Curricular Landscape in the 21st Century ClassroomsAnne DC
The document discusses the changing landscape of 21st century classrooms. It notes that society has become more diverse, globalized, complex and media-saturated, requiring education to be more flexible, creative, challenging and complex. Some emerging factors shaping 21st century curriculum include globalization, environmental issues, increased migration, technological advances and the knowledge economy. The curriculum needs to address global problems, cultural diversity, technology and science through an interactive approach that integrates core subjects with life and career skills. It should inspire learners, be research-based, developed through collaboration, and support excellence and equity for all. Frameworks on 21st century skills and competencies are presented, including critical thinking, collaboration, adaptability and effective communication
Download luận văn thạc sĩ ngành vật lí với đề tài: Tích cực hoá hoạt động nhận thức của học sinh trong dạy học chương Sóng ánh sáng Vật lý lớp 12 trung học phổ thông với sự hỗ trợ của website dạy học
50000244
The document defines and explains what an instructional framework is. An instructional framework provides teachers with a structured approach to purposeful planning, effective teaching, and high student achievement. It divides teaching into domains, elements, and components to address all aspects of instructional design, classroom environment, pedagogy, and professional responsibilities. The framework is meant to support teachers and give them freedom to utilize their strengths while ensuring students reach their highest potential.
What should students be learning for the 21st century? This presentation highlights top-level changes in the Mathematics school curriculum regarding which branches and topics should be added or emphasized and why, and just as crucially, what should be de-emphasized or removed.
"Education for Sustainable Development for 2030"ESD UNU-IAS
"Education for Sustainable Development for 2030"
Ms. Won Jung Byun, Senior Project Officer, UNESCO
10th African Regional RCE Meeting
1 & 15 September, 2020
Cardona basic task of curriculum development pptMyraCardona
The document discusses curriculum development and the key players involved. It defines curriculum development as selecting, organizing, executing, and evaluating learning experiences based on learner needs, abilities, and interests as well as societal needs. It outlines four philosophies that guide curriculum - perennialism, essentialism, progressivism, and reconstructivism - and compares their aims, the role of education, and focus in curriculum. Key steps in curriculum development include establishing goals and objectives, conducting a needs assessment, and using data from various assessments to guide instructional planning. Those who should be involved in the process are directors of curriculum, school administrators, supervisors, teachers, students, and community members.
The document contains questionnaires for school/instructional leaders and employees in private secondary schools in San Fernando, La Union, Philippines. The questionnaires assess leadership styles using a 5-point scale. For leaders, it examines their decision-making approach, treatment of mistakes, delegation, and other leadership behaviors. For employees, it gauges their preferred leadership styles, such as inclusive decision-making and empowering subordinates. The goal is to identify common leadership styles and develop training to enhance leadership skills.
This document discusses the skills needed by 21st century teachers. It describes teachers as risk-takers, collaborators, models, visionaries, communicators, learners, and adapters. Seven key survival skills are also outlined: initiative and entrepreneurialism; curiosity and imagination; effective oral communication; agility and adaptability; accessing and analyzing information; collaboration across networks; and critical thinking and problem solving. The 21st century learning proponents advocate expanding educational goals to include these types of skills.
Curricular Landscape in the 21st Century ClassroomsAnne DC
The document discusses the changing landscape of 21st century classrooms. It notes that society has become more diverse, globalized, complex and media-saturated, requiring education to be more flexible, creative, challenging and complex. Some emerging factors shaping 21st century curriculum include globalization, environmental issues, increased migration, technological advances and the knowledge economy. The curriculum needs to address global problems, cultural diversity, technology and science through an interactive approach that integrates core subjects with life and career skills. It should inspire learners, be research-based, developed through collaboration, and support excellence and equity for all. Frameworks on 21st century skills and competencies are presented, including critical thinking, collaboration, adaptability and effective communication
Download luận văn thạc sĩ ngành vật lí với đề tài: Tích cực hoá hoạt động nhận thức của học sinh trong dạy học chương Sóng ánh sáng Vật lý lớp 12 trung học phổ thông với sự hỗ trợ của website dạy học
50000244
The document defines and explains what an instructional framework is. An instructional framework provides teachers with a structured approach to purposeful planning, effective teaching, and high student achievement. It divides teaching into domains, elements, and components to address all aspects of instructional design, classroom environment, pedagogy, and professional responsibilities. The framework is meant to support teachers and give them freedom to utilize their strengths while ensuring students reach their highest potential.
What should students be learning for the 21st century? This presentation highlights top-level changes in the Mathematics school curriculum regarding which branches and topics should be added or emphasized and why, and just as crucially, what should be de-emphasized or removed.
