This document provides guidance and suggestions for teaching oral communication skills. It begins with a note summarizing a previous lesson on balancing challenging topics with positivity. It then discusses using current events in the classroom and how they can impact students. It suggests empowering students to take action to cope with anxieties from current events. It also discusses using reflection and relationships to create positive change. The document then reviews expectations for listening from the Ontario curriculum and provides examples of active listening strategies. It emphasizes the importance of modeling listening skills and providing practice opportunities. It concludes by assigning a forum post homework on an article about teaching Indigenous histories.
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Principle in teaching writing (Penmanship)Jimmica Demiar
This document outlines principles for teaching writing and handwriting to children. It recommends that teachers understand students' reasons for writing, provide many opportunities and meaningful feedback for writing practice, and clarify how writing will be evaluated. Children are said to write better when they have ownership over their writing, prior knowledge of topics, instruction in self-evaluation and revision, focused writing tasks, and opportunities for small group work and self-selection of topics. Main stages of handwriting instruction include teaching grip, letter shapes, ligatures, and increasing speed while maintaining quality. The document provides additional tips and warns against instructional errors like unsupervised practice, lack of immediate feedback, emphasis on rote practice over discrimination, poor models, and failure to differentiate quality
This document provides guidance on conducting writing conferences with students. It discusses beginning the conference by asking the student how their writing is going. The teacher's role is to invite the student to set the agenda and ask assessment questions, while the student describes their work. Effective conferences include the teacher providing clear feedback and teaching points, while nudging the student to apply what they've learned to their writing. The document also addresses managing the rest of the class during conferences and establishing independence in student writing.
Conferring points and ideas from Carl AndersonWhyWorkshop
The document provides assessment patterns that teachers commonly see in student writing for grades K-2 and 3-8, along with corresponding writing goals and teaching points to address each pattern. For each assessment pattern, the teacher would set an individualized writing goal and use targeted teaching points to help the student improve their writing skills. The goals and teaching points focus on developing different writing techniques like focusing ideas, adding transitions, revising, editing, finding topics, and sharing writing with audiences.
This document discusses conferring with students during reading workshops. It defines conferring as sitting side-by-side with students to listen carefully and provide encouragement and feedback to help students progress as learners. Conferring happens during independent work time and allows teachers to better understand individual students' comprehension, retention, engagement, reading habits, and relationship with text in order to assess skills and set goals. The conferring process involves pulling up a chair next to a student, taking notes, and having a discussion focused on accurately observing and supporting the student.
Carl Anderson on Strategic Writing ConferencesWhyWorkshop
This document provides an overview of writing conferences, outlining their goals, when to conduct them, and how to structure them. The key points are:
1) The goals of writing conferences are to teach students writing strategies and techniques to improve their writing, not to fix or edit their work. Conferences should focus on helping the student, not just the writing.
2) Conferences can be conducted during independent writing time in a workshop model or when students work on assignments. The teacher circulates and sits with each student one-on-one.
3) An effective conference has two parts - identifying an area for the student to work on, then teaching a specific strategy to address it, such as adding
Fostering the Reading and Writing Connection in Middle School Language Arts
How can you encourage students to read, write and like it? How can you tap into the literature that they like and the writing that they do to encourage student engagement? If you have ever asked either of these questions, then this session is for you! Come learn about strategies and tools to use to help students see the connection and enjoyment in reading and writing.
Rebecca McKnight
The Academy at Lincoln - Greensboro, NC
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Principle in teaching writing (Penmanship)Jimmica Demiar
This document outlines principles for teaching writing and handwriting to children. It recommends that teachers understand students' reasons for writing, provide many opportunities and meaningful feedback for writing practice, and clarify how writing will be evaluated. Children are said to write better when they have ownership over their writing, prior knowledge of topics, instruction in self-evaluation and revision, focused writing tasks, and opportunities for small group work and self-selection of topics. Main stages of handwriting instruction include teaching grip, letter shapes, ligatures, and increasing speed while maintaining quality. The document provides additional tips and warns against instructional errors like unsupervised practice, lack of immediate feedback, emphasis on rote practice over discrimination, poor models, and failure to differentiate quality
This document provides guidance on conducting writing conferences with students. It discusses beginning the conference by asking the student how their writing is going. The teacher's role is to invite the student to set the agenda and ask assessment questions, while the student describes their work. Effective conferences include the teacher providing clear feedback and teaching points, while nudging the student to apply what they've learned to their writing. The document also addresses managing the rest of the class during conferences and establishing independence in student writing.
Conferring points and ideas from Carl AndersonWhyWorkshop
The document provides assessment patterns that teachers commonly see in student writing for grades K-2 and 3-8, along with corresponding writing goals and teaching points to address each pattern. For each assessment pattern, the teacher would set an individualized writing goal and use targeted teaching points to help the student improve their writing skills. The goals and teaching points focus on developing different writing techniques like focusing ideas, adding transitions, revising, editing, finding topics, and sharing writing with audiences.
