Sheng Zhu has over 5 years of experience in education, including a Master's degree in TESOL from Monash University. He currently works as an assistant language learning director at Bear American English School, where he assists with academic affairs, develops new English courses, observes classes, and recruits students. Previously he worked as an English language trainer at Disney English, building bilingual environments for children and enhancing their skills. He also has volunteer teaching experience and skills in communication, problem-solving, and planning.
This back to school night presentation provides information about the curriculum, programs, and schedule for Ms. Cahill's 3rd, 4th, and 5th grade special education classroom. It outlines the reading, writing, and math programs that will be used, as well as the science and social studies instruction. The presentation also discusses extra support programs, specials schedule, and the difference between report cards and IEP progress reports.
The document describes several apps that can be used in K-12 classrooms, including Edmodo for collaboration between teachers and students; RAZ-Kids and Spelling City to help with literacy skills; Read With Me Fluency and ExitTicket for assessments; and Socrative, Math Champ Challenge, and Scoodle Jam to engage students in various subjects. Many of the apps provide feedback and track student progress.
This document provides a resume for Rebecca D. Schmitz. It outlines her education including a Bachelor of Science in Elementary Education from the University of Wisconsin Oshkosh and continuing education credits toward an ELL licensure. Her teaching experience includes positions as a middle school language arts teacher in South Korea, a 7th/8th grade language arts teacher in Wisconsin, various summer school teaching positions, and experience providing therapy to children with autism. She has a variety of skills including inspiring students, strong work ethic, organization, technology proficiency, and dedication to self-reflection.
Amanda Anderson is seeking a teaching position where she can help students develop a love of learning. She has a Bachelor's degree in Early Childhood Education and over 140 hours of TEFL/TESOL certification training. Her professional experience includes work as a special education paraprofessional, substitute teacher, daycare provider, and work study. She has strong communication, organizational, and problem-solving skills and enjoys learning new things.
Miss Erin Shidner teaches 5th grade math at St. John using the Saxon Math spiral method. Students are tracked by ability and expected to maintain at least a B average. Students are required to have a math book, journal, pencils, eraser, planner, and complete assignments. Lessons are taught through notes and examples which students copy into their math journal. Daily routines include receiving the assignment, lesson, practicing in class and through homework, and checking homework for completion. Tests are given every 4-6 lessons covering all material, and students can correct tests for half credit.
Program Of Studies Night Presentation 2010Dianne Krause
This document provides information about a Program of Studies Night being held at WHS on January 14, 2010 to discuss the high school curriculum and course selection process. It outlines the agenda for the event including presentations on graduation requirements, transcripts, and the middle school to high school transition process. The rest of the document provides details about upcoming changes to social studies and language requirements, academic levels, GPA calculations, sample student schedules, and the middle school timeline for the high school course selection and registration process.
Kelsey Thompson is seeking a teaching position and has extensive student teaching experience in both middle school and high school mathematics courses. She has a 3.51 GPA in her Bachelor of Arts in Mathematics with Education program from Bethel University and will graduate in June 2016. Thompson has worked as a tutor, teaching assistant, and admissions coordinator in addition to her classroom experience.
Sheng Zhu has over 5 years of experience in education, including a Master's degree in TESOL from Monash University. He currently works as an assistant language learning director at Bear American English School, where he assists with academic affairs, develops new English courses, observes classes, and recruits students. Previously he worked as an English language trainer at Disney English, building bilingual environments for children and enhancing their skills. He also has volunteer teaching experience and skills in communication, problem-solving, and planning.
This back to school night presentation provides information about the curriculum, programs, and schedule for Ms. Cahill's 3rd, 4th, and 5th grade special education classroom. It outlines the reading, writing, and math programs that will be used, as well as the science and social studies instruction. The presentation also discusses extra support programs, specials schedule, and the difference between report cards and IEP progress reports.
The document describes several apps that can be used in K-12 classrooms, including Edmodo for collaboration between teachers and students; RAZ-Kids and Spelling City to help with literacy skills; Read With Me Fluency and ExitTicket for assessments; and Socrative, Math Champ Challenge, and Scoodle Jam to engage students in various subjects. Many of the apps provide feedback and track student progress.
