Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
Writing K-4. Strategies to support the development of all children as writers, free to represent their thinking in print, take risks with their spelling, and work with increased independence.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
Engaging Hearts and Minds.Super ConferenceFaye Brownlie
The key to learning is engagement. K-12 scenarios in English Language Arts are presented - scenarios that provide access and stretch for all students, encourage talk and response, the building of community.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
Writing K-4. Strategies to support the development of all children as writers, free to represent their thinking in print, take risks with their spelling, and work with increased independence.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
Engaging Hearts and Minds.Super ConferenceFaye Brownlie
The key to learning is engagement. K-12 scenarios in English Language Arts are presented - scenarios that provide access and stretch for all students, encourage talk and response, the building of community.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
Development circle professional teaching in higher ed session 5Julia Morinaj
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
5. Curriculum, instruction, and
assessment that are grounded in the
culturally responsive practices of
relevance, identity, belonging and
community will serve to best engage
all students.
-Wisconsin RTI Center
6. High expectations can help reduce
delinquency and behavioral
disturbances.
~Doug Fisher
14. (c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent “You do it
alone”
A Structure for Instruction that
Works
15. (c) Frey & Fisher, 2008
Original Workshop Model…
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Guided
Instruction
“I do it”
“We do it”
Independent
“You do it
alone”
Focused Instruction
16. Learning Targets for Day 1
Teachers will…
• develop an understanding of classroom
workshop as a gradual release of responsibility
• understand how to create a collaborative
classroom environment that fosters a
community of learners
20. What would you, as the teacher, be
doing in order to create an effective
ELA classroom that uses workshop?
What would you expect students to
be doing in an ELA classroom that
uses workshop?
21. Teacher Observation Activity
• Cut and paste questions provided
• Read the questions
• Observe the teacher in the lesson
• Record in your notebook
– Answers
– Thoughts
– New Questions
22.
23. GRR: Focused Instruction Component
Purpose (Learning Target or Learning
Objective) and Modeling
Think Aloud
Demonstrations
Common Core State Standards
32. as Guided Instruction
Students read, write, and talk to make meaning
Practice skill, complete the tasks modeled
Teacher works with small groups or walks around
and uses prompts, cues, and questions with
groups
Small group intervention
Conferencing
37. Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’
ideas and expressing their own clearly
and persuasively.
38. K-2 Features
• Following the rules of discussion
• Moving from participation to turn taking
• Sustaining discussion through questioning
• Adult support
39. 3-5 Features
• Preparation for discussion
• Yielding and gaining the floor
• Posing and responding to questions
• From explaining own ideas to explaining the ideas
of others
40. 6-8 Features
• Using evidence to probe and reflect
• Collegial discussions include goals and deadlines
• Questions connect ideas from several speakers
• Acknowledge new information
41. 9-10 Features
• Use prepared research in discussion
• Voting, consensus, and decision making
• Ensure hearing full range of opinions or options
• Summarize and synthesize points of disagreement
42. 11-12 Features
• Civil, democratic discussions
• Questions probe reasoning and evidence
• Resolving contradictions
• Determine what additional info is needed
45. 5 Essential Aspects of Classroom
Environment and Community:
1. Classroom Environment (physical environment)
2. Community of Learners (social and emotional
environment)
3. Learning and Teaching (instructional
environment)
4. Independence (instructional environment)
5. Reflective Practice
Hill, B.C, and Ekey, C. Enriching Classroom Environments, 2010, pg. xiv
46.
47. "I believe that classroom environments
are most effective when they are
literate and purposeful, organized and
accessible, and, most of all, authentic."
Debbie Miller, Teaching with
Intention, pg 23
48. "First impressions count. Classroom
environments vary, but they always
need to be welcoming places;
interesting, joyful places that beckon
kids and teachers to actively
participate in the pursuit of
knowledge.
Debbie Miller, Teaching with Intention, pg 30
59. Classroom discussion
• Teacher talks less than students
• Appropriate behaviors
What does it look like?
What does it sound like?
• Socratic Circles
60. Establish Procedures
• Set Rules/Expectations Together
• Post on Anchor Charts (Easy cue)
• Model
• Fish bowl practice and observe
• Redirect/Revisit/Reteach
• Three Before Me
61. Turn and Talk
Using materials/library
Independent Work Time
Group Discussions
Socratic Circles
63. Differentiation
• Cannot differentiate purpose/modeling
• Guided Instruction is defacto differentiation
– Scaffolding, practice, cueing, prompting,
questioning
• Independent work can be differentiated
• Collaborative work can be differentiated
64. 3. Learning and Teaching
(instructional environment)
"Celebration of specific strengths -not idle praise -
helps ensure early success for our students.
