4 plc questions
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The document outlines four key questions that drive the work of a professional learning community (PLC): 1) What do students need to learn? 2) How will we know if students have learned it? 3) What will we do for students who have not learned? 4) How can we support students who have demonstrated proficiency?
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Narrowing Down a Research Topic
This document outlines a three step process for narrowing down a research topic. The first step is to select an initial topic of interest and identify an indirect question that reveals a problem within that topic area. For example, the author expresses interest in learning more about teacher feedback and wants to understand when it allows students to feel more confident speaking a second language with peers. The second step is to explain why this topic is being explored in order to answer a "bigger question." For the teacher feedback example, this is to understand how teacher intervention can promote or discourage student oral production. The third step is to make the research problem or question specific. The document provides examples of applied linguistics topics that could be explored.
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The document discusses different common test techniques used to elicit behavior and evaluate ability, including their advantages and disadvantages. Multiple choice items are reliable for scoring but only test recognition knowledge and allow for guessing. Short answer items are less prone to guessing but require producing language and involve more subjective scoring. Gap filling items evaluate vocabulary and grammar but require individual judgment in scoring.
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This document discusses and compares various common test techniques used to assess candidates, including multiple choice items, true/false items, short answer items, and gap filling items. It notes the advantages and disadvantages of each technique. Multiple choice items are described as being economical, rapidly scored, and reliable, but they only test recognition knowledge and guessing may impact scores. Short answer items contribute less to guessing and make cheating more difficult, but they reduce the number of items that can be included and scoring takes more time. Gap filling items work well for testing grammar and vocabulary when the missing words are in the provided text, but they do not work as well with discontinous grammar elements or subtle meaning distinctions.
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Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator on your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
At the end of this seminar, participants will be able to:
a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
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This document outlines an agenda for an English language class. It includes instructions for students to practice summarizing a newspaper article in small groups. Students will take turns summarizing sections of the article aloud and creating discussion questions. They will then sign up to do a practice presentation of their summary and questions for the class. The document also assigns students to vocabulary practice groups and defines the roles for each group member.
4. vocabulary power 1, intoduce newspaper discussion
1) The document outlines an English class agenda which includes discussing idioms, vocabulary practice in groups, and preparing oral summaries of newspaper articles.
2) Students will be assigned to vocabulary practice groups with roles like academic usage expert and trends expert. They will take notes and discuss word findings.
3) The class will have a practice presenting oral summaries of newspaper articles in groups. They will read an article, prepare discussion questions, orally summarize the article, and lead a discussion with the class.
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Learning Objective: Investigate test-taking skills to achieve higher assessment scores
Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator on your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
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a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
c. Measure current test-taking methods’ validity.
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This document introduces a Question Planning Tool to help teachers plan questions for their lessons. The tool guides teachers through a 7-step process: 1) Identify the purpose of questions, 2) List 5 questions to ask, 3) Choose a strategy for asking and answering questions, 4) Determine thinking time before answers, 5) Have learners answer, 6) Decide the next steps, and 7) Reflect on the questions and plan next steps. The tool provides prompts at each step to help teachers scaffold their question planning.
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This document outlines an agenda for an English language class. It includes instructions for students to practice summarizing a newspaper article in small groups. Students will take turns summarizing sections of the article aloud and creating discussion questions. They will then sign up to do a practice presentation of their summary and questions for the class. The document also assigns students to vocabulary practice groups and defines the roles for each group member.
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1) The document outlines an English class agenda which includes discussing idioms, vocabulary practice in groups, and preparing oral summaries of newspaper articles.
2) Students will be assigned to vocabulary practice groups with roles like academic usage expert and trends expert. They will take notes and discuss word findings.
3) The class will have a practice presenting oral summaries of newspaper articles in groups. They will read an article, prepare discussion questions, orally summarize the article, and lead a discussion with the class.
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This document outlines an agenda for an English reading class. It includes discussions of idioms, vocabulary groups, and an assignment where students will work in groups to summarize a newspaper article and lead a class discussion on it. Students are asked to sign up for times to present their practice summaries. Guidelines are provided on how to effectively summarize orally and lead a discussion.
