The learning objectives within the Common Core State Standards represent a rigorous application of research, media and higher-order thinking skills, as students develop their capacity to engage in complex text and tasks that have real-world implications.
Essential to this effort are the lifelong learning skills, habits and dispositions that serve as the foundational structure for all learners. Without thoughtful and purposeful attention to these and other requisites we risk our investments of time, money and energy yielding little return – like pouring concrete without proper supports in place.
A rich discussion focused on the core tools our leaners need to build capacity and develop competencies in discovering meaning, analyzing content, comparing information, synthesizing, applying and sharing their understandings.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Think Like A Detective, Produce Like An Investigative Reportersewilkie
Join us as we journey through a Common Core based activity drawing on critical thinking, information literacy and project development. Explore the process changes involved in building the capacity of students to ask deeper questions, think critically about content, deconstruct information and support or challenge claims, as they respond to increasingly complex tasks.
An intentional play on the popular quote from David Coleman, a contributing author of the ELA Standards, the title of this workshop invites participants to engage with the standards using the media and mediums of todays leaners.
Throughout this high engagement, hands-on workshop, participants will explore a process for:
- asking effective questions
- mapping a project plan
- collecting, analyzing and sifting through evidence
- identifying authentic audiences
Closing discussion and reflections will offer participants an opportunity to connect design elements of the workshop with learning experiences for their students.
Students' diverse learning styles in learning English as a second languageminya123
Nurul, A., Mazni, M., Sulia, M., Norhayati, H., & Nor, Z. (2011). Students' diverse learning styles in learning English as a second language. International Journal of Business and Social Science, 2(19), 179-186.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Think Like A Detective, Produce Like An Investigative Reportersewilkie
Join us as we journey through a Common Core based activity drawing on critical thinking, information literacy and project development. Explore the process changes involved in building the capacity of students to ask deeper questions, think critically about content, deconstruct information and support or challenge claims, as they respond to increasingly complex tasks.
An intentional play on the popular quote from David Coleman, a contributing author of the ELA Standards, the title of this workshop invites participants to engage with the standards using the media and mediums of todays leaners.
Throughout this high engagement, hands-on workshop, participants will explore a process for:
- asking effective questions
- mapping a project plan
- collecting, analyzing and sifting through evidence
- identifying authentic audiences
Closing discussion and reflections will offer participants an opportunity to connect design elements of the workshop with learning experiences for their students.
Students' diverse learning styles in learning English as a second languageminya123
Nurul, A., Mazni, M., Sulia, M., Norhayati, H., & Nor, Z. (2011). Students' diverse learning styles in learning English as a second language. International Journal of Business and Social Science, 2(19), 179-186.
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
Hear from educators who are employing project-based global learning to give students the skills they need to connect, cooperate, and compete in a global environment. Learn how they have implemented a school-wide global learning program that incorporates projects and service learning across the curriculum. Teachers and the school leader will share their struggles and successes to help guide you on your own journey to preparing students for their global futures.
Common Core State Standards and Smarter Balanced Assessments Dr. Marci Shepard
In this training, participants are developing awareness of CCSS, recognize the structure of the Common Core State Standards (CCSS) for literacy in the content areas and grasping assessment changes coming with CCSS.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don't expect 1 size fits all answers - just questions, strategies, possibilities, examples, and maybe a few awkward silences...
The Art of APPlication: Using Apps to Engage Students as Collaborators, Creat...sewilkie
How often do you leave a workshop brimming with ideas and anxious to put them into action? Following our first session, Apps Task-onomy, we will dig even further as we investigate ways to implement recommended apps into YOUR practice. Join this "make session", where participants will create lessons and app-tivities for immediate use in their class(es).
Please provide a link back to our BalancEdTech wiki if you use part/all of our resources: http://balancedtech.wikispaces.com/BLC13+-+The+Art+of+APPlication
Apps Taskonomy: Digging Deeper into the Application of Apps BLC13sewilkie
The iPad (or iPod touch or iPhone) with its apps opens many new opportunities for learning. At the same time, it offers a slightly different wrapper for older learning opportunities. Both can be worthwhile, but it would be a shame if teachers missed the former for the latter. And, if past experience and research is any indication, educators are much more likely to co-opt the new technology to accomplish the status quo.
This workshop is designed to help teachers think through both opportunities and to categorize those apps that lend themselves to either or both. Participants will start by exploring a variety of apps, some that lend themselves to learning content such as math facts or spelling words and others that can be used in open ended content creation such as storytelling or photography. Then, participants will examine a set of lessons that use these apps. Finally, we will use a "taxonomy" such as Bloom's Taxonomy, SAMR, LoTi, ETaP, Prensky, etc. and attempt to classify/categorize where the apps fall. Most likely, participants will need to contextualize the app to a particular use/activity. Ideally, teachers will realize that in most cases it is not the app itself, but the context and way in which it is used that determines where it falls and that the apps belong in multiple places.
Please provide a link back to our BalancEdTech wiki if you use part/all of our resources: http://balancedtech.wikispaces.com/BLC13+-+AppsTaskonomy
More Related Content
Similar to Common Core & Lifelong Learning: Are We Pouring Concrete or Building Capacity?