This document discusses conferring with students during reading workshops. It defines conferring as sitting side-by-side with students to listen carefully and provide encouragement and feedback to help students progress as learners. Conferring happens during independent work time and allows teachers to better understand individual students' comprehension, retention, engagement, reading habits, and relationship with text in order to assess skills and set goals. The conferring process involves pulling up a chair next to a student, taking notes, and having a discussion focused on accurately observing and supporting the student.
Carl Anderson on Strategic Writing ConferencesWhyWorkshop
This document provides an overview of writing conferences, outlining their goals, when to conduct them, and how to structure them. The key points are:
1) The goals of writing conferences are to teach students writing strategies and techniques to improve their writing, not to fix or edit their work. Conferences should focus on helping the student, not just the writing.
2) Conferences can be conducted during independent writing time in a workshop model or when students work on assignments. The teacher circulates and sits with each student one-on-one.
3) An effective conference has two parts - identifying an area for the student to work on, then teaching a specific strategy to address it, such as adding
Fostering the Reading and Writing Connection in Middle School Language Arts
How can you encourage students to read, write and like it? How can you tap into the literature that they like and the writing that they do to encourage student engagement? If you have ever asked either of these questions, then this session is for you! Come learn about strategies and tools to use to help students see the connection and enjoyment in reading and writing.
Rebecca McKnight
The Academy at Lincoln - Greensboro, NC
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
This document outlines an agenda for a professional development session on reading in content areas. It includes times for independent reflection, partner and group discussions, readings on related topics, and activities using graphic organizers. The session is designed to help educators understand the challenges students face with comprehension, recognize patterns to help organize information, and implement note-taking strategies and organizers in the classroom. Color-coded partners and rotating expert roles are utilized to facilitate collaboration among participants.
This document discusses similarities and differences between writing and swimming. It also summarizes research on issues in teaching English as a second language (ESL) writing. Specifically:
1) Writing and swimming are both learned skills that must be taught, unlike walking and talking which come naturally. Effective writing requires planning, drafting, and revising ideas, similar to how swimming improves with practice.
2) Research on ESL writing developed alongside teaching listening and speaking. A focus on writing as a process emerged, rather than just the final product. This led to teaching writing, revising, and developing clear ideas and structure.
3) Differences between first (L1) and second (L2) language writing were identified
This document discusses conferring with students and contains several sections on counterfeit beliefs about conferring, the RIP model for conference structure, instructional aspects of conferring, and what students in the class can be doing while the teacher is conferring with individual students. The key points are that conferring should be done daily in reading and writing, the purpose is to discuss students' reading and writing processes, and effective conferring involves reviewing past work, instruction on strategies, and setting goals for future work.
The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
4) The role of the teacher in demonstrating writing forms, providing resources and feedback, and connecting reading to writing.
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
The document provides guidance for implementing a balanced literacy approach in the classroom, including how to structure reading and writing workshops with differentiated work stations, guided reading groups, and assessments to meet individual student needs. Sample schedules and examples of work station ideas are presented for kindergarten through 5th grade, with a focus on using leveled texts, choice boards, and other strategies to differentiate instruction during literacy rotations.
The document discusses the writing process and provides guidance on its key steps:
1) Prewriting techniques like brainstorming, outlining, and idea mapping help choose a topic and narrow its focus.
2) Drafting creates a complete first version through techniques like starting in a comfortable area and taking breaks.
3) Revising examines ideas for clarity and expression for a second look.
4) Editing further refines mechanics, readability, and style.
This document summarizes a presentation on best practices in literacy instruction. The presentation included an agenda that covered reviewing current practices, the Primary Years Programme (PYP) approach, balanced literacy, and a jigsaw activity. It discussed strategies like two stars and a wish for attentive listening. It explained that language learning involves learning language, learning about language, and learning through language. The document provided examples of how inquiry can support different aspects of language learning. It also included a sample literacy framework outlining various instructional strategies and structures.
This document provides an overview of the Pre-During-Post (PDP) framework for teaching receptive skills like reading and listening.
The Pre stage activates students' prior knowledge to prepare them for a text. The During stage sequences comprehension tasks from easy to difficult to assess understanding as students engage with a text. The Post stage allows students to personalize and apply what they learned to extend their understanding.
This document provides an agenda and instructions for Seminar #3 of an LCRT literacy coaching course. The seminar focuses on observation and coaching sessions between course participants. It reviews guidelines for completing observation assignments and discusses areas of focus like behavior, content knowledge, direct instruction, and formative assessment. Participants discuss Response to Intervention (RTI) implementation in their schools and choose book discussion groups. The document models potential assessment data, rationales, and goals for a Lesson Report and Analysis assignment. It provides time for coaching partners to meet and plan observations.
