodology will involve surveying 10 local catering businesses using questionnaires. The results could help future entrepreneurs and hospitality students understand best practices for operating a successful catering service.
Chapter 2-Realated literature and StudiesMercy Daracan
This chapter reviews related literature and studies relevant to the present study. It discusses ideas from local and foreign sources on the importance of computer information technology and information systems. It also examines related theories like the iterative implementation approach and discusses how technologies like WAMP5, Windows 7, and web-based systems have influenced various fields and processes like enrollment. Finally, it summarizes some related local studies that have developed web-based enrollment systems to make the enrollment process more efficient.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Tyler's model of curriculum development involves 4 basic steps: 1) Establishing the educational purpose, 2) Determining educational experiences to achieve the purpose, 3) Organizing those experiences effectively, and 4) Evaluating if the purposes have been met. The document outlines Tyler's view that establishing clear instructional objectives is important for developing a coherent curriculum, selecting appropriate teaching methods and materials, and assessing learning outcomes. Objectives should be specific, measurable, and focused on student outcomes rather than teaching processes.
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
The following workshop will be conducted at the VL Conference July 17th-18th. The workshop is designed to support stakeholders in addressing the following driving question: How do we develop an educational system that supports all students in seeing themselves as their own teachers?
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
The document discusses first principles of instruction that are common across different instructional design theories and models. It identifies five key principles: 1) problem-based learning, 2) activation of previous knowledge, 3) demonstration of concepts, 4) application of concepts, and 5) integration of concepts. Various instructional theories are shown to incorporate some or all of these principles in their approaches.
The document discusses the key concepts of professional learning communities (PLCs) based on the work of Richard DuFour, Robert Eaker, and Rebecca DuFour. It summarizes four sessions on introducing PLCs, focusing on learning rather than teaching, developing a culture of collaboration, and focusing on results. The sessions describe cultural shifts needed for PLCs including ensuring all students learn through collaboration, common assessments to identify struggling students, and using data to improve teaching practices.
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
The document provides information about setting learning objectives and targets. It discusses how learning objectives should be specific, measurable, attainable, relevant and time-bound. When students are provided clear learning objectives, their achievement on tests is on average 34 percentile points higher. However, only 4% of classrooms have clear evidence of a learning objective. Effective learning objectives are accessible and understood by students, embedded throughout instruction, measurable, aligned with tasks, and used for student self-assessment. Separating the learning target from the activity or context makes it more transferable. Success criteria should include verbs that allow students to demonstrate their learning.
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
This document discusses various strategies and programs that can be used to support students' academic and social-emotional development. It provides examples of individualized and comprehensive academic strategies as well as strategies to support reading, math, study skills and organization. Affective education strategies are also discussed, including the importance of teaching replacement behaviors. The document also references several resources and programs that discuss effective instructional strategies.
A willingness to bring new teaching strategies into your lesson plan is one o...JeanisilCereno2
The document discusses several teaching strategies that can be used in the classroom, including classroom management strategies, flexible seating, formative and summative assessments, active learning, differentiated instruction, personalized learning, universal design for learning, response to intervention, using classroom technology, and math games. An effective teacher is willing to incorporate new teaching strategies and technologies into their lessons to provide students with the highest quality education possible.
The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...shan mahmood
Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
it is about teacher training. What was the traditional method of teaching and formerly the role of teacher. But nowadays when the resources are available ,new technologies are introduced, new methods are being used.We the teachers ponder over our teaching methods and try to modify it to get better learning.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
This document provides an overview of a training on classroom formative assessment for coaches and administrators. It discusses how formative assessment connects to various district and school initiatives. It also discusses the need for reflection on current practices and change, managing discrepancies in knowledge, and seeking feedback to improve. Key topics that will be covered include the indispensable conditions for improvement, connecting formative assessment in school groups, thinking about change, managing different understandings, tacit knowledge among colleagues, and confidence through feedback.
This document provides an agenda and overview for a professional development day on classroom formative assessment for coaches and administrators. The day will describe how formative assessment connects to various district and school initiatives. Participants will explore concepts like change, tacit knowledge, feedback, and confidence to help with planning and implementation. The agenda includes webbing and gallery walking activities, reflections, and a mock classroom demonstration to discuss implications.
The document discusses different types of goals and their effects on performance for complex versus simple tasks. It finds that:
1) Setting specific performance goals can improve performance for simple tasks but hurt it for complex tasks that require learning.
2) Urging people to do their best works better than goals for complex tasks as it allows people to focus on learning.
3) Setting specific learning goals, like discovering strategies, leads to even higher performance on complex tasks by shifting focus to learning rather than outcomes.
This document discusses different types of goals and how they relate to assessments. A performance goal focuses on hitting a target like grades or test scores, while a learning goal aims to improve skills and knowledge with the target being secondary. A learning goal aligns with formative assessment, and a performance goal matches summative assessment. Research has given participants different instructions like trying their best, learning to improve, or meeting a target to measure the effectiveness of these distinct goals.
