The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic stories
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
The document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used for the key components of ePortfolios, including capturing evidence, reflecting, giving/receiving feedback, planning goals, and collaborating. Specific mobile apps are suggested for each component, such as Evernote for capturing multimedia evidence, blogs/WordPress for reflection, and Edmodo for collaboration.
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
This document discusses electronic portfolios and their use for lifelong learning. It defines e-portfolios and outlines their key purposes, which include celebrating learning, personal and career planning, and assessment. E-portfolios allow students to collect work over time, reflect on their learning and growth, and develop skills like self-awareness, goal-setting, and self-evaluation, which are important for lifelong learning. When used for reflection, feedback, and presenting accomplishments, e-portfolios can boost students' engagement, motivation, and self-confidence as learners.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic stories
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
The document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used for the key components of ePortfolios, including capturing evidence, reflecting, giving/receiving feedback, planning goals, and collaborating. Specific mobile apps are suggested for each component, such as Evernote for capturing multimedia evidence, blogs/WordPress for reflection, and Edmodo for collaboration.
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
This document discusses electronic portfolios and their use for lifelong learning. It defines e-portfolios and outlines their key purposes, which include celebrating learning, personal and career planning, and assessment. E-portfolios allow students to collect work over time, reflect on their learning and growth, and develop skills like self-awareness, goal-setting, and self-evaluation, which are important for lifelong learning. When used for reflection, feedback, and presenting accomplishments, e-portfolios can boost students' engagement, motivation, and self-confidence as learners.
Using free online tools such as Web 2.0 and social networking platforms can help develop ePortfolios. The document discusses how these tools allow portfolios to reflect on learning through multiple formats, showcase work online to various audiences, and facilitate feedback and dialogue about learning artifacts. It also explores how mobile devices can be used to capture learning moments through features like cameras, audio recording, and messaging. Portfolios serve both as a process of ongoing curation and reflection and as products to showcase achievements. A variety of free tools including blogs, wikis, and social networks can support different portfolio purposes and functions.
This document discusses using mobile devices for ePortfolio reflection. It begins by outlining the key components of ePortfolios, including capturing evidence, reflecting, feedback, goal-setting, collaboration, and presentation. It then explores how mobile phones can support these processes through functions like capturing multimedia, reflection journaling, feedback, and planning. The document emphasizes that reflection is the "heart and soul" of ePortfolios and promotes self-regulated learning through reflection and goal-setting. It also provides examples of mobile apps that facilitate these ePortfolio processes.
This document discusses balancing reflection and assessment in ePortfolios. It defines ePortfolios as both a process and product, noting they can serve learning/reflection purposes as well as assessment/accountability functions. The key is finding a balance between these two "faces" of ePortfolios to maximize student engagement and deep learning while also meeting institutional needs for assessment data. Tools and strategies are suggested for designing ePortfolios that integrate both reflection and assessment depending on the specific purpose. Motivation is also addressed, noting ePortfolios should support student autonomy, mastery, and sense of purpose to drive intrinsic rather than just extrinsic motivation.
The document outlines an ePortfolio training course that covers:
1. Defining ePortfolios and their purposes for reflection, collection of artifacts, and presentation.
2. Exploring different tools for reflection, collection, and presentation like Blogger, Google Docs, and Google Sites.
3. Guiding participants through lessons on vision, collection, reflection, presentation, and assessment as they plan for ePortfolio implementation.
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Helen Barrett presented on using free online tools for ePortfolio development. She began by defining ePortfolios as digital collections that allow students to reflect on their learning through various media formats. Barrett discussed key concepts like the purposes of ePortfolios for reflection, identity development, and online branding. She outlined various free web 2.0 tools and mobile devices that can be used to create ePortfolios, focusing on tools like blogs, wikis, and social networks. Barrett emphasized that ePortfolios should balance being a working portfolio for reflection and a presentation portfolio to showcase work. She provided examples of student ePortfolios and discussed how purpose drives the choice of ePortfolio structure and tools.
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
This document discusses balancing the reflection and assessment purposes of ePortfolios. It defines ePortfolios as both a process and product, with the process focusing on reflection and the product used for assessment. Two paradigms of assessment are described - assessment for continuous improvement, which is student-centered and formative, and assessment for accountability, which is institution-centered and summative. Finding the right balance is important to maximize benefits like engagement, deep learning, and skills while also collecting necessary assessment data. Tools and strategies are suggested to integrate accountability and improvement purposes, like using separate systems, incorporating social features, and supporting student choice and reflection.
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.
