This document provides an agenda and materials for a 3-day summer institute on building relationships hosted by the Buffalo/NUA Partnership in August 2013. The document includes discussion topics like the importance of building relationships, cultural pizza activities to learn about participants, strategies for setting up notebooks, and a table of contents. It also outlines the daily schedule and topics to be covered each day, including building relationships, culturally responsive teaching, thinking maps, and debriefing strategies. The goal is for educators to learn practices for building relationships and engaging learners in culturally responsive ways.
These materials were originally developed as part of a reading program for grades 3-6. The document discusses comprehension strategies and provides definitions, examples, and teaching ideas for developing students' comprehension abilities. It focuses on explicitly teaching students the "Super Six" cognitive and metacognitive comprehension strategies, including making connections, visualizing, determining importance, generating questions, drawing inferences, and monitoring comprehension.
This document discusses various comprehension strategies and instructional strategies to support reading comprehension. It defines comprehension strategies as those applied by students, such as setting a purpose, visualizing, asking questions, and monitoring understanding. Instructional strategies are those led by teachers, such as explaining the importance of strategies, modeling their use, guiding student practice, and having students apply strategies independently. Specific comprehension strategies discussed include question-answer relationships, reciprocal teaching, think-pair-share, and using graphic organizers. The document also provides references on the topics.
This document discusses various comprehension strategies and instructional strategies to support reading comprehension. It begins by defining elements of successful readers such as planning, monitoring comprehension, and motivation. It then discusses cognitive elements of reading, affective influences, and the teacher's role in explicitly teaching strategies and creating opportunities for practice. Specific comprehension strategies are outlined, such as setting a purpose, visualizing, and synthesizing. Instructional strategies like Question-Answer Relationships, Reciprocal Teaching, and Think Pair Share are also summarized. The document provides references to support the information presented.
This document discusses reading comprehension and strategies teachers can use to support students' comprehension. It defines comprehension as a reader's ability to understand a text's meaning. Graphic organizers and activating prior knowledge are presented as effective strategies. The document also discusses cognitive factors like text difficulty and background knowledge, as well as affective factors like engagement and motivation that influence comprehension. Specific comprehension strategies students can use, like summarizing and asking questions, are also outlined.
This study investigated the effects of two interventions on the reading comprehension of 26 7th and 8th grade students with learning disabilities who used English as a second language. All students first received 15 days of reciprocal teaching instruction in comprehension strategies. They were then randomly assigned to 12 days of either reciprocal teaching with cooperative grouping (n=13) or reciprocal teaching with cross-age tutoring (n=13). While no statistically significant differences were found between the groups, students in both groups made significant gains in reading comprehension. The study examined characteristics of more and less successful students to determine factors related to comprehension growth.
This document provides guidance for literacy teaching in Prep to Year 6. It outlines the teacher knowledge, literacy focus, assessments, and planning/instruction needed at each stage. For Prep, it emphasizes developing oral language and concepts of print. Years 1-2 focus on phonics, comprehension, and composition. Years 3-4 expand on these areas and introduce more complex texts and writing genres. Years 5-6 focus on analytical comprehension and sophisticated composition skills. The document aims to support differentiated teaching to meet all students' needs based on continual assessment of progress against standards.
Guided reading is an effective teaching approach that provides reading instruction tailored to students' levels. Small group sessions allow teachers to focus on skills specific to each student. Multiple sources outlined benefits like improved comprehension, fluency, and vocabulary. Teachers can closely monitor progress and tailor lessons accordingly. Providing engaging texts at appropriate levels supports literacy development. Overall, guided reading is shown to boost reading achievement through individualized instruction in small groups.
This document discusses strategies for teaching literacy using nonfiction texts. It addresses exploring new ideas for comprehension and content learning. Some key strategies include understanding text features, tapping background knowledge, asking questions, visualizing, making connections, and summarizing. The Common Core State Standards require shifts including balancing informational and literary texts and building knowledge in core disciplines. Teachers should help students link new information to prior knowledge through techniques like concept mapping, questioning, and visualization.
These materials were originally developed as part of a reading program for grades 3-6. The document discusses comprehension strategies and provides definitions, examples, and teaching ideas for developing students' comprehension abilities. It focuses on explicitly teaching students the "Super Six" cognitive and metacognitive comprehension strategies, including making connections, visualizing, determining importance, generating questions, drawing inferences, and monitoring comprehension.
This document discusses various comprehension strategies and instructional strategies to support reading comprehension. It defines comprehension strategies as those applied by students, such as setting a purpose, visualizing, asking questions, and monitoring understanding. Instructional strategies are those led by teachers, such as explaining the importance of strategies, modeling their use, guiding student practice, and having students apply strategies independently. Specific comprehension strategies discussed include question-answer relationships, reciprocal teaching, think-pair-share, and using graphic organizers. The document also provides references on the topics.
This document discusses various comprehension strategies and instructional strategies to support reading comprehension. It begins by defining elements of successful readers such as planning, monitoring comprehension, and motivation. It then discusses cognitive elements of reading, affective influences, and the teacher's role in explicitly teaching strategies and creating opportunities for practice. Specific comprehension strategies are outlined, such as setting a purpose, visualizing, and synthesizing. Instructional strategies like Question-Answer Relationships, Reciprocal Teaching, and Think Pair Share are also summarized. The document provides references to support the information presented.
This document discusses reading comprehension and strategies teachers can use to support students' comprehension. It defines comprehension as a reader's ability to understand a text's meaning. Graphic organizers and activating prior knowledge are presented as effective strategies. The document also discusses cognitive factors like text difficulty and background knowledge, as well as affective factors like engagement and motivation that influence comprehension. Specific comprehension strategies students can use, like summarizing and asking questions, are also outlined.