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This document outlines an agenda for an English reading class. It includes assignments for vocabulary groups to research idioms and practice presenting summaries of newspaper articles. Students are divided into groups and each member is assigned a role related to researching the meaning and use of vocabulary words. The document describes upcoming assignments where students will read a newspaper article, prepare an oral summary, develop discussion questions, and lead a discussion with their group.
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4 a. vocabulary power 1, intoduce newspaper discussion
This document outlines an agenda for an English reading class. It includes discussions of idioms, vocabulary groups, and an assignment where students will work in groups to summarize a newspaper article and lead a class discussion on it. Students are asked to sign up for times to present their practice summaries. Guidelines are provided on how to effectively summarize orally and lead a discussion.
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This document provides guidance and suggestions for preparing for and handling a viva voce (oral defense) examination. It discusses the two types of viva approaches, greeting the examiners, listening carefully to questions, giving precise but explanatory answers, and not apologizing. It includes checklists for knowing the research benefits and limitations, examiners' backgrounds, current research, and backed up evidence. It suggests having a mock viva, re-reading the thesis, preparing examples questions and answers, and studying the examiners' backgrounds. The document outlines dos and don'ts, handling questions politely, maintaining eye contact, and focusing on questions. It provides sample viva questions and suggests knowing how to discuss the research methodology, analysis approach
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The document provides guidance for graduate students on preparing for and undergoing the viva voce (oral defense) examination process. It discusses what a viva is, why they are held, how to prepare, what to expect during the examination, tips for success, potential outcomes, and advice on working with supervisors before and after the viva. Key points covered include presenting research clearly, being prepared to discuss all aspects of the thesis, maintaining composure during questioning, and making corrections or revisions as required by examiners' feedback.
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The document provides information and advice for PhD candidates preparing for their viva examination. It discusses the roles of the examiners, chairperson, and supervisor. It explains that the viva will involve a discussion of the research and the examiners will make their decision after the candidate leaves the room. Candidates are advised to prepare both technically, by being familiar with their work, and interpersonally, by managing their anxiety and having a conversational approach during the viva. Some sample questions the candidate might expect are also provided.
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This document outlines an agenda for an English reading class. It includes assignments for vocabulary groups to research idioms and practice presenting summaries of newspaper articles. Students are divided into groups and each member is assigned a role related to researching the meaning and use of vocabulary words. The document describes upcoming assignments where students will read a newspaper article, prepare an oral summary, develop discussion questions, and lead a discussion with their group.
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The document discusses evaluating students in a communicative classroom and alternatives to traditional evaluations. It notes that traditional evaluations focus on grammar and structure but not real language use, while alternative assessment evaluates students' ability to complete realistic tasks. Some examples of alternative assessment include role plays, projects, portfolios, observations, self-evaluations and peer evaluations. Specific types of alternative assessment mentioned for different skills are oral interviews, reading applications, writing portfolios, and speaking/listening portfolios. The document encourages the use of authentic assessment that requires performance of tasks over traditional exams and quizzes.
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The document describes different formats for writing test questions and their advantages and disadvantages. It discusses true/false, matching, multiple choice, short answer, essay, oral exams, student portfolios, and performance-based questions. For each format, it provides tips on how to effectively write questions to assess student understanding.
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This document provides guidance on proper email etiquette for communicating with college professors and instructors. It emphasizes including your full name, class, and a clear subject line in emails. The tone of emails should be formal and avoid criticism or complaints. Attachments should be in common file formats like Word or PDF. Requests should provide context and a suggested resolution. Good topics are brief questions, while emails are not for assignments or continuous conversations requiring an in-person meeting. Examples of good and bad emails are also included.
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Overview TOEFL iBT Listening (edited byIgateshoerny)
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Inset May 2013 solo SLL
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Reciprocal teaching look fors correct[1]
This document provides a protocol for observing reciprocal teaching lessons and coaching. It lists the key strategies used in reciprocal teaching: predicting, questioning, clarifying, and summarizing. For each strategy, it describes how students should apply the strategy, including using specific language and asking how the strategy helps comprehension. It also outlines the steps a teacher should take before, during, and after reading, such as reviewing strategies, modeling think-alouds, and having students independently apply the strategies.