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
Hear from educators who are employing project-based global learning to give students the skills they need to connect, cooperate, and compete in a global environment. Learn how they have implemented a school-wide global learning program that incorporates projects and service learning across the curriculum. Teachers and the school leader will share their struggles and successes to help guide you on your own journey to preparing students for their global futures.
Common Core State Standards and Smarter Balanced Assessments Dr. Marci Shepard
In this training, participants are developing awareness of CCSS, recognize the structure of the Common Core State Standards (CCSS) for literacy in the content areas and grasping assessment changes coming with CCSS.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don't expect 1 size fits all answers - just questions, strategies, possibilities, examples, and maybe a few awkward silences...
The Art of APPlication: Using Apps to Engage Students as Collaborators, Creat...sewilkie
How often do you leave a workshop brimming with ideas and anxious to put them into action? Following our first session, Apps Task-onomy, we will dig even further as we investigate ways to implement recommended apps into YOUR practice. Join this "make session", where participants will create lessons and app-tivities for immediate use in their class(es).
Please provide a link back to our BalancEdTech wiki if you use part/all of our resources: http://balancedtech.wikispaces.com/BLC13+-+The+Art+of+APPlication
Apps Taskonomy: Digging Deeper into the Application of Apps BLC13sewilkie
The iPad (or iPod touch or iPhone) with its apps opens many new opportunities for learning. At the same time, it offers a slightly different wrapper for older learning opportunities. Both can be worthwhile, but it would be a shame if teachers missed the former for the latter. And, if past experience and research is any indication, educators are much more likely to co-opt the new technology to accomplish the status quo.
This workshop is designed to help teachers think through both opportunities and to categorize those apps that lend themselves to either or both. Participants will start by exploring a variety of apps, some that lend themselves to learning content such as math facts or spelling words and others that can be used in open ended content creation such as storytelling or photography. Then, participants will examine a set of lessons that use these apps. Finally, we will use a "taxonomy" such as Bloom's Taxonomy, SAMR, LoTi, ETaP, Prensky, etc. and attempt to classify/categorize where the apps fall. Most likely, participants will need to contextualize the app to a particular use/activity. Ideally, teachers will realize that in most cases it is not the app itself, but the context and way in which it is used that determines where it falls and that the apps belong in multiple places.
Please provide a link back to our BalancEdTech wiki if you use part/all of our resources: http://balancedtech.wikispaces.com/BLC13+-+AppsTaskonomy
Small Shifts, Big Impact: Closing the Gap to Empowered Learning Pt 2 BLC13sewilkie
Small Shifts, Big Impact: Closing the Gap to Empowered Learning
How large is the gap that truly exists between the real and ideal for learners? Are there ways to “tweak” (small shift) instruction that will enlist students as deep questioners, critical thinkers and effective problem-solvers (big impact)? What if we created a “Destination Postcard” of the ideal learner, and designed learning experiences from there? Join this Switch-inspired think-tank on lesson design and implementation strategies that empower students to think and act their way to the acquisition and connection of content while developing enduring learning dispositions. (Common Core Compatible)
Attendees will engage in discussion and consider activities designed to help educators:
Consider content acquisition as a vehicle for learning (means not end).
Develop learner-driven ways to leverage digital tools, environments and processes.
Apply concepts from Switch (Chip & Dan Heath) to identify “small shift / big impact” possibilities in lesson (re)design.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don’t expect one size fits all answers – but questions, strategies, possibilities, examples, and maybe a few awkward silences…
Join us as we explore ways to:
Engage and empower students as critical thinkers, questioners, connectors and creators of content
Build student repertoire of problem-solving strategies
Promote and develop student capacity for finding the right information, right relationships and right resources, all at the right time
Challenge learners to mine mistakes, wrong turns and “failures” for the richer learning opportunities embedded within
As designers of learning experiences, what perspective can be gained through theof models like SAMR and TPaCK? How might the relationship between the two create a stronger yet practical potential for meaningful shifts in teaching and learning? How do these models compare to others? We'll embark on a critical exploration of these models, questions and more, as we consider design elements and process changes inherent in lessons at each level along the SAMR continuum. As opposed to a How-To… "training", this session has been intentionally created as an opportunity to explore, question and connect experiences and resources, think a little more deeply about our roles in the design process, and to possibly tweak our view of technology in instruction and learning.
Small Shifts, Big Impact: Closing the Gap to Empowered Learningsewilkie
How large is the gap that truly exists between the real and ideal for learners? Are there ways to “tweak” (small shift) content-driven instruction that will enlist students as deep questioners, critical thinkers and effective problem-solvers (big impact)? What if we created a “Destination Postcard” of the ideal learner, and designed learning experiences from there? Join this Switch-inspired think-tank on lesson design strategies that empower students to think and act their way to the acquisition and connection of content while developing learning dispositions.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. The
History
of
the
3
Rs
and
their
Relevance
to
the
Common
Core
5
Sunday, July 29, 2012
6. What are the capacities of the
literate individual?