This study investigated the effects of two interventions on the reading comprehension of 26 7th and 8th grade students with learning disabilities who used English as a second language. All students first received 15 days of reciprocal teaching instruction in comprehension strategies. They were then randomly assigned to 12 days of either reciprocal teaching with cooperative grouping (n=13) or reciprocal teaching with cross-age tutoring (n=13). While no statistically significant differences were found between the groups, students in both groups made significant gains in reading comprehension. The study examined characteristics of more and less successful students to determine factors related to comprehension growth.
This document provides guidance for literacy teaching in Prep to Year 6. It outlines the teacher knowledge, literacy focus, assessments, and planning/instruction needed at each stage. For Prep, it emphasizes developing oral language and concepts of print. Years 1-2 focus on phonics, comprehension, and composition. Years 3-4 expand on these areas and introduce more complex texts and writing genres. Years 5-6 focus on analytical comprehension and sophisticated composition skills. The document aims to support differentiated teaching to meet all students' needs based on continual assessment of progress against standards.
Guided reading is an effective teaching approach that provides reading instruction tailored to students' levels. Small group sessions allow teachers to focus on skills specific to each student. Multiple sources outlined benefits like improved comprehension, fluency, and vocabulary. Teachers can closely monitor progress and tailor lessons accordingly. Providing engaging texts at appropriate levels supports literacy development. Overall, guided reading is shown to boost reading achievement through individualized instruction in small groups.
This document discusses strategies for teaching literacy using nonfiction texts. It addresses exploring new ideas for comprehension and content learning. Some key strategies include understanding text features, tapping background knowledge, asking questions, visualizing, making connections, and summarizing. The Common Core State Standards require shifts including balancing informational and literary texts and building knowledge in core disciplines. Teachers should help students link new information to prior knowledge through techniques like concept mapping, questioning, and visualization.
The document discusses various instructional strategies and comprehension strategies to help students become lifelong literacy learners. It describes strategies such as picture walks, think pair share, and summary writing that teachers can use to engage students and improve comprehension. It also discusses strategies students can use, such as book discussion groups and acquiring new vocabulary. Differentiating instruction based on student needs and learning styles is important to meet the goals of increasing comprehension for all.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Why every teacher a teacher of literacynicole382136
Every teacher is a teacher of literacy. Literacy encompasses the knowledge and skills students need to access, understand, analyze and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and beyond. Teaching literacy in isolation misses the opportunity to develop these skills across content areas. As such, every teacher must equip students with literacy skills like reading, interpreting, listening and speaking so they can learn and apply concepts in their specific subject area. This maximizes students' opportunities for success in multiple disciplines and prepares them to be functional members of society.
This document summarizes a guided reading session that focused on using data to select appropriate texts. The session objectives were to understand how to use data to make decisions about guided reading texts, utilize resources like running records and leveled books to select texts that meet student needs, and articulate the importance of data-driven decision making. Most classrooms were using basal readers instead of selecting texts based on reading levels. The presenter showed examples of analyzing students' strengths and needs from running records to select a targeted text for instruction. Participants then practiced using data from running records to choose an appropriate book for a guided reading group.
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English Language Arts from Kindergarten through 12th grade.
The document discusses the Common Core State Standards (CCSS), which are a set of clear standards for math and English language arts adopted by most U.S. states. The goals of the CCSS are to ensure students are college and career ready by establishing consistent guidelines for what students should know and be able to do from kindergarten through 12th grade. The CCSS emphasize skills like critical thinking, problem solving, and analytical skills over rote memorization. Key shifts in instruction include focusing curricula, increasing text complexity, and requiring students to support answers with evidence from source texts.
The document provides statistics showing high rates of illiteracy in the United States, linking illiteracy to poverty, incarceration, and welfare dependence; it then discusses research supporting the use of comprehensive literacy instruction tailored to students' needs, including explicit teaching of reading strategies and ensuring students have ample time to practice reading; finally, it emphasizes that effective teachers are the most important school factor for student achievement.
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document summarizes a presentation given by Dr. Catherine Maderazo on transforming reading education through heartfelt language and literacy pedagogy. Some key points from the presentation include addressing the common core state standards by moving from a skills-based approach to one focused on meaning-making, returning to relationship-driven and responsive pedagogy, and fostering lifelong learning and a love of reading for both teachers and students. The presentation also discusses comprehensive literacy instruction, the roles of teachers and students, and recommendations for embracing the common core standards in a way that empowers teachers.
Integrating Literacy Across the Curriculum JenSweigartINK
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
Analysis of social sci textbook and question paperMolikaBorah1
This document analyzes social science textbooks and question papers. It discusses what textbooks and question papers are, their purposes, criteria for good textbooks, and how they should be analyzed. The document then analyzes an 8th grade NCERT social science textbook based on criteria like content, language, and illustrations. It also analyzes a social science question paper based on criteria like question type, difficulty level, and coverage of content and objectives. The analysis finds that textbooks can be improved by supplementing content and question papers can be improved by including more higher-order thinking questions. Overall, the document emphasizes the importance of high-quality textbooks and question papers for effective teaching and learning.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
268 t h e i n s i d e t r a c k the reading teacher ssusera34210
1) The document discusses the growing popularity and implementation of guided reading in classrooms around the world over the past decades.
2) It describes some key aspects of guided reading including using leveled books to provide differentiated instruction, conducting benchmark assessments to determine students' reading levels, and using running records to assess reading abilities.