Curricular Unit Development - Understanding by Designdeliadec
This document outlines an agenda and materials for a workshop on curriculum unit development using the Understanding by Design (UbD) framework. The goals are to develop a shared language for curriculum design, explore the UbD process, and make progress on a fiction/nonfiction unit. The schedule includes an introduction to UbD and essential questions, structuring unit development, and collaborative work time. Key aspects of UbD are backwards design with the three stages of 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. Guidelines are provided for crafting effective essential questions and aligning the unit components. Participants then work collaboratively on planning their unit based on the UbD process before sharing
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell
This document summarizes a presentation on developmental spelling instruction. It discusses the stages of spelling development from emergent to advanced, including letter name, within word pattern, syllables and affixes, and derivational relations stages. Key elements at each stage and appropriate activities are outlined, such as picture sorts for emergent spellers and word sorts focusing on patterns for transitional spellers. The document emphasizes using assessments to determine students' spelling levels and grouping appropriately. Word sorting and games that reinforce patterns are presented as important instructional strategies to support spelling development at different stages.
This document discusses writing across the curriculum (WAC). It defines WAC as using writing in all subject areas to aid teaching and learning. WAC has been shown to improve student engagement, retention of information, depth of knowledge, critical thinking skills, and independent thinking. However, writing must have purpose and be supported by reading and critical thinking to be effective. The document provides examples of writing to learn activities that can be used in different subjects and discusses how writing can improve math literacy.
Rae's Reading to Writing Connection pptRae Roberts
This document provides examples of writing exercises that can be used in the classroom to support writing skills, including cinquain poems, "ABC Paragraph" writing, and infographics. It also prompts the reader to reflect on how they currently incorporate writing into their own classroom through questions about the types and frequency of writing assignments given. Various online resources are referenced for additional information on topics like Bloom's Taxonomy and using technology to inspire student writing.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document provides an agenda and materials for a teacher preparation workshop focusing on the Reading Instruction Competence Assessment (RICA) exam, including an overview of the exam format and content areas, activities to review the competencies assessed, and practice for the essay portions. Presenters provided information on test-taking strategies and common instructional approaches for different types of students. Participants engaged in group work to review competencies and practice writing sample responses.
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
This document outlines an agenda for a professional development session on reading in content areas. It includes times for independent reflection, partner and group discussions, readings on related topics, and activities using graphic organizers. The session is designed to help educators understand the challenges students face with comprehension, recognize patterns to help organize information, and implement note-taking strategies and organizers in the classroom. Color-coded partners and rotating expert roles are utilized to facilitate collaboration among participants.
This document discusses similarities and differences between writing and swimming. It also summarizes research on issues in teaching English as a second language (ESL) writing. Specifically:
1) Writing and swimming are both learned skills that must be taught, unlike walking and talking which come naturally. Effective writing requires planning, drafting, and revising ideas, similar to how swimming improves with practice.
2) Research on ESL writing developed alongside teaching listening and speaking. A focus on writing as a process emerged, rather than just the final product. This led to teaching writing, revising, and developing clear ideas and structure.
3) Differences between first (L1) and second (L2) language writing were identified
This document discusses conferring with students and contains several sections on counterfeit beliefs about conferring, the RIP model for conference structure, instructional aspects of conferring, and what students in the class can be doing while the teacher is conferring with individual students. The key points are that conferring should be done daily in reading and writing, the purpose is to discuss students' reading and writing processes, and effective conferring involves reviewing past work, instruction on strategies, and setting goals for future work.
The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
4) The role of the teacher in demonstrating writing forms, providing resources and feedback, and connecting reading to writing.
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
The document provides guidance for implementing a balanced literacy approach in the classroom, including how to structure reading and writing workshops with differentiated work stations, guided reading groups, and assessments to meet individual student needs. Sample schedules and examples of work station ideas are presented for kindergarten through 5th grade, with a focus on using leveled texts, choice boards, and other strategies to differentiate instruction during literacy rotations.
The document discusses the writing process and provides guidance on its key steps:
1) Prewriting techniques like brainstorming, outlining, and idea mapping help choose a topic and narrow its focus.
2) Drafting creates a complete first version through techniques like starting in a comfortable area and taking breaks.
3) Revising examines ideas for clarity and expression for a second look.
4) Editing further refines mechanics, readability, and style.
This document summarizes a presentation on best practices in literacy instruction. The presentation included an agenda that covered reviewing current practices, the Primary Years Programme (PYP) approach, balanced literacy, and a jigsaw activity. It discussed strategies like two stars and a wish for attentive listening. It explained that language learning involves learning language, learning about language, and learning through language. The document provided examples of how inquiry can support different aspects of language learning. It also included a sample literacy framework outlining various instructional strategies and structures.
This document provides an overview of the Pre-During-Post (PDP) framework for teaching receptive skills like reading and listening.
The Pre stage activates students' prior knowledge to prepare them for a text. The During stage sequences comprehension tasks from easy to difficult to assess understanding as students engage with a text. The Post stage allows students to personalize and apply what they learned to extend their understanding.