• They demonstrate independence and interdependence
• They build strong content knowledge and can apply the
! knowledge to new situations
• They respond to the varying demands of the audience,
! the task, the purpose and the discipline
• They comprehend as well as critique
• They value evidence
• They use technology and digital
! media strategically and capably
• They come to understand others
! perspectives and cultures
Sunday, July 29, 2012
7. Understanding the http://creativecommons.org/
Common Core
Sunday, July 29, 2012
8. What are all the key elements in the English Language Arts
(ELA) Common Core?
• Provide equity for all students
• Reading, writing, speaking, listening
• Complexity of text
• Claim and Evidence
• Speaking and Listening
• Conventions
• Language
• Social Studies and Science Standards
• 50/50 and 70/30 reading
• Standards are fewer, clearer, higher
• Text-based answers
• Academic Vocabulary
• Writing: Informative and argumentative
• Applying what they have learned
to a new situation
• Common National Assessments
Sunday, July 29, 2012
9. What
Complexity of Text
Claim & Evidence
Do
These
Mean
?
T-P-S
Sunday, July 29, 2012
10. Overview
ELA: 6-12
ELA Social Science
K-12 Science
Technical Subjects
K-12 Standards K-12 Standards
of Mathematical of Mathematical
Practice Content
Sunday, July 29, 2012
15. Why Common Core Standards in Math
and English:
What’s Next?
Sunday, July 29, 2012
16. Why Common Core Standards in Math
and English:
What’s Next?
Sunday, July 29, 2012
17. AP BIOLOGY
Question #1:
The creeping horizontal and subterranean
stems of ferns are referred to as:
Sunday, July 29, 2012
18. AP BIOLOGY
Question #1:
The creeping horizontal and subterranean
stems of ferns are referred to as:
Answers:
1. Prothalli 4. Roots
2. Fronds 5. Rhizomes
3. Stipes
Sunday, July 29, 2012
19. AP BIOLOGY
Question #2:
HCO3H2O + C02
The equation above shows a reversible reaction that
occurs in blood. An Olympic marathoner training at
high altitude in Colorado feels dizzy and begins
hyperventilating while taking a run. Her blood pH is
elevated, resulting in alkalosis. How will normal blood
pH be restored?
Sunday, July 29, 2012
20. AP BIOLOGY
Question #2:
HCO3H2O + C02
The equation above shows a reversible reaction that
occurs in blood. An Olympic marathoner training at
high altitude in Colorado feels dizzy and begins
hyperventilating while taking a run. Her blood pH is
elevated, resulting in alkalosis. How will normal blood
pH be restored?
Answers:
1. An increase in 02 concentration in the plasma will lead to a
decrease in H+ concentration.
2. An increase in CO2 concentration in the plasma will lead to
an increase in H+ concentration.
3. A decrease in sweating will lead to an increase in HCO3
concentration.
4. A decrease in respiration will lead to an increase in
plasma O2 concentration.
Sunday, July 29, 2012
21. What will be different in the (ELA) Standards
for teachers, students and parents?
Teachers: Scaffolding ~ The same core standards
k-12; Ability for teachers to share powerful lessons
across the nation
Students: Building stamina for critical thinking,
critical writing and complex reading
Parents: Reporting may not look the same
Sunday, July 29, 2012
22. ELA Shifts
• Balancing Informational &
Literary Texts
• Knowledge in the
Disciplines
• Staircase of Complexity
• Text-based Answers
• Writing from Sources
• Academic Vocabulary
Sunday, July 29, 2012
23. Math Shifts
• Focus
• Coherence
• Fluency
• Deep Understanding
• Application
• Dual Intensity
Sunday, July 29, 2012
24. What is the area of Model three different
a rectangular rectangular gardens that
garden that is 9 feet have an area of 36
long and 4 feet square units. What
wide? patterns do you notice in
how length and width
are related?
Used to be targeted
for teaching anywhere Now targeted for
grades 3-8 teaching at grade 3
and assessed at and assessed at
grade 5 grade 3
Sunday, July 29, 2012
25. Think-Pair-Share
What’s the
difference
between the set
of skills?
How does it
relate to a
literate person?
Sunday, July 29, 2012
26. Mind Shifts
Who Owns
the Learning?
Sunday, July 29, 2012
27. W: In the 21st century, it is essential that the US compare its
educational system to systems around the World
I: Students frequently learn content knowledge and skills in
isolation. Students need to be able to Integrate the
information and then apply it to a new situation
R: It is essential stakeholders Reflect on what students really
need to “know, understand, do and “be”
E: Students must Engage with complex text:
they need to learn to read like detectives
and write like investigative reporters
D: Students must Discover meaning through
text, analyze the text and compare it to
other related texts
Sunday, July 29, 2012
28. Future
Focused
How do we build on
the Standards with a
focus on the future?
Sunday, July 29, 2012
30. Think
Pair
Share
What
makes
this
difference
from
what
we’ve
been
doing?
What
affordance
does
technology
offer?
How
might
this
impact
assessment?
27
Sunday, July 29, 2012