This document provides a resume for Rebecca D. Schmitz. It outlines her education including a Bachelor of Science in Elementary Education from the University of Wisconsin Oshkosh and continuing education credits toward an ELL licensure. Her teaching experience includes positions as a middle school language arts teacher in South Korea, a 7th/8th grade language arts teacher in Wisconsin, various summer school teaching positions, and experience providing therapy to children with autism. She has a variety of skills including inspiring students, strong work ethic, organization, technology proficiency, and dedication to self-reflection.
Amanda Anderson is seeking a teaching position where she can help students develop a love of learning. She has a Bachelor's degree in Early Childhood Education and over 140 hours of TEFL/TESOL certification training. Her professional experience includes work as a special education paraprofessional, substitute teacher, daycare provider, and work study. She has strong communication, organizational, and problem-solving skills and enjoys learning new things.
Miss Erin Shidner teaches 5th grade math at St. John using the Saxon Math spiral method. Students are tracked by ability and expected to maintain at least a B average. Students are required to have a math book, journal, pencils, eraser, planner, and complete assignments. Lessons are taught through notes and examples which students copy into their math journal. Daily routines include receiving the assignment, lesson, practicing in class and through homework, and checking homework for completion. Tests are given every 4-6 lessons covering all material, and students can correct tests for half credit.
Program Of Studies Night Presentation 2010Dianne Krause
This document provides information about a Program of Studies Night being held at WHS on January 14, 2010 to discuss the high school curriculum and course selection process. It outlines the agenda for the event including presentations on graduation requirements, transcripts, and the middle school to high school transition process. The rest of the document provides details about upcoming changes to social studies and language requirements, academic levels, GPA calculations, sample student schedules, and the middle school timeline for the high school course selection and registration process.
Kelsey Thompson is seeking a teaching position and has extensive student teaching experience in both middle school and high school mathematics courses. She has a 3.51 GPA in her Bachelor of Arts in Mathematics with Education program from Bethel University and will graduate in June 2016. Thompson has worked as a tutor, teaching assistant, and admissions coordinator in addition to her classroom experience.
Ronan P. Kelly is a qualified primary school teacher currently working as an afterschool English teacher at Soan Elementary School in Sosa, Bucheon, South Korea. He has over 10 years of teaching experience in both Ireland and South Korea, including experience teaching English, all academic subjects, and students with special needs. He is currently pursuing a Master's Degree in Digital Technologies for Language Teaching from the University of Nottingham. Mr. Kelly is praised for his creative and engaging lesson plans, ability to manage his classrooms well, and forming positive relationships with students, parents, and colleagues.
The mission of the school is to form Christian leaders through providing academic excellence, personal attention, and faith and character formation in a vibrant academic community. The document then discusses analyzing 3rd grade standardized reading test scores that have been decreasing in recent years, and focuses the elementary teachers on improving the reading program, comprehension and word identification strategies, phonics instruction, evaluating reading levels, and ensuring continuity across grade levels to improve test scores.
Waheeda Bahab is an experienced teacher with qualifications in numeracy, literacy, special education and additional qualifications. She has worked as an occasional teacher and held long-term occasional positions teaching grades 1-5 in several schools within the Waterloo Region District School Board since 2011. Her experience includes planning and teaching all core subjects, developing IEPs, implementing various teaching strategies and completing administrative duties like report cards. She holds a Master's degree in History and Bachelor of Education degree from the University of Ottawa.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
Ghina Itani Hamad has over 20 years of experience in education, including positions as Head of Elementary School, English Coordinator, and Head of various English Departments. She has a BA in Elementary Education from the Lebanese American University and is certified in ProtectED for child protection in Canada. Her resume lists her employment history at several schools in Lebanon and highlights her responsibilities, such as leading divisions, communicating with stakeholders, managing curricula and assessments, observing teachers, and providing professional development. She also has experience in photography, volunteering, and activity coordination.
Sara Stockinger is seeking a teaching position in a Pre-K-8 setting. She has a Master's degree in Special Education from Western Michigan University and over 15 years of teaching experience in grades 1st through 8th. Her background includes developing curriculum, implementing lessons, assessing student progress, and collaborating with colleagues. She is certified to teach all subjects in K-5 and K-8 self-contained classrooms.
This document discusses bringing the Reader's Workshop model of literacy instruction to high school English language learners (ELLs). It describes implementing Reader's Workshop in an ELL newcomer high school, including benchmark assessments, independent reading, guided reading, and strategies for building students' literacy skills. The model has benefited students by increasing their reading levels, differentiating instruction, and engaging students in active reading every day. Challenges include implementing the model in large classes, initial costs, and developing systems, but it can be brought to other schools by studying best practices, finding support, and demonstrating students' needs.