This document provides an agenda and instructions for Seminar #3 of an LCRT literacy coaching course. The seminar focuses on observation and coaching sessions between course participants. It reviews guidelines for completing observation assignments and discusses areas of focus like behavior, content knowledge, direct instruction, and formative assessment. Participants discuss Response to Intervention (RTI) implementation in their schools and choose book discussion groups. The document models potential assessment data, rationales, and goals for a Lesson Report and Analysis assignment. It provides time for coaching partners to meet and plan observations.
Curricular Unit Development - Understanding by Designdeliadec
This document outlines an agenda and materials for a workshop on curriculum unit development using the Understanding by Design (UbD) framework. The goals are to develop a shared language for curriculum design, explore the UbD process, and make progress on a fiction/nonfiction unit. The schedule includes an introduction to UbD and essential questions, structuring unit development, and collaborative work time. Key aspects of UbD are backwards design with the three stages of 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. Guidelines are provided for crafting effective essential questions and aligning the unit components. Participants then work collaboratively on planning their unit based on the UbD process before sharing
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell
This document summarizes a presentation on developmental spelling instruction. It discusses the stages of spelling development from emergent to advanced, including letter name, within word pattern, syllables and affixes, and derivational relations stages. Key elements at each stage and appropriate activities are outlined, such as picture sorts for emergent spellers and word sorts focusing on patterns for transitional spellers. The document emphasizes using assessments to determine students' spelling levels and grouping appropriately. Word sorting and games that reinforce patterns are presented as important instructional strategies to support spelling development at different stages.
This document discusses writing across the curriculum (WAC). It defines WAC as using writing in all subject areas to aid teaching and learning. WAC has been shown to improve student engagement, retention of information, depth of knowledge, critical thinking skills, and independent thinking. However, writing must have purpose and be supported by reading and critical thinking to be effective. The document provides examples of writing to learn activities that can be used in different subjects and discusses how writing can improve math literacy.
Rae's Reading to Writing Connection pptRae Roberts
This document provides examples of writing exercises that can be used in the classroom to support writing skills, including cinquain poems, "ABC Paragraph" writing, and infographics. It also prompts the reader to reflect on how they currently incorporate writing into their own classroom through questions about the types and frequency of writing assignments given. Various online resources are referenced for additional information on topics like Bloom's Taxonomy and using technology to inspire student writing.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document provides an agenda and materials for a teacher preparation workshop focusing on the Reading Instruction Competence Assessment (RICA) exam, including an overview of the exam format and content areas, activities to review the competencies assessed, and practice for the essay portions. Presenters provided information on test-taking strategies and common instructional approaches for different types of students. Participants engaged in group work to review competencies and practice writing sample responses.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
The document summarizes a presentation on preparing for the RICA exam. It includes an agenda covering an overview of the exam format and content domains, test-taking strategies, and practice with sample exam questions. Participants engaged in introduction activities and reviewed the competencies covered in each domain, with a focus on competencies 1-3 related to planning reading instruction, assessment, and phonological awareness.
This document provides an overview of the content that was covered in a literacy education class. It discusses reading strategies and comprehension, connecting curriculum expectations to strategies, identifying struggles readers may have and growth mindset. It also outlines resources for struggling readers and assessing text difficulty. Students are assigned homework on exploring writing resources and posting about one in an online forum. The class aims to help preservice teachers develop strong literacy practices.
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
Literacy coaching for high impact InstructionLisa Shaw
This document discusses strategies for literacy coaching, including setting instructional targets, planning for teaching and learning, unpacking standards, and using high-leverage instructional practices like effective questioning and thinking prompts. It provides examples of how to analyze standards and curriculum, plan learning assessments and activities, and develop student-focused learning goals and evaluation criteria. The document emphasizes using student-centered, evidence-based approaches to help teachers improve literacy instruction.
Fostering Curriculum Development Through Artesol 2010shierl
The document summarizes a workshop on using collaborative action research to reimagine an ESL curriculum. The program's problem was that some students were passing writing classes without having sufficient grammar skills. Participants discussed combining grammar and writing classes into 8-hour courses to better align the curriculum and improve students' grammar accuracy in writing. The presenters outlined the action research process and how they would conduct research by combining levels of grammar and writing courses over three terms, collecting data from recordings, journals, and student work to evaluate results and determine if the change improved grammar skills.
Assessment in this course includes continuous assessment of class participation, presentations, and a final essay. Class participation (20%) assesses students' engagement in seminar discussions, questions, and debates. Individual and group presentations are also assessed (30%). The main assessment is a 10-12 page final essay (50%) on an approved topic demonstrating knowledge, skills, and original thought. Problems faced include student dissatisfaction with grades, free-riders in groups, and assessing skills like creative thinking.