This document discusses balancing the two purposes of e-portfolios - as a process/workspace and as a product/showcase. It notes that e-portfolios can serve learning/process/planning purposes as well as marketing/showcase/employment and assessment/accountability purposes. The document emphasizes finding a balance between these different purposes to allow for student engagement, deep learning, and continuous improvement as well as accountability. It provides examples of tools and strategies that can help achieve this balance, including using separate tools for assessment and student portfolios, incorporating social and reflective elements, and enabling student choice and voice.
This document discusses digital storytelling in ePortfolios and its benefits. Digital stories allow students to add their voice and individual identity to ePortfolios through reflection. They can humanize any ePortfolio model. The process of creating a digital story involves writing a script, recording audio, editing images and video, and adding music. Various tools like Audacity, iMovie, and WeVideo can be used. Digital stories help students develop skills like research, writing, and organization. They also promote reflection, which is important for learning and development.
The document discusses how mobile devices and social networking can support ePortfolios. It notes that ePortfolios have traditionally been used in education for over 20 years to store documents, reflect on learning, and showcase achievements, while social networking in the last 6 years has allowed sharing experiences and accomplishments. However, mobile devices now allow "capturing the moment" through photos, videos and posts on social media from anywhere. The document discusses how mobile apps can facilitate ePortfolio processes like reflection, feedback, and collaboration. It argues that mobile is essential as digital natives now shape their education through interactive tools available anytime via mobile.
E-portfolios can be used across a person's lifespan to document their learning and development. They begin being created from birth with digital photos and videos uploaded online by parents. During formal education, e-portfolios are used to showcase learning and skills. Later in life and career, they become tools for professional development and career management. Reflection is key to e-portfolios, allowing users to think deeply about their experiences and growth over time. New technologies also enable capturing learning in-the-moment through tools like blogging and microblogging from mobile devices. Ultimately, e-portfolios tell the digital story of a person's deep and lifelong learning when organized intentionally through goals, feedback and multimedia like photos and videos.
This document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used to capture evidence, reflect, give and receive feedback, plan goals, and collaborate. It provides examples of apps that can be used for storage, collaboration, and presentation, such as Evernote, Dropbox, Edmodo, Mahara PortfolioUP, and Epsilen Mobile. The document emphasizes that reflection is the heart of an ePortfolio and that technology should not be the main focus.
This document summarizes a presentation about using ePortfolios in schools, specifically with the open source software Mahara. The presentation covered why schools should use ePortfolios, highlighting how they support 21st century skills and help students become effective communicators. It also provided an overview of Mahara's capabilities and examples of how it has been implemented successfully in schools in New Zealand and the UK. The document concluded with suggestions for how teachers can incorporate Mahara into classroom activities and strategies for a successful ePortfolio implementation centered around student engagement.
This document discusses balancing the purposes of e-portfolios between student-centered and institution-centered uses. It addresses implementing e-portfolios to support student learning and reflection as well as for evaluation and accountability. The document also discusses using e-portfolios to support lifelong learning through reflection, self-awareness, planning and evaluating learning. Different types of e-portfolio implementations and tools are presented to meet varied purposes.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document discusses how ePortfolios can support deep learning through reflection and multimedia. It explains that ePortfolios have two main purposes: reflection and presentation. Reflection is key as it involves thinking about one's experiences and learning, which is important for self-regulated learning. The document also discusses how digital tools like blogs and stories can support reflection and deep learning.
This document discusses the use of electronic portfolios in STEM fields. It begins by defining what an electronic portfolio is and how it can be used in STEM. The document then provides examples of how electronic portfolios can support learning processes like collection, selection, reflection, and presentation. It also discusses how electronic portfolios can serve multiple purposes like celebrating learning, personal planning, and accountability/assessment. Finally, the document discusses lifelong learning and how electronic portfolios structured in the cloud can support learning across one's entire life and career.
This document advertises an affordable house and lot for sale in Carmona Estates, Brgy. Lantic, Carmona, Cavite. The Linden House model has a 80 sqm lot size and 52 sqm floor area, with 3 bedrooms, 2 bathrooms, and space for a 1-car garage. It offers both in-house and bank financing options with monthly amortization rates ranging from ₱23,454.69 to ₱32,120.18 over 5-20 years and contact information is provided for inquiries.
This document advertises an affordable house and lot for sale in Carmona Estates, Brgy. Lantic, Carmona, Cavite. The Maple House model is a single attached home with a 100 sqm lot and 72 sqm floor area, featuring 3 bedrooms, 2 bathrooms, a living area, dining area, kitchen, and space for a garage. The house has basic finishes and amenities. Two financing options are provided for a total selling price of 1.97 million pesos - an in-house plan with 24 months to pay 24% down or bank financing with longer payment periods. Contact information is given to inquire further.
