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Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
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The document discusses various writing strategies that can be taught to students, including summarization, collaborative writing, word processing, sentence combining, prewriting, inquiry activities, process writing, and studying models. It provides guidance on teaching writing strategies through establishing goals, modeling the strategy, supporting student practice, and ensuring strategies are generalized and maintained over time in multiple contexts. The document also includes discussion questions about developing a lesson plan to teach the TREE or DARE writing strategies.
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This document outlines the stages for explicitly teaching students a writing strategy, including developing background knowledge, modeling the strategy, having students memorize and practice it with support, and ensuring independent use and generalization of the strategy to other contexts. The stages are develop background knowledge, model the strategy, memorize and support independent performance, ensure motivation and understanding of purpose, provide think-alouds and examples of use, practice until automatic, and ensure consistent use over time in different settings. Teachers should identify prerequisite skills, assess students, and modify instruction as needed.
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Recommended
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The document discusses various writing strategies that can be taught to students, including summarization, collaborative writing, word processing, sentence combining, prewriting, inquiry activities, process writing, and studying models. It provides guidance on teaching writing strategies through establishing goals, modeling the strategy, supporting student practice, and ensuring strategies are generalized and maintained over time in multiple contexts. The document also includes discussion questions about developing a lesson plan to teach the TREE or DARE writing strategies.
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E Learning Objectives
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Revision strategies 4
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Sec guidelines
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L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
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1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
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- The Dick and Carey model is a linear process useful for both large-scale government projects and small-scale K-12 curriculum development. It involves 9 stages including analyzing instructional goals, designing evaluation instruments, and conducting formative and summative evaluations.
- Gagne's model focuses on different types of learning outcomes that require different internal processes. It identifies routine instructional events like gaining attention and eliciting performance practice.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
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The document provides 10 tips for getting a research paper accepted for publication. The tips include choosing the right journal and article type, using the correct structure for the paper, writing a good cover letter, and being prepared to address common reviewer questions and make revisions based on reviewer feedback. Following guidelines, clearly communicating the significance of the research, and responding thoroughly to reviewer comments can help improve the chances of getting a paper accepted.
Only sinan prepare
The document discusses the aims, contents, and organization of TEFL (Teaching English as a Foreign Language).
The aims of TEFL are general statements that guide educational actions, though they are not directly measurable. They provide organizing principles for educational programs and subjects.
Historically, TEFL content referred to teaching methods like grammar translation, but now refers to using topics as a vehicle for teaching a second language.
The document provides tips for teachers to select appropriate content for their TEFL course, such as checking past syllabi, textbooks, and ensuring the content fits learning goals, is important in the field, and appeals to student interests without overlapping prior knowledge. Concept mapping is suggested to organize the selected content.
Planning the insturctional strategy
This document outlines the key components of planning an instructional strategy:
1. It identifies the five learning components - preinstructional activities, content presentation, learner participation, assessment, and follow-through activities.
2. It describes considerations for each component, such as motivating learners, informing them of objectives, stimulating prior knowledge in preinstructional activities. For content presentation, it discusses using examples, illustrations and learning guidance.
3. Learner participation involves giving learners opportunities to practice through activities relevant to the objectives. Assessment includes entry skills tests, pretests, posttests and practice tests to evaluate learning.
4. Follow through activities involve reviewing the entire strategy to determine if memory and skills transfer
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Questioning 2013
This document provides an agenda for a staff meeting that includes discussing several instructional frameworks and strategies:
1. Daily 5 and CAFE structures for literacy instruction with a focus on modeling these approaches.
2. Danielson Domain 3 on questioning techniques, highlighting the need for more student-centered discussions.
3. Bloom's Taxonomy and strategies for developing higher-order questioning like QAR, Socratic circles, and open-ended questions to improve reading comprehension.
4. The WriteWell program and how to integrate these questioning approaches into current literacy materials.
5. Guidance for teachers to plan lessons using discussed strategies around an upcoming text selection.
Synthesis
The research paper evaluated the effects of the Self-Regulated Strategy Development (SRSD) persuasive writing strategy called STOP & DARE on six 5th grade students, including three English Language Learners. Pre- and post-tests measured changes in students' use of persuasive elements, essay quality, and knowledge of STOP & DARE. Results showed significant gains in students' use of persuasive elements like rebuttals, transitions, and conclusions. Essay quality scores also moderately improved on average. Three students demonstrated particularly large improvements between 2.5-5 points in their writing scores. While two students scored slightly lower, overall the intervention improved students' persuasive writing abilities.