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4 a. vocabulary power 1, intoduce newspaper discussion
4 a. vocabulary power 1, intoduce newspaper discussion
4. vocabulary power 1, intoduce newspaper discussion
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Integrating Case Study Tasks in Business English Courses
Importance of Self and Peer assessment in online teaching and learning in the...
Importance of Self and Peer assessment in online teaching and learning in the...
Overview TOEFL iBT Listening (edited byIgateshoerny)
Overview TOEFL iBT Listening (edited byIgateshoerny)
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This document discusses the role of observation in evaluating and developing teaching effectiveness. It outlines the aims, outcomes, and criteria of teaching observations. Key points include: observations can help identify strengths and areas for improvement, while student feedback alone has biases; effective observations involve collegiality, constructive feedback, and sharing practices; the power resides in its developmental orientation and exposure to different teaching styles. Observations should balance formative benefits with quality management and have more to gain than lose.
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There are different learning styles that people have for taking in and processing information. The main learning styles are activist, reflector, theorist, and pragmatist. It is important to understand your own learning style so you can learn more effectively by applying that style. The document provides descriptions of each learning style and suggestions for how people with those styles learn most and least effectively. It encourages taking a learning style questionnaire to determine your preferred style.
Writing questions that measure what matters workshop slides
This document provides guidance on best practices for designing multiple choice test questions. It discusses determining if a multiple choice test is appropriate based on learning objectives, aligning questions with what is taught and practiced, and revising questions to avoid issues related to wording and construction. Key recommendations include identifying the specific skill each question tests; when the skill was taught; and whether question wording could interfere with determining the correct answer based solely on subject knowledge. The document aims to help ensure assessment questions accurately measure the intended learning objectives.
Lecture-3.pptx
This document discusses the art of questioning and provides information on different types of questions and techniques for using questions effectively. It outlines 10 uses of questions, including to stimulate thinking, motivate learners, diagnose difficulties, and encourage application of concepts. The document describes characteristics of good questions and techniques for questioning, handling responses, and distributing questions evenly. It also defines and provides examples of closed and open-ended questions, probing/clarifying questions, reflective questions, hypothetical questions, and direct questions.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Student LSI PowerPoint 7-2011.ppt
The document provides guidelines for a reflection paper on teaming experiences in a computer science course. It instructs students to use Kolb's Learning Style Inventory to analyze their own and teammates' contributions to the team. Students are prompted to discuss their preferred roles, how roles were determined, examples of obstacles overcome, and insights gained regarding conflict resolution, cultural differences, and future applications of teamwork skills. The document emphasizes using learning style preferences to improve understanding of individual strengths and areas for development within teams.
Edls695 internship ppt week 3 (1)
This document outlines the agenda for a school leadership meeting. The objectives are to:
1) Help participants analyze school data and describe trends
2) Reflect on how their thinking has changed and finalize a school improvement project
3) Set SMART goals to address achievement
Participants will review multiple types of school data, analyze it using a "Five Why" protocol, discuss in small groups, and present draft conclusions and goals to the full group. Homework involves completing the Five Why analysis and preparing a presentation on an improvement plan.
Beyond the Brainstorm: Deepening Online Learning
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
Student LSI PowerPoint 7-2011.ppt
This document provides guidelines for a reflection paper on teaming experiences in a computer science course. It emphasizes using the Kolb Learning Style Inventory model learned in previous courses. The paper should critically reflect on contributions to the team based on learning style strengths and weaknesses, how roles were determined, obstacles overcome, and insights gained regarding teamwork, conflict resolution, and cultural differences. Incorporating the Kolb model demonstrates connecting principles of teaming to the specific course experience.
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More from Keith Eades
SIG Webinar NC
The document discusses various models for school turnaround and improvement including definitions, requirements, and notes about each model. It provides information on:
1) Definitions of school turnaround and improvement from a book on the topic.
2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
4) Details of the requirements for the upcoming Cohort IV grants including eligible schools, award amounts, and differences from previous cohorts.
