A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
An morning presentation on literature circles without roles, for primary, middle and secondary, using Indigenous texts. A grade 6/7 example using visual journals is included.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
An morning presentation on literature circles without roles, for primary, middle and secondary, using Indigenous texts. A grade 6/7 example using visual journals is included.
Building the Foundation for Rigorous ELA Instructioncatapultlearn
This webinar presented by Jessica Bianculli, will discuss how to build a foundation for rigorous instruction—specifically, what systems need to be in place to support student academic success.
Participants will discuss:
The need for a consistent, school-wide instructional model
The emphasis on building knowledge across disciplines with a focus on informational text
How direct instruction of academic vocabulary can increase student comprehension of rigorous text
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Mentoring: unpacking beliefs about teaching and learning. My apprenticeship o...Ana María Hurtado
Raising awareness of our own beliefs about what teaching and learning are could be a good starting point for a Mentoring training course. How does my long experience as a student influences my judgements of what good teaching is? How does this influence my role as a Mentor or Supervisor.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
Building the Foundation for Rigorous ELA Instructioncatapultlearn
This webinar presented by Jessica Bianculli, will discuss how to build a foundation for rigorous instruction—specifically, what systems need to be in place to support student academic success.
Participants will discuss:
The need for a consistent, school-wide instructional model
The emphasis on building knowledge across disciplines with a focus on informational text
How direct instruction of academic vocabulary can increase student comprehension of rigorous text
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Mentoring: unpacking beliefs about teaching and learning. My apprenticeship o...Ana María Hurtado
Raising awareness of our own beliefs about what teaching and learning are could be a good starting point for a Mentoring training course. How does my long experience as a student influences my judgements of what good teaching is? How does this influence my role as a Mentor or Supervisor.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
What counts in literacy? How does this connect to the redesigned curriculum in BC? Balance. Allington's framework. Lisa's reading workshop. 2 lesson sequences.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
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.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
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.
Designed for the spring forum for BCPTA, Stay Calm and Teach On, a selection of inclusive literacy practices - including grab bag writing, making inferences, setting up literacy centres and small group reading where children read, read, read.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
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.
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Current and Effective
Strategies across the grades
and across the curriculum
Bulkley
Valley
January
16,
2014
Faye
Brownlie
www.slideshare.net
2. 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
conFnue
to
ask
the
quesFons,
”How
is
what
I
am
doing
supporFng
the
learning
of
all
my
students?”
and
“How
do
I
know?”
5. AFL
• Using
informaFon
about
student
achievement/learning
to
adjust
the
subsequent
teaching
• Whole
class
adjustment
• Personalized/differenFated
adjustment
6. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecFve
than
wri^en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher
7. You’re
born
with
what
you
got…
and
that’s
that!
It’s
fixed......or…
8. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
pracFce
9. Universal Design for Learning
MulFple
means:
-‐to
tap
into
background
knowledge,
to
acFvate
prior
knowledge,
to
increase
engagement
and
moFvaFon
-‐to
acquire
the
informaFon
and
knowledge
to
process
new
ideas
and
informaFon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
10. Features
of
High-‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opFons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraFve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wri^en
• the
meaningfulness
of
the
acFviFes
•
Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
11. Essential Lesson Components
•
•
•
•
•
EssenFal
quesFon/learning
intenFon/a
big
idea
Open-‐ended
strategies:
connect-‐process-‐transform
DifferenFaFon
–
choice,
choice,
choice
Assessment
for
learning
Gradual
release
of
responsibility
– Model
– Guided
pracFce
– Independent
pracFce
17. Things
to
Think
about…
How
are
the
following
pictures
similar?
How
are
the
following
pictures
different?
Is
there
a
common
theme
among
these
pictures?
32. Information Writing – Grade 1/2
with Nicole Cherry, Mundy Road Elementary
Goal:
communicate
informaFon
in
wriFng
What
do
you
know
about
bears?
Chart,
labeled
with
the
4
seasons
Examine
text
cover
and
table
of
contents.
