Rebecca Ghalayani
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This document discusses differentiated instruction and the roles of students, teachers, and parents in education. It begins by asking the reader to fill out a self-assessment form identifying their strengths and areas needing practice, like the example given. It explains that differentiated instruction means teaching students based on their individual strengths and needs rather than treating all children the same. The document outlines the role of students is to come prepared and with a positive attitude, while the role of teachers is to assess each student and modify instruction accordingly. The role of parents is to communicate with teachers, stay informed about their child's education, and be involved in the learning process.
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Educational equality for deaf and hearing-impaired pupils and students seems beset by a double paradox. The first is that the longer full educational inclusion is held out as a goal to be pursued, the more learners are excluded from equal accesss to education; since the greater the care expended on particular cases, the more diffuse and remote becomes the general aim.
A second paradox is that the more technical and personal the research data collected on hearing-impaired and deaf learners, the more support for their learning becomes impersonal and general purpose—that is to say, the more it services a particular kind of learner.
The consequence is that while much is known about learning with deafness or a hearing impairment, deaf and hearing-impaired learners are lured with individually taylored sets of standard, one size fits all support solutions designed with no-one in particular in mind. Inclusive education leads, I suggest, to shrink-wrapping support for learning.
Drawing on research into deaf-inclusive education and various work in social theory I will argue that learning support systems reflect general social conditions that cultivate the idea of the individual but process individuals as instances of kinds. The present state of deaf-inclusive education seems meanwhile that inclusion and equality are offered for personally taylored consumption without being available as such.
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Shrink-wrapped inclusion: A sociology of access to education for deaf students
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30 outils pour vos contenus web - Journées du contenu web
30 outils pour vos contenus web - Journées du contenu web
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This document provides information for parents about Maria Reed's first grade class. It outlines Reed's background and experience, behavioral expectations, classroom schedule and curriculum, homework and assessment policies, celebrations and events, ways for parents to stay informed and be involved, and a request for volunteers and supplies. The goal is for teachers and parents to work as a team to help students succeed.
Bhoomi internship report by deepanjali
Deepanjali completed internships at Bangalore Steiner School and Gubbachi Learning Community. At Bangalore Steiner School, she observed their philosophy of learning through hands, heart, and head. Students expressed themselves through art and worked on aesthetically pleasing projects. Gubbachi is a bridge school that prepares dropout children for mainstream education. Students come from migrant laborer families and face challenges like malnutrition and caring for siblings. Deepanjali assisted teachers, planned lessons, and studied the progress of two girls named Laxmi and Sharada for her case study.
Senior Infants - Parent Presentation
This document outlines topics that will be discussed at a meeting for parents of students starting Senior Infants. It includes information about the Home School Community Liaison officer, Parents Council, attendance policies, golden rules, rewards and sanctions, curriculum details, homework, blogs, fundraising and other school activities.
Gifted Students - Challenges of Raising a Gifted Child Giftedness Workshop Pa...
Raising a gifted child comes with many challenges including dealing with family and friends who may not understand, finding appropriate schooling and education, risk of bullying and socialization difficulties, and overcoming stereotypes associated with giftedness. Parents of gifted children commonly experience stress, feelings of inadequacy, and difficulty keeping their gifted child fulfilled and challenged. Effective strategies for parenting gifted children include engaging them through strategic games, creativity, exploring their interests, addressing their questions, and finding literature that matches their advanced abilities while being age-appropriate.
Sats meeting - January 2015
1) KS2 SATs are standardized tests administered to students before leaving primary school to assess their performance in English, math, and science based on the National Curriculum levels.
2) The tests include English reading, grammar and spelling tests, mental maths, and two written math tests. Teacher assessments are also considered.
3) During SATs week, students must be in school and cannot have appointments to ensure they sit for the tests, which are administered under strict conditions by teachers.
Curriculum night 14 15 acres
This document provides information about Mrs. Acres' kindergarten class curriculum, schedule, expectations, and policies. It introduces Mrs. Acres and outlines her education and teaching experience. The daily schedule is described, including times for academics, specials, lunch, and recess. Expectations for student behavior are explained using a level system. Information about assessments, reading, writing, math, and science/social studies is also included.
Open house final power point
This document provides information about Mrs. Jackson's 1st grade classroom curriculum night. It introduces Mrs. Jackson and outlines her background and teaching experience. It describes a typical day in the 1st grade classroom, including the daily schedule, classroom subjects, and homework policy. It also provides details about communication methods and lists materials needed for the classroom.
Open house final power p oint
This document provides information about Mrs. Jackson's 1st grade classroom curriculum night. It introduces Mrs. Jackson and outlines her background and teaching experience. It describes a typical day in the 1st grade classroom, including the daily schedule, classroom subjects, and homework policy. It also provides details about communication methods and lists materials needed for the classroom.