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Reflection unit 4
A teacher must commit to continuing their education to improve skills and stay up to date on new techniques and strategies to meet students' needs. This unit prompted critical thinking through reaction papers on five authors with different views. Action research allows teachers to investigate techniques and solutions in their own classrooms to address real issues. Teachers need ongoing professional development to upgrade their knowledge and abilities to provide students and the profession with their best efforts.
Goal setting and objectives
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.
E Learning Objectives
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
Revision strategies 4
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
Planning a tiered_activity
This document provides guidance for teachers on designing tiered activities to differentiate instruction. It includes a planning tool to help teachers create three tiers of an activity tailored to different student ability levels, while still meeting common learning goals. The tool guides teachers to first design the most advanced tier to challenge all students, then scaffold the activity down while maintaining the goals. Teachers are encouraged to get feedback and try differentiating an unfamiliar subject. Administrators should check that all tiers lead to competency in the goals and are respectful for each student ability level.
Sec guidelines
Write-Away Days are intended to provide a week of writing instruction and practice for middle and high school students. Teachers should create their own writing prompts based on the curriculum to elicit well-constructed student responses. During the week, teachers should provide instruction on writing skills like organization, vocabulary, and transitions to help students improve. Teachers should score student writing using a rubric to provide feedback and guide further class instruction, rather than extensive grading. The Four Square graphic organizer can help students with organization and development when writing responses.
kemp-Instructional Design Model
The document describes an instructional design model that has 9 iterative and interdependent steps for developing instructional programs in a systemic and flexible way. It focuses on identifying instructional problems, learner characteristics, objectives, sequencing content, designing strategies, planning delivery, and evaluating objectives. The model allows designers to begin at any point and revise designs concurrently for adaptability. However, constant revision may be time-consuming.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Lesson plan for training
1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities.
3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.
Differentiation 4
Differentiation is the focus for half term three. Teachers should identify and clarify key words for students by ensuring they understand what the words mean and how they can be used. This can be done through matching activities that revisit keywords each lesson or by having students maintain a word bank or key word wheel in their books to develop vocabulary.
ACID PLAN
This document provides teaching strategies and guidelines for math instruction. It discusses six key math practices: problem solving, reasoning and proof, communication, connection, and representation. It also outlines steps for lesson planning, including introducing concepts, student engagement, instruction delivery, practice problems, and assessment. Higher-order thinking skills are classified according to Bloom's taxonomy, and teaching strategies are aligned to develop skills like critical thinking and problem solving.
Setting objectives
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.
Project plan 2019
This document outlines a lesson plan for teaching students about enhancing and decorating finished products as an alternative source of income. It discusses the objectives of considering policies around sustainable development and demonstrating resource management skills. The lesson will involve constructing a project plan and explaining the key parts of a project plan, which include the name of the project, objectives, materials, design or drawing, procedures, and evaluation. The students will be divided into groups to explain the information that should be included in each part of a project plan.
Kemp instructional model
The document discusses several instructional design models:
- The Kemp model is useful for developing large-scale higher education programs and involves multiple groups in a continuous cycle of planning, design, development and assessment.
- The Dick and Carey model is a linear process useful for both large-scale government projects and small-scale K-12 curriculum development. It involves 9 stages including analyzing instructional goals, designing evaluation instruments, and conducting formative and summative evaluations.
- Gagne's model focuses on different types of learning outcomes that require different internal processes. It identifies routine instructional events like gaining attention and eliciting performance practice.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
Design Chapter 9 - Curriculum Development
The document discusses the five phases of instructional system design (ISD) for developing a training course: analyze, design, develop, implement, and evaluate. It provides details on each phase, including analyzing tasks and needs, designing goals/objectives and learning steps, developing instructional materials and activities, implementing the course, and evaluating effectiveness. The key aspects are analyzing requirements, designing measurable objectives and a structure/sequence, developing materials to meet objectives, implementing the course as planned, and evaluating each phase and making adjustments.
How to get an article published
The document provides 10 tips for getting a research paper accepted for publication. The tips include choosing the right journal and article type, using the correct structure for the paper, writing a good cover letter, and being prepared to address common reviewer questions and make revisions based on reviewer feedback. Following guidelines, clearly communicating the significance of the research, and responding thoroughly to reviewer comments can help improve the chances of getting a paper accepted.
