Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.
This document summarizes presentations from several teachers on interweaving curriculum, instruction, and assessment. It describes how teachers used frameworks like Universal Design for Learning and Backwards Design to plan lessons incorporating strategies such as formative assessment, gradual release of responsibility, inquiry-based learning, and thinking routines. Examples are given of lessons from various subject areas where teachers activated prior knowledge, engaged students in hands-on activities, and had students reflect on and share their learning.
Problem based learning challenges students to address real-world problems by engaging them in meaningful problem solving activities and critical thinking. It incorporates both problem solving strategies and disciplinary knowledge. Students are given roles to actively engage in their learning. The goals are to involve students and provide beneficial lessons. Problem based learning requires skills like determining if a problem exists, gathering needed information, generating and analyzing solutions, and presenting outcomes. It is an effective approach to cover a wide range of ways for students to learn.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
This document outlines strategies for supporting adolescent literacy, including universal design for learning, backwards design, inquiry and thematic teaching, and assessment of learning through student journals. It discusses using essential questions, different types of questions, and encouraging literate conversations to develop students' thinking. The goal is collaborating to support all learners in various subject areas.
Going deeper with AFL - Vancouver, Oct.2010Faye Brownlie
This document provides an overview of a presentation on assessment for learning strategies. It defines assessment for learning and its key characteristics. It then outlines the six main assessment for learning strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Several examples are given of how teachers have embedded these strategies into their classroom practice. The presentation aims to help teachers understand and apply assessment for learning strategies to make student learning more effective.
Problem-based learning is a strategy where real-world or hypothetical problems are used as the starting point for students to engage in active problem solving. The teacher takes on the role of guide rather than primary instructor, as students work collaboratively to address ill-structured problems and build new concepts from prior knowledge. This approach aims to develop students' problem solving and self-directed learning skills while shifting the focus from teaching to learning.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
This document summarizes presentations from several teachers on interweaving curriculum, instruction, and assessment. It describes how teachers used frameworks like Universal Design for Learning and Backwards Design to plan lessons incorporating strategies such as formative assessment, gradual release of responsibility, inquiry-based learning, and thinking routines. Examples are given of lessons from various subject areas where teachers activated prior knowledge, engaged students in hands-on activities, and had students reflect on and share their learning.
Problem based learning challenges students to address real-world problems by engaging them in meaningful problem solving activities and critical thinking. It incorporates both problem solving strategies and disciplinary knowledge. Students are given roles to actively engage in their learning. The goals are to involve students and provide beneficial lessons. Problem based learning requires skills like determining if a problem exists, gathering needed information, generating and analyzing solutions, and presenting outcomes. It is an effective approach to cover a wide range of ways for students to learn.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
This document outlines strategies for supporting adolescent literacy, including universal design for learning, backwards design, inquiry and thematic teaching, and assessment of learning through student journals. It discusses using essential questions, different types of questions, and encouraging literate conversations to develop students' thinking. The goal is collaborating to support all learners in various subject areas.
Going deeper with AFL - Vancouver, Oct.2010Faye Brownlie
This document provides an overview of a presentation on assessment for learning strategies. It defines assessment for learning and its key characteristics. It then outlines the six main assessment for learning strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Several examples are given of how teachers have embedded these strategies into their classroom practice. The presentation aims to help teachers understand and apply assessment for learning strategies to make student learning more effective.
Problem-based learning is a strategy where real-world or hypothetical problems are used as the starting point for students to engage in active problem solving. The teacher takes on the role of guide rather than primary instructor, as students work collaboratively to address ill-structured problems and build new concepts from prior knowledge. This approach aims to develop students' problem solving and self-directed learning skills while shifting the focus from teaching to learning.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
Problem-based learning (PBL) is an instructional method that requires students to work collaboratively to solve complex, authentic problems. It develops critical thinking and collaboration. The PBL process involves defining a problem, brainstorming solutions, researching the problem, proposing solutions, and presenting the best solution. It is interdisciplinary and engages students in complex, authentic problems that give them a stake in the issue and a role to play.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
This document discusses problem-based learning (PBL) and project-based learning (PBL). PBL is a student-centered approach where students work collaboratively to solve complex, real-world problems. It increases motivation, develops critical thinking skills, and enhances information retention. The seven steps of PBL are analyze, define, clarify, identify learning objectives, self-study, review, and report. Project-based learning engages students in sustained investigations of authentic problems. It emphasizes learner-centered environments, collaboration, authentic tasks, and innovative assessment. Benefits include improved learning strategies, academic gains, and development of complex skills like problem-solving.