"Education for Sustainable Development for 2030"ESD UNU-IAS
"Education for Sustainable Development for 2030"
Ms. Won Jung Byun, Senior Project Officer, UNESCO
10th African Regional RCE Meeting
1 & 15 September, 2020
Cardona basic task of curriculum development pptMyraCardona
The document discusses curriculum development and the key players involved. It defines curriculum development as selecting, organizing, executing, and evaluating learning experiences based on learner needs, abilities, and interests as well as societal needs. It outlines four philosophies that guide curriculum - perennialism, essentialism, progressivism, and reconstructivism - and compares their aims, the role of education, and focus in curriculum. Key steps in curriculum development include establishing goals and objectives, conducting a needs assessment, and using data from various assessments to guide instructional planning. Those who should be involved in the process are directors of curriculum, school administrators, supervisors, teachers, students, and community members.
The document contains questionnaires for school/instructional leaders and employees in private secondary schools in San Fernando, La Union, Philippines. The questionnaires assess leadership styles using a 5-point scale. For leaders, it examines their decision-making approach, treatment of mistakes, delegation, and other leadership behaviors. For employees, it gauges their preferred leadership styles, such as inclusive decision-making and empowering subordinates. The goal is to identify common leadership styles and develop training to enhance leadership skills.
This document discusses the skills needed by 21st century teachers. It describes teachers as risk-takers, collaborators, models, visionaries, communicators, learners, and adapters. Seven key survival skills are also outlined: initiative and entrepreneurialism; curiosity and imagination; effective oral communication; agility and adaptability; accessing and analyzing information; collaboration across networks; and critical thinking and problem solving. The 21st century learning proponents advocate expanding educational goals to include these types of skills.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
An effective 21st century teacher must be a lifelong learner, anticipate future needs, and foster relationships between students. Readers identified several key qualities of 21st century educators, including embracing technology while discerning effective uses, assessing all students' learning levels, and pushing for systemic changes to prepare students for their future. Comments emphasized the importance of interpersonal skills, embracing change, and allowing students to direct their own learning.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Course Outline
Introduction
1. What is Knowledge?
Explicit & Tacit Knowledge
-Positivist Perspective of Knowledge
-Social Constructivism Perspective of Knowledge
2. What is Knowledge Management?
3. How does KM contribute to Schools?
4. The Nonaka and Takeuchi Knowledge
Management Model
5. The SECI Model and Japanese Lesson Study
Four modes of knowledge conversion
-socialization, -externalization, -combination, -internalization
6. Knowledge Management Strategy
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
Exploring of opportunities and challenges offered by studying STEM disciplines.
STEM is based on the theory of social cognitive career to test a conceptual framework for understanding the importance of studying science, technology, engineering and mathematics.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Some methods of effective teaching and learning of mathematicsAlexander Decker
This academic article discusses effective methods for teaching mathematics. It begins by noting the high failure rates students experience in mathematics and attributes this in part to poor teaching methods. The article then examines several methods shown to improve mathematics learning, including play-way methods, project methods, centers of interest, assignment systems, and questioning techniques. It emphasizes the importance of these methods being activity-based and student-centered. The article concludes by stressing the role teacher attitude plays in implementation.
The document introduces the ASEAN Curriculum Sourcebook, which aims to promote education about ASEAN among students in primary and secondary schools. It was developed with support from USAID and involved contributions from the East-West Center and Nathan Associates Inc. The sourcebook is meant to help achieve ASEAN's goals of building an interconnected region, caring and inclusive societies, greater understanding between countries, and promoting human and social development. It calls on ASEAN countries to work together to ensure students learn about regional connections and develop 21st century skills to participate actively in shaping ASEAN's future.
The document provides a detailed summary of the plot and characters of the memoir "When I Was Puerto Rican" by Esmeralda Santiago in 12 chapters. It also analyzes the key elements of the story such as its exposition, rising action, climax, resolution, conflicts, themes, and the author's use of figurative language.
This document provides discussion questions for the memoir "When I Was Puerto Rican" by Esmeralda Santiago. It is divided into chapters that summarize key events and themes in the memoir. The memoir follows Santiago's childhood, from age 4 living in Puerto Rico through moving to New York at age 13. It explores her experiences with her family and their socioeconomic status, relationships, cultural influences, and eventual immigration to the United States. The discussion questions probe themes of Puerto Rican identity, gender roles, and the characters' perspectives on Puerto Rico and America.
The document provides a test review that defines memoir and Spanglish. It then lists the six steps to writing a memoir and provides true/false statements about the biography of Esmeralda Santiago, including that she was born in Brooklyn but moved to Massachusetts, attended University of Puerto Rico, and her first book was "When I was a Dominican". It also includes true/false statements about an excerpt from the book, including that Esmeralda was assigned to a class for students with learning disabilities and her guidance counselor suggested she study to be a nurse or teacher.
This document provides discussion questions for each chapter of the memoir "When I Was Puerto Rican" by Esmeralda Santiago. The memoir chronicles the author's childhood growing up in Puerto Rico and relocating to the United States. It explores themes of Puerto Rican culture and identity, gender roles, family dynamics, and the immigrant experience. The discussion questions probe themes and events in each chapter to better understand the characters, relationships, and societal context portrayed in the story.