Utah has implemented a large-scale Chinese dual language immersion program across 33 elementary schools and 15 middle schools for the 2016-2017 school year, involving over 8,000 students. The program follows a 50/50 model where instruction is divided daily between one teacher teaching only in Mandarin Chinese and one teacher teaching only in English. At the 6th grade level specifically, there were 19 teachers and 700 students spread across 19 separate schools and 8 districts receiving Chinese instruction. The goals of targeting just 6th graders were to establish consistent standards, collect benchmark data on the transition to middle school, and identify gaps to address before moving to higher grades.
Sheila Hoover is an experienced primary teacher and school leader with over 10 years of experience teaching in challenging urban schools. She has a proven track record of helping students from disadvantaged backgrounds make excellent progress. As a middle leader, she led subjects, planned staff training, and mentored colleagues. She is skilled in using data to inform teaching and raise student attainment.
The document outlines the special education delivery model for 9th and 10th grade students for the 2011-2012 school year. It details the support teams for each grade, the types of support provided based on student needs ratings, how student schedules and placements are determined, and the roles of learning specialists in providing academic and behavioral support to students. Communication between staff is emphasized.
Neal Liu is a Master's student at the University of Wisconsin-Madison studying Applied English Linguistics. He has a strong academic background, obtaining his Bachelor's degree from National Taiwan Normal University with a near perfect GPA. Neal has extensive experience as an English tutor, having worked privately and at educational institutes in Taiwan. He also has teaching experience at the University of Wisconsin-Madison and National Taiwan Normal University. Neal has received several honors and awards for his academic excellence and was the main coordinator for his department's student association. He has near perfect scores on TOEFL and SAT standardized tests.
Kenneth Cowan has over 30 years of experience as a K-12 teacher in both public and private schools. He has taught English, social studies, math, and science to students from elementary through high school levels. Cowan is skilled in creating lesson plans, assessing student progress, and maintaining records. He emphasizes developing critical thinking and communication skills through collaborative work and journal writing.
Carol D. Motley has over 17 years of experience teaching TESOL and over 15 years teaching at the community college level. She has worked as an instructional assistant and literacy coach at an elementary school since 2012, helping emerging readers and designing literacy stations. Previously, she was a TESOL instructor at a technical college from 2003 to 2013, where she developed curriculum and emphasized critical thinking. She also has 6 years of experience teaching ESL at the middle school level.
Karen R. Reynolds is seeking a position as an innovative and effective Deaf educator. She is currently pursuing a Bachelor of Arts in Deaf Education from the University of Tulsa, expected to graduate in May 2017. Reynolds has worked as an assistant teacher at Happy Hands Education Center since 2015, where she teaches concepts and communication to deaf and hard of hearing children through play. She has also tutored deaf and hard of hearing students in reading and writing skills at the University of Tulsa Reading Clinic from 2015 to present. Reynolds currently leads tutoring as the Lead Tutor at the Office of Academic and Student Services at the University of Tulsa, tutoring academically at-risk athletes.
Quizlet is an interactive website that allows students to study various subjects through the use of flashcards, tests, and games. Teachers can create their own materials or use materials already posted to share with their students. Students can study individually or in groups, accessing teacher-created content or creating their own. The site offers various modes to familiarize students with topics, quiz their knowledge, or test them in game formats to reinforce learning.
This document provides information about an Employment English course at Murrah High School for the 2016-2017 school year taught by Mrs. Mabry. It outlines the course description, objectives, required textbooks and resources, methods of evaluation including assignments, portfolios and service hours, student expectations, and consequences for inappropriate behavior. The teacher's contact information is also provided.
Jacksonville Teacher Residency: NAGC 2020Hope Wilson
The Jacksonville Teacher Residency Program provides an immersive, year-long internship for recruiting and preparing teachers for urban STEM classrooms. This presentation focuses on how the JTR program helps prepare teachers for identifying and meeting the needs of advanced learners in diverse classrooms. A key component of the success of JTR is the collaboration between university and school district partners.
Mrs. Smith leads the math department and has helped raise math scores over the past few years. Reading scores have also increased from 2010 to 2011 for 6th grade and the school's 8th grade reading scores are higher than the district's average over the past 5 years. To address low reading scores, the school hired permanent reading teachers, implemented afterschool programs, reading intervention classes, and workshops to improve teacher effectiveness.