D2L Connection Keynote: How They Think: the True Key to Student SuccessD2L Barry
Keynote presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
How They Think: the True Key to Student Success
Troy Dvorak, Professor, Minneapolis College
This document discusses teaching, research, and evidence-based practice in education. It begins with an introduction of the author and their background in teaching psychology and research. Several questions are posed about how to measure learning, what success looks like, and whether educational research has any hope. Research and its impact on frontline teachers is discussed, with questions around how much research actually reaches teachers and the impact it has. Evidence-based practice and its potential to undermine teachers' moral authority is debated. Challenges to implementing research like teachers' resistance to new ideas and "practice ready" scholarship are addressed. Ways to measure the impact of educational interventions and what effective teaching looks like are considered throughout.
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Approaches to student centered learning for health care proffessionalsFlorenceobonyoHawa
Health care professionals are responsible for designing , implementing and evaluating patient and client centered care and treatment plans for health education and wellness.
Learning produces a relatively permanent change in the behavior and way of thinking of the learner as a result of positive or negative experiences. The change is gradual, adoptable, abstract and selective. It may be observed and noticed after a period of time
Various principles ,theories and conditions of learning are explored with the aim of encouraging student centered learning which is lifelong . Theories explain how and why people learn and should be applied appropriately while dealing with clients and patients who have misleading myths concerning their disease conditions. Trainers of health care professionals will also find the content helpful
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
Combining Technology with the 6 "C's" of Motivationsmileha33
The document discusses the 6 "C's" of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences. It explains each "C" and provides examples of how they can be applied in the classroom using technology to improve student motivation. Technology can act as a 7th motivator by keeping students engaged through interactive concepts, visual learning styles, and authentic challenging activities. It concludes by stating technology improves motivation when students use applications to experience success, produce and share work, and engage with challenging programs to develop skills.
- The document contains information about various webinars on teaching psychology. The webinars cover topics like teaching Year 1 and Year 2 psychology, issues around new exam specifications, using data to improve a psychology department, and specific topics like relationships, schizophrenia, and forensic psychology.
- The webinars aim to provide teachers with innovative and engaging teaching strategies, ideas for differentiating instruction, and insights into recent exam performance. They allow teachers to share best practices and get answers to questions.
- Most webinars are free and 45 minutes long, allowing teachers to learn new approaches and ensure students can access the top grades on exams.
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.
The document discusses implementing a problem-solving approach in the collaborative classroom. It advocates for allowing student choice, independence, and explaining their thinking. Contextualized teaching is described where math concepts are taught through real-world activities like measuring ingredients in the classroom water table. Teachers reported students developing enthusiasm for math and better cooperation skills with this approach.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
The document describes Lumen Learning's project to develop next generation open courseware using an agile learning design approach. The goal is to create high-quality course materials targeting disadvantaged learners through personalized learning experiences. Key elements of the courseware include mastery learning, personalization, open educational resources, assessments as learning activities, and nurturing the faculty-student connection. The project is testing hypotheses around Bloom's 2 sigma tutoring effect and mastery versus time-based learning. An initial research focus is on the mastery learning model and its connection to authentic assessment. The courseware also leverages a learning lab for continuous improvement through collecting and analyzing student data.
The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences - and how technology can be combined with these to motivate students. It describes each of the 6 C's and how they are helpful for fun and engaging learning. It then provides examples of how technology like PowerPoint projects, research recording, and taped interviewing can be integrated to motivate students by allowing choice, collaboration, and constructing meaningful lessons while also providing challenge and consequences.
This document summarizes strategies and frameworks for 21st century learning skills, with a focus on writing, communication, and vocabulary. It discusses key concepts like critical thinking, collaboration, problem solving, universal design for learning, and backwards design. Specific strategies are outlined, such as a gradual release model for writing, connecting and processing strategies, and communicating mathematically by describing diagrams to partners. References for further resources are also provided.