3) The document argues that while guided reading has become widely embraced, continuous professional development is still needed to ensure teachers can use it as an effective instructional approach to help all readers progress.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
The document summarizes a literacy teacher's presentation on effective literacy instruction strategies. It discusses using reading inventories and interest assessments to understand students' reading abilities and interests. It also covers selecting texts at students' reading levels that engage them, using interactive, critical, and response perspectives in teaching, and the benefits of modeling strategies like think-alouds. The teacher concludes she has learned how to create an optimal environment for students to grow as readers and writers.
Text book as a learning tool and device.Sameen Fatima
The document discusses how textbooks serve as learning tools or devices. It defines different types of textbooks and explains their importance. Textbooks help structure learning, guide the learning process, and provide organized units of work. They present information in bite-sized chunks to reinforce concepts. Textbooks are viewed as reliable sources of information that support student understanding. They are important resources for students, teachers, and governments in planning curricula and assessing learning. While the internet provides information, textbooks remain more reliable sources of vetted content.
The document discusses the importance of developing 21st century skills in students such as critical thinking, problem solving, communication, and collaboration. It outlines the goals of the school's literacy program to develop fluent readers, articulate writers and speakers, and good listeners. The program uses methods like guided reading, leveled reading, and developing oral language skills to help students become independent and engaged readers.
Standard frameworks underlying the principles (2)J Rubets Swasono
The document discusses the frameworks underlying media development in the 2013 curriculum. It explains that Curriculum 2013 aims to produce students who are productive, creative, innovative, and have strong character through strengthening attitudes, skills, and integrated knowledge. It provides examples of how the CEFR and Curriculum 2013 levels are applied differently in Indonesia and Europe but also have similarities like using communicative activities based on language competencies and focusing on developing autonomous learners.
The document discusses strategies for effective reading instruction and intervention. It identifies qualities of effective reading teachers, including having a passion for reading, respecting students, and creating an inclusive classroom. It also outlines what effective teachers know, such as child development and reading processes, and what they do, like plan lessons and use a variety of instructional approaches. Specific comprehension strategies are presented, such as activating prior knowledge and using graphic organizers during and after reading. The document emphasizes that reading is a complex process and teachers must use different strategies to help students make meaning from text.
The document discusses various instructional strategies and comprehension strategies to help students become lifelong literacy learners. It describes strategies such as picture walks, think pair share, and summary writing that teachers can use to engage students and improve comprehension. It also discusses strategies students can use, such as book discussion groups and acquiring new vocabulary. Differentiating instruction based on student needs and learning styles is important to meet the goals of increasing comprehension for all.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Why every teacher a teacher of literacynicole382136
Every teacher is a teacher of literacy. Literacy encompasses the knowledge and skills students need to access, understand, analyze and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and beyond. Teaching literacy in isolation misses the opportunity to develop these skills across content areas. As such, every teacher must equip students with literacy skills like reading, interpreting, listening and speaking so they can learn and apply concepts in their specific subject area. This maximizes students' opportunities for success in multiple disciplines and prepares them to be functional members of society.
This document summarizes a guided reading session that focused on using data to select appropriate texts. The session objectives were to understand how to use data to make decisions about guided reading texts, utilize resources like running records and leveled books to select texts that meet student needs, and articulate the importance of data-driven decision making. Most classrooms were using basal readers instead of selecting texts based on reading levels. The presenter showed examples of analyzing students' strengths and needs from running records to select a targeted text for instruction. Participants then practiced using data from running records to choose an appropriate book for a guided reading group.
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English Language Arts from Kindergarten through 12th grade.
The document discusses the Common Core State Standards (CCSS), which are a set of clear standards for math and English language arts adopted by most U.S. states. The goals of the CCSS are to ensure students are college and career ready by establishing consistent guidelines for what students should know and be able to do from kindergarten through 12th grade. The CCSS emphasize skills like critical thinking, problem solving, and analytical skills over rote memorization. Key shifts in instruction include focusing curricula, increasing text complexity, and requiring students to support answers with evidence from source texts.
The document provides statistics showing high rates of illiteracy in the United States, linking illiteracy to poverty, incarceration, and welfare dependence; it then discusses research supporting the use of comprehensive literacy instruction tailored to students' needs, including explicit teaching of reading strategies and ensuring students have ample time to practice reading; finally, it emphasizes that effective teachers are the most important school factor for student achievement.
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document summarizes a presentation given by Dr. Catherine Maderazo on transforming reading education through heartfelt language and literacy pedagogy. Some key points from the presentation include addressing the common core state standards by moving from a skills-based approach to one focused on meaning-making, returning to relationship-driven and responsive pedagogy, and fostering lifelong learning and a love of reading for both teachers and students. The presentation also discusses comprehensive literacy instruction, the roles of teachers and students, and recommendations for embracing the common core standards in a way that empowers teachers.
Integrating Literacy Across the Curriculum JenSweigartINK
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
Analysis of social sci textbook and question paperMolikaBorah1
This document analyzes social science textbooks and question papers. It discusses what textbooks and question papers are, their purposes, criteria for good textbooks, and how they should be analyzed. The document then analyzes an 8th grade NCERT social science textbook based on criteria like content, language, and illustrations. It also analyzes a social science question paper based on criteria like question type, difficulty level, and coverage of content and objectives. The analysis finds that textbooks can be improved by supplementing content and question papers can be improved by including more higher-order thinking questions. Overall, the document emphasizes the importance of high-quality textbooks and question papers for effective teaching and learning.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
268 t h e i n s i d e t r a c k the reading teacher ssusera34210
1) The document discusses the growing popularity and implementation of guided reading in classrooms around the world over the past decades.