This document outlines the agenda for Seminar 2 of the LCRT 6910 & 6911 course. It includes discussions around coaching contexts and goals, a lesson report and analysis assignment, book group meetings, and preparing for classroom observations and coaching sessions. Students will discuss trends in responses about coaching and contexts. They will also review readings on literacy coaching in elementary and secondary schools. The document provides details on the observation and coaching assignment, including preparing goals and materials. Students will select peer coaching partners and submit draft goals and narratives.
The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between elements. The document also provides guidance on assessment, activities for skills, and communicative language teaching approaches.
The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between units.
The document provides an agenda for a teacher candidate class that includes a picture book lesson presentation, connecting writing expectations to current events, professional learning communities, and an example lesson. It also previews what will be covered the following week, including an online forum post and professional learning community activities. Students are asked to complete a survey for an educational research study on literacy beliefs that is optional and separate from course requirements.
This document outlines the objectives and processes of several teacher training sessions. Session I aims to familiarize participants with the 5-day schedule and their responsibilities. Session II involves discussing classroom issues, learner needs, and expectations for revised curriculum. Session III covers expectations for learner outcomes and ensuring academic standards. Session IV demonstrates pre-reading activities like picture interactions. Session V outlines reading processes and generating discourses after reading.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
The document describes an accelerated literacy program called "Writing Warriors" for students struggling with writing. The program aimed to give students ownership over their writing, establish goals, and use visual prompts, modeling, and feedback to help students verbalize and write sentences. Data showed most students made progress in standardized writing assessments after completing the program. Key strategies that contributed to success included verbalizing sentences, using visuals, clear routines and goals, modeling by teachers, and consistency. Teachers met weekly to review student work and refine the program. Parents and other school staff were also engaged.
Poverty, intersectionality & youth success case studies to eradicate sy...Beth Carey
The document discusses poverty and its intersectionality with various factors that impact youth success and access to education. It presents research showing that poverty negatively influences academic achievement through various mechanisms like limiting access to resources and opportunities, perpetuating stereotypes, and impacting mental health and well-being. The document proposes a 3R narrative framework and a 3-pillar framework of opportunity to help educators address inequities, overcome deficit perspectives, and collectively support all students and community members.
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of technology access and inflexible scheduling; 2) Educators broke rules to support students' mental health and connection; 3) Relationships between teachers and students are important for a caring "lived curriculum"; 4) Streaming practices often disadvantage marginalized students and their voices are needed for reform; 5) Resilience is linked to identity and breaking down barriers, not just lessons, for student success. Recommendations focus on enhancing equity training, building a culture of care, and developing community partnerships.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ways to structure them and what to focus on regarding the teacher, learners, curriculum and environment.
This document provides an agenda for Week 11 activities which includes watching a movie called "Freedom Writers" and writing a comment about an aspect of the movie that spoke to the reader. It asks readers to complete their bio poem and comment about the movie by April 2nd, 2020. It also reminds readers to finish any outstanding assignments and letters of recommendation by the deadline.
This document provides an agenda for a session that includes: an overview of upcoming weeks, discussions of short stories and poems about identity and bias, presentations on oral histories, and group work time. The session will explore how others define our identities, consider whose opinions shape our self-perceptions, and discuss the influence of groups on individual actions. Presentations will be given on "The Bear that Wasn't" about labels and identity, a biography poem, and "The Sneetches" about social hierarchies and exclusion.
This document provides an agenda for a diversity training session focusing on diversity in schools and communities. The session includes:
- A review of key issues related to diversity such as culture, language, religion, gender, mental health, social capital, and economy.
- Interactive games and videos to explore LGBTQ2 inclusion and Indigenous culture.
- A gallery walk where participants explore Anishinaabe art representing ethical standards of care, respect, trust, and integrity.
- Presentations from participants and work in triads.
- An overview of the next session which will focus on revelation, reformation, curriculum, and equity issues.
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
The document summarizes the key topics and activities from a class on assumptions of teaching and learning, and poverty seen through narratives. It included an activity where students chose who they would sit beside on a plane based on brief descriptors of other passengers, which revealed unconscious biases. The class discussed challenging assumptions, experiences that shape views of poverty, and reframing deficit-based language. Presentations were given on oral chronicles, and the class discussed using science and problem-solving to organize knowledge and foster understanding.
This document outlines an agenda for a teaching and learning session that focuses on assumptions of teaching and learning as well as mental health in the classroom. The agenda includes sharing experiences, reviewing theories of teaching and narrative inquiry, examining a classroom situation through different perspectives, and presenting on a topic of narrative inquiry. The session aims to help educators learn from each other's experiences and consider classroom situations in light of educational theories.
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ideas for organizing their notes and reflecting on readings.
This document summarizes a class on narrative inquiry and commonplaces. It discusses Dewey's view of social control in learning communities, the Ontario College of Teachers' ethical standards of trust, respect, integrity and care. It reviews the 3 commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality and place. Schwab's 4 commonplaces of the teacher, learner, subject matter and milieu are also examined. The objectives of the next class are to further discuss the ethical standards and examine educational theories in relation to personal philosophy of education.
This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.