Continuing the inclusion discussion with secondary school teams, focusing on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
Problem-based learning (PBL) is an instructional method that requires students to work collaboratively to solve complex, authentic problems. It develops critical thinking and collaboration. The PBL process involves defining a problem, brainstorming solutions, researching the problem, proposing solutions, and presenting the best solution. It is interdisciplinary and engages students in complex, authentic problems that give them a stake in the issue and a role to play.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
This document discusses problem-based learning (PBL) and project-based learning (PBL). PBL is a student-centered approach where students work collaboratively to solve complex, real-world problems. It increases motivation, develops critical thinking skills, and enhances information retention. The seven steps of PBL are analyze, define, clarify, identify learning objectives, self-study, review, and report. Project-based learning engages students in sustained investigations of authentic problems. It emphasizes learner-centered environments, collaboration, authentic tasks, and innovative assessment. Benefits include improved learning strategies, academic gains, and development of complex skills like problem-solving.
D2L Connection Keynote: How They Think: the True Key to Student SuccessD2L Barry
Keynote presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
How They Think: the True Key to Student Success
Troy Dvorak, Professor, Minneapolis College
This document discusses teaching, research, and evidence-based practice in education. It begins with an introduction of the author and their background in teaching psychology and research. Several questions are posed about how to measure learning, what success looks like, and whether educational research has any hope. Research and its impact on frontline teachers is discussed, with questions around how much research actually reaches teachers and the impact it has. Evidence-based practice and its potential to undermine teachers' moral authority is debated. Challenges to implementing research like teachers' resistance to new ideas and "practice ready" scholarship are addressed. Ways to measure the impact of educational interventions and what effective teaching looks like are considered throughout.
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Approaches to student centered learning for health care proffessionalsFlorenceobonyoHawa
Health care professionals are responsible for designing , implementing and evaluating patient and client centered care and treatment plans for health education and wellness.
Learning produces a relatively permanent change in the behavior and way of thinking of the learner as a result of positive or negative experiences. The change is gradual, adoptable, abstract and selective. It may be observed and noticed after a period of time
Various principles ,theories and conditions of learning are explored with the aim of encouraging student centered learning which is lifelong . Theories explain how and why people learn and should be applied appropriately while dealing with clients and patients who have misleading myths concerning their disease conditions. Trainers of health care professionals will also find the content helpful
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
Combining Technology with the 6 "C's" of Motivationsmileha33
The document discusses the 6 "C's" of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences. It explains each "C" and provides examples of how they can be applied in the classroom using technology to improve student motivation. Technology can act as a 7th motivator by keeping students engaged through interactive concepts, visual learning styles, and authentic challenging activities. It concludes by stating technology improves motivation when students use applications to experience success, produce and share work, and engage with challenging programs to develop skills.
- The document contains information about various webinars on teaching psychology. The webinars cover topics like teaching Year 1 and Year 2 psychology, issues around new exam specifications, using data to improve a psychology department, and specific topics like relationships, schizophrenia, and forensic psychology.
- The webinars aim to provide teachers with innovative and engaging teaching strategies, ideas for differentiating instruction, and insights into recent exam performance. They allow teachers to share best practices and get answers to questions.
- Most webinars are free and 45 minutes long, allowing teachers to learn new approaches and ensure students can access the top grades on exams.
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.
The document discusses implementing a problem-solving approach in the collaborative classroom. It advocates for allowing student choice, independence, and explaining their thinking. Contextualized teaching is described where math concepts are taught through real-world activities like measuring ingredients in the classroom water table. Teachers reported students developing enthusiasm for math and better cooperation skills with this approach.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
The document describes Lumen Learning's project to develop next generation open courseware using an agile learning design approach. The goal is to create high-quality course materials targeting disadvantaged learners through personalized learning experiences. Key elements of the courseware include mastery learning, personalization, open educational resources, assessments as learning activities, and nurturing the faculty-student connection. The project is testing hypotheses around Bloom's 2 sigma tutoring effect and mastery versus time-based learning. An initial research focus is on the mastery learning model and its connection to authentic assessment. The courseware also leverages a learning lab for continuous improvement through collecting and analyzing student data.
The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences - and how technology can be combined with these to motivate students. It describes each of the 6 C's and how they are helpful for fun and engaging learning. It then provides examples of how technology like PowerPoint projects, research recording, and taped interviewing can be integrated to motivate students by allowing choice, collaboration, and constructing meaningful lessons while also providing challenge and consequences.
This document summarizes strategies and frameworks for 21st century learning skills, with a focus on writing, communication, and vocabulary. It discusses key concepts like critical thinking, collaboration, problem solving, universal design for learning, and backwards design. Specific strategies are outlined, such as a gradual release model for writing, connecting and processing strategies, and communicating mathematically by describing diagrams to partners. References for further resources are also provided.