Only sinan prepare
The document discusses the aims, contents, and organization of TEFL (Teaching English as a Foreign Language).
The aims of TEFL are general statements that guide educational actions, though they are not directly measurable. They provide organizing principles for educational programs and subjects.
Historically, TEFL content referred to teaching methods like grammar translation, but now refers to using topics as a vehicle for teaching a second language.
The document provides tips for teachers to select appropriate content for their TEFL course, such as checking past syllabi, textbooks, and ensuring the content fits learning goals, is important in the field, and appeals to student interests without overlapping prior knowledge. Concept mapping is suggested to organize the selected content.
Planning the insturctional strategy
This document outlines the key components of planning an instructional strategy:
1. It identifies the five learning components - preinstructional activities, content presentation, learner participation, assessment, and follow-through activities.
2. It describes considerations for each component, such as motivating learners, informing them of objectives, stimulating prior knowledge in preinstructional activities. For content presentation, it discusses using examples, illustrations and learning guidance.
3. Learner participation involves giving learners opportunities to practice through activities relevant to the objectives. Assessment includes entry skills tests, pretests, posttests and practice tests to evaluate learning.
4. Follow through activities involve reviewing the entire strategy to determine if memory and skills transfer
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
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Questioning 2013
This document provides an agenda for a staff meeting that includes discussing several instructional frameworks and strategies:
1. Daily 5 and CAFE structures for literacy instruction with a focus on modeling these approaches.
2. Danielson Domain 3 on questioning techniques, highlighting the need for more student-centered discussions.
3. Bloom's Taxonomy and strategies for developing higher-order questioning like QAR, Socratic circles, and open-ended questions to improve reading comprehension.
4. The WriteWell program and how to integrate these questioning approaches into current literacy materials.
5. Guidance for teachers to plan lessons using discussed strategies around an upcoming text selection.
Synthesis
The research paper evaluated the effects of the Self-Regulated Strategy Development (SRSD) persuasive writing strategy called STOP & DARE on six 5th grade students, including three English Language Learners. Pre- and post-tests measured changes in students' use of persuasive elements, essay quality, and knowledge of STOP & DARE. Results showed significant gains in students' use of persuasive elements like rebuttals, transitions, and conclusions. Essay quality scores also moderately improved on average. Three students demonstrated particularly large improvements between 2.5-5 points in their writing scores. While two students scored slightly lower, overall the intervention improved students' persuasive writing abilities.
First grade writing 4 sentence types
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Concession and Rebuttal -- OSPI
OSPI lesson for persuasive writing download for classroom use:
from Office of Superintendent of Public Instruction
Essay Modules for Classroom Use download from:
http://www.k12.wa.us/assessment/WASL/writing/writingmodules.aspx
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The document provides instructions for writing a persuasive essay, including choosing a topic, creating an outline, drafting paragraphs, and revising. It recommends beginning with an introductory paragraph containing a hook and thesis. The three body paragraphs should each focus on a main reason using facts and examples. The concluding paragraph restates the thesis and main reasons. Revision involves checking organization, language, and grammar.
Simplecompoundcomplexcompound complexsentences-091117154353-phpapp02
This document defines and provides examples of different types of sentences: simple sentences containing a subject and predicate, compound sentences joined by coordinating conjunctions, complex sentences containing an independent clause and dependent/subordinate clause, and compound-complex sentences containing two independent clauses and one dependent clause. It instructs the reader to identify subjects, predicates, conjunctions, and dependent clauses in example sentences of each type.
Persuasive Writing Lesson PowerPoint
This document provides information and guidance about persuasive writing. It defines persuasive writing as taking a position for or against an issue to convince the reader to believe or do something. Examples of where persuasive writing can be found are given, such as advertisements, essays, speeches and social media. Common topics that can be argued or debated are discussed. The elements of a persuasive argument are outlined as having a claim, evidence supporting the claim, an opposing viewpoint, and a conclusion. Techniques to persuade readers, such as emotional appeals and loaded language, are described. The document concludes by providing direction and a checklist for writing a persuasive essay.
Teaching writing
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
Methods For Writing Topic Sentences
The document provides guidance on writing effective topic sentences through different structures and techniques, including power statements using number words, occasion/position statements using conjunctions, and list statements. It discusses avoiding "there are" phrases and provides examples of topic sentences using different structures like compound sentences, lists, and attention-grabbing verbs.