Service support team august 20, 2015
The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
Lab school
This document outlines a partnership between five schools to improve teacher effectiveness through professional development for teachers and administrators. The goals are to increase data literacy, strengthen professional learning communities, promote effective instructional strategies, and foster collaboration. Each school will participate in leadership sessions and learning activities focused on instructional best practices. Teachers will engage in professional development, record collaboration in professional learning communities, conduct peer observations, and be evaluated at the end of the year. The anticipated outcomes include improved teacher collaboration, data-informed instruction, implementation of effective teaching strategies, understanding of rigor and relevance, and increased student achievement and teacher effectiveness.
DST update
This document summarizes support for low-performing schools in North Carolina. It begins by noting that all children in the state have a constitutional right to a sound basic education. It then shows that students in the bottom 5% of schools have higher rates of minority, economically disadvantaged, disabled, and English learner students compared to the top 5% of schools. The document discusses the importance of students gaining more than a year's worth of learning each year if they enter below grade level. It outlines North Carolina's process for identifying and providing oversight and support to low-performing schools. Data shows improvement in originally low-performing high schools and Race to the Top schools. The state's role is to use cost-effective models
Census Date by Region
This document analyzes racial typologies, segregation levels, and poverty rates across the 8 districts of the North Carolina State Board of Education. It breaks down demographic data by county, race, and neighborhood characteristics like segregation and poverty for each district. The analysis aims to understand how factors like segregation and poverty interact and compound disadvantage geographically across the state.
James johnson ppt
This document discusses disruptive demographic trends in North Carolina that are challenging the state's education system. It notes that the state's population is growing older and more racially diverse as the Hispanic population increases. Specifically, the population growth is driven by minorities while the white population is aging. This demographic shift means North Carolina schools must adapt to serve a more multicultural student body in the coming years.
Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
Psf top teneducationissues_v5_web
This document discusses the top 10 education issues in North Carolina for 2015 according to the Public School Forum of North Carolina. The issues include: building a principled path on teacher compensation by developing career advancement opportunities and increasing salaries, making sense of the new A-F school performance grading system by re-evaluating its weightings and indicators, maintaining high academic standards, emphasizing quality and equity in school choice options, expanding opportunities for anytime/anywhere learning, recruiting and retaining excellent teachers, managing student enrollment growth, shifting to elements of digital-age learning, streamlining assessments, and meeting milestones for college and career readiness.
Nc dl plan region 4 roundtable meeting 4.16.2015
This document summarizes a Region 4 Roundtable meeting on North Carolina's Digital Learning Plan. The meeting included a presentation on the foundations, approach, and initial recommendations of the plan, as well as discussion of feedback from town halls. The plan aims to build on legislative actions and lessons learned from districts to create a student-centered, digital-age learning model. It will address questions around models, instruction/content, infrastructure, capacity, policy, funding, and recommendations to support local digital transitions. Preliminary recommendations to inform state policy include expanding connectivity, supporting innovative district models, building educator capacity, and ensuring access to high-quality digital resources.
Level 5 leadership holiday edition
This document discusses leadership practices that can take principals to the next level of school improvement. It focuses on achieving greatness as a leader through Level 5 leadership concepts described by Jim Collins. Level 5 leadership involves a paradoxical combination of personal humility and strong professional will. The document discusses identifying Level 5 behaviors in video examples and considering how changes in behavior can help principals become Level 5 leaders. It provides definitions and descriptions of Collins' five levels of leadership.
Curriculum manager in schoolnet
The document provides instructions for using the Curriculum Manager tool in Schoolnet to create and manage curricula and associated instructional resources. Key points include:
1) The Curriculum Manager allows users to create curricula and curricular units, link instructional resources like lesson plans and assessments, and import curriculum materials such as pacing guides and standards documents.
2) A curriculum hierarchy is established with curricula at the top level encompassing entire courses, broken into curricular units like grading periods, which contain instructional units and lesson plans.