The document summarizes two potential class scheduling options for the 2014-15 school year: a 6 out of 8 schedule and a 5 out of 7 schedule.
The 6 out of 8 schedule has teachers teach 6 out of 8 periods while students take 8 classes, each being 45 minutes. Benefits include time for interventions, variety of course options, and flexibility for special programs. Disadvantages are students and teachers feeling overwhelmed and too many credits limiting senior year options.
The 5 out of 7 schedule has teachers teach 5 out of 7 periods while students take 7 classes, each being 52 minutes. Benefits are less homework and more instruction time. Disadvantages include larger average class sizes of 33 students due to fewer periods
The document compares key differences between Spain's previous education law (LOE) and the current education law (LOMCE) across several areas:
1. LOMCE restructures primary and secondary education into 6 grades and 2 cycles respectively, compared to LOE's 3 cycles of 2 grades each.
2. LOMCE introduces new assessments in 3rd grade primary and end of compulsory secondary. It also changes promotion and repetition policies.
3. LOMCE gives school principals new competencies around project approval, programming, and student admission decisions.
The document provides details on several changed articles between the two laws.
Este documento presenta el currículo de lenguas extranjeras para la educación primaria en España. Establece los objetivos, contenidos y criterios de evaluación para el aprendizaje de una lengua extranjera. Se implementará de manera gradual, comenzando con los grados 1o y 2o en 2007 hasta completar todos los grados para 2010. El currículo se basa en el Marco Común Europeo de Referencia y busca desarrollar las competencias comunicativas y lingüísticas de los estudiantes a través de la interacción, lectura, es
Ronan P. Kelly is a qualified primary school teacher currently working as an afterschool English teacher at Soan Elementary School in Sosa, Bucheon, South Korea. He has over 10 years of teaching experience in both Ireland and South Korea, including experience teaching English, all academic subjects, and students with special needs. He is currently pursuing a Master's Degree in Digital Technologies for Language Teaching from the University of Nottingham. Mr. Kelly is praised for his creative and engaging lesson plans, ability to manage his classrooms well, and forming positive relationships with students, parents, and colleagues.
The mission of the school is to form Christian leaders through providing academic excellence, personal attention, and faith and character formation in a vibrant academic community. The document then discusses analyzing 3rd grade standardized reading test scores that have been decreasing in recent years, and focuses the elementary teachers on improving the reading program, comprehension and word identification strategies, phonics instruction, evaluating reading levels, and ensuring continuity across grade levels to improve test scores.
Waheeda Bahab is an experienced teacher with qualifications in numeracy, literacy, special education and additional qualifications. She has worked as an occasional teacher and held long-term occasional positions teaching grades 1-5 in several schools within the Waterloo Region District School Board since 2011. Her experience includes planning and teaching all core subjects, developing IEPs, implementing various teaching strategies and completing administrative duties like report cards. She holds a Master's degree in History and Bachelor of Education degree from the University of Ottawa.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
Ghina Itani Hamad has over 20 years of experience in education, including positions as Head of Elementary School, English Coordinator, and Head of various English Departments. She has a BA in Elementary Education from the Lebanese American University and is certified in ProtectED for child protection in Canada. Her resume lists her employment history at several schools in Lebanon and highlights her responsibilities, such as leading divisions, communicating with stakeholders, managing curricula and assessments, observing teachers, and providing professional development. She also has experience in photography, volunteering, and activity coordination.
Sara Stockinger is seeking a teaching position in a Pre-K-8 setting. She has a Master's degree in Special Education from Western Michigan University and over 15 years of teaching experience in grades 1st through 8th. Her background includes developing curriculum, implementing lessons, assessing student progress, and collaborating with colleagues. She is certified to teach all subjects in K-5 and K-8 self-contained classrooms.
This document discusses bringing the Reader's Workshop model of literacy instruction to high school English language learners (ELLs). It describes implementing Reader's Workshop in an ELL newcomer high school, including benchmark assessments, independent reading, guided reading, and strategies for building students' literacy skills. The model has benefited students by increasing their reading levels, differentiating instruction, and engaging students in active reading every day. Challenges include implementing the model in large classes, initial costs, and developing systems, but it can be brought to other schools by studying best practices, finding support, and demonstrating students' needs.