Types Of Sentences
The document discusses the four types of sentences: declarative, exclamatory, interrogative, and imperative. A declarative sentence makes a statement, an exclamatory sentence expresses strong emotions and ends with an exclamation point, an interrogative sentence asks a question and ends with a question mark, and an imperative sentence gives a command. It provides examples of each sentence type and has the reader identify the type of four example sentences. In conclusion, it reviews the four sentence types and explains the difference between a sentence and a fragment.
Simple, Compound, Complex, Compound Complex Sentences
There are four main types of sentences: simple sentences contain one independent clause; compound sentences contain two independent clauses joined by a conjunction; complex sentences contain one independent and one dependent clause; and compound-complex sentences contain two independent clauses and one dependent clause. Each sentence type has specific grammatical structures and punctuation rules that are outlined in the document.
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strategies-for-teaching-language-skills-22.ppt
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This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
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This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
Self-Directed Strategy Development (SRSD)
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
Srsd1
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
Bloom’s taxonomy
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of cognition. It was originally developed in the 1950s to provide a common language for teachers. The taxonomy categorizes cognitive, affective, and psychomotor domains of learning. The cognitive domain moves from lower order thinking skills like remembering to higher order skills like evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain encompasses physical skills and movement. The document also notes an updated version from 2001 that reorganized the taxonomy and highlighted interactions between cognitive processes and knowledge content.
4. Course Design: Putting it All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
4: Course Design Putting It All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input and reviewing common problems can help customize content by industry or region. Courses should have clear modular structure alternating between knowledge and skills, while addressing different learning styles for each module.
Free wiritng
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
DEPED Order no. 8, s. 2015
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Arte387 Ch5
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Learning and teaching at tcs
The document outlines key principles for professional learning and effective classroom practice at The Cherwell School. It discusses 5 core elements of classroom practice: 1) setting clear learning objectives, 2) designing purposeful tasks and activities, 3) using success criteria and models, 4) providing feedback, and 5) teaching inclusively. The school aims to continuously improve teaching quality through reflection, sharing practices, and using research-based strategies that maximize student achievement.
Spice Up Your Life
The document discusses different lesson planning models that teachers can use to spice up their lesson planning routines, including Robert Gagné's 9 Events of Instruction approach, a constructivist approach, and L. Dee Fink's Taxonomy of Significant Learning. It provides overviews of each approach, how to implement them, and resources for further information. The goal is to encourage teachers to consider alternative models to their normal planning methods and how these might impact student learning.
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The document discusses instructional design models and processes. It describes the traditional ADDIE model which involves 5 phases: analysis, design, development, implementation, and evaluation. It also discusses other instructional design models and processes like Gagne's 9 instructional events, Instructional Systems Design (ISD), and the ASSURE model. A key theme is that instructional design is an iterative collaborative process that should be learner-centered and focus on usability.
WASEEM AKHTAR MITHA TIWANA.2.pptx
The document discusses various instructional approaches and models that can be used in designing effective instructional programs and materials. It describes direct instruction, indirect instruction, experiential learning, independent study, interactive instruction and different sequencing methods that can be used. It also explains popular instructional design models like the ADDIE model and Merrill's Principles of Instruction which provide guidelines for analyzing learning needs, designing, developing, implementing and evaluating instructional content.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
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The document summarizes a presentation on proficiency-based teaching and learning given at the Oregon School Boards Association Annual Conference. It discusses using Bloom's revised taxonomy to focus on higher order thinking skills like evaluating, analyzing, applying, and understanding rather than lower order skills like remembering facts. The presenters were the superintendent and administrators from Arlington Community Charter School, along with an assistant superintendent from the education service district, who discussed implementing proficiency-based practices.
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The document outlines an educational presentation on proficiency-based teaching and learning given to the Oregon Small Schools Association in 2011, discussing shortcomings of the traditional educational model and benefits of a proficiency-based model in preparing students for future careers through standards-aligned learning. Case studies and examples from schools that have implemented proficiency-based models show improved student engagement, performance, and preparation for post-secondary education and careers.
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How did you know you were proficient at the skills shown in the photos? How can we ensure students become proficient in their skills?