This document discusses tools for measuring angles, including block gauges, sine bars, combination sets, and protractors. Block gauges are made of materials that are hard, stable with temperature changes, resistant to corrosion, and have a smooth finish. Their parallel faces and precise dimensions make them useful for calibrating measurement tools and providing known lengths. Sine bars contain two precisely placed rollers used to measure angles in metalworking. Combination sets can measure common angles and be used as a square, level, and rule. Protractors can precisely measure angles to within one degree or five minutes and have rotating heads for direct reading in both directions.
The document discusses integrating Common Core State Standards and 21st century skills. It argues that schools should focus less on tests and single sources of information, and more on applied skills like collaboration, problem solving, and using digital tools. These applied skills will better prepare students for further learning, life, and careers. The document also emphasizes aligning instruction, assessment, and resources to support developing skills in areas like critical thinking, communication, and cultural understanding.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
This document contains a test review on editing marks and punctuation marks. It has four sections:
1. Matching punctuation marks with their names.
2. Adding editing marks like commas and periods to a paragraph to correct punctuation.
3. Identifying punctuation marks used for abbreviations, biblical chapters, and possessions.
4. Adding punctuation like commas and question marks to complete sentences.
venn diagrams advandced math problem with solutionA.R. Rabin Islam
This document contains examples of using Venn diagrams and calculating probabilities from survey data. It includes 5 practice problems with Venn diagrams representing survey results on teacher issues, college student course enrollment, children's attributes, job offers, and employment rates. Participants are asked to determine probabilities based on the data, such as the likelihood of a randomly selected teacher experiencing only one issue or a couple both being employed. The document provides lessons on using Venn diagrams to visualize sample spaces and calculate probabilities.
- The document defines and explains key terms related to angles such as acute, right, obtuse, congruent, bisector, and the angle addition postulate.
- Examples are provided to demonstrate how to name angles, classify them by measure, use the angle addition postulate to solve problems, and determine if a ray bisects an angle.
- The goal is for students to be able to correctly name, measure, and solve problems involving different types of angles.
The document discusses different types of angles and how to measure them. It defines an angle as the amount of rotation between two rays with a common endpoint called the vertex. Angles are measured in degrees using a protractor. Acute angles are between 0 and 90 degrees, obtuse angles are between 90 and 180 degrees, right angles are 90 degrees, and straight angles are 180 degrees. The angle addition postulate states that the sum of the measures of the two smaller angles is equal to the measure of the larger angle. An angle bisector divides an angle into two congruent or equal angles.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
An effective 21st century teacher must be a lifelong learner, anticipate future needs, and foster relationships between students. Readers identified several key qualities of 21st century educators, including embracing technology while discerning effective uses, assessing all students' learning levels, and pushing for systemic changes to prepare students for their future. Comments emphasized the importance of interpersonal skills, embracing change, and allowing students to direct their own learning.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Course Outline
Introduction
1. What is Knowledge?
Explicit & Tacit Knowledge
-Positivist Perspective of Knowledge
-Social Constructivism Perspective of Knowledge
2. What is Knowledge Management?
3. How does KM contribute to Schools?
4. The Nonaka and Takeuchi Knowledge
Management Model
5. The SECI Model and Japanese Lesson Study
Four modes of knowledge conversion
-socialization, -externalization, -combination, -internalization
6. Knowledge Management Strategy
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
Exploring of opportunities and challenges offered by studying STEM disciplines.
STEM is based on the theory of social cognitive career to test a conceptual framework for understanding the importance of studying science, technology, engineering and mathematics.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Some methods of effective teaching and learning of mathematicsAlexander Decker
This academic article discusses effective methods for teaching mathematics. It begins by noting the high failure rates students experience in mathematics and attributes this in part to poor teaching methods. The article then examines several methods shown to improve mathematics learning, including play-way methods, project methods, centers of interest, assignment systems, and questioning techniques. It emphasizes the importance of these methods being activity-based and student-centered. The article concludes by stressing the role teacher attitude plays in implementation.
The document introduces the ASEAN Curriculum Sourcebook, which aims to promote education about ASEAN among students in primary and secondary schools. It was developed with support from USAID and involved contributions from the East-West Center and Nathan Associates Inc. The sourcebook is meant to help achieve ASEAN's goals of building an interconnected region, caring and inclusive societies, greater understanding between countries, and promoting human and social development. It calls on ASEAN countries to work together to ensure students learn about regional connections and develop 21st century skills to participate actively in shaping ASEAN's future.
The document provides a detailed summary of the plot and characters of the memoir "When I Was Puerto Rican" by Esmeralda Santiago in 12 chapters. It also analyzes the key elements of the story such as its exposition, rising action, climax, resolution, conflicts, themes, and the author's use of figurative language.
This document provides discussion questions for the memoir "When I Was Puerto Rican" by Esmeralda Santiago. It is divided into chapters that summarize key events and themes in the memoir. The memoir follows Santiago's childhood, from age 4 living in Puerto Rico through moving to New York at age 13. It explores her experiences with her family and their socioeconomic status, relationships, cultural influences, and eventual immigration to the United States. The discussion questions probe themes of Puerto Rican identity, gender roles, and the characters' perspectives on Puerto Rico and America.