Utah has implemented a large-scale Chinese dual language immersion program across 33 elementary schools and 15 middle schools for the 2016-2017 school year, involving over 8,000 students. The program follows a 50/50 model where instruction is divided daily between one teacher teaching only in Mandarin Chinese and one teacher teaching only in English. At the 6th grade level specifically, there were 19 teachers and 700 students spread across 19 separate schools and 8 districts receiving Chinese instruction. The goals of targeting just 6th graders were to establish consistent standards, collect benchmark data on the transition to middle school, and identify gaps to address before moving to higher grades.
Sheila Hoover is an experienced primary teacher and school leader with over 10 years of experience teaching in challenging urban schools. She has a proven track record of helping students from disadvantaged backgrounds make excellent progress. As a middle leader, she led subjects, planned staff training, and mentored colleagues. She is skilled in using data to inform teaching and raise student attainment.
The document outlines the special education delivery model for 9th and 10th grade students for the 2011-2012 school year. It details the support teams for each grade, the types of support provided based on student needs ratings, how student schedules and placements are determined, and the roles of learning specialists in providing academic and behavioral support to students. Communication between staff is emphasized.
Neal Liu is a Master's student at the University of Wisconsin-Madison studying Applied English Linguistics. He has a strong academic background, obtaining his Bachelor's degree from National Taiwan Normal University with a near perfect GPA. Neal has extensive experience as an English tutor, having worked privately and at educational institutes in Taiwan. He also has teaching experience at the University of Wisconsin-Madison and National Taiwan Normal University. Neal has received several honors and awards for his academic excellence and was the main coordinator for his department's student association. He has near perfect scores on TOEFL and SAT standardized tests.
Kenneth Cowan has over 30 years of experience as a K-12 teacher in both public and private schools. He has taught English, social studies, math, and science to students from elementary through high school levels. Cowan is skilled in creating lesson plans, assessing student progress, and maintaining records. He emphasizes developing critical thinking and communication skills through collaborative work and journal writing.
Carol D. Motley has over 17 years of experience teaching TESOL and over 15 years teaching at the community college level. She has worked as an instructional assistant and literacy coach at an elementary school since 2012, helping emerging readers and designing literacy stations. Previously, she was a TESOL instructor at a technical college from 2003 to 2013, where she developed curriculum and emphasized critical thinking. She also has 6 years of experience teaching ESL at the middle school level.
Karen R. Reynolds is seeking a position as an innovative and effective Deaf educator. She is currently pursuing a Bachelor of Arts in Deaf Education from the University of Tulsa, expected to graduate in May 2017. Reynolds has worked as an assistant teacher at Happy Hands Education Center since 2015, where she teaches concepts and communication to deaf and hard of hearing children through play. She has also tutored deaf and hard of hearing students in reading and writing skills at the University of Tulsa Reading Clinic from 2015 to present. Reynolds currently leads tutoring as the Lead Tutor at the Office of Academic and Student Services at the University of Tulsa, tutoring academically at-risk athletes.
Quizlet is an interactive website that allows students to study various subjects through the use of flashcards, tests, and games. Teachers can create their own materials or use materials already posted to share with their students. Students can study individually or in groups, accessing teacher-created content or creating their own. The site offers various modes to familiarize students with topics, quiz their knowledge, or test them in game formats to reinforce learning.
This document provides information about an Employment English course at Murrah High School for the 2016-2017 school year taught by Mrs. Mabry. It outlines the course description, objectives, required textbooks and resources, methods of evaluation including assignments, portfolios and service hours, student expectations, and consequences for inappropriate behavior. The teacher's contact information is also provided.
Jacksonville Teacher Residency: NAGC 2020Hope Wilson
The Jacksonville Teacher Residency Program provides an immersive, year-long internship for recruiting and preparing teachers for urban STEM classrooms. This presentation focuses on how the JTR program helps prepare teachers for identifying and meeting the needs of advanced learners in diverse classrooms. A key component of the success of JTR is the collaboration between university and school district partners.
Mrs. Smith leads the math department and has helped raise math scores over the past few years. Reading scores have also increased from 2010 to 2011 for 6th grade and the school's 8th grade reading scores are higher than the district's average over the past 5 years. To address low reading scores, the school hired permanent reading teachers, implemented afterschool programs, reading intervention classes, and workshops to improve teacher effectiveness.
The document summarizes two potential class scheduling options for the 2014-15 school year: a 6 out of 8 schedule and a 5 out of 7 schedule.