Using free online tools such as Web 2.0 and social networking platforms can help develop ePortfolios. The document discusses how these tools allow portfolios to reflect on learning through multiple formats, showcase work online to various audiences, and facilitate feedback and dialogue about learning artifacts. It also explores how mobile devices can be used to capture learning moments through features like cameras, audio recording, and messaging. Portfolios serve both as a process of ongoing curation and reflection and as products to showcase achievements. A variety of free tools including blogs, wikis, and social networks can support different portfolio purposes and functions.
This document discusses using mobile devices for ePortfolio reflection. It begins by outlining the key components of ePortfolios, including capturing evidence, reflecting, feedback, goal-setting, collaboration, and presentation. It then explores how mobile phones can support these processes through functions like capturing multimedia, reflection journaling, feedback, and planning. The document emphasizes that reflection is the "heart and soul" of ePortfolios and promotes self-regulated learning through reflection and goal-setting. It also provides examples of mobile apps that facilitate these ePortfolio processes.
This document discusses balancing reflection and assessment in ePortfolios. It defines ePortfolios as both a process and product, noting they can serve learning/reflection purposes as well as assessment/accountability functions. The key is finding a balance between these two "faces" of ePortfolios to maximize student engagement and deep learning while also meeting institutional needs for assessment data. Tools and strategies are suggested for designing ePortfolios that integrate both reflection and assessment depending on the specific purpose. Motivation is also addressed, noting ePortfolios should support student autonomy, mastery, and sense of purpose to drive intrinsic rather than just extrinsic motivation.
The document outlines an ePortfolio training course that covers:
1. Defining ePortfolios and their purposes for reflection, collection of artifacts, and presentation.
2. Exploring different tools for reflection, collection, and presentation like Blogger, Google Docs, and Google Sites.
3. Guiding participants through lessons on vision, collection, reflection, presentation, and assessment as they plan for ePortfolio implementation.
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Helen Barrett presented on using free online tools for ePortfolio development. She began by defining ePortfolios as digital collections that allow students to reflect on their learning through various media formats. Barrett discussed key concepts like the purposes of ePortfolios for reflection, identity development, and online branding. She outlined various free web 2.0 tools and mobile devices that can be used to create ePortfolios, focusing on tools like blogs, wikis, and social networks. Barrett emphasized that ePortfolios should balance being a working portfolio for reflection and a presentation portfolio to showcase work. She provided examples of student ePortfolios and discussed how purpose drives the choice of ePortfolio structure and tools.
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
This document discusses balancing the reflection and assessment purposes of ePortfolios. It defines ePortfolios as both a process and product, with the process focusing on reflection and the product used for assessment. Two paradigms of assessment are described - assessment for continuous improvement, which is student-centered and formative, and assessment for accountability, which is institution-centered and summative. Finding the right balance is important to maximize benefits like engagement, deep learning, and skills while also collecting necessary assessment data. Tools and strategies are suggested to integrate accountability and improvement purposes, like using separate systems, incorporating social features, and supporting student choice and reflection.
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.
This document discusses balancing the two purposes of e-portfolios - as a process/workspace and as a product/showcase. It notes that e-portfolios can serve learning/process/planning purposes as well as marketing/showcase/employment and assessment/accountability purposes. The document emphasizes finding a balance between these different purposes to allow for student engagement, deep learning, and continuous improvement as well as accountability. It provides examples of tools and strategies that can help achieve this balance, including using separate tools for assessment and student portfolios, incorporating social and reflective elements, and enabling student choice and voice.
This document discusses digital storytelling in ePortfolios and its benefits. Digital stories allow students to add their voice and individual identity to ePortfolios through reflection. They can humanize any ePortfolio model. The process of creating a digital story involves writing a script, recording audio, editing images and video, and adding music. Various tools like Audacity, iMovie, and WeVideo can be used. Digital stories help students develop skills like research, writing, and organization. They also promote reflection, which is important for learning and development.
The document discusses how mobile devices and social networking can support ePortfolios. It notes that ePortfolios have traditionally been used in education for over 20 years to store documents, reflect on learning, and showcase achievements, while social networking in the last 6 years has allowed sharing experiences and accomplishments. However, mobile devices now allow "capturing the moment" through photos, videos and posts on social media from anywhere. The document discusses how mobile apps can facilitate ePortfolio processes like reflection, feedback, and collaboration. It argues that mobile is essential as digital natives now shape their education through interactive tools available anytime via mobile.