2) It describes some key aspects of guided reading including using leveled books to provide differentiated instruction, conducting benchmark assessments to determine students' reading levels, and using running records to assess reading abilities.
3) The document argues that while guided reading has become widely embraced, continuous professional development is still needed to ensure teachers can use it as an effective instructional approach to help all readers progress.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
The document summarizes a literacy teacher's presentation on effective literacy instruction strategies. It discusses using reading inventories and interest assessments to understand students' reading abilities and interests. It also covers selecting texts at students' reading levels that engage them, using interactive, critical, and response perspectives in teaching, and the benefits of modeling strategies like think-alouds. The teacher concludes she has learned how to create an optimal environment for students to grow as readers and writers.
Text book as a learning tool and device.Sameen Fatima
The document discusses how textbooks serve as learning tools or devices. It defines different types of textbooks and explains their importance. Textbooks help structure learning, guide the learning process, and provide organized units of work. They present information in bite-sized chunks to reinforce concepts. Textbooks are viewed as reliable sources of information that support student understanding. They are important resources for students, teachers, and governments in planning curricula and assessing learning. While the internet provides information, textbooks remain more reliable sources of vetted content.
The document discusses the importance of developing 21st century skills in students such as critical thinking, problem solving, communication, and collaboration. It outlines the goals of the school's literacy program to develop fluent readers, articulate writers and speakers, and good listeners. The program uses methods like guided reading, leveled reading, and developing oral language skills to help students become independent and engaged readers.
Standard frameworks underlying the principles (2)J Rubets Swasono
The document discusses the frameworks underlying media development in the 2013 curriculum. It explains that Curriculum 2013 aims to produce students who are productive, creative, innovative, and have strong character through strengthening attitudes, skills, and integrated knowledge. It provides examples of how the CEFR and Curriculum 2013 levels are applied differently in Indonesia and Europe but also have similarities like using communicative activities based on language competencies and focusing on developing autonomous learners.
The document discusses strategies for effective reading instruction and intervention. It identifies qualities of effective reading teachers, including having a passion for reading, respecting students, and creating an inclusive classroom. It also outlines what effective teachers know, such as child development and reading processes, and what they do, like plan lessons and use a variety of instructional approaches. Specific comprehension strategies are presented, such as activating prior knowledge and using graphic organizers during and after reading. The document emphasizes that reading is a complex process and teachers must use different strategies to help students make meaning from text.
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014Laura Lukens
The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.
This document outlines the goals and framework of the Changing Results for Young Readers (CR4YR) initiative in British Columbia. The goals are to increase the number of engaged, successful young readers and the number of readers who acquire skills to be proficient. The framework includes four key structures focused on mentorship and inquiry: 1) a Provincial Early Reading Resource Team, 2) Provincial Early Reading Facilitators, 3) District Early Reading Advocates, and 4) District Early Reading Learning Teams. The framework is built on values of collaborative inquiry and the belief that all children and teachers have strengths. It is grounded in research on reading instruction, self-regulated learning, and social-emotional learning. Sample inquiry questions
This document discusses how teachers can collaborate with families, communities, colleagues, and other professionals. It provides examples of parent-teacher conferences, working with the local community, participating in professional learning communities, and meeting the needs of English language learners. The importance of collaboration among teachers and students is explained. Ensuring instructional resources are appropriate for learners is also addressed.
TSL3143 Topic 3b Development of the Malaysian CurriculumYee Bee Choo
The document discusses the National Philosophy of Education (NPE) in Malaysia and how it guides the development of the Malaysian curriculum. It provides background on the NPE, explaining that it aims to develop students holistically and produce knowledgeable and responsible citizens. It also discusses how the NPE shapes the country's educational goals and principles from primary to tertiary levels. Additionally, the document compares the previous KBSR curriculum to the current KSSR curriculum, noting changes like a broader scope and greater focus on 21st century skills in KSSR.
Word Wisdom: Tips for Every Teacher to Improve Vocabulary InstructionKatie Skapyak
Words are the building blocks for learning. Reading, writing, speaking, listening – all require vocabulary skills. Students can’t master math or science concepts without the ability to read and comprehend words – volumes of words. Virtually all subjects taught in schools today (from Pre-K to 12th grade) require specific vocabulary knowledge for achievement of any content. Research supports the need for explicit vocabulary instruction, and it also reveals that too many teachers are leaving this important instruction to random word exposure and daily encounters with assigned reading.
This document outlines an administrative perspective on literacy in intermediate grades. It discusses the importance of effective instructional practices and teacher collaboration to improve student learning. It also provides an overview of the process for conducting classroom reviews to support teachers in meeting the diverse needs of all students.
The document discusses several core principles of curriculum integration:
1) Teachers should examine how to plan integrated lessons that apply principles of connecting different subject areas.
2) Effective integration requires structural support from school administration in areas like scheduling, teacher collaboration, and recognition of integrated teaching efforts.
3) Developing a integrated curriculum is difficult and requires buy-in from parents, teachers, and school leadership to change traditional teaching methods and support teachers taking risks with new integrated approaches.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
The author's ideological stance is that of a warm demander who believes in students and insists they do more than they think they are capable of. Their pedagogy is based in social cognitive and constructivist learning theories and includes strategies such as modeling, scaffolding reading complex texts, incorporating student interests, and using graphic organizers. The author aims to promote equity through building relationships, code-switching instruction, monitoring progress, and understanding students' home lives.
