This document outlines steps in a lesson sequence on providing feedback. It discusses how feedback should be descriptive rather than evaluative, and focuses on helping students improve toward learning goals. The document emphasizes that the most powerful feedback comes from students to teachers. Teachers are encouraged to have students analyze examples to understand feedback concepts and potentially apply them to another subject area.
Guidance on different questioning techniques, positive enquiry and open questions, closed, leading and loaded questions, pitfalls and pointers
Image credit: <a>artqu / 123RF Stock Photo</a>
Guidance on different questioning techniques, positive enquiry and open questions, closed, leading and loaded questions, pitfalls and pointers
Image credit: <a>artqu / 123RF Stock Photo</a>
Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
According to PMI, Projects and programs by their very nature create change. How you manage the impact of change is a key component to realizing of the strategic benefits of your project. This session will discuss effective behavioral change management techniques and provide you with the a basic knowledge of change management, so that you anticipate and manage resistance. Effective change management involves anticipating what in the organization is changing, who is impacted, and how they'll feel about it. Change - more specifically, transition - is a process. Understanding the process can help you navigate it faster and more successfully. Planning for change and transition will take the guesswork and panic out of communications down the road.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
K-7, 2nd in series of quality teaching and learning in inclusive classrooms and schools. Keynote as a wrap around specific sessions. Focus on reading, Allington's framework, 2 strategic sequences.
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Closing keynote at SEDA Spring Conference in Edinburgh. Looks at change in Higher Education, TESTA data and principles from the 'Transforming the Experience of Students through Assessment' Project (TESTA).
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
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.
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.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
1. A Lesson Sequence
The
Appie
Session
Tuesday,
April
15,
2014
Prince
Rupert
Faye
Brownlie
www.slideshare.net
2. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecRve
than
wriSen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher
3. Feedback is information
about how we are doing in
our efforts to reach a goal.
‘Seven
Keys
to
EffecRve
Feedback”
in
EL,
Sept
2012
-‐
Grant
Wiggins
4. 2 kinds of feedback
• Observable
effects
(self)
– You
can
choose
what
you
get/give
• From
other
people
– No
choice
– Different
set
of
eyes;
hope
there’s
a
match
5. Feedback is NOT advice.
Feedback is NOT value
judgments.
Feedback is description of
actions toward a goal.
6. • Choose
1
of
the
3
statements
– Why
did
you
choose
this
one?
– How
does
this
relate
to
your
teaching?
– What
do
you
wonder/worry
about
concerning
this
statement?
7. • “Numbers
do
not
take
the
place
of
teacher’s
professional
judgment.”
• Cameron
&
Gregory
• “…no
research
supports
the
idea
that
low
grades
prompt
students
to
try
harder.
More
oeen,
low
grades
prompt
students
to
withdraw
from
learning…”
• Guskey
• “…much
of
what
is
done
in
the
name
of
assessment
may
be
effecRve
for
grade
books
–
but
for
learning,
it
does
nothing.”
• Black
&
Wiliam
8. • Read
the
arRcle.
• Fill
in
these
3
quadrants:
Write
a
key
word
for
each
step.
Summarize
the
steps
in
the
math
example.
Write
quesRons
you
have
about
the
process.
9. • Meet
in
a
team
of
4.
• Discuss
the
arRcle,
using
your
notes
as
a
kick-‐
off.
• 4th
quadrant:
as
a
team,
try
1
of:
– Answer
the
quesRon
‘so
what?’
– Consider
a
‘next
step’.
– Try
1
big
idea
in
another
subject.
Include
levels
of
descripRon
and
samples
of
evidence.