Open house final power p oint
This document provides information about Mrs. Jackson's 1st grade classroom curriculum night. It introduces Mrs. Jackson and outlines her background and teaching experience. It describes a typical day in the 1st grade classroom, including the daily schedule, classroom subjects, and homework policy. It also provides an overview of the literacy, math, science, and social studies curricula.
Classroom expectations
This document outlines classroom expectations and policies for Mrs. Zagaeski's English II class at Cocke County High School. Key points include: students must complete a daily bellringer assignment worth 10 points each for a total of 50 points per week; the daily agenda and homework are posted on the board each day; cell phones must be off and out of sight during class; students will complete weekly silent sustained reading and topic journals; no extra credit is offered; all grades are posted online; and the class website provides class materials and assignments.
Curriculum night 2015 2016 happe
Mrs. Kerry Happe teaches first grade at Creek View Elementary School. She provides details about her background, education, and experience. She outlines the daily schedule, curriculum for math, science, social studies, and health. She describes the math routine, specials classes, grading policy, behavior system, homework expectations, classroom management, snacks/lunch, volunteers, and parent-teacher conferences. The document gives parents an overview of the classroom, teacher, schedules, curriculum, policies and opportunities for involvement.
English introduction
This document provides information about two teachers, Mrs. Gerosa and Mrs. Nellums. It outlines their expectations for students in their class, including following CHAMPs rules of respect, participation, keeping hands and feet to oneself, and not talking when the teacher is. Students are expected to come prepared with materials like folders, notebooks, and supplies. The class will focus on writing, reading, research, and teamwork. Homework will be assigned as needed, and grades will be based on tests, classwork, quizzes, homework, and projects. The teachers can be contacted by email or phone.
2017 Parent Orientation
First grade at Kuentz Elementary is described as a "magical" year. The document provides an overview of the teacher's style, required reading and math levels for promotion to second grade, units covered in science and social studies, the grading system, homework policy of 10 minutes of reading per night, and various policies around attendance, safety, birthdays, communication and conferences.
Back to school night ppt
This document provides information from Sigsbee Charter School's 2nd grade Conch class Back to School Night. It includes:
1) An introduction from Ms. Stokes and Mrs. Anderson about their backgrounds and the classroom schedule.
2) An overview of the curriculum including a balanced literacy approach to reading and writing workshops, word study, and math.
3) Additional details on homework, snacks, volunteer opportunities, and the classroom community and values.
4) Information on assessments, conferences, and ways parents can support their children's learning at home.
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Urban Institute
The Urban Institute is a nonprofit policy research organization founded in 1968 that conducts research on social and economic issues to shape public policy. It is funded through government contracts and private donors. Its mission is to provide research-based solutions to problems facing urban areas. The organization studies issues related to education, poverty, housing, criminal justice, and health, and how they interconnect. The Urban Institute website provides easily accessible research reports, data, and resources to inform policy decisions.
13275 85793 - chandra jackson - oct 12, 2018 1123 pm - ed615 3.1-ft_cdj
The document discusses fair use and the TEACH Act, which aim to balance copyright protections with the educational needs of distance learners and educators. It provides examples of how fair use allows educators and students to incorporate copyrighted works for purposes of commentary, criticism, and illustration. Specifically, it outlines three principles for educators: 1) employing copyrighted material in media literacy lessons, 2) incorporating material into curriculum development, and 3) enabling students to incorporate excerpts for their own academic work, with the goal of fostering media literacy skills. The limitations note that only portions germane to educational goals can be used, proper attribution is important, and student work should transform rather than substitute for the original.
18914 85793 - devlyn bent - oct 15, 2018 1244 am - ed615 3.1-a_dhb
The TEACH Act allows accredited nonprofit educational institutions to use copyrighted materials for distance education. It follows specific copyright requirements for online distance learning courses. The TEACH Act allows a range of digital works to be used, including materials from the internet and scholarly resources. It can benefit teachers by allowing digital organization of lessons and materials for distance or flipped classroom models. Students also benefit from easier access to essential class documents. While complex to implement, the TEACH Act provides institutions flexibility around copyrighted content for distance education when its requirements are met.
Zero tolerance
The school board is debating whether to continue its zero tolerance policy on student discipline. A parent argues the policy is too rigid and that discipline should be tailored to each individual student's situation. A community member supports zero tolerance, arguing it ensures safety and equal treatment of students. A student also supports it because it prevents favoritism and ensures everyone receives the same punishment. However, the principal opposes zero tolerance because it does not allow discretion and discounts their knowledge of each student's circumstances and disciplinary history. The principal provides an example where zero tolerance would have required overly harsh punishment that may not have helped the situation.