The document provides a test review that defines memoir and Spanglish. It then lists the six steps to writing a memoir and provides true/false statements about the biography of Esmeralda Santiago, including that she was born in Brooklyn but moved to Massachusetts, attended University of Puerto Rico, and her first book was "When I was a Dominican". It also includes true/false statements about an excerpt from the book, including that Esmeralda was assigned to a class for students with learning disabilities and her guidance counselor suggested she study to be a nurse or teacher.
This document provides discussion questions for each chapter of the memoir "When I Was Puerto Rican" by Esmeralda Santiago. The memoir chronicles the author's childhood growing up in Puerto Rico and relocating to the United States. It explores themes of Puerto Rican culture and identity, gender roles, family dynamics, and the immigrant experience. The discussion questions probe themes and events in each chapter to better understand the characters, relationships, and societal context portrayed in the story.
This document discusses tools for measuring angles, including block gauges, sine bars, combination sets, and protractors. Block gauges are made of materials that are hard, stable with temperature changes, resistant to corrosion, and have a smooth finish. Their parallel faces and precise dimensions make them useful for calibrating measurement tools and providing known lengths. Sine bars contain two precisely placed rollers used to measure angles in metalworking. Combination sets can measure common angles and be used as a square, level, and rule. Protractors can precisely measure angles to within one degree or five minutes and have rotating heads for direct reading in both directions.
The document discusses integrating Common Core State Standards and 21st century skills. It argues that schools should focus less on tests and single sources of information, and more on applied skills like collaboration, problem solving, and using digital tools. These applied skills will better prepare students for further learning, life, and careers. The document also emphasizes aligning instruction, assessment, and resources to support developing skills in areas like critical thinking, communication, and cultural understanding.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
This document contains a test review on editing marks and punctuation marks. It has four sections:
1. Matching punctuation marks with their names.
2. Adding editing marks like commas and periods to a paragraph to correct punctuation.
3. Identifying punctuation marks used for abbreviations, biblical chapters, and possessions.
4. Adding punctuation like commas and question marks to complete sentences.
venn diagrams advandced math problem with solutionA.R. Rabin Islam
This document contains examples of using Venn diagrams and calculating probabilities from survey data. It includes 5 practice problems with Venn diagrams representing survey results on teacher issues, college student course enrollment, children's attributes, job offers, and employment rates. Participants are asked to determine probabilities based on the data, such as the likelihood of a randomly selected teacher experiencing only one issue or a couple both being employed. The document provides lessons on using Venn diagrams to visualize sample spaces and calculate probabilities.
- The document defines and explains key terms related to angles such as acute, right, obtuse, congruent, bisector, and the angle addition postulate.
- Examples are provided to demonstrate how to name angles, classify them by measure, use the angle addition postulate to solve problems, and determine if a ray bisects an angle.
- The goal is for students to be able to correctly name, measure, and solve problems involving different types of angles.
The document discusses different types of angles and how to measure them. It defines an angle as the amount of rotation between two rays with a common endpoint called the vertex. Angles are measured in degrees using a protractor. Acute angles are between 0 and 90 degrees, obtuse angles are between 90 and 180 degrees, right angles are 90 degrees, and straight angles are 180 degrees. The angle addition postulate states that the sum of the measures of the two smaller angles is equal to the measure of the larger angle. An angle bisector divides an angle into two congruent or equal angles.
Creately offers many Venn diagram templates which you can use to instantly create your own Venn diagram. 3 set Venn diagrams, 2 set Venn diagrams or even 4 set Venn diagrams we got you covered. If you like a particular template just click on the use as templates button to immediately start modifying it using our online diagramming tools.
This document discusses different types of graphs used to represent frequency distributions: bar graphs, histograms, frequency polygons, pie charts, and OGIVE charts. It provides instructions on how to construct each graph type, including labeling axes, ensuring proportionality, and adding titles and legends. Examples of each graph type are shown using sample data on family sizes. The document concludes that bar graphs, histograms, frequency polygons and pie charts are common ways to show frequency distributions, while OGIVE charts illustrate less than and greater than cumulative frequencies.
The document explains Venn diagrams and set operations. It introduces the universal set of ten best friends and defines subsets for friends who play soccer, tennis, or volleyball. It then demonstrates set operations like union, intersection, difference and complement using these friend sets in Venn diagrams and symbolic notation. Key concepts covered are the universal set, set elements, unions, intersections, differences, and the empty set.
Venn diagrams are used to represent relationships between sets. They can show disjoint sets with no common elements, overlapping sets that share some elements, unions that combine elements, intersections that show only shared elements, complements that show elements not in the given set, and subsets where all elements of one set are contained within another set. Key elements of Venn diagrams include circles to represent sets, shading to indicate elements in operations like unions and intersections, and a universal set that contains all elements being considered.
- Of 60 students in a class studying maths, physics, and chemistry, anyone studying maths also studied physics. No one studied both maths and chemistry. 16 students studied both physics and chemistry.