- The document introduces new online teaching modules created by the College Board to support world language teachers.
- There are 10 modules on a variety of topics like developing listening, reading, speaking and writing skills, maintaining student motivation, and building effective world language programs.
- The modules are free, easy to access, and range from 45-60 minutes long. They provide strategies and resources to help teachers build success for their students.
Foundations of English Language TeachingImed Sdiri
In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following:
General Learning Principles
Foundations of English Language Learning
Language Teaching Principles
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
The document discusses the importance of literacy in the learning area of Physical Development Health & Personal Education (PDHPE). It identifies several key components of literacy that are relevant to PDHPE, including visual literacies, critical literacy, and developing students' speaking, listening, reading and writing skills. The document also discusses strategies from the Literacy Project for improving students' literacy, such as activating background knowledge and using comprehension strategies. Overall, it argues that teaching literacy is not a distraction from core PDHPE topics, but rather an essential part of helping students fully understand and engage with subject content.
Strategies to Scaffold Rigor in Content for Secondary ELLSLaura Lukens
This document discusses strategies for scaffolding rigorous instruction for secondary English language learners. It describes the GO TO Strategies project, which provides teachers with research-based instructional strategies to support ELLs in meeting higher academic standards. The project is informed by CAL's five principles of sheltered instruction. The document explains what the GO TO Strategies are and how they include an introduction, matrix of strategies, inventory of strategies, and glossary. It also discusses language proficiency levels and provides examples of how specific strategies can be used.
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP has two components - reading enhancement and reading intervention. It outlines the assessment tools, curriculum, delivery, and resources for the program. Catch-Up Fridays will be implemented where students engage in reading and teachers receive training. The document addresses frequently asked questions about Catch-Up Fridays and provides samples of class programs and learning routines.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVERioPilapil2
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
Promote Social Change for Academically Diverse LearnersElizabeth Morgan
This document discusses teaching diverse learners. It emphasizes using various teaching styles and assessments to understand students' strengths and interests. Teachers should adapt materials to students' individual needs, appreciate diversity, and plan engaging lessons that connect to students' lives. Effective instruction for English language learners develops oral language through meaningful discussions and connects native language words to English. Academic language development requires scaffolding and using concept maps to build understanding of key terms and concepts. Collaboration in literacy teams can improve reading achievement through regular data analysis, instructional planning, and reflection.
Similar to Buffalo 3 day institute.mamie-lisa all about me added_19aug2013_8_30pm ppt (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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.
4. 44
Setting up the NotebookSetting up the Notebook
National Urban Alliance for Effective Education-The Pedagogy of Confidence
5. 55
Table of ContentsTable of Contents
Date Topic/StrategyDate Topic/Strategy PagePage
National Urban Alliance for Effective Education-The Pedagogy of Confidence
11. 11
Quad Sign-in Directions
• Groups of four
• Draw the Quad Sign-in Primitive on a piece of chart
paper.
• Draw a Symbol on a large Post It Note that shows your
strength that you bring to your work.
• Post it in a Quad.
• Considering the group strengths, determine a name and a
slogan for your group.
• Introduce yourselves to the whole group.
11
12. 12
Debrief the CB
• Teaching that incorporates the use of strengths optimizes
the efficiency of the learning process.
• Having strengths recognized produces a sense of
• confidence.
• Confidence releases neurotransmitters of pleasure.
• The pleasure chemicals also stimulate memory”.
• Pedagogy of Confidence pg. 92
• Why is knowledge of your students’ strengths important in
planning your instruction?
12
14. 14
The Walls are Talking about NUA
•Symbolic Representation
•Five Critical Experiences
•Culture, Language, Cognition
•Five Rs
•HOPS
•How do learners become competent
and confident?
•Start with student strengths!
14
15. 15
• Defining in Context
w/Circle Map
Expectations
National Urban Alliance for Effective Education-The Pedagogy of Confidence
18. 18
Three Phases of
the Lesson
Priming
Processing
Retaining
for Mastery
National Urban Alliance for Effective Education-The Pedagogy of Confidence
19. 19
Robert Marzano says…
The more vocabulary knowledge
that is built, the more background
knowledge can be assessed.
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
23. 23
Oral Speaking FrameOral Speaking Frame
I have a word to add to the taxonomy of
_________________ and my word is
_______________.
I have some words to add to the
taxonomy of __________________ and
my words are ______________.
24. 24
CCSS
• L.2.6: Use words and phrases
acquired through conversations,
reading and being read to, and
responding to texts, including
adjectives and adverbs to describe.
20
25. 25
The anchor standard for College
and Career Readiness:
•Acquire and use accurately a range of
general academic and domain specific
words and phrases sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an
unknown term important to
21
26. 26
Explicit Strategy Instruction
Today I am going to teach you how to use Composing
with Key Words.
Composing w/Key Words is used for writing and
language development.
It helps students practice writing and oral language.
There is no primitive for Composing w/Key Words.
27. 27
Have words! Can Write!
• First, choose three words from your taxonomy that
resonate with you.
• Then, create a sentence using all three words (NOT three
sentences!)
• Place sentences on white paper and get ready to share
with the whole group.
• Examine sentence with a partner. What makes this a good
sentence?
• Share sentences and post near taxonomy.
23
29. 29
Debrief the strategies
• How are these two strategies helpful in designing
coherent instruction?
• CCSS: L.2.4 (a): Use sentence-level context as a clue to
the meaning of a word or phrase.
• How will Composing with Key Words help students clarify
meaning?
