Best Practices from NOLA Schools
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Schools in New Orleans are implementing many innovative practices to improve teaching and learning, such as extended day programs, language immersion, online courses, gender-specific classrooms, and more. Some specific practices mentioned include having students and teachers write and illustrate their own poems, exercise throughout the day, focus on the learning process, enlist parent help in classrooms, and welcome visitors. Schools also focus on grade-level expectations, work collaboratively, use data to guide instruction, and incorporate art, music, gardening, and technology across the curriculum.
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The document discusses perspectives on homosexuality from various religions and cultures. It outlines that most major world religions, including Christianity and Catholicism, have traditionally condemned homosexual acts as sins. However, some churches distinguish between homosexual tendencies and acts, condemning the latter but accepting individuals with homosexual tendencies. Attitudes are evolving in some countries and cultures, with some beginning to offer legal protections or recognition to same-sex couples.
Happily ever after divorce in the philippines
This document discusses divorce in the Philippine society. It begins by defining marriage and divorce. It then outlines the different types of legal separations in the Philippines besides divorce, such as annulment, legal separation, informal separation, and desertion. The document also discusses the grounds for annulment and legal separation under Philippine law. It examines why divorce legislation has faced delays in the Philippines, which is largely influenced by the Catholic Church and Filipino cultural values that emphasize strong family ties and marital sacredness. The document concludes by presenting the opposing views between the Church, which is against divorce, and women's rights activists, who argue divorce is necessary to protect women from harm.
What is Virtual Learning?
This document discusses virtual learning and e-learning. It defines virtual learning as using electronic methods for teaching and communication, including online learning resources and interactive learning processes. E-learning can include exploring and explaining content, as well as simulating real-world situations. A virtual learning environment (VLE), also known as a learning management system (LMS), can distribute course content and resources, enable communication and collaboration, include assessments, and manage students. VLEs aim to provide a valuable learning experience through discussion, self-assessment, rich media content, and enhanced applications.
Marriage divorce annulment ppt
The document discusses marriage, divorce, and annulment laws. It provides information on prenuptial agreements, common law marriage, grounds for annulment and divorce, divorce statistics, property division during divorce, alimony, and palimony. Celebrities' prenuptial agreements and divorces are used as examples.
VLE Presentation
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Homosexual
This document discusses homosexuality from several perspectives. It defines homosexuality and explores biological, sociocultural, and psychological explanations. It also examines public opinion on homosexuality and same-sex marriage. The Bible is referenced regarding passages related to homosexuality. Different views from pastors are presented. The conclusion acknowledges that while being homosexual is not inherently a sin, immoral acts should be condemned, and one must recognize God's law and Christian living.
Virtual learning environment(vle)
This document discusses virtual learning environments (VLEs). It begins by defining a VLE as an education system based on the web that models real-world education with virtual classes and tests. It then lists some motivations for using VLEs such as providing education to disabled students and those with weak economic backgrounds. It outlines some key features of VLEs, including being social spaces that students can access from any location at any time. It also discusses some challenges of implementing VLEs, such as changing learning cultures and training teachers. It concludes by stating that the long-term goal is to create a fully-featured learning system targeted at academic environments to prepare students for the real world.
P P T Best Practices
This document provides tips for creating effective PowerPoint presentations. It recommends keeping designs simple with no more than 3 fonts and using images that match content. Bullets should include only key points, not full stories. Text within images can be difficult to read, and empty space makes presentations more restful. Balance and proper image placement according to rules of thirds enhances visual design. Animations and transitions should be used sparingly to avoid distraction. The goal is to organize information clearly and tell a story through visuals to engage 21st century learners.
Best Practices in Diplahan National High School S.Y. 2016-2017
This ppt presentation compiles all the Best Practices of the School. These practices result to a positive impact in terms of performance indicators of the school.
Homosexuality
This document discusses homosexuality and whether it should be accepted or not. It begins by defining key terms like homosexuality, heterosexuality, bisexuality, and transgender. It then examines potential causes of homosexuality from an environmental, biological, and lifestyle perspective. Several arguments are presented for why homosexuality is considered a social problem, including that it violates religious texts, natural law, and increases disease. The document also discusses homosexuality in the context of the Philippines, noting it is currently not legally possible to have same-sex marriage. However, it discusses an ordinance in Davao City that prohibits discrimination based on sexual orientation and Duterte's support for same-sex marriage if people want it.