- The number studying exactly one subject must be greater than the number studying more than one subject.
- Using this information in diagrams and equations, the minimum number of students who could have studied chemistry only is 0, and the maximum is 44.
The document defines key terms used in algebraic expressions:
1) A variable represents an unknown value and can be letters or symbols like "B" in the expression "12 + B".
2) An algebraic expression uses variables with numbers and operations like "a + 2" or "3m + 6n - 6".
3) A coefficient is the number multiplied by a variable, like 6 is the coefficient of m in the expression "6m + 5".
4) A term refers to a number, variable, or their combination using multiplication or division, like "a" and "2" are terms in "a + 2".
5) A constant is a number that cannot change
This document provides guidance on how to solve problems using Venn diagrams. It explains that Venn diagram problems require carefully reading the question, understanding the standard parts of a Venn diagram, and working step-by-step. It then walks through examples of 2-circle Venn diagram problems, demonstrating how to place the given information on the diagram and determine any missing values. The document emphasizes checking that all numbers add up correctly and discusses different types of relationships between sets, like intersecting, mutually exclusive, and subsets.
This document defines angles and how to measure them using a protractor. It begins by defining key geometric terms like points, lines, and line segments. It then defines what an angle is, noting that an angle is formed when two non-collinear rays share a common endpoint called the vertex. The two rays are called the arms of the angle. Angles are measured in degrees using a protractor, which is placed with its crossbar lined up with the vertex so the scale can be used to read the measure of the angle. The goal is to be able to measure angles to the nearest 50 using a protractor.
The document provides information about Massachusetts' 2016 Science and Technology/Engineering Curriculum Framework. It discusses the vision, goals, and key emphases of the new STE standards, including relevance, rigor, and coherence. It explains the framework components and what the standards look like at different grade levels. Resources provided to support the transition include STE model curriculum units, science ambassadors, and "What to Look For" guides. Districts are encouraged to collaborate on the transition and consider strategies from past curriculum implementations.
Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1Janet Hale
This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.
A Survey of Mathematics Education Technology Dissertation Scope and Quality ...Crystal Sanchez
This dissertation survey examined 480 mathematics education technology dissertations from 1968 to 2009. It found that dissertation studies earned an average of 64.4% of possible quality points across all methodologies, higher than comparable journal studies which averaged 47.2%. The dissertation studies focused most on calculators and software, and outcomes related to student achievement and attitudes. However, the quality of theoretical connections, research design descriptions, and validity/reliability reporting in dissertations was inconsistent. Improving these areas could increase dissertation and research quality in this field.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
This document outlines the three dimensions of the Next Generation Science Standards (NGSS): scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It provides examples of each dimension and how teachers can apply them in the classroom, such as by starting lessons with focus questions related to core ideas or having students connect lessons to crosscutting concepts. The document also analyzes example NGSS standards to demonstrate how they incorporate these three dimensions.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
The document discusses connections between the Next Generation Science Standards (NGSS) and the Common Core State Standards for literacy. It notes that literacy skills are critical for building science knowledge. The NGSS development team worked with the Common Core writing team to identify key literacy connections to support the science concepts in NGSS. Tables show how specific NGSS science and engineering practices align with Common Core literacy anchor standards and relevant portions of standards for literacy in science and technical subjects. The connections emphasize skills like analyzing data presented in different formats, evaluating evidence and arguments, planning and carrying out investigations, and asking questions.
This document discusses integrating technology and the arts into reading and math instruction to address challenges in schools. It reviews literature on using literacy strategies in math, engaging career and technical education in the Common Core, and interactive art websites. The document also outlines the eight mathematical practices in the Common Core, and provides examples of how literacy standards are addressed in math at various grade levels.
This document discusses upcoming changes to education in Wisconsin due to the adoption of Common Core State Standards and new accountability measures. It summarizes that schools will face increased academic rigor, a shift to more informational texts, new standardized assessments aligned to Common Core, and teacher evaluations that incorporate student performance data. This represents major changes requiring adjustments to curriculum, professional development, and student assessment.
The Common Core State Standards (CCSS) provide a consistent framework to prepare students for college and careers. The standards are evidence-based and internationally benchmarked. They were developed through a multi-state collaborative process to ensure all students, regardless of where they live, are held to the same high expectations. The CCSS focus on developing critical thinking skills through complex text and applying mathematical skills to real-world problems. States are transitioning to new assessments aligned to the CCSS through consortia like the Smarter Balanced Assessment Consortium.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
This document discusses the importance of teaching reading skills in mathematics. It defines reading mathematics as making sense of mathematical texts, symbols, and representations. Several strategies are presented to help students read and understand mathematics, including teaching vocabulary, using literacy strategies before, during and after reading, and having students communicate about mathematics. Problem solving approaches like KNW, KWC, and SQRQCQ are also described to help students comprehend and solve mathematical problems.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
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1. The document discusses the need for strategic coherence in planning across a school district to ensure student success in an unpredictable world.