Continuing the inclusion discussion with secondary school teams, focusing on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
EPCE phd counselor education orientation for p1_3Jongpil Cheon
This document provides an orientation for counselor education students regarding the evaluation process for Phase 1, 2, and 3 courses in the Counselor Education program at Texas Tech University. It outlines the mission and majors of the program, including MEd in Clinical Mental Health Counseling, MEd in School Counseling, and PhD in Counselor Education. It describes the phases of courses, assessments and rubrics used for evaluation, and provides contact information for questions.
The document outlines strategies for effective literacy instruction across grades and subjects, including the principles of universal design for learning, formative assessment, feedback, developing a growth mindset in students, guided reading practices, and incorporating literacy instruction into the library period. Examples of lesson plans and activities are provided to illustrate how these strategies can be implemented in the classroom to support all learners.
Trade Air is a privately owned airline based in Southeast Europe established in 1994. It operates charter flights for passengers and cargo worldwide using a fleet of two Fokker 100 aircraft and two L410 Turbolet aircraft. The company aims to be a leading mid-sized charter and cargo carrier providing tailored transportation solutions and meeting high safety standards. It has flown to almost 300 destinations and has approximately 80 employees.
This document discusses effective teaching strategies and assessment for learning (AFL). It begins by outlining learning intentions, then describes several frameworks that inform effective teaching practices, including universal design for learning, backwards design, and AFL. It discusses six key AFL strategies - learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and ownership. Several examples are provided of how teachers have implemented AFL strategies like questioning in their classrooms. The document concludes by emphasizing essential lesson components like essential questions and differentiation to meet all students' needs.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
The document summarizes key evidence-based practices for improving reading instruction based on Richard Allington and Rachael Gabriel's "Every Child, Every Day" framework. It outlines six elements of instruction that should be provided to all students: 1) choosing their own texts, 2) reading accurately, 3) understanding what they read, 4) writing about personally meaningful topics, 5) discussing reading with peers, and 6) listening to adults read aloud. The document provides examples and strategies for implementing these practices to help every child become a better reader.
Dixon, McKinnery & Wouk staffs join together to consider the question, 'What do we do after we have administered either the DART and EPRA and FI-EPRA reading assessment?' - a morning session
Burnaby Int.Sec (Nov 09)- It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.
This document provides specifications for a mobile phone. It lists the operating frequencies as GSM 850/900/1800/1900MHz. The phone has a 1.3 inch LCD screen with 128x160 pixel resolution. It supports functions such as MP3/MP4 playback, Bluetooth, an FM radio, camera, SMS/MMS, and memory expansion up to 4GB via microSD card. The package includes the phone, charger, batteries, earphones, and user manual with a one year warranty.
2nd day of elementary class review process. Review of what worked and what can we learn about the process from each other, followed by a few 'what next' strategies.
Qualicum. Engaging All Learners.April.2011Faye Brownlie
This document summarizes a workshop on engaging all learners. It discusses using learning stories to document student learning, sharing experiences, and reflecting. Learning stories focus on a student's initiative, engagement, relationships, and dispositions. They represent the ordinary as significant and are initiated and supported by students. The workshop modeled collaborating in small groups to create and share learning stories.
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
EPCE school counseling orientation for p1_3Jongpil Cheon
This document provides an orientation for counselor education students regarding the evaluation process for Phase 1, 2, and 3 courses in the school counseling program. It outlines the College of Education theme, Counselor Education mission and majors, CACREP accreditation, trademark outcomes, course phases, assessments and rubrics used for evaluation. Students will be evaluated on their progress in applying counseling techniques, interacting with stakeholders, and implementing the ASCA National Model trademark outcome throughout their coursework and practicum/internship experiences.
This document summarizes a presentation about quality teaching in inclusive classrooms. The presentation focuses on frameworks like universal design for learning and backwards design that support effective teaching for all students. It discusses approaches like assessment for learning, open-ended strategies, gradual release of responsibility, cooperative learning, literature circles, and inquiry-based learning. Specific strategies are described, such as using learning intentions, descriptive feedback, and information circles. The presentation aims to help teachers implement more inclusive practices and plan ways to try new strategies.
This document provides an overview of differentiated instruction. It defines differentiated instruction as a process that teaches students of varying abilities in the same class by maximizing each student's growth and meeting them where they are. It discusses differentiating by content, process, product, and learning environment. Examples are given of differentiated strategies like information circles, where students explore topics in small groups, and inquiry circles, where they discuss texts in an evidence-based manner. The goal of differentiation is to provide multiple options that allow all students to access the curriculum through varied approaches.