Predict
and
connect
to
‘knowns’.
• Read
Winter
and
write
a
few
sentences.
• Students
fill
in
their
Winter
with
their
choice
informaFon.
• Read
Spring.
Students
fill
in
their
Spring
independently.
•
•
•
•
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49. 45 min. – Guided Reading
• Word
work
– Word
families,
words
from
text,
le^ers,
sounds
• Few
sight
words
– Word
games
–
5
minutes
• Strategies
of
good
readers
– Build,
review,
focus
on
one
•
•
•
•
Picture
walk
Read
alone
Read
with
teacher
Choose
another
book
to
read
– From
previous
texts,
shared
texts,
can
reread
• Eyes
on
print
30
minutes/day
50. Michelle Hikada, TL, RT
• I
did
the
guided
reading
groups
as
a
combinaFon
of
my
Resource
and
Library
Fme.
Some
people
may
not
agree
but
I
see
my
role
as
librarian
as
a
literacy
teacher
too
so
I
included
both
guided
reading
and
literature
circles
into
my
role
as
librarian
(I
only
did
15
minute
book
exchanges
so
that
I
could
spend
the
rest
of
my
day
collaboraFng
and
teaching).
Over
the
year,
I
did
guided
reading
in
2
classrooms
(all
year)
and
literature
circles
in
2
classroom
each
for
a
term
(I
followed
your
model
and
worked
with
3
teachers
each
term
so
they
come
to
the
library
twice
a
week.)
You
will
be
excited
that
next
year
4
teachers
have
asked
for
literature
circles
and
for
guided
reading
in
2.
Explicit
reading
instrucFon
is
taking
over
Diefenbaker!!!!
• The
second
class
this
year
got
4
blocks
each
week
starFng
aver
springbreak.
As
a
resource
team,
we
saw
a
few
of
these
students
at
risk
so
we
wanted
to
focus
on
early
intervenFon
for
them.
It
paid
off
because
all
of
our
grade
ones
are
readers!!!
60. Art 9/10
with Sheri Tompkins, Heritage Woods
• Teacher
Modelling
• Students
have
‘ Talking
about
Art’
sheet.
• Teacher
presents
a
piece
of
her
art,
using
‘Talking
about
Art’
sheet
as
her
guide
and
adding
her
own
ideas.
• T
turns
her
back;
students
discuss
and
record.
• T
writes
down
what
is
said
on
her
paper.
61. Art 9/10
with Sheri Tompkins, Heritage Woods
• Working
together
• Student
chooses
one
piece
of
his
art
for
feedback
• Student
self-‐assesses,
presents
his
piece
to
his
group
(of
4
or
5),
others
observe
silently,
student
adds
his
comments.
• Student
turns
his
back.
Group
members
discuss
the
art
work,
using
the
criteria
sheet.
No
judgment,
likes
or
dislikes.
Student
records
the
remarks.
62. • Students
summarizes
his
feedback
and
others
with
– 2
aspects
I
want
you
to
noFce
– 1
aspect
for
feedback
• The
art
work,
the
self-‐assessment
and
the
summary
are
handed
in
to
the
teacher.
• Teacher
responds,
following
the
summary
of
the
student
direcFon.
63.
64.
65.
66.
67. QuesFons
Focus
on
what
you
see
and
what
you
feel.
Give
first
impressions.
Give
gut
reacFons.
Make
guesses.
#1
What
stands
out
the
most
when
you
first
see
the
work?
The
(subject,
object,
element,
area)
that
stands
out
the
most
is__________________
#2
Explain
the
reason
you
noFce
the
thing
you
menFon
in
#1.
The
(object,
subject,
element,
area)
stands
out
because_____________________
#3
As
you
keep
looking,
what
else
seems
important
or
stands
out?
The
other
part(s)
that
seem
important
or
that
stand
out
is/
are__________________
#4
Why
does
the
thing
you
menFon
in
#3
seem
important?
These/this
other
part(s)
stand
out
or
seem
important
because
________________
…
#13
…