2. It emphasizes explicitly connecting foundational systems like mission, leadership, goals and measures to instructional practices to achieve high leverage student learning goals like critical thinking, communication, digital literacy and problem solving.
3. The document provides examples of how districts, schools, teachers and students can develop aligned goals, measures and practices at each level to create organizational coherence focused on equitable student outcomes.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
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2. It recommends focusing on high leverage goals for student learning like critical thinking, problem solving, communication and collaboration, and digital literacy.
3. The planning process involves committing to principles of coherence, conducting a data scan, aligning actions with strategic focus, and ongoing results analysis to close gaps between current and desired performance.
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1. The district has committed to focusing on a set of high-leverage student learning goals to prepare students for life, learning and work beyond school.
2. The district will align instructional strategies and professional learning to rigorously develop the skills in the student learning goals.
3. The district will use and report on measures of student and adult success that are aligned to the student learning goals.
4. The district will ensure its organizational systems support the achievement of the student learning goals.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Relationships and Convergences Found in the
Common Core State Standards in Mathematics (practices),
Common Core State Standards in ELA/Literacy*(student portraits), and
A Framework for K-12 Science Education (science & engineering practices)
These student practices and portraits are grouped in a Venn diagram. The letter and number set preceding
each phrase denotes the discipline and number designated by the content standards or framework.
The Science Framework will be used to guide the production of the Next Generation Science Standards.
Math Science
S2. Develop and use
models
M4.Model with mathematics
S5. Use mathematics &
computational thinking
E2. Build a strong base of
knowledge through content
rich texts
E5. Read, write, and speak
grounded in evidence
M3 and E4. Construct viable
arguments & critique
reasoning of others
S7. Engage in argument from
evidence
S8. Obtain, evaluate &
communicate
information
E3. Obtain, synthesize,
and report findings
clearly and effectively
in response to task
and purpose
E6. Use technology &
digital media
strategically & capably
M5. Use appropriate
tools strategically
E1.Demonstrate independence in reading complex texts, and
writing and speaking about them
E7. Come to understand other perspectives & cultures
through reading, listening, and collaborations
ELA
S1. Ask questions & define
problems
S3. Plan & carry out
investigations
S4. Analyze & interpret data
S6. Construct explanations &
design solutions
M1. Make sense of problems
& persevere in solving them
M2. Reason abstractly &
quantitatively
M6. Attend to precision
M7. Look for & make use of
structure
M8. Look for & express
regularity in repeated
reasoning
Sources:
Common Core State Standards for English Language Arts & Literacy* in History/Social Studies, Science, and Technical Subjects, p7.
Common Core State Standards for Mathematical Practice p6-8.
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, ES-3 and chapter 3: 1-32.
ell.stanford.edu v5 3-8-12
2. (
Relationships,and,Convergences,Found,in,the,Common,Core,State,
Standards(in(Mathematics((practices),(Common(Core(State(Standards(
in#ELA/Literacy*(student(portraits),(and(A(Framework(for(K.12#
Science&Education&(science&&&engineering&practices).(
These(student(practices(and(portraits(are(grouped(in(a(modified(Venn(diagram.((The(letter(and(
number(set(preceding(each(phrase(denotes(the(discipline(and(number(designated(by(the(
content(standards(or(framework.(The(Science(Framework(was(used(to(guide(the(production(of(
the(Next(Generation(Science(Standards.(
(
Our(team(at(Understanding+Language(wanted(to(examine(the(nature(of(the(relationships(and(
convergences(of(student(expectations1(found(in(and(across(the(three(sets(of(the(new(standards:(
(1)(English(Language(Arts(&(Literacy(in(History/Social(Studies,(Science,(and(Technical(Subjects,(
(2)(Mathematics,(and((3)(Science.((This(short(brief(details(the(analysis(of(these(student.centered(
expectations(in(and(across(the(three(disciplines(and(begins(a(discussion(of(language(demands(
found(in(these(new(standards(as(well(as(their(implications(for(students,(teachers,(and(teacher(
educators.(
I.(What%is%the%relationship,%if%any,%across%these%student4centered%expectations?%
In(this(Venn(diagram,(our(team(has(attempted(to(cluster(practices(and(capacities(that(have(
similar(tenets(and/or(significant(overlaps(in(the(student(expectations.((Likewise,(we(have(placed(
practices(and(capacities(within(the(disciplinary(domains(if(there(was(not(a(significant(overlap(or(
relationship(to(another(discipline.(One(could(argue(certain(practices/capacities(could(be(placed(
in(other(positions(within(the(Venn(diagram.(These(placements(are(not(definitive(and(the(
intention(of(the(Standards(documents(may(not(have(conceptualized(the(three(disciplinary(areas(
in(this(manner.((
II.((What%are%these%student%centered%expectations%and%how%are%they%represented%in%each%of%
the%disciplines?(
Each(set(of(these(student(expectations(in(the(three(disciplines(is(represented(in(various(forms.(
This(section(discusses(the(student(expectations(found(in(each(discipline.(
Common%Core%State%Standards%for%English%Language%Arts%&%Literacy%in%History/Social%Studies,%
Science,%and%Technical%Subjects%
Found(on(page(7(of(the(ELA(Standards,(these(student.centered(expectations(are(“portrait(of(
students(who(meet(the(standards.”(The(student(portrait(detailed(within(the(ELA(standards(is(
Working(Draft(5.30.12(by(T.(Cheuk(
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1 In the ELA Standards, student expectations are termed “portraits of students” whereas in the Mathematics and
Science Standards, they are termed as student “practices.”