Through whole-class sharing, small-group work,
one-on-one conferences, and every other way
we respond to students all day every day, we
need to give them the message that they are
capable.“
Regie Routman, Teaching Essentials, pg. 29
66. The way that we, as adults talk to children affects the
way that they view us, and the language that we use
to describe their actions can really affect the way
that they see themselves. Especially as
teachers…the things that are said to a student can be
interpreted differently through tone of voice…even
one word difference can change the meaning of a
whole sentence, therefore changing the way the
student takes the statement. This can mean the
difference between doubting themselves and their
competence and setting low future goals, to,
believing in themselves to choose challenging tasks
and set high goals.
68. Teacher Comment
Question Answered
by Comment
That group, get back
to work or you’ll be
staying in at lunch.
When you are loud
like that, it interferes
with the other
discussion groups and
I feel frustrated
This is not like you.
What is the problem
you have
encountered? Okay,
how can you solve it?
What are we doing
here?
Laboring. Living in cooperation. Living collaboratively.
Who are we? Slaves and owner. People who care
about others’ feelings.
Social problem
solvers. Normally
admirable people.
How do we relate to
one another?
Authoritarian control. Respectful with equal
rights.
Work out our
problems.
How do we relate to
what we are studying?
Do it only under
duress.
[no implication] [no implication]
~From Choice Words by Peter H. Johnston p. 6
69. 4. Independence (instructional
environment)
Get to know your students as readers
and writers
Students need to first realize who they are as
readers and writers in order to become better
readers and writers.
74. “Reading changes your life.
Reading unlocks worlds unknown
or forgotten, taking travelers
around the world and through
time. Reading helps you escape the
confines of school and pursue your
own education. Through characters
– the saints and the sinners, real or
imagined – reading shows you how
to be a better human being.”
― Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in
Every Child
76. Getting Started
• Check out our Livebinder
• Distribute Surveys
• Familiarize yourself with YA books
• Book Talk!
• Create a Shopping List/Goodreads Account
• Keep a Reading Record
78. 5. Reflective Practice
“Reflective teaching requires that teachers examine their values
and beliefs about teaching and learning…This practice frees
teachers from impulsive and routine activity and enables them
to act in a more deliberate and intentional manner. Experience
itself is actually not the greatest teacher, for we do not learn as
much from experience as we learn from reflecting on that
experience.”
80. 5. Reflective Practice: Think about your
classroom
• What do you need?
• What do you want?
• What do you wish?
• What are 2-3 small improvements you could make to
your current classroom environment?
Editor's Notes
Tell us about yourself. Let’s get to know each other a little better.
Self Assessment (Increase/Decrease)QISL Rubric Areas 1, 2, & 3
Why GRR/ Research behind
Established routines and procedures
GRrDifferentiated to meet students needs
Close Reading, Independent Reading, Managed Choice
Building Connections, Balance, Writing before and after reading, processing thinking as well as adding the discussion piece
Michelle-Small group interventions within the classroom/ there will be some outside as well
Best way to make this happen is to use workshop model within the classroom
Guiding questions. Notes, thoughts,
Poster paper with questions already written on them
Standards Based Presentation/GANAGh
Purposely not displaying these in order of the triangle Keeping it simple
Collaborative
CCSS emphasis--Spirals
Notebook: What did you see? Ideas? One thing you could change or add to your classroom tomorrow?
Establish Routines, Safe and comfortable
SWD
Specific praise versus judgmental praise Connect it to Shelly’s feedback (One Teacher At A Time: Pollak) GANAG “You did…… that will help you when you’re reading” “ You helped yourself by checking the chart” model this with a situation Levels of Feedback – recall from math training….
The way that we, as adults talk to children affects the way that they view us, and the language that we use to describe their actions can really affect the way that they see themselves. Especially as teachers. As I have learned through personal experience, the things that are said to a student can be interpreted differently through tone of voice. But as Johnston describes throughout the book, even one word difference can change the meaning of a whole sentence, therefore changing the way the student takes the statement. This can mean the difference between doubting themselves and their competence and setting low future goals, to, believing in themselves to choose challenging tasks and set high goals.
It is much easier for us to complain about how bad something is (venting). This is not reflective practice. Reflection is acting on our own behaviors: inside and out of the classroom. Reflective teachers make a point of becoming aware of the factors that affect their practice so they can refine their teaching, and thereby positively influence our educational system we work in.BE A LIFELONG LEARNER….Characteristics of a person you know who is a LLL….BUZZ with descriptors for this person!
Send off with a short excerpt “Where Do I Start” from That Workshop Book