This document provides an agenda and notes for an education course. The agenda includes topics like constructivism, narrative inquiry, classroom management, and field placements. Notes cover ideas from various theorists and provide examples and activities to understand concepts like the four commonplaces of curriculum (teacher, learner, subject matter, milieu). It emphasizes using experiences and stories to make meaning and create broader understandings.
Copy of week 2 lesson notes creating insight (1)Beth Carey
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
This document provides an overview and agenda for an education course. It introduces the instructor and course coordinator and acknowledges the traditional lands where the university is located. The agenda includes welcoming remarks, introductions, and an outline of course expectations, assignments, and topics to be covered. Assignments include an oral chronicle, narrative of education paper, literacy narratives, and field placement reflection. Students are expected to attend regularly, participate actively, submit assignments on time, and respect others' views. The course aims to understand teaching through a narrative inquiry approach and explore what it means to be a teacher through sharing life experiences.
This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.
This document provides an overview and outline for an education course called "Teaching and Learning: Schools and Communities". It introduces the course coordinator, instructor, and agenda. It outlines expectations for attendance, participation, assignments including an oral chronicle, narrative of education, literacy narratives, and field placement paper. Evaluation criteria and due dates are provided for assignments worth 100% of the grade. The document discusses narrative inquiry as a way to understand experiences through stories and shares ideas about what it means to be a teacher.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. A note on last week
• Balancing the heavy with some good
• Circles of Life response & Inherent goodness
https://www.huffingtonpost.ca/2018/11/03/rings
-of-peace-toronto-synagogue-
muslims_a_23579698/
• Current Events Daily Presentations (reading,
writing, oral communication and media literacy
all in one 5 minute start to your day!)
3. A note on last week
• Children as Change Makers:
– Current events can significantly change the climate in the classroom
and sometimes you need to abandon your plans to address them.
– Students are affected by what they see and hear on the news and
often feel powerless to affect real and meaningful change.
– Many may be fearful and struggling with anxiety which negatively
impacts their ability to learn.
– As educators, we need to provide students with a safe space for
sharing their fears and explicitly teach some practical strategies for
coping productively with their anxieties, so that we’re able to reach –
and teach – them more effectively.
– Empowering students with support and the means to make a
difference can be life-altering and will help to ensure that all of our
students grow up to be caring, concerned, and ACTIVE global citizens.
4. A note on last week
• Children as Change Makers:
– Reflect back on last week: What happens when we
put our fears on paper?
– Our classrooms are microcosms of society.
– Empathy and relationships are the basis for positive change.
– Feelings can be the catalyst for ACTION – Craig Kielburger (you never
know who will be the next world changer – we must cultivate them all)
– CBT: Thoughts, feelings, and actions are all intricately connected; if you
change one, the others change automatically.
– If students are feeling insecure or vulnerable in their worlds, one way to
shift those thoughts and feelings is to empower them to take action.
6. Co-created rubrics
• What:
– A rubric created with students (shared writing task)
• Why:
– To give students ownership over their learning,
– To ensure they understand how to succeed,
– To ensure student friendly language is used
• How:
– Have a plan in your mind, list the curriculum expectations in student
friendly language, and organize their thoughts in categories,
– Ask them about what is important to include, probe them for deeper
examples of what they mean, prompt them to explain reasons for
their choices.
– Write down all student ideas, then create the official document on
your own using “their ideas”.
7.
8. A Note on Feedback
Feedback needs to be:
• specific and detailed
– Excellent job! Vs. “Your vocabulary is really expanding allowing
you to really paint a picture in the mind of your reader!”
• positive (ie. What a student can do not can’t do)
– Your vocabulary is not descriptive enough vs “Using a
thesaurus will help you find even more descriptive words”
• understood by the student
– Abysmal diction vs “Some of your words aren’t saying what
you mean to say”
• applied to student learning
– Great job vs “Excellent word choices, especially when you
used the word grumbly tummy to describe your hunger!”
9. Our writing rubric for our poems
• Your task: Look at the poems provided. How should they be assessed?
• Expectations:
– 1.2 – developing ideas
– 2.3 – vivid, figurative, innovative word choice (metaphorical language)
– 3.6 – proofread for spelling, punctuation, grammar
Suggestions CRITERIA Yes, And!
Content (ideas):
-animal + 2 adjectives + 2 action phrases
-animal is from totem website
-animal + adjective link to your feelings about current events
Form (poem, metaphors):
-starts with “sometimes I feel like a…”
-appropriate word choice (lyrical and on topic)
Conventions and publishing (spelling, layout, images):
-text in 4 lines like the book
-appropriate image + visual creativity + readable font
Correct spelling, grammar, and punctuation
- 2.1 – writing form (poem)
- 3.7 - publishing (layout, images)
Once we have created our rubric, swap poems with another table group
and offer feedback on the printed copy provided.
10. Our writing rubric for our poems
• Your task: Look at the poems provided. How should they be assessed?