25
30. 30
Why NUA uses the Oral Speaking
Frames:
• CCSS L.2.6: Presentation of Knowledge and Ideas –
Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
• How might underachieving students benefit from using an
oral speaking frame?
• Create your own frames to suit your purposes.
26
31. 31
NUA Explicit Strategy Instruction
17
•Today I’m going to teach to you how to
use a Key Word Notes.
•A Taxonomy is used for developing
reading comprehension.
•It is also used for summarizing
•This is the way you draw the
primitive...
33. 33
Key Word Notes Directions
• Work in pairs using individual Key Word Notes form.
• Everyone reads designated piece of text individually, silently.
• Select 3-4 words as memory aids, writes in Box 1.
• Partners tell each other what words they selected and why.
• Repeat steps 2-4, completing all segments, using boxes 2, 3,
and 4.
• Texts face down, use your Key Words to write summary in box
5.
34. 34
Related Learning Principles
• Choice enhances learning and contributes to positive
attitudes.
• Comprehension is reinforced and enhanced by adequate
processing time.
• Bursts of concentrated attention are better than
continuous attention.
• Articulating what one has learned reinforces the learning.
• Learning is enhanced when students read, listen, speak,
and write.
• Meaningful repetition cements learning
35. 35
Debrief the Strategy
• CCSS: R.I.5.2 – Reading Informational Text: Key Ideas
and Details. Determine two or more main ideas of a text
and explain how they are supported by key details;
summarize the text.
• Why might repeated use of Key Word Notes increase
how your students process and construct meaning of
text?
37. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Building
relationships
Active Listening
Community
Builder
Use often Priming NUA, Kagan,
and others
Vocabulary
Development
A Taxonomy
B
C
Each letter can have
more than one word.
Priming Writing as
Learning,Rothstein
and Lauber
Reading
comprehension
summarization
Key Word
Notes
Choose 3 -4 words Processing Thinking
Strategies, Nessel
Organization
Note taking
NUA
Notebook
Skip 5+ pages to grow
table of contents
Priming Writing as
Learning,Rothstein
and Lauber
39. 39
•New strategy, old information.
•The brain will not, does not, and
cannot learn two new things at the
same time—new strategy, old
information.
28
40. 40
Each One Teach One
• Create partnerships A & B
• Select content you plan to teach or have recently taught.
• Each team selects a strategy they will teach another
team.
• Decide who will teach first.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both teams have finished teaching, post the
evidence and artifacts of learning.
•
29
45. 45
Culture is anything that is relevant
and meaningful to you. NUA
• You will become an expert on one of the 6 characteristics of Culturally
Responsive Teaching (Geneva Gay and Gloria Ladson-Billings).
• Study your Expert Card.
• Create a symbolic representation, a graphic that represents your
characteristic.
• Select a popular song that best expresses its “essence” of your Culturally
Responsive Teaching characteristic.
• Present your group’s graphic and the song you have selected.
• You have 3 minutes of protected reading time; 8 minutes to discuss and
create graphic. 5 minutes to caucus on song and performance, 1 minute to
perform.
• Post your work.
57
46. 46
Learners acquire and store knowledge in
two primary ways: linguistic (by reading
or hearing lectures), and nonlinguistic
(through visual imagery, kinesthetic or
whole-body modes, and so forth).
The more students use both systems of
representing knowledge, the better they
are able to think about and recall what
they have learned.
(Marzano, Pickering, & Pollock, 2001)
31
51. 51
Honey I Love…
• Consider the work of a researcher that you apply
to your beliefs, practices, and instruction
• Use the frame to share what you love about their
work
• Honey I love _______________ He/She
says…
• Wait for the music to mix, mingle, and share
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
53. 53
High Operational Practices (HOP)High Operational Practices (HOP)
PEDAGOGY of CONFIDENCE
1. Identifying and Activating Strengths
2. Building Relationships
3. Nurturing High Intellectual Performances
4. Providing Enrichment Experiences
5. Incorporating Prerequisites for Learning
6. Situating Learning in the Lives of the Students
7. Amplifying Student Voice
54. 54
W3’s Direction
• Create a two-page spread in their notebooks.
• Fold the odd numbered page in half.
• Title the even numbered page “What I Read”.
• Title the left side of the odd numbered page “What’s in My
Head”.
• Title the right side of the odd numbered page “What My
Neighbor Said”.
• Form partnerships.
• Read the selected text for 2 minutes.
• Share their notes with their partner for 2 minutes.
• Note connections to what that their partner said in the
“What My Neighbor Said” column.
54
61. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
62. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
63. Circle Map Define in Context
Lisa
Dog grandma
daughter
gardener
teacher
author
mom
fisherwoman
NUA
Mentor
What makes me who I am?
64. Circle Map Define in Context
Lisa
gardener
daughter
author
fisherwoman
teacher NUA
Mentor
What makes me who I am?
super family
mom
Dog grandma love of
children
lifelong
learnerexperiences
adventurous spirit
65. Circle Map
Function Remember
• Define in context
• Gets ideas down
• Activates prior
and experiential
knowledge
• Priming
Write then draw
Accept responses
Self-correct later
Define concept
Frame
89. Double-Bubble Map
Function Remember
• Compare and
Contrast
• Processing
Write then draw
Color Code
Similarities in center
Differences on
outside edges
Not a one-to-one
correspondence
Frame
96. Lisa’s Strengths
loves to
Laugh
talks to
strangers
editor/aut
hor
NO GMOs!!