The 6 out of 8 schedule has teachers teach 6 out of 8 periods while students take 8 classes, each being 45 minutes. Benefits include time for interventions, variety of course options, and flexibility for special programs. Disadvantages are students and teachers feeling overwhelmed and too many credits limiting senior year options.
The 5 out of 7 schedule has teachers teach 5 out of 7 periods while students take 7 classes, each being 52 minutes. Benefits are less homework and more instruction time. Disadvantages include larger average class sizes of 33 students due to fewer periods
The document compares key differences between Spain's previous education law (LOE) and the current education law (LOMCE) across several areas:
1. LOMCE restructures primary and secondary education into 6 grades and 2 cycles respectively, compared to LOE's 3 cycles of 2 grades each.
2. LOMCE introduces new assessments in 3rd grade primary and end of compulsory secondary. It also changes promotion and repetition policies.
3. LOMCE gives school principals new competencies around project approval, programming, and student admission decisions.
The document provides details on several changed articles between the two laws.
Este documento presenta el currículo de lenguas extranjeras para la educación primaria en España. Establece los objetivos, contenidos y criterios de evaluación para el aprendizaje de una lengua extranjera. Se implementará de manera gradual, comenzando con los grados 1o y 2o en 2007 hasta completar todos los grados para 2010. El currículo se basa en el Marco Común Europeo de Referencia y busca desarrollar las competencias comunicativas y lingüísticas de los estudiantes a través de la interacción, lectura, es
This document provides an annual didactic plan for teaching English as a foreign language to 5th grade students. It outlines the context and justification for the plan, which is designed around developing students' basic communicative competence in English. The plan considers principles like constructivism and globalized learning. It explains how the plan will contribute to developing students' basic competences and outlines general objectives, content areas, methodology, assessment approaches, attention to diversity, and values education. Didactic units with specific objectives and activities are also included.
The key competences are skills defined by the European Union and incorporated into the Spanish education system to help students integrate knowledge and skills for practical problem solving. They include communication, digital skills, learning to learn, social skills, initiative, and others. All subject areas are meant to contribute to developing these competences, and while only language skills are formally assessed, the competences aim to prepare students for adult life.
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
Competency based language teaching - approach and designDerya Baysal
This document discusses the theory and design of competency-based language teaching (CBLT). CBLT views language as a functional tool for communication and interaction. It breaks language skills down into specific competencies needed for real-world tasks. Competencies are concrete behaviors that can be explicitly taught and assessed. CBLT focuses on developing functional communication abilities through modularized and individualized instruction, with continuous assessment of competency mastery. This competency-based approach aims to teach practical language skills most useful for learners' needs and roles.
Unidad didáctica Lengua y literatura. Tercer curso de primaria.Paolacampos92
En esta unidad didáctica se ofrece una serie de actividades destinadas al tercer curso de primaria, dónde se imparten contenidos como las palabras compuestas, la coma, el género de los sustantivos, las fábulas y actividades de expresión oral y escrita. También hay actividades de refuerzo y ampliación.
Este documento presenta una programación didáctica de inglés para 2o curso de primaria. Se centra en desarrollar las cuatro habilidades comunicativas básicas en inglés y usar las tecnologías para exponer a los estudiantes a la lengua. Los objetivos son que los estudiantes usen activamente el inglés para comunicarse, adquieran experiencia con el idioma en el aula y desarrollen las habilidades hasta alcanzar el nivel A1.
This document proposes transitioning Litchfield Middle School to a middle school model for the 2015-2016 school year and beyond. It outlines the key differences between a traditional middle school model and junior high model, noting middle school is more student-oriented, emphasizes cognitive and affective development, uses interdisciplinary teaching teams, and offers more exploratory classes. It also discusses the rapid changes that occur for young adolescents aged 10-15. The proposal includes plans to roll out the new middle school model to teachers and the Board of Education in May and June. It outlines work that will be done to create Litchfield Middle School's mission, review curriculum to incorporate personalized and project-based learning, and provide professional development for teachers. Log
Amanda Eggink has over 10 years of experience in elementary education. She holds a Master's degree in Special Education from SUNY New Paltz and a Bachelor's degree in Elementary Education from Concordia College. Her experience includes teaching 3rd grade, working as a resource room teacher, and completing student teaching placements. She has been recognized for her academic achievements with honors like the Fellows Program and Kappa Delta Pi International Honor Society membership.