This document is a planning sheet for professional development activities for staff during the 2009-2010 year. It lists various topics that could be covered through different delivery methods including professional development days, staff meetings, professional learning communities, and other formats. Questions are also included that may need to be addressed through professional development.
The AVID program connects to the Seven Strategies of Assessment for Learning in three key ways:
1) It helps students understand learning targets and goals by providing clear visions of expectations, models of strong and weak work, and opportunities for self-reflection and goal-setting.
2) It offers regular feedback on student work and progress through notebook checks, summaries, rubrics and data-driven discussions to help students understand where they are currently.
3) It aims to close gaps in learning through lessons focused on specific targets, and tools for revision like writing frameworks, tutorials, and peer assessment to improve student work and engagement.
The document outlines seven strategies for assessment for learning: 1) provide a clear learning target, 2) use examples of strong and weak work, 3) offer regular descriptive feedback, 4) teach self-assessment and goal setting, 5) focus lessons on one quality at a time, 6) teach focused revision, and 7) engage students in self-reflection and tracking their learning. It also discusses the importance of students understanding quality, being able to monitor their own work, and having strategies to improve.
1. “ We can, whenever and wherever we choose, successfully teach all students whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.” Ron Edmonds, “Effective Schools for the Urban Poor,” Educational Leadership , October 1979, p.23
07/24/09 27J Instructional Model This is my favorite quotation ever. It has spoken to me for years, and now that I’ve read Carol Dweck’s Mindset , I understand the power of our beliefs about challenge. I am surrounded by growth mindset people, who see any given situation as an opportunity to learn, an opportunity to become better at something, a chance to be stronger. We will not get defensive, we do not believe that what we have done before reflects who we are. We will work tirelessly for student success.
07/24/09 27J Instructional Model This is a coded way of saying we are NOT going to talk about RTI. RTI is exactly the same as what I’m going to talk about here, but because of its name and its origins, it will forever be associated with kids headed for special education. I don’t want RTI in this district to be about special ed sitting on our shoulders telling us that we really should try a few good practices before we refer kids for sped. If it’s going to work, it has to be a coherent articulation of what all instruction should look like, and it has to tie together what we already do. We all have to own it. Marcus Buckingham ( The One Thing You Need to Know ) talks about the most important thing a leader can do is to provide clarity, and that’s what I’m attempting to do here. I want to paint a picture for you about the curricular goals we have for students, and the instructional plans we have to make sure they meet those goals. We are building work that has already been done and trying to make it happen for all our schools and all our students. We are trying to establish a climate of purposeful tension, where people are united around the critical task and feel a sense of urgency that is generated not by fear imposed from outside, but by people owning their current reality and feeling the desire to do something about it. [this is also the part where I rant about CDE and their inability to de-compartmentalize themselves in order to put out ONE model]
07/24/09 27J Instructional Model The goal here is to change instruction so that all kids are headed for the same target . Their trajectory needs to be different and therefore their instruction needs to be different. In other words, this is about holding the curriculum constant and varying the instruction. This is purposeful and deliberate closing of the achievement gap. [Doug Reeves’ leading, not lucky] The only things we care about are raising student achievement and closing the achievement gap. We can chart our quintile data. What is the weighted index score gain of our highest quintile v. our lowest quintile? That will tell us whether or not we are raising student achievement and closing the achievement gap. The model also allows us to separate “my kids can’t do this/aren’t ready for this” into a conversation about instruction and a conversation about expectations. Often, the teachers with the scaffolding skills are protective about their students, which turns into a paternalistic lowering of expectations. And the challenging teachers frequently don’t have the skills to scaffold. In both cases, there is no growth.
07/24/09 27J Instructional Model As opposed to what we are trying to move away from, where the instruction remains constant, and the target and the means to get to the target, the curriculum, vary. This is what we know as tracking. Note that both lines show growth, and we have told ourselves for years that the kids in the lower track are making a year’s growth in year’s time, so they are making progress, so everything’s OK. This is what Mike Schmoker in Results Now! calls the buffer—we are protecting ourselves from inconvenient truths when we say this.
27J Instructional Model This is actually the pattern we see in 27J. With very few exceptions, our highest achieving students are making the most growth, and our lowest achieving students are making the most growth. The outcome of this is an increase in the achievement gap rather than a decrease.
07/24/09 27J Instructional Model Our mission is to ensure that all students have the knowledge, skills, and attitudes needed for present and future competence and success. The purpose of this instructional model is to provide a tool to examine our students' progress and to adjust our instruction accordingly . The model enables us to plan the instruction and intervention needed in order to deliver the Essential Learning Targets to all our students, according to need rather than label. We define intervention as instruction that involves sufficient time, focus and intensity that student achievement gaps are closed. The answer is not remediation, it is acceleration. If you’re not closing gaps, it’s not an intervention. Key words: equity [although it doesn’t actually say that], adjustment of instruction; GVC; rigor Is it desirable to be in one tier over another, or to move down the triangle? Not necessarily—if you can hang in an AP class with Tier 2 support and AVID, a Tier 3 intervention, then that’s what we want. One of the things we are trying to move away from is the idea that students “ought” to be able to cope without scaffolding.