• Expectations:
– 1.2 – developing ideas
– 2.3 – vivid, figurative, innovative word choice (metaphorical language)
– 3.6 – proofread for spelling, punctuation, grammarSuggestions CRITERIA Yes, And!
Content (ideas):
-animal + characteristics + actions
-actions and descriptors match the animal
Form (poem, metaphors):
-Start with “Sometimes I feel like a…”
-Includes 2 adjectives, followed by two actions
-2 sentences, 2nd sentence with a conjuction
-metaphorical or figurative language used
Conventions and publishing (spelling, layout, images):
-includes appropriate image(s), visually appealing, font
-Sentence layout matches poem (4 lines)
-free of spelling, punctuation, and grammar errors
- 2.1 – writing form (poem)
- 3.7 - publishing (layout, images)
Once we have created our rubric, swap poems with another table group
and offer feedback on the printed copy provided.
11.
12. A Sample GRR Lesson Sequence
Part 3: consolidation
sharing our work
• Thinking About Assessment:
– How would it have been helpful to co-create our rubric before you
started your writing task?
– Why is it important to share our assessment tools with students?
• Thinking About Lesson Planning:
– How did I hook you?
– What writing actions did you take?
– Why is consolidation an important stage?
– How did I weave current events into the lesson?
13. A quick note on assessment
• What are assessment tools?
• What are the different styles of rubrics?
14. ASSESSMENT TOOLS
• Checklists
• Rubrics
• Checkbrick
• Anecdotal notes
• Scales and scores
Assessment tools are
what teachers (and
students) use to
evaluate strengths and
weaknesses, and
make judgments/give
a grade.
Assessment strategies are the tasks students
complete. These are evaluated using a tool.
Test/Quiz – marked with a score /10
Project – marked with a checklist
Essay/Narrative – marked with a rubric
Presentation – marked with anecdotal notes
15. A closer look at rubrics
• A RUBRIC IS AN EVALUATIVE TOOL FOR
TEACHERS AND LEARNERS THAT...
– Establishes goals and expectations for learning
– Establishes standards
– Provides guidelines for teaching and learning
– Provides measures for proficiency and
accountability
16. A closer look at rubrics
RUBRICS CONTAIN CRITERIA AND QUALIFIERS
• CRITERIA: the components being assessed
– Need to reflect curriculum expectations
– Need to separate ideas (content) and skills (spelling etc).
– Need to be observable traits
• QUALIFIERS: the degree of competency demonstrated
by the work
– Need to be based on the language in the curriculum
documents (see achievement chart)
– Need to be objective as much as possible
17. Criteria and Qualifiers
Structure Overall 2 – Form, style, and process
Content Overall 1 – Generating and organizing ideas
Conventions Overall 3 – Applying conventions (spelling, grammar, etc)
Writing Curriculum links
It is important to separate WHAT students say from HOW they say it, as these
are two separate skills that need developing.
*This is also true for oral communication expectations*
18. Criteria and Qualifiers
Level 4 Level 3 Level 2 Level 1
Structure Strong topic sentence,
3-5 detail sentences,
strong concluding
sentence
Appropriate topic
sentence, 3-4 detail
sentences, appropriate
concluding sentence
Somewhat appropriate
topic sentence, 2-3
detail sentences,
Somewhat appropriate
concluding sentence
Missing components of
a paragraph
Content Topic sentence is clear
and directive; all details
are convincing;
conclusion is clear and
compelling; Ideas are all
on one topic and are in
a logical and well-
thought order.
Topic sentence is clear;
most details are
convincing; conclusion
is clear; Ideas are all on
one topic and are in a
reasonable order.
Topic sentence and
conclusion are
somewhat clear; details
are somewhat
convincing; Ideas are
mostly one on one topic
but stray a bit; order is
somewhat logical.
Topic is unclear; details
are not convincing or
are missing; ideas could
be in a more logical
order to strengthen
clarity of argument.
Conventions No errors in grammar,
spelling, punctuation, or
word choices.
Mostly free of errors in
grammar, spelling,
punctuation, or word
choices.
Many errors in
grammar, spelling,
punctuation, or word
choices.
Writing has too many
errors that inhibit
reader understanding.
PERSUASIVE PARAGRAPH RUBRIC
This has all the information students need, but it looks wordy and overwhelming to many
19. Criteria and Qualifiers
Level 4 Level 3 Level 2 Level 1
Structure
-topic sentence
-body details
-concluding
sentence
All components
included with high
degree of thought
and creativity
All components
included
Components are
somewhat present
Missing components
Content
-clear topic
-convincing details
related to topic
-logical order
-persuasive word
choices
High degree of
clarity and
persuasiveness;
excellent
organization and
word choices
Considerable clarity
and persuasion
Somewhat clear and
persuasive
Limited clarity and
persusaion
Conventions
-spelling
-grammar
-punctuation
Free from all errors Mostly free from
errors
A few errors Many errors
PERSUASIVE PARAGRAPH RUBRIC
This format is cleaner, and serves as more of a checklist with degrees of quality of completion
20. 3 types of rubrics:
Holistic, analytic, & single-point
A holistic rubric is the most general kind. It lists three to five levels of performance, along with a
broad description of the characteristics that define each level.