18715 83063 - lauren bresner - sep 12, 2018 353 pm - ed610 11.2-a_lab
The document describes a case study conducted on a struggling second grade reader named Jacob over the summer of 2018. Observations and assessments showed that Jacob had difficulty with reading fluency, sight words, decoding multisyllabic words, and letter sounds for B and D. Various literacy interventions including repeated reading, word jars, bookmarks, and reader's theater helped Jacob improve specific reading skills.
5292 83063 - jennie gilmore - sep 12, 2018 359 pm - ed610 11.1-case study_jdg
This document provides a case study on a fourth grade student named Anne. It summarizes observations of Anne in her classroom, including activities on story retelling, literature circles, and assessments using Running Records and DIBELS. The classroom observations focused on a lesson incorporating student academic choice and noted Anne's involvement in class discussions and partner activities. Literature circles allowed students to discuss books in small groups and share with the class. Assessments tested Anne's reading fluency, comprehension, and phonemic awareness.
5292 73813 - jennie gilmore - nov 11, 2017 1048 am - ed611 7.1-a_jdg
This document presents different shapes found in everyday objects through pictures and descriptions. It discusses octagons in stop signs, circles in gears and fish tanks, rectangles in brick walkways and cat ears, cubes in sugar cubes and dice, triangles in cat fur and noses, pentagons in fish tanks, parallel lines in playground equipment, triangular prisms in candy bars, cones in carrots, and angles in slides and tree branches. Each shape is defined in 1-2 sentences.
18709 73813 - paige dolinski - nov 9, 2017 1033 am - ed611 7.1-a_ped
This document is a geometry picture book that contains pictures of various shapes and asks questions to prompt the reader to identify and describe the key attributes of each shape. It includes pictures and questions about circles, angles, rectangular prisms, pentagons, trapezoids, pyramids, squares, rectangles, cones, and parallelograms. The goal is to help the reader learn geometry concepts and vocabulary through observation and critical thinking about images.
18715 73813 - lauren pleeter - nov 12, 2017 700 pm - ed611 7.1-a_lap
This document defines and provides examples of common geometric shapes:
- An octagon has eight straight sides and eight angles like a stop sign.
- A circle is round with no edges, just like the Olympic rings.
- A square has four equal sides and four right angles, seen in drains.
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Class geometry book
This document provides examples and descriptions of basic geometric shapes including a cube, rectangle, triangular prism, and angles. A cube is composed of six equal squares meeting at edges. Rectangles have three sides that can be the same length or different lengths. A triangular prism has triangular tops and bottoms connected by rectangular sides. An angle is formed where lines intersect or bend and can be acute or obtuse.
4099 70171 - erika schraft - jul 20, 2017 512 pm - ed615 3-1-ft_eks
The document discusses the Fair Use Act and the TEACH Act, which protect educators from copyright infringement when utilizing materials for educational purposes. The TEACH Act of 2002 allows for digital copies and performances of copyrighted works for distance learning. It also permits greater flexibility for storing, copying, and digitizing copyrighted content. The Fair Use Act of 2007 protects the use of copyrighted works to introduce new ideas and promote learning through culture. Both acts aim to make information more accessible for educators and students while following copyright guidelines.
13274 70171 - natiera graham - jul 21, 2017 207 pm - the teach act
The TEACH Act allows for the performance and display of copyrighted materials for distance education by accredited, non-profit educational institutions. It balances the perspectives of copyright owners and content users and provides guidance for academic institutions. The institution must be accredited and non-profit, and can only share materials with enrolled students as part of a specific course. Educators can use copyrighted works in print, broadcasts, films, audio and virtual resources like Blackboard for distance learning courses. The goal of the TEACH Act is to enable the use of copyrighted content for educational purposes.
Sarah patel fair use presentation
Sarah Patel presented on fair use guidelines for educational uses of music. She discussed three key fair use guidelines: 1) emergency copying of sheet music for imminent performances if replacement copies are purchased; 2) editing or simplifying purchased sheet music as long as it does not distort the fundamental character of the work; and 3) making single copies of student recordings for evaluation or rehearsal purposes. For each guideline, Patel provided an example of how it impacts music teachers and stressed the importance of adhering to fair use law as teachers and models for students.
Ed610 literacy map
The document describes the development of the author's reading abilities from a young age when their family frequently read to them. In kindergarten, the author learned letter sounds and began reading words on their own. Throughout middle school and high school, the author enjoyed reading mystery books at home and series like Harry Potter. While college left less free time for reading, the author now finds time to read most nights as a way to relax.