The document provides information for parents of students in Primary 5 (P5) at Frontier Primary School. It outlines the school's programme for the briefing, including details on P5 assessment weighting, subject-based banding, direct school admission, and the curriculum for various subjects. It also provides overviews of the assessments and syllabi for subjects like English, mathematics, and mother tongue languages. The briefing aims to help parents understand the P5 curriculum and assessments so they can support their children's learning.
This document is a resume for Jaclyn M. Alagna. It summarizes her education, including a Master's degree in Education from Simmons College and a Bachelor's degree in English from Suffolk University. It also outlines her teaching experience, beginning with her current role as a 7th and 8th grade English teacher and including previous positions as a long term substitute, instructional aide, and therapeutic learning center aide. It lists her licensures and certifications.
Yms restructuring powerpoint with schedulesMartha Borden
This document outlines a proposal to restructure York Middle School. It discusses moving to an interdisciplinary team model, eliminating study halls, increasing instructional time, and providing regular common planning periods for teachers. Sample schedules are proposed for 5th, 6th, and 7th/8th grades that increase core academic times, include advisory periods and targeted learning time, and allow flexibility within academic teams. The goals are to create a more developmentally responsive school that empowers and challenges students through rigorous and equitable learning opportunities.
The document discusses planning for the transition of Year 7 students to secondary school. Key points include:
- Focusing on understanding adolescent learners and how to effectively engage and teach middle school students.
- Examining the Australian curriculum and ensuring continuity between primary and secondary subjects and standards.
- Building collaborative partnerships between primary and secondary teachers to facilitate information sharing and ensure a smooth transition.
- Planning professional development opportunities focused on pedagogy, curriculum literacy, and strategies for teaching middle school students.
- Organizing time and resources for secondary teachers to learn more about the primary curriculum, visit primary classrooms, and plan integrated units of work.
The document outlines a new school rhythm and schedule for a full-day school aimed at facilitating holistic learning. Key aspects of the new rhythm include balancing learning and relaxation phases; promoting mixed-age, project-based and individualized learning; and increasing student responsibility and participation both in and out of school. The schedule provides various academic, arts, and sports electives and allows homework to be completed as schoolwork. Evaluations show students and parents support the changes and students' learning, self-organization, and satisfaction have improved.
This document summarizes Oxford Middle School's "Power Math" program, a blended learning initiative to improve math achievement. It began in 2013 with a computer-based learning program to provide individualized instruction in small groups. Students receive intervention, practice, or acceleration depending on their math level. The program has expanded to include an Algebra I course for advanced 8th graders. The goals are to help struggling students while challenging top students. Future plans include improving implementation and accountability, and allowing students to take MacBooks home for blended learning.
If you missed the school BBQ, here is the information from the grade 5 presentation in the classroom. Please let me know if you have any questions about the information. Thanks!
This document provides information for parents about expectations, curriculum, homework policies, grading, and field trips for 5th grade students at Live Oak Elementary School. It outlines the school's differentiated instruction approach, homework expectations of 60 minutes per night including 30 minutes of reading, and grading scale from 1 to 4. It also lists upcoming field trips related to the curriculum including trips to Camp Arroyo and the Chabot Space and Science Center, and encourages parents to volunteer and sign up for fall conferences.
Wafa Hassan Alshehhi is a student pursuing a Bachelor's degree in Primary Education from RAK Women's College. She has experience teaching various subjects like English, Math, and Science to students from kindergarten to grade 10. Her teaching experiences include planning lessons, using manipulatives, testing students, and observing other teachers. She has also participated in professional development workshops on topics like the GESS curriculum and using technology in teaching. Upon graduation in December 2015, her goal is to motivate students to learn through unique teaching methods rather than just memorization.
Advance Learning School is a magnet school for grades 1-5 that focuses on reading and technology. It uses a blended learning model where students learn content online at home and apply skills in the classroom. Students are grouped by tier based on performance and each has an iPad for instruction. The curriculum aims to develop communication, critical thinking, reading, and technology proficiency using tools like smart boards, clickers, and assistive technology. Students are assessed every 5 weeks through verbal, written, computerized, or response system tests. The goal is to maximize individualized instruction through flexibility.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
Catering diverse learners through multigrade teaching beedivb
This document discusses multi-grade classrooms where one teacher instructs multiple grade levels. It outlines several approaches to instruction and classroom management in these environments. Modified curriculum involves staggering subjects by interaction level or integrating subjects around themes. Teachers take on facilitator and manager roles. Classrooms utilize learning centers, materials, and flexible furniture. Lesson planning and evaluation require addressing diverse student needs and abilities across grades.