3. Working(Draft(5.30.12(by(T.(Cheuk(
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termed(student(“capacities”,(not(the(same(labeling(as(“practices”(as(seen(in(both(the(
Mathematics(and(Science(Standards.(These(ELA(capacities(include2:(
E1. They(demonstrate(independence.(
E2. They(build(strong(content(knowledge.(
E3. They(respond(to(the(varying(demands(of(audience,(task,(purpose,(and(discipline.(
E4. They(comprehend(as(well(as(critique.(
E5. They(value(evidence.(
E6. They(use(technology(and(digital(media(strategically(and(capably.(
E7. They(come(to(understanding(other(perspectives(and(cultures.(
Within(each(of(these(capacities,(there(is(explicit(reference(to(what(students(are(expected(to(do(
within(the(ELA(discipline.(E1(is(the(most(broad(and(encompassing(of(the(student(capacities.((
Within(E1,(students(are(expected(to:(“comprehend(and(evaluate(complex(texts,(…(construct(
effective(arguments,(and(convey(…(information.(…(discern(a(speaker’s(key(points,(request(
clarification,(and(ask(relevant(questions.([Students](build+on(others’(ideas,(articulate+their(own(
ideas,(and(confirm(they(have(been(understood.(…([Students](demonstrate(command(of(
standard(English(and(acquire(and(use(a(wide.ranging(vocabulary.(…”(The(italicized(verbs((added(
by(author)(found(in(the(E1(descriptor(attend(to(the(language(demands(expected(from(students.(
Within(the(Venn(diagram,(we’ve(summarized(capacity((E1)(as(the(following,(“Demonstrate(
independence(in(reading(complex(texts,(and(writing(and(speaking(about(them.”(
Capacity(E2(is(centered(around(building(“strong(content(knowledge”(“by(engaging(with(works(
of(quality(and(substance.”(This(capacity(sits(clearly(at(the(intersection(of(the(three(disciplines(as(
the(focus(is(on(how(students(interact(with(and(“gain(both(general(knowledge(and(discipline.
specific(expertise”(through(reading,(listening,(writing,(and(speaking.(
Capacity(E3(has(been(paraphrased(to(“Obtain,(synthesize,(and(report(findings(clearly(and(
effectively(in(response(to(task(and(purpose.”((The(intent(of(this(paraphrase(was(to(clarify(how(
students(would(“respond(to(the(varying(demands(of(audience,(task,(purpose,(and(discipline.”(
Capacity(E4(and(E5(centers(around(the(issue(of(argumentation(and(evidence.((Students(are(
expected(to(“question(…(assumptions(and(premises(and(assess(the(veracity(of(claims(and(
soundness(of(reasoning((E4)([and](constructively(evaluate(others’(use(of(evidence.”(This(level(of(
student(engagement(with(the(content(cross.cuts(all(three(disciplines.(As(seen(in(the(Venn(
diagram,(argumentation(and(reasoning(from(evidence(are(also(highlighted(in(the(Mathematics(
and(Science(Standards.((
Capacity(E6(advantages(the(use(of(technology(and(digital(media(tools(to(support(student(
learning(and(communications(with(others.(These(tools(are(meant(to(assist(in(amplified(student(
learning,(and(provide(addition(access(to(rich(content(learning(opportunities.(
Capacity(E7(is(centered(around(the(importance(of(perspective(taking(and(diversity(of(cultures.(