gardener
fast cars
play
hard
parachut
ing
Tree Map Categorize
Funloving Detail
Oriented
Earth Friendly Risk
Taker
97. Tree Map
Function Remember
• Categorize
• Processing
“T” top; “T” drop;
“T” stop
Title
No limit on branches
Frame
110. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
111. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Cause/EffectMulti-Flow Map
112. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
Multi-Flow Map Cause/Effect
113. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
Cause/EffectMulti-Flow Map
114. I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
Cause/EffectMulti-Flow Map
115. Multi-Flow Map Cause/Effect
I have improved
in my
judiciousness.
time
energy level
maturation
priorities
think before
speaking
creative
bursts
confidence
improved
pensive
116. Multi-Flow Map
Function Remember
• Show cause and
effect
• Processing
Event in center
Causes on left-
arrows toward event
Effects on right-
arrows from event
towards effects
May use event and
either cause or effect
Frame
121. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
Lisa’s Yesterday
122. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Lisa’s Yesterday
123. Flow Map Sequence
Morning Afternoon Evening
Showered
and dressed
Had
breakfast
To Airport
On Plane
At airports In Plane
Arrived at
destination Had Supper
Wrote report
Showered
and to bed
Lisa’s Yesterday
124. Flow Map
Function Remember
• Sequence
• Processing
No Limit on boxes
Main events in large
boxes
Details in small boxes
Use arrows for both
large and small
boxes
Frame
129. Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
130. Brace Map Whole to Part
Lisa’s Garden
One Acre Plot
Prepared
Rows
Seeds
Stakes and
Poles
Water and
Sunlight
Fertilizer
Ridges
Holes
131. Brace Map
Function Remember
• Analyze
• Whole to Part
• Processing
Physical Object
Brackets
Can go as deeply as
desired
Frame
132. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Defining in
context
Circle Map Write then draw
the second circle
Priming Thinking
Maps, Inc
Describing Bubble
Map
Use Adjectives or
adjective phrases
Processing Thinking
Maps, Inc
Cause and
Effect
Double
Bubble
Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Categorizing Tree Map Type of...
T Top, T Drop T Stop
Processing Thinking
Maps, Inc
133. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Analogies Bridge Like and As Processing Thinking
Maps, Inc
Cause and
Effect
Multi-Flow Use colors
Pay attention to
arrows
Processing Thinking
Maps, Inc
Sequencing Flow Subcategories Processing Thinking
Maps, Inc
Part to Whole
Reasoning
Brace Physical objects Processing Thinking
Maps, Inc
135. 135
Each One, Teach One
• Each person selects a strategy they will teach their
partner
• Partner A - Select student text... Based on your text,
which
• Thinking Map will you create and why? Introduce the
strategy using the NUA explicit strategy instruction.
• Post completed Thinking Map.
• Partner B – Using the same text and the Thinking Map
created by Partner A – Introduce another Thinking Map
using the explicit strategy instruction and take your
partner though the steps.
• Post Thinking Map.
• Gallery Walk posted Thinking Maps with an eye for
135
137. 137
• Letter off A-B
• “A”s form a circle facing outward
• “B”s form an outer circle (facing an “A”)
• Facilitator displays discussion prompt
• “A”s respond to prompt first…“B”s, listen only
• At the signal, facilitator says, “Switch!”
• “B”s respond to the same prompt…“A”s, listen only.
• At the signal, facilitator says, “Shift!”
• Listen carefully for which circle will shift and
in which direction!
• Have fun reflecting!!!!
138. 138
Discussion Prompts
•Which of the Core Beliefs have we
addressed?
•Which NUA Classroom Practices have
been addressed up to this point?
• Classroom Climate
• Student Motivation and Engagement
• Self-Directed Learning
• Culturally Responsive Teaching
• High Intellectual Performances
139. 139
DAY THREEDAY THREE
Small Group Session
National Urban Alliance for Effective Education-The
Pedagogy of Confidence
140. 140
HOW ARE YOU BUILDING
RELATIONSHIPS DAILY?
National Urban Alliance for Effective Education-The Pedagogy of Confidence
A large percentage of students report a sense of
alienation from school, believing that no one cares
for them there (Jenson, 2009).
More than ever, the old axiom “students don’t care
what you know, until they know you care” sums up
the reality of reaching many of today’s students.
142. 142
Give One, Get One
• Use the “Give One, Get One” handout.
• What is unique about you?
• Individually, write your responses in boxes 1, 2, and 3 until the “Give One”
column is full. Everyone stand and wait for the signal.
• When the music starts, mix and mingle. When the music stops, find a partner
to share your “Give One” boxes. Write the name of the person who shared the
information with you.
• Repeat for two more rotations
• Return to your table and share the ideas from the “Get One” column.
74
146. 146
Text-based Discussion
Punctuate Your Thoughts
• Protected Reading Time - review the text.
• Use the following symbols to mark your text:
! = new learning /an “Aha!”
+ = something that you agree with
- = something you disagree with
? = something that you have a question about
54
147. 147
Debrief article and protocol
• CCSS: RI.3.6: Distinguish their own point of
• view from that of the author of a text.
• What specific elements of Punctuate Your Thoughts
assist students in sharing their point of view and the
author’s point of view?
• Share a few thoughts and ideas about the article.
• One Minute Highlights
147
148. 148
Metacognition Frame
I know that I know something about ___________.
First,__________________________________.
Second,_________________________________.
In addition,______________________________.
Finally, _________________________________.
Now you know something that I know about ______.