Advantages:
-easy for teacher
-faster to grade
-gives one grade to piece
as a whole
Disadvantages:
-doesn't’t provide
targeted feedback for
students
Ideal use:
-standardized tests or
quick tasks that do not
need (or have time for)
feedback
21. 3 types of rubrics:
Holistic, analytic, & single-point
An analytic rubric breaks down the characteristics of an assignment into parts, allowing the
scorer to itemize and define exactly what aspects are strong, and which ones need
improvement. Advantages:
-gives students a clearer
picture of why they received
the score they got
-easier for teachers to justify
grades
Disadvantages:
-time consuming and
challenging to create (so many
qualifiers and descriptors for
each level)
-longer, which means students
are less likely to read them
22. 3 types of rubrics:
Holistic, analytic, & single-point
A single-point rubric is a lot like an analytic rubric, because it breaks down the components
of an assignment into different criteria. What makes it different is that it only describes the
criteria for proficiency; it does not attempt to list all the ways a student could fall short, nor
does it specify how a student could exceed expectations.
Advantages:
-contains less language, so its likely
to be read
-less time to create, while still rich
in detail of expectations
-areas of concern and excellence
are open ended (sometimes a
rubric can be constricting – here,
you don’t have to predict every
way students will deviate from a 3)
Disadvantages:
-requires more writing for the
teacher than simply highlighting a
column
24. SJ PBP
• Presented by Erin and Maddie
• Presented by Tori P. and Ally
• During debrief rest of class: Share something you
observed in your practicum placement related to
oral communication:
- Formal (presentations/speeches)?
- Informal (group discussions)?
- Assessment practices?
- Anchor Charts or expectations?
Presenter:_______ My Name: ________
During this presentation…
I noticed…
I felt…
I learned…
One thing I would like to incorporate into my
teaching from this presentation would be…
27. Ontario Curriculum
OE 1: Listen in order to understand
and respond appropriately
1.1 (Purpose): identify a range of purposes for listening
1.2 (Active Listening): demonstrate appropriate listening behaviour
1.3 (Comprehension): before during and after oral texts
1.4 (Understand): summarize ideas heard in an oral text
1.5 (Infer/interpret): identify stated vs implied ideas in oral texts
1.6 (Extend): connect, compare, contrast ideas in oral texts
1.7 (Analyze): evaluate how well ideas were presented in oral texts
1.8 (POV): identify POV and suggest alternative perspectives
1.9 (Presentation): identify elements good speakers used
28. 1.2 Active Listening
• Think back to the video about Listening by
Julian Treasure:
• Complete the chart on your table group:
Active Listening:
Looks like… Sounds like…Feels like…
29. • Have someone at your table read aloud the article “Real
Listening as Real Teaching” by Carol Ann Tomlinson (Ed.
Leadership, Nov. 2014, pp. 90-91).
• Discuss the boy’s comment about his teacher at the end of
the article. What connections can you make to this comment?
• When your group has finished discussing, go back to your
Active Listening chart and reflect on whether you were active
listeners.
Teachers as listeners
30. With your table group…
• Discuss how listening “actively” can impact an
exchange between two people?
• How does active listening affect the speaker? The
listener?
• Would you consider yourself to be an ‘active
listener’?
• Why do you think it’s particularly important for
educators to be effective listeners?
31. Oral Communication Strand Overall Expectation #1:
Listen in order to understand and respond appropriately in a variety
of situations for a variety of purposes
1. Read through the specific oral communication expectations for a grade of
your choice
1. Watch a podcast of your choice through any of the links on our course site
1. Identify a specific expectation that could be addressed through your
podcast (an idea for teachers to use, or an idea for students to respond
with after watching the podcast – whichever context seem appropriate)
2. Write directions for students to follow once they have listened to the
podcast in a listening center
1. As a group, type your instructions on our Google doc to share with your
peers.
Curriculum and Podcasts
33. All language skills need to be explicitly
taught through GRR
• Students need good listening and speaking skills modeled by you
• Students need opportunities to practice these skills independently, in
pairs, in small groups, and in large group settings
• Students need to practice using these skills in a variety of situations,
with a variety of audiences, and for a variety of purposes
• Students need to be given opportunities to be self-reflective (OE3:
Metacognition) in order to improve as effective communicators
34. Homework
• 3R Forum Post on Professional Reading:
Teaching Indigenous Histories Through an Authentic
Voice http://etfovoice.ca/feature/teaching-
indigenous-histories-through-authentic-voice
Note: This is a 3 pager – you need to click on page 2 & 3 when you finish
the first webpage view.
Next week presentations 8:00 class Sydney
11:00 class Tia and Ruth