- There have been staff changes in the Education Studies department, with new Programme Leaders and Award Leaders.
- The department researches and publishes widely on topics related to education. Recent publications are listed.
- Information is provided about stepping up to the third year of study, including expectations around independent study time, assessment, and support available.
- Opportunities and requirements for PGCE study or teacher training after graduation are outlined.
This document summarizes a freshman parent meeting at Etowah High School. It introduces the administration and counseling staff, outlines graduation requirements, and discusses academic support programs. It also covers topics like the HOPE scholarship, dual enrollment, and Advanced Placement courses to provide academic rigor. The goal is to welcome and inform parents of the Class of 2019.
Jennifer M. D'Ulisse seeks a teaching position in grades 4-8 for science and/or English language arts. She has a Bachelor's degree in education from West Chester University with certifications in middle grades education and instruction in English language arts and science for grades 4-8. Currently, Jennifer teaches 6th grade English language arts, religion, and science at St. Francis of Assisi School, where she also teaches 7th and 8th grade science using hands-on lab experiments. She coordinates extracurricular programs for academic support and wellness.
This document provides an agenda and overview for a teacher training session for LCNV's Spring 2010 classroom programs. It covers administrative components, curriculum, lesson planning, assessments, and using the All-Star textbook. Teachers learn about class positions, paperwork, holidays, weather closures, and first week lessons. The spring curriculum focuses on finance, workplace, and lifelong learning topics. Effective lesson planning incorporates warm-ups, presentations, practice activities, application, evaluation, and homework assignments.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. Advanced Content Model
5th grade offered in Reading and Math
Data driven
Multiple Measures
Begins week of August 19th after assessing
students
Student placement driven by performance
may be reevaluated at the end of 1st 9 weeks
3. Sample Schedule
7:50-8:50 Differentiated Reading/Math Block
8:55-9:55 Differentiated Reading/Math Block
9:55-10:15 Recess
10:15 until lunch Integrated Units
incorporating ELA, Social Studies, Science
and Math with a 30 minute period of direct
instruction in writing
1:30-2:15 Specials
4. 5th Grade Horizons Services
Previous model one
day at week of resource
pull out.
Instruction centered on
interdisciplinary units
and enrichment
activities
Gifted services only 1
day a week for five 50
minute segments
New model students
service daily
Served in reading
and/or math
Targeted instruction in
area(s) of strength to
enrich and extend
Gifted services daily for
60-120 minutes in
reading and/or math
5. Grades and Communication
Reading and Math
Grades through block
teachers
Graded papers sent
home in take home
folder
Open communication
between block and
homeroom teacher
6. Curriculum in Advanced Classes
Georgia Common Core Standards
Pretest data for each unit
Complex
Enrich
Extend
Incorporate standards beyond the grade
level
Utilize gifted education best practices
7. Benefits of Advanced Content
Differentiated Instruction in
Content, Process, Product
and/or Readiness
Deeper mastery of
standards
Self Directed Learners
Strategic Thinkers
Effective Communicators
Problem Solvers
Global Leaders
Editor's Notes
We are thrilled to announce that at Shiloh Point we will be implementing an advanced content model in 5th grade.This is a data driven model using multiple measures to identify students who may need advanced curriculum in reading and/or math. Teachers will use data from CRCT, Norm Referenced tests, teacher checklists, Fountas and Pinnel reading inventories, and teacher created assessments. After assessing all students using multiple measures, advanced content will begin the week of August 19th. Student placement driven by performance in an advanced course may be reevaluated at the end of the 1st 9 weeks. Therefore a student who may be struggling in the advanced content may need to be reviewed or a student who is not in advanced content may need to be placed in that class. Any changes to the student’s schedule would be communicated with the parents first.
Advanced Content courses in 5th grade will take the place of Horizons services. All Horizons students will be served in at lease one advanced content block with one of the gifted program teachers. Horizons students may also received advanced content instruction from a gifted certified homeroom teacher. Additionally, high achieving students may be served in one or more advanced content block. These decisions will be driven by data. We believe that this new model will better meet students’ needs for advanced course work in reading and/or math. Also, students will have a smoother transition into 6th grade where advanced courses are available.