LIF - Inclusion - Middle Schools, Coquitlam. Oct 2014Faye Brownlie
This document summarizes a professional development session for teachers on improving learning for all students. It discusses:
1) Reviewing progress on collecting student data and using learning frameworks to plan instruction.
2) New ideas for co-teaching models where two teachers collaborate in the classroom.
3) Examining school plans of action and revising plans based on reviewing what is and isn't working for student needs.
UDL is a framework that addresses barriers to learning by providing flexible goals, methods, materials and assessments to meet varied learner needs. It encourages designing instruction from the start with customizable options to allow all learners to progress at their own level. An effective classroom promotes engagement, limits distractions, and has a versatile layout to support individual and group work. Assessment should be flexible and help students demonstrate learning through various strategies and tools.
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.
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.
This document summarizes a presentation on using reading assessments to guide instruction. The learning intentions included better understanding how to use assessment data, implementing performance assessments, and using formative assessment daily. The presentation covered selecting statements about assessment, formative assessment, feedback, and creating engaged learning environments. It also discussed frameworks like UDL and backwards design. Key recommendations were that every child reads accurately, understands what they read, writes about something meaningful, talks with peers, and listens to adult read alouds daily.
This document summarizes a discussion about supporting diversity and student learning in schools for the 2010-2011 school year. It outlines several goals around teacher collaboration and instructional approaches focused on assessment, differentiation, and developing independent student thinking. Research on effective reading instruction and frameworks are presented, including backwards design, gradual release of responsibility, and assessment for learning. The context of schools and next steps are discussed, with an emphasis on professional development, assessment, and teacher collaboration to improve literacy programs.
Stu'ate lelum.what makes a difference in teaching.may.2011Faye Brownlie
This document summarizes Faye Brownlie's professional development session on teaching that makes a difference. The session focused on collaboration improving student learning, identifying quality teaching, and embedding assessment for learning. It discussed reports highlighting how top-performing school systems get teachers to become effective instructors. Frameworks for thinking and lesson design were also presented, including backwards design, universal design for learning, and assessment for and of learning. Specific teaching strategies like questioning, math centers, and lesson components were outlined.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Active learning for the adult classroom final naeycStella Baker
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
This document discusses innovative teaching strategies that promote student engagement and learning. It defines innovative teaching as introducing new teaching methods to improve outcomes and address problems. Some strategies discussed include flipping the classroom to allow for more collaboration, personalized learning to adapt to each student's strengths, project-based learning for real-world problem solving, and inquiry-based learning through student-led research and presentations. The goal of these strategies is to make students more active in driving their own learning.
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
Problem-based learning (PBL) is a student-centered instructional strategy where students collaboratively solve problems and reflect on their experiences. It shifts the focus from teachers to students and encourages students to take responsibility for their own learning. PBL can be used to enhance content knowledge and develop skills like communication, problem-solving, and self-directed learning. In PBL, students work in small groups with a tutor to identify learning needs from real-world problems and independently research the issues to find solutions. Assessment focuses on higher-order thinking versus factual recall alone. While PBL has advantages like active learning and motivation, it also has disadvantages such as resource intensive nature and information overload for students.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
Inquiry-based learning is a technique where teachers involve students in the learning process by focusing on open-ended questions, problem-solving activities, and critical thinking. It differs from traditional learning by giving students ownership over their learning through formulating their own questions to discover answers they are interested in, with teachers acting as facilitators. The inquiry process generally involves defining questions, locating resources, selecting and organizing information, creating works to demonstrate understanding, and evaluating the learning experience.
Alternative methods of Innovative Teaching.pptxShueb Sultan
The document discusses various alternative and innovative teaching methods including inquiry-based learning, project-based learning, analogy method, storytelling method, and discussion method. Inquiry-based learning involves posing questions for students to explore, and has four types - confirmation, structured, guided, and open inquiry. Project-based learning involves students learning through real-world projects over an extended period. The analogy method compares unfamiliar concepts to familiar ones. Storytelling can be used to teach values and culture. Discussion method involves group interaction between teacher and students to define problems and solutions.