Literacy journey
Samantha had a strong early love of reading developed through bedtime stories with her mother. This love continued through elementary school where reading was an important family activity. In middle school, Samantha used reading to escape and learn about the world, and it was her favorite class. However, in high school reading shifted to an assignment focus rather than enjoyment, which continued into college where socializing took priority. Today, Samantha has regained her enjoyment of reading by choosing books that catch her interest.
QAR A Framework for Improving Literacy Teaching and Learning
QAR (Question Answer Relationships) is a framework developed by Taffy Raphael to improve literacy instruction and comprehension. It categorizes questions as being either "In the Book" where the answer is explicitly stated or requires searching the text, or "In My Head" where the answer relies on the reader's background knowledge. QAR provides a common language for teachers and students, shows comprehension development across grades, and links to content learning. It also aligns specific comprehension strategies like predicting, inferring and summarizing to the different QAR categories. The framework helps make comprehension goals and instructional approaches visible and coherent across subjects and grades.
Geometry Picture Book
This document contains definitions and examples of different geometric shapes including circles, pentagons, squares, pyramids, rectangles, triangles, cones, trapezoids, octagons, and parallel lines. For each shape, there is a picture example and a brief description of the defining characteristics of that shape such as the number of sides, angles, or whether the sides are equal in length.
9071 30792 - nicole howell - mar 18, 2015 437 pm - ed612 9.2-a_nah
This document provides information about an art exhibit to teach kindergarten students geometry concepts. It includes descriptions of 6 Cubist artworks with their histories and an art vocabulary word for each. Students will identify and describe 2D and 3D shapes within the paintings. They will also discuss how the art makes them feel and note similarities and differences between the pieces. Activities include naming shapes found in the paintings, combining basic shapes to create new ones, and using lines to form shapes.
602 a 10.1tao-2
The document provides instructions for a web quest about the Boston Tea Party. Students will watch videos, complete interactive activities, and read articles to learn about the events leading up to and following the Boston Tea Party. They will then fill out a worksheet to document their findings. The web quest covers topics like the East India Trading Company, King George's taxes, the Sons of Liberty who organized the protest, and daily life in Revolutionary times.
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13275 85793 - chandra jackson - oct 12, 2018 1123 pm - ed615 3.1-ft_cdj
13275 85793 - chandra jackson - oct 12, 2018 1123 pm - ed615 3.1-ft_cdj
18914 85793 - devlyn bent - oct 15, 2018 1244 am - ed615 3.1-a_dhb
18914 85793 - devlyn bent - oct 15, 2018 1244 am - ed615 3.1-a_dhb
18715 83063 - lauren bresner - sep 12, 2018 353 pm - ed610 11.2-a_lab
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5292 83063 - jennie gilmore - sep 12, 2018 359 pm - ed610 11.1-case study_jdg
5292 83063 - jennie gilmore - sep 12, 2018 359 pm - ed610 11.1-case study_jdg
5292 73813 - jennie gilmore - nov 11, 2017 1048 am - ed611 7.1-a_jdg
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18709 73813 - paige dolinski - nov 9, 2017 1033 am - ed611 7.1-a_ped
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QAR A Framework for Improving Literacy Teaching and Learning
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Rebecca Ghalayani
- 1. By Rebecca Ghalayini BA Elementary Ed BA Deaf Education Certified Sign Language Interpreter
- 2. You have work to do! •Please fill out the paper on your child’s desk. It is the same paper that your child has filled out at the beginning of school.
- 3. This is what mine looks like. • I excel at: • 1 swimming • 2 crocheting • 3 English • I feel I need more practice with • 1 Calculus • 2 learning the rules of football • 3 painting • Do you have the same? What is the same/different about your paper to mine? Why????
- 4. You are each as different as every child in here. It is unfair to treat them as if they all learned the same.
- 5. The “Hot Topic” Differentiated Instruction •teach to the child’s strengths •allow your child to go at their own pace •no student is forced to learn a concept they are not ready to learn •teach your child how to become more independent in learning
- 6. The Role of the Child • Come to class on time and prepared with their pencils and folders • Finish home work assignments when they are due! Often the classwork is dependent on what they did at home • Come with a positive attitude • Be respectful and safe at all times
- 7. The Role of the Teacher • Assess your child’s needs and change instruction to maximize student success • Keep the parents informed • Allow for parents to observe and/or join the class • Allow students (and teachers!) to make mistakes
- 8. The Role of the Parent • Let us know of any questions you may have • Get in touch with the school if there is a problem with your child’s health, well-being, homework, education, etc… • Help your child know what is happening in the school by reading our newsletters and flyers • Let your child know that you are interested in what they have learned • Join us if you can!
- 9. Thank you for being our partner in your child’s education!!
Editor's Notes
- Have parents tell me the similarities and differences. Are they all good at swimming? Do they all need practice with watching Football? Why are they not the same??