3) Users can search for, create, edit and publish new curricula, curricular units, and instructional units as well as link associated instruction
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The document summarizes literacy assessment data from kindergarten through third grade. It shows the percentage of schools and teachers that exceeded, met, or did not meet growth standards in each grade. Overall, the data indicates that the majority of schools and teachers are not meeting literacy growth targets, especially in kindergarten. The document encourages teachers to use formative assessment data to tailor instruction to individual student needs.
Just another test
This document contains test score results from EXPLORE, PLAN, and ACT exams in reading, math, and science. It shows the number of students who scored at each performance level, with higher levels indicating more advanced skills. For reading, over 200 students scored at the two highest levels for a score of 16 or higher. In math, over 180 students scored at the top levels for 17 or higher. And over 180 students scored at the top two science levels for 18 or higher.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Irreplaceables briefing deck north carolina feb 2013 v3
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Fall 2014 administrative retreat agenda[1]
This document outlines the agenda for a leadership retreat held in Myrtle Beach, SC from December 12-14, 2014. The retreat, led by Dr. Johnny Hunt, was intended to help school leaders collaborate and develop skills to support the mission and vision of the Public Schools of Robeson County. Over the three days, participants would discuss positive coaching, policies and procedures, technology tools for leadership, and building capacity within their staffs and communities. The agenda included sessions on understanding retention challenges, transformational leadership structures, and the human factors of leadership. Participants were encouraged to be actively involved and respectfully communicate as allies during the retreat.
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The document provides an overview of using Google Drive and sharing documents. It discusses logging into your Google account, uploading and viewing files in Drive, sharing documents with other users, and making comments on documents. The document is a user guide for Gaggle Next UI and managing documents in the cloud.
Principals' summer retreat graphic organizer
This document outlines chapters from a book being discussed by different regional leadership teams. Chapter 9 focuses on leadership being an affair of the heart, with key points around love, serve, learn, vision and empower. For Chapter 1, the Northern Region discusses important moments and how to use professional learning communities for continuous school improvement. Chapter 7 led by the Central Region addresses ensuring effective instruction and adapting to the planning process. Chapter 8 led by the Southern Region discusses maintaining a positive school culture. Finally, Chapter 2 led by the Central Office examines monitoring, culture change, autonomy and preventing ambivalence. Throughout, participants are asked to reflect personally on takeaways from each chapter.
Principals' summer retreat graphic organizer
The document outlines chapters from a book or manual led by different regional offices, with each chapter including key passages, points, and a section for personal reflection. Chapters 2, 9, 1, 7, and 8 are described in this manner with the leadership coming from the Central Office, Western Region, Northern Region, Central Region, and Southern Region respectively.
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Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
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Irreplaceables briefing deck north carolina feb 2013 v3
Irreplaceables briefing deck north carolina feb 2013 v3
Irreplaceables briefing deck north carolina feb 2013 v3
Irreplaceables briefing deck north carolina feb 2013 v3
4 plc questions
- 1. Four Questions That Drive the Work of a PLC What is it we want our students to learn? How will we know if each student has learned it? How will we respond when some students do not learn it? How can we extend and enrich the learning for students who have demonstrated proficiency?
- 2. Group Norms Have respectful communication as allies Be actively involved Focus on established goals Assume the best of my colleagues Thoughtfully involve others Avoid texting and emailing Utilize electronic devices for activities related to the session only
- 3. Protocols for Effective Advocacy State your assumptions (Here is what I think) Describe your reasoning (Here are some reasons why I arrived at this conclusion) Give concrete examples (Let me explain how I saw this work in another school) Reveal your perspective (I acknowledge that I am looking at this from the perspective of a veteran teacher) Anticipate other perspectives (Some teachers are likely to question…..) Acknowledge areas of uncertainty (Here is one issue you could help me think through) Invite others to question your assumptions (What is your reaction to what I said? In what ways do you see things differently?)
- 4. Protocols for Effective Inquiry Gently probe underlying logic (What led you to that conclusion?) Use nonaggressive language (Can you help me understand your therinking here? ) Draw out their thinking (Which aspects of what you have proposed do you feel are most significant or essential?) Check for understanding (I’m hearing that your primary goal is…) Explain your reason for inquiring (I’m asking about your assumption because I feel….. )