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Similar to Best Practices from NOLA Schools
Instructional Partnerships that Deliver Success
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
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Assignments That Matter Final 214
The document describes a lesson plan involving Flat Stanley where students create a cardboard friend and send it via email to other places around the world. The hosting family would take photos and keep a journal of activities with the cardboard friend before sending it back. This allows students to learn about other cultures. The lesson incorporates skills like collaboration, hands-on learning, and using technology. Standards around student creativity and understanding are addressed. Considerations for modifying the lesson for students with disabilities are also mentioned.
Collaborative partnerships between the library and classroom teacher
The document discusses collaborative partnerships between library teachers and classroom teachers. It emphasizes that through collaboration, teachers can jointly teach information literacy and technology skills across curriculums to help students become proficient in 21st century skills. Some barriers to collaboration include lack of time and resources, but strategies like brainstorming projects, co-planning, and building relationships can foster successful partnerships. Ultimately, collaboration ensures students benefit from an active library program and become information literate.
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This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore how happily ever after is portrayed differently depending on perspective. The goal is for students to think critically about accepting different viewpoints.
Cinderella 214 Final Draft
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore perspectives on whether fairy tales always end happily. The goal is for students to think critically about accepting different viewpoints.
Cinderella 214 Final Draft
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore how happily ever after is portrayed differently depending on perspective. The goal is for students to think critically about accepting different viewpoints.
Cinderella 214 Final Draft
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively to explore topics like whether "happily ever after" endings are universal. The lessons emphasize higher-order thinking, technology use, creativity, and real-world relevance.
Excellence
This document discusses signs of excellence in schools through several key factors:
- Schools that demonstrate excellence are student-centered and encourage lifelong learning. Students are actively engaged in collaborative work that extends beyond the classroom.
- Excellent schools have interrelated systems in place where facilities, resources, and management all work to improve student learning. The administration is visible, engaged with students and staff, and committed to continual growth.
- The community plays an important role, with strong parent support and school involvement in community outreach programs. True excellence requires considering multiple perspectives to define what matters most for each unique school environment.
21st century schools apu dey
The document discusses the changing landscape of education and how teachers need to adapt their methods to prepare students. It addresses that students now learn best through active, engaging, collaborative and real-world approaches rather than passive lecturing. Specific methods mentioned include problem-based learning, project-based learning and student-centered learning. It also discusses the need for teachers to act as facilitators rather than sages, and the importance of incorporating technology, critical thinking skills and assessment of learning outcomes beyond standardized tests.
Team A Presentation Templatedraft[1]
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
Teacher & parents involvement
The document discusses the roles of teachers, parents, and technology in promoting students' learning. It states that teachers facilitate learning through classroom management and linking the school to the community. Parents are students' first teachers and their involvement in their child's education, like helping with homework and communicating with the school, contributes to academic success. The document also notes that technology supports different learning styles and allows students to learn through online resources.
National Competency-based teacher standards (NCBTS)
The document outlines National Competency-Based Teacher Standards (NCBTS) which define the competencies teachers must have to be effective. It discusses two key domains: 1) Social Regard in Learning, where teachers serve as role models for values like pursuit of learning, and 2) Learning Environment, where teachers provide an environment where all students can engage in learning activities to achieve high standards. Some strands and performance indicators under each domain include acting as a positive role model, creating a fair and safe learning environment, communicating high expectations, and establishing consistent behavior standards.
TOSA Qualities
Myrna Gonzalez will provide support to the principal and teaching staff in implementing the Common Core Standards and applying instructional strategies using technology. She will ensure all students are challenged to meet high personal goals through rigorous problem solving. Specifically, she will assist with curriculum coordination and implementation, provide teachers with lesson planning and formative assessments, use data to help plan instruction, and support students' academic and social-emotional needs. She will also assist with professional development aligned to curriculum standards and help teachers develop positive classrooms and interventions.
Assinments That Matter
This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.
Internet Curriculum Project
This document discusses using blogs as a classroom tool to engage students in writing and collaboration. It provides several potential uses for blogs, including allowing students to publish work, communicate with parents and peers, and reflect on their learning. Setting up blogs can facilitate project-based learning across disciplines. Blogs also align with many of the National Council of Teachers of English writing standards. They allow students to become more critical thinkers and develop 21st century digital literacies. The document provides tips for teachers on setting up blogs and establishing guidelines for appropriate student usage.