07/24/09 27J Instructional Model This is instruction that works for most kids—most kids have good skills, they know how to be good students, they are resilient—one year of poor teaching won’t kill them. We have established classroom formative assessment as our district-wide approach to instruction.
07/24/09 27J Instructional Model Note that I talk about scaffolding and NOT differentiation—this is deliberate. Unfolding of the curriculum in clear, logical, and attainable steps. The only thing that varies is instruction—not curriculum, and not assessment. The target remains the same. Not going to do anything that introduces more variability than necessary, because in my experience choice increases inequity rather than decreasing it. Examples of scaffolding: climbing Everest with oxygen; the boys’ gymnastics teacher; the cheese grater suitable for small children—assistive technology. In school, this could be making sure that there are learning objectives and word walls to aid the second language learner; concept maps to help kids who struggle making connections; pictures and maps to help kids who are missing background knowledge; scaffolds that show students how to lay out information, like grids, flow charts, timelines, for kids who struggle with conceptual organization. Best scaffolding strategies coming out of ESL. There’s always a tier 2. A worksheet is almost always a scaffold—if it’s appropriate for tier 2, where’s appropriate challenge for tier 1? If it’s appropriate for everybody, where’s the scaffold? Some teachers don’t think they need to do this—that kids in an AP class, for example, “ought” to be able to do this already, ought to be able to keep up. This is a fallacy. Think how many kids we could have in AP classes if the teachers put in tier 2 supports—especially if they have a tier 3 support, AVID, to back them up.
07/24/09 27J Instructional Model READ 180 AVID—which also has repercussions for Tier 2 Title I ESL—but ideally, tier 2 would be so high-functioning that we would need very little in the way of tier 3 for ESL. Tier 3 is not special education. I want to be very clear that there is a reason why this model has 4 tiers and not 3—I believe very strongly that there needs to be real and symbolic separation between special education and the regular classroom. There are things we can try before we make the life-changing decision that a child is not learning because he has a disability, and not because we have not yet provided him instruction commensurate with his needs.
07/24/09 27J Instructional Model Sped is the 800 pound gorilla here. What we are trying to move away from is the discrepancy model that makes the inference that if there is a difference between a student’s measurable IQ and his measurable achievement, that difference must be explained by a disability. Under that model, the instructional program cannot be blamed for a student’s lack of achievement. Under the new model, instruction is everything. Give me good teaching and I can change the world. We will not qualify a student for sped services until we are out of options—that there is nothing else we can provide the student that falls within the purview of the general education program. That is why there is a separate Tier 4—there may be outside the classroom interventions that we can provide without labeling a student. And my goal would be that there’s not much we can’t provide in general ed. This falls under the general principle that we will program students according to need and not according to label. Special ed has existed as the educational system’s safety valve. If it didn’t exist, we would have to invent it. The dangers of special education as enabling—tier 2 coming from special education folks often looks like decreasing expectations rather than providing scaffolding. Have to guard very carefully against that. Have to ensure that we bring together challenge, high expectations, and hard work on the one hand with appropriate scaffolding and tier 3 and 4 support on the other hand.
07/24/09 27J Instructional Model This is the part of the model that I’m actually most proud of—I think it focuses attention on the purpose of the two groups or teams that we typically have meeting in schools. The model is explicit about our valuing collaboration, and we will devote money to making sure that teachers have time to meet together. People already associate child study teams with RTI. But here’s the important part: PLCs actually have more to do with RTI than child study teams, because they have the potential to impact a larger number of students. The purpose of meeting in PLCs to look at student work is NOT about inter-rater reliability. It is to adjust your instruction using student work as evidence for the success or otherwise of your teaching. If they didn’t learn it, you didn’t teach it. Don’t make the mistake of thinking that RTI lives only in tiers 3 and 4, or even 2, 3 and 4. It is the whole system. Instruction is everything. Give me a good teacher and I can change the world.
07/24/09 27J Instructional Model I was delighted to find that I didn’t have to write this part, and that I didn’t have to go far to find it. These are John Hefty’s Leadership Assurances. I’m sure all superintendents are delighted when something lives beyond their tenure, and here we have a clear example of exactly that. The Instructional Model basically sits on top of these assurances. What I hope is perhaps clearer than it was before is exactly what these Assurances are designed to support.
07/24/09 27J Instructional Model
27J Instructional Model These are, of course, the DuFour famous questions. No different from what anyone else is saying, and he didn’t say it first.
27J Instructional Model These are Rick Stiggins’ questions. Classroom Assessment for Student Learning is where we are putting so much of our effort, because it cuts across curriculum, instruction, and assessment. Ultimately, just as RTI is more about tier 1 than tier 4, Classroom Assessment for Student Learning is more about curriculum and instruction than it is about assessment. Obviously, the links between these questions, DuFour’s questions, Transforming Students into Learners, and the PDSA model are very close.