E-portfolios can be used across a person's lifespan to document their learning and development. They begin being created from birth with digital photos and videos uploaded online by parents. During formal education, e-portfolios are used to showcase learning and skills. Later in life and career, they become tools for professional development and career management. Reflection is key to e-portfolios, allowing users to think deeply about their experiences and growth over time. New technologies also enable capturing learning in-the-moment through tools like blogging and microblogging from mobile devices. Ultimately, e-portfolios tell the digital story of a person's deep and lifelong learning when organized intentionally through goals, feedback and multimedia like photos and videos.
This document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used to capture evidence, reflect, give and receive feedback, plan goals, and collaborate. It provides examples of apps that can be used for storage, collaboration, and presentation, such as Evernote, Dropbox, Edmodo, Mahara PortfolioUP, and Epsilen Mobile. The document emphasizes that reflection is the heart of an ePortfolio and that technology should not be the main focus.
This document summarizes a presentation about using ePortfolios in schools, specifically with the open source software Mahara. The presentation covered why schools should use ePortfolios, highlighting how they support 21st century skills and help students become effective communicators. It also provided an overview of Mahara's capabilities and examples of how it has been implemented successfully in schools in New Zealand and the UK. The document concluded with suggestions for how teachers can incorporate Mahara into classroom activities and strategies for a successful ePortfolio implementation centered around student engagement.
This document discusses balancing the purposes of e-portfolios between student-centered and institution-centered uses. It addresses implementing e-portfolios to support student learning and reflection as well as for evaluation and accountability. The document also discusses using e-portfolios to support lifelong learning through reflection, self-awareness, planning and evaluating learning. Different types of e-portfolio implementations and tools are presented to meet varied purposes.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document discusses how ePortfolios can support deep learning through reflection and multimedia. It explains that ePortfolios have two main purposes: reflection and presentation. Reflection is key as it involves thinking about one's experiences and learning, which is important for self-regulated learning. The document also discusses how digital tools like blogs and stories can support reflection and deep learning.
This document discusses the use of electronic portfolios in STEM fields. It begins by defining what an electronic portfolio is and how it can be used in STEM. The document then provides examples of how electronic portfolios can support learning processes like collection, selection, reflection, and presentation. It also discusses how electronic portfolios can serve multiple purposes like celebrating learning, personal planning, and accountability/assessment. Finally, the document discusses lifelong learning and how electronic portfolios structured in the cloud can support learning across one's entire life and career.
This document advertises an affordable house and lot for sale in Carmona Estates, Brgy. Lantic, Carmona, Cavite. The Linden House model has a 80 sqm lot size and 52 sqm floor area, with 3 bedrooms, 2 bathrooms, and space for a 1-car garage. It offers both in-house and bank financing options with monthly amortization rates ranging from ₱23,454.69 to ₱32,120.18 over 5-20 years and contact information is provided for inquiries.
This document advertises an affordable house and lot for sale in Carmona Estates, Brgy. Lantic, Carmona, Cavite. The Maple House model is a single attached home with a 100 sqm lot and 72 sqm floor area, featuring 3 bedrooms, 2 bathrooms, a living area, dining area, kitchen, and space for a garage. The house has basic finishes and amenities. Two financing options are provided for a total selling price of 1.97 million pesos - an in-house plan with 24 months to pay 24% down or bank financing with longer payment periods. Contact information is given to inquire further.
This document advertises an affordable house and lot for sale in Lancaster Estates, Trias, Cavite. The Dianna house model is a townhouse with a typical 50 square meter lot size and 60 square meter floor area. It has 3 bedrooms, 2 bathrooms, a living area, dining area, kitchen, service area, and provision for a balcony and garage. Materials include painted cement walls and long span roofing. Payment plans offering in-house or bank financing with monthly amortization rates ranging from ₱11,499 to ₱24,650 over 5, 10, 15, or 20 years are provided. Contact information is given to inquire further.
This document advertises an affordable house and lot for sale in Lancaster Estates, Imus, Cavite. The Catherine House Model is a townhouse with a 50 square meter lot and floor area. It has features like three bedrooms, a living area, dining area, kitchen, and toilet/bath. It also includes provisions for amenities like air conditioning, cable, and telephone. Payment options include bank financing with monthly amortization rates from ₱9,202 to ₱19,722 over 5 to 20 years, or in-house financing with 24 months to pay the down payment at 0% interest and monthly amortization from ₱10,196 to ₱18,203 over 10
This document advertises an affordable house and lot for sale in Imas, Cavite called the Gabrielle House model with a typical lot area of 120 sqm and floor area of 84 sqm. It includes 3 bedrooms, 2 bathrooms, a kitchen, living area, and dining area