Continuing Professional Development
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
Teacher Portfolio 2016
This document provides the resume and teaching philosophy of Heather Wulff, an experienced educator. She has a Master's degree in teaching and multiple subject teaching credentials. Her experience includes teaching various grades from preschool to 4th grade in several schools. She is currently teaching PreK-3 and has a strong record of collaborating with other teachers and developing engaging, standards-aligned curricula. Her teaching philosophy emphasizes meeting the needs of diverse learners through hands-on and project-based lessons that incorporate multiple intelligences. She aims to create a positive learning community and sees the potential to influence students' lives.
Responsive Classroom
The document discusses the Responsive Classroom approach, which emphasizes social-emotional learning and community building. It outlines procedures like morning meetings, rule-setting with logical consequences, and guided discovery. Studies found increases in reading/math scores and better social skills/behavior with Responsive Classroom. Teachers reported feeling more effective with collaboration and high-quality instruction.
Assignments That Matter Final 214 Show
1. The Flat Stanley assignment allows students to learn about other cultures by sending a cardboard cutout of themselves to other places around the world. Students will receive photos and journals from the host families.
2. The assignment incorporates multiple subjects like social studies, language arts, and health. It also involves collaboration between students, teachers, and communities.
3. The assignment can be modified for students with disabilities by changing writing requirements, reading materials aloud, or using voice recordings and adaptive technology.
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Best Practices from NOLA Schools
- 1. “Best Practices” from our NOLA Schools 101
- 2. Schools in New Orleans are doing amazing things. From extended day and gender-specific classes to language immersion and online courses, they are pioneering any number of innovative practices. The following are just a few of the many things they are doing to improve both teaching and learning.
- 3. NOLA schools, teachers and students…
- 4. write and illustrate their own poems
- 5. exercise throughout the day
- 7. enlist parents to help out in the classroom
- 9. stay on-task
- 10. come together to solve difficult problems
- 11. focus on Grade Level Expectations
- 12. work to save Louisiana wetlands
- 13. map and align the curriculum
- 14. learn by doing
- 16. work one on one
- 18. work collaboratively in learning stations
- 19. find time to have fun
- 20. plan for the future
- 21. take their learning on the road
- 25. tap technology to meet individual learner’ needs
- 26. do fieldwork
- 28. work together to develop a game plan
- 29. celebrate and honor their heritage
- 31. incorporate artwork throughout the curriculum
- 33. respect rules and each other
- 35. read BIG books
- 36. learn math through music
- 37. consult experts to improve instruction
- 38. create comfortable learning spaces
- 39. set individual and group goals
- 40. find time (and space) to read
- 42. investigate science through gardening
- 44. learn about different cultures
- 45. ask essential, tough questions
- 46. design and refine the curriculum
- 47. grow their own food
- 48. stay in rhythm
- 49. come together for professional development
- 50. build and utilize data walls
- 53. stay up on current events
- 54. monitor their own school culture
- 58. engage in meaningful conversations
- 59. make a shared commitment to excellence
- 60. listen to digital books
- 61. find ways to communicate with all stakeholders
- 63. surround themselves with technology
- 66. concentrate on the work at hand
- 67. make themselves available to students at all times
- 71. maintain organized, clean, and well lit classrooms
- 73. tackle tough problems collectively
- 74. utilize every possible space to inspire
- 76. read whenever and wherever
- 78. stage special events for the community
- 79. recruit community heroes like Drew Brees
- 80. use technology to enrich and extend learning
- 83. help teachers and staff connect
- 84. share instructional best practices
- 85. incorporate music throughout the curriculum
- 86. follow protocols and procedures
- 87. solicit feedback from the community
- 88. hire teachers with unique backgrounds
- 89. practice what they preach
- 90. stress the importance of a university education
- 91. collaborate
- 92. team teach
- 93. observe and refine lessons
- 94. track (and show respect to) the speaker
- 95. work together in small groups
- 96. decorate the school with their own artwork
- 98. read and discuss books together
- 99. build resources for active learning
- 100. learn from pets
- 101. write across the curriculum each and every day
- 102. continue learning after school
- 103. do whatever it takes to capture student’s attention
- 104. work hard and be nice
- 105. and so much more…