National Urban Alliance for Effective Education-The Pedagogy of Confidence
149. 149
Metacognition
• Begin with explicit strategy instruction
• Work individually to create your Metacognition on your
learning from today including Culturally Responsive
Teaching, NUA Classroom Practices, Priming,
Processing, and Retaining for Mastery, or any of the
strategies
• Share with a partner
• Use destiny sticks - individuals share with the whole
group.
149
150. 150
Debrief the Strategy
• CCSS:W.5.2: Write informative/explanatory
• texts to examine a topic and convey ideas and
information clearly.
• How can you use Metacognition in Science, Math, SS,
P.E, etc?
150
152. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process or
Function
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Evaluation,
Retaining for
Mastery
Ball Toss A ball can be make
from paper and tape.
Retaining for
Mastery
NUA, and
others
Writing
development
Sentence
Stretcher
Edit the verb Processing Writing as Learning,
Rothstein and
Lauber
Writing 4 Square
Writing
Expanded, deeper
writing possible
Processing Judith S. Gould
and Evan Jay
153. National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process/Fun
ction
Name or
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
Processing
text
?!+_ Share the air time Processing NUA
Transfer of
Learning
Each One
Teach One
Have fun and
repeat often
Processing Retaining for
Mastery
Summarization Metacognition Can be further
developed into deeper
writing
Retaining for
Master
Writing as Learning,
Rothstein and
Lauber p48-51
Constructing
meaning
Reflection Allow reflection
time often
Processing Teaching with the
Brain in Mind Eric
Jensen
154. 15458
NUA NotebookNUA Notebook
Journal ReflectionJournal Reflection
National Urban Alliance for Effective Education-The Pedagogy of Confidence
Reflect, synthesize and write about
your learning up to
this point.
156. 156
Each One Teach One
• Create partnerships A & B
• Select a lesson you plan to teach or have recently taught.
• Each person selects a different strategy they will teach
their partner.
• Decide who will teach first, A or B.
• Introduce the the lesson and strategy using the NUA
explicit strategy instruction.
• When both partners have finished teaching, post the
evidence and artifacts of learning.
•
87
158. 158
Peer Support Directions
• Select one image that resonates with you.
• Select either a thinking cloud (share an idea your image
is thinking) or a speech balloon (share something that
your image is saying to another image or audience).
• Post images with clouds or balloons in your NUA
notebook.
• Share with your table.
• Using our Three Day Institute as the content, select
another image to convey a message to the whole group.
• Post images with clouds or balloons around the room.
• Gallery walk to view all posted images
158
159. 159
Debrief the Strategy
• CCSS: RI.5.3. – Reading: Informational Text: Key Ideas
and Details.
• Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in a text.
• How will peer support help students be more engaged
with non-fiction text?
159
160. 160National Urban Alliance for Effective Education-The Pedagogy of Confidence
Cognitive
Process
Name
Primitive
Remember…
Best Use
Priming,
Processing
Retaining for
Mastery
Source
162. 162
Carousel Directions
• Use destiny sticks for participants to work in groups
• Use destiny sticks for strategy selection for each group
• Each group will create charts and examples of their
strategy to post in a carousel.
• The participants will use their Strategy Review Chart to
check for fidelity.
• Use post-it notes as reminders and affirmations.
162
164. 164
Instructional Planning Time
•Use your grade level materials and
standards along with the template to
get ready for implementation of NUA
strategies from Day One of school.
164
165. 165
Connect:Connect:
National Urban Alliance for Effective
Education
33 Queens Street, Suite 100
Syosset, NY 11791
(800) NUA-4556
(516) 802-4192
www.nuatc.org
E_stephens@nuatc.org
National Urban Alliance for Effective Education-The Pedagogy of Confidence
167. 167
Follow these steps
•Form Line A and Line B
•A shares – B listens
•Switch!
•B shares – A listens
•Shift!
Dance! Dance! Dance!
168. 168
Prompts
• What will you share with one of your
colleagues who didn’t attend the NUA
Summer Institute?
• Share a strategy that you want to see
implemented in every grade. Why?
• Share one practice that you want to
implement in your classroom during the
afternoon. Why?
Editor's Notes
Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
Begin with the Flow Map of the Day – transitions into where we are now Use Explicit Strategy Instruction – new teachers only Share with BFP – Best Friend in Pedagogy – Destiny Sticks
Flow Map – Wholes before parts are recalled better.
Facebook icon
Food and clock graphics Music icon
Frame - how does amplifying student strengths increase student voice and ensure equity in the classroom?
Demo Lesson Priming – Key Word Prediction - Wordyl Processing – Key Word Notes and Summary with graphic representation – Work with partners already established Retaining for Mastery – Taxonomy
Where can we take the learner now? Open –ended questions.
Why do students need an oral speaking frame?
Why do students need an oral speaking frame?
Food and clock graphics Music icon
Create graphic representations – Insist on no words and have teachers explain their graphics Sentence Strips
Put your summary into a graphic – no words and explain it to your partner
Catch the ball – One thing your learned and want to add to your pedagogy Drop the ball or miss – Two things
“… like the real estate mantra of location, location, location…” – Leave No Child Behind - pg 2
Standard final slide
We want students to think critically, to be able to evaluate and make judgments, but we don’t give them the opportunity to think critically about the very thing we think is so important: their learning
Food and clock graphics Music icon
Food and clock graphics Music icon
Allow participants to share why they believe we spend time building relationships BEFORE sharing the NUA “common research”
Debrief the process – Each One Teach One Introduce someone else with one of the three things you learned about them. Kagan strategy – social, communication, and builds background
Place little cards on the table for participants to select, share with whole group, and post on tree map. Reflection – How is what Yvette saying inform our practice?