PBTL at COSA June 2011
The document discusses the role of proficiency-based teaching and learning where a proficiency teacher guarantees that every student is learning and progressing. It introduces Steve Boynton, Superintendent of Arlington School District, and Rinda Montgomery Conwell, Assistant Superintendent of North Central ESD, who discuss proficiency-based models. The document then outlines various questions and details about defining proficiency, the Arlington proficiency model, and how to build a proficiency model in a school over the course of a year.
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1) The introduction tab should include the project title and class name, and the student bio subtab should introduce the student with an avatar and desired learnings.
2) Each weekly tab should include a title for the week, and subtabs in this order: project proposal, tasks, any supporting materials, and a reflection.
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This document provides guidance for teachers on assessing student writing using a scoring guide. It outlines the key elements of effective writing, including ideas and content, organization, voice, word choice, sentence fluency, and conventions. It emphasizes using exemplars, guided practice with feedback, and sentence combining activities to explicitly teach writing skills. Resources for sentence combining and studying model papers are also presented.
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The document discusses 11 elements of effective adolescent writing instruction, including prewriting, process writing, study of models, and sentence combining. It then provides examples of mentor sentence activities and sentence building exercises teachers can use to help students improve sentence fluency. Assessment tools are presented to analyze students' sentence fluency skills in areas like complete sentences and sentence variety.
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The document discusses eleven elements of effective writing instruction for middle school students, including summarization, collaborative writing, using specific product goals, word processing, sentence combining, prewriting, inquiry activities, process writing, and studying models. It provides examples of graphic organizers and prewriting activities teachers can use, such as T-charts, modified Cornell notes, and sentence frames. It concludes by asking teachers to reflect on the strategies discussed and how they could integrate them, and to identify areas where students need more support.
Strand 4 writing grades 9 12 sesssion
This document provides guidance for teachers on assessing student writing using a writing scoring guide. It describes the scoring guide's focus on ideas and content, organization, voice, word choice, sentence fluency, and conventions. It recommends using the scoring guide to assess writing, establish a common language in the classroom, and teach self-assessment. The document also lists strategies for effective adolescent writing instruction such as writing processes, study of models, and writing for content learning.
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The document outlines best practices for writing instruction in grades K-2. It discusses developing key writing skills like understanding the purpose of writing, mastering conventions of print, and fluency. It also describes developmental stages of writing and strategies like explicit instruction in handwriting, spelling, and self-regulated approaches to teaching writing.
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1) The document discusses strategies for teaching students how to write summaries, including defining what a summary is, identifying the key attributes of a good summary, and outlining the writing process. 2) It provides examples of writing frames and graphic organizers to help students organize their ideas and outlines the prewriting, writing, revising, editing, and publishing steps of the writing process. 3) The goal is to teach students the critical skills needed to accurately summarize longer written works by condensing them while still conveying the main ideas and key points.
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This document provides an overview of several web tools that can be used to support teaching and learning in immersive environments, even when an educator is not physically present. It highlights tools for collaboration, sharing, creation, presentation, and information sharing like LiveBinders, Edmodo, Screencast-O-Matic, Type With Me, Animoto, Dropbox, DropItToMe, and SlideShare and provides examples of how each can be used. The document encourages starting slowly with just a few tools and assessing which will best fit individual needs.
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3 5
- 2. Skilled Writers Struggling Writers Extensive knowledge in writing genres, devices, and conventions. Intimately familiar with the elements and characteristics associated with good writing Engage in multidimensional process that involves planning, composing, evaluating, and revising Devote significant amount of time to planning and developing goals that guide what they say and do. Generate more content than needed and eliminate ideas and information through revision Engage in extensive evaluation and revision processes that improve their compositions. -Lack contextual knowledge -Believe good writing is related to form and mechanics rather than substance or process. -Limited knowledge of what constitutes good writing -Utilized an ineffective writing approach -Do not engage in advance planning -Difficulty generating content -Rarely make meaningful revisions -Struggle with transcription -Evidence minimal persistence -Unrealistic sense of self efficacy -focus solely on content -Less than 20% of the revisions represent substantive changes to original text (word substitutions, correct spelling and usage errors)
- 16. Rinda Analicia Template for cubes POW, TREE, DARE, STOP handouts Cubes Glue sticks & scissors Markers Graphic organizers Slide show
Editor's Notes
- Think of a skilled writer (yourself or a student) think of a struggling writer. List characteristics