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
Similar to Bulkley Vallley Leadership.sept2013 1 (20)
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
This document provides guidance for principals and literacy coaches on understanding quality literacy instruction. It begins by outlining learning intentions around using data to understand student strengths and areas for growth, and developing plans to support literacy development for all students. It then presents frameworks for assessing students, analyzing data, planning instruction, and implementing and reassessing. The document emphasizes the importance of understanding individual student needs, setting goals, and choosing appropriate strategies. It also discusses elements of effective literacy instruction such as relationship building, choice, and a focus on meaning. Finally, it stresses the importance of coherence across a school system in order to improve literacy outcomes for all students.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating.
It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing.
The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
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تتميز هذهِ الملزمة بعِدة مُميزات :
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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
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1. Bulkley
Leadership
Group
2013-‐14
Current and Effective Strategies
across the grades and across the
curriculum
September
2013
Faye
Brownlie
www.slideshare.net
2. Who are we?
– AB
partners,
10
minutes
– Groups
of
4,
intro
your
partner
– Intro
partners
to
the
group
– Put
quesGons
from
the
group
on
cards
– Categorize
cards
as
whole
group
– Respond
to
quesGons
3. Group
work:
• One
with
people
from
your
school
• One
with
people
who
share
your
grade
or
your
subject
area
4. Learning Intentions
•
I
can
design
lesson
sequences
using
the
principles
of
universal
design
for
learning
and
backwards
design
to
support
all
learners.
•
I
have
a
plan
to
work
with
others
–
or
another.
• I
have
a
plan
to
try
something
that
is
new
to
me.
5. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
6. Universal Design for Learning
MulGple
means:
-‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
7. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001
8. Approaches
• Assessment
for
learning
• Open-‐ended
strategies
• Gradual
release
of
responsibility
• CooperaGve
learning
• Literature
circles
and
informaGon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
9. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sGll
for
them.”
-‐
SGggins
-‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesGons
to
show
evidence
of
learning
10. 4.
Descrip+ve
Feedback
Timely,
relevant
descripGve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others
11. Big Ideas
– Teaching
counts!
• Our
instrucGonal
choices
impact
significantly
on
student
learning
– All
kids
can
learn
and
we
know
enough
collecGvely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoGonally,
and
intellectually
12. Big Ideas
– performance
based
assessment
and
assessment
FOR
learning
– -‐framework
for
learning
(UDL,
BD),
mental
model
of
teaching
and
learning
– -‐strategy
sequences
– -‐co-‐planning,
collaboraGng
– -‐big
ideas
-‐
cross
discipline,
cross
grade
14. Feedback is information
about how we are doing in
our efforts to reach a goal.
‘Seven
Keys
to
EffecGve
Feedback”
in
EL,
Sept
2012
-‐
Grant
Wiggins
15. 2 kinds of feedback
• Observable
effects
(self)
– Bulbs
– Workshop
• From
other
people
– Appie
– PresentaGon
16. Feedback is NOT advice.
Feedback is NOT value
judgments.
Feedback is description of
actions toward a goal.
17. 7 elements of feedback
1. Goal-‐referenced
– Do
your
students
know
the
goal
of
the
exercise
they
are
working
on?
Is
their
work
about
learning
or
doing?
2. Tangible
and
transparent
– NoGce
if
the
learners
actually
get
it,
not
that
you
just
give
it.
18. 3. AcGonable
– What
next?
– Something
to
work
on
• biuld
•
beter
• ried
19. 4. User-‐friendly
– Not
over-‐whelming
or
too
technical
– 1-‐2
pieces
5. Timely
– Not
always
immediate
but
when
it
can
sGll
be
used
– Oral
reading
– Papers
and
tests
20. 6. Ongoing
– OpportuniGes
to
change
the
pracGce
7. Consistent
– Same
expectaGons
no
maler
who
the
teacher
is
• WholisGc
scoring,
grade
or
subject
group
meeGngs
– Same
language
from
all
who
give
the
feedback
• At-‐risk
reader
must
receive
the
same
feedback
from
all
who
help
–
EA,
RT,
CT,
peers,
parents
26. Marco Cianfanelli, of
Johannesburg, sculptor
50
ten
metre
high
laser
cut
steel
plates
set
into
the
landscape,
represen5ng
the
50
year
anniversary
of
when
and
where
Mandela
was
captured
and
arrested
in
1962
(prior
to
his
27
years
of
incarcera5on).
Standing
at
a
par5cular
point
(presumably
the
spot
where
the
people
are
standing
in
Photo
#2),
the
columns
come
into
focus
and
the
image
of
Mandela
can
be
seen.
At
Natal
Midlands