2 The numbering of these capacities has been added by the author for reference purposes.
4. Working(Draft(5.30.12(by(T.(Cheuk(
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Common%Core%State%Standards%for%Mathematics:%Standards%for%Mathematical%Practice(
In(the(new(Mathematics(Standards,(the(Standards(for(Mathematical(Practice(are(detailed(on(
pages(6.8.(These(practices(“describe(varieties(of(expertise(that(mathematics(educators(at(all(
levels(should(seek(to(develop(in(their(students.”(Stated(on(page(5,(the(content(standards(“are(
potential(points+of+intersections(between(the(Standards(for(Mathematical(Content(and(the(
Standards(for(Mathematical(Practice.”((
These(mathematical(practices(include3:(
M1. Make(sense(of(problems(and(persevere(in(solving(them.(
M2. Reason(abstractly(and(quantitatively.(
M3. Construct(viable(arguments(and(critique(the(reasoning(of(others.(
M4. Model(with(mathematics.(
M5. Use(appropriate(tools(strategically.(
M6. Attend(to(precision.(
M7. Look(for(and(make(use(of(structure.(
M8. Look(for(and(express(regularity(in(repeated(reasoning.(
Similar(to(E1,(students(in(practice(M1(are(expected(to(“explain…(the(meaning(of(a(problem,(look+
for(entry(points,(…(analyze+givens….(make+conjectures,(…(plan+a+solution,(…(consider+analogous+
problems,(…(try+special+cases,(…(monitor(and(evaluate(their(progress….”(Again,(the(italicized(
verbs(and(verb(phrases((added(by(author)(in(the(found(in(the(M1(practice(attend(to(the(
language(demands(expected(from(students.(
Practice(M2(describes(the(mathematical(reasoning(through(the(processes(of(decontextualizing(
and(contextualizing+flexibly(in(problem(situations.(The(abstract(and(quantitative(reasoning(that(
is(required(in(mathematics(is(not(the(same(as(it(is(described(in(ELA(or(Science.(However,(
reasoning(does(entail(meaning(making,(building(connections(as(well(as(building(understanding(
of(the(relationships(among(various(parts(the(text(provided.((In(mathematics,(that(text(most(
likely(revolves(around(the(problem(situation.(
Practice(M3(builds(on(practice(M2(as(students(make(sense(of(“stated(assumptions,(definitions,(
and(previously(established(results(in(constructing(arguments.”(Students(are(also(expected(to(
“reason(inductively(about(data,(making(plausible(arguments(that(take(into(account(the(context(
from(which(the(data(arose.”(
Practice(M4(describes(the(use(of(modeling(in(mathematics.(In(mathematics,(students(“apply(
what(they(know([and](are(comfortable(making(assumptions(and(approximations(to(simplify(a(
complicated(situation….”(Mathematical(models(have(significant(implications(in(the(science(
standards(as(science(and(engineering(practices(also(explicit(describes(the(development(and(use(
of(models.(Further(discussion(of(these(relationships(can(be(found(in(part(II.+
3 The letter “M” in front of the numbers has been added by the author for reference purposes.
5. Practice(M5(describes(the(use(of(tools(“when(solving(a(mathematical(problem.”(The(intent(of(
the(tools(is(to(“explore(and(deepen(their([students’](understanding(of(concepts.”(M5(overlaps(
most(closely(with(E6(in(using(tools(to(access(and(extend(learning(opportunities.(
Practices(M6,(M7,(and(M8(focuses(on(areas(that(are(more(specific(to(mathematics.((Although(
one(could(argue(that(science(and(engineering(practices(include(elements(of(the(mathematic(
practices(applied(in(their(own(context.((
Next%Generation%Science%Standards:%Scientific%and%Engineering%Practices(
The(analysis(of(the(Scientific(and(Engineering(Practices(is(derived(from(Chapter(3(of(A+
Framework+for+KA12+Science+Education:+Practices,+Crosscutting+Concepts,+and+Core+Ideas.(These(
eight(practices(include4:(
S1. Asking(questions((for(science)(and(defining(problems((for(engineering).(
S2. Developing(and(using(models.(
S3. Planning(and(carrying(out(investigations.(
S4. Analyzing(and(interpreting(data.(
S5. Using(mathematics,(information(and(computer(technology,(and(computational(thinking.(
S6. Constructing(explanations((for(science)(and(designing(solutions((for(engineering).(
S7. Engaging(in(argument(from(evidence.(
S8. Obtaining,(evaluating,(and(communicating(information.(
(
The(distinctive(practices(found(in(science(and(engineering(relate(to(S1,(S3,(and(S4.(The(work(of(
asking(questions(and(defining(problems((S1),(planning(and(carrying(out(investigations((S3),(and(
analyzing(and(interpreting(data((S4)(are(distinctive(practices(found(in(science(and(engineering.((
Practice(S2(attends(to(how(scientists(“construct(mental(and(conceptual(models(of(phenomenon”(
and(serves(as(“a(tool(for(thinking(with,(making(predictions,(and(making(sense(of(experience”(
(page(3.8).(This(practice(is(a(broader(conceptualization(of(modeling(as(it(includes(“mathematical(
representations”(as(one(of(may(types(of(models(that(exist(in(science(and(engineering.((Similar(
to(mathematics,(models(do(“contain(approximations(and(assumptions(that(limit(the(range(of(
validity(of(their(application(and(the(precision(of(their(predictive(power.”((
Practice(S5(advantages(mathematics(and(computational(tools(that(clarifies(and(builds(
relationships(and(models(among(the(various(representations(found(in(mathematics,(science,(
and(engineering.(Again,(practice(S5(is(a(broader(conceptualization(of(tool(use(that(includes(
many(of(the(ideas(found(in(modeling(in(mathematics.((
Practice(S6(and(S8(centers(around(getting(students(to(synthesize(their(understanding(and(
produce(new(knowledge(for(others.((
In(practice(S7,(“the(production(of(knowledge(is(dependent(on(a(process(of(reasoning(that(
requires(a(scientist(to(make(a(justified(claim(about(the(world”((page(3.17).(Practice(S7(shares(
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4 The letter “S” in front of the numbers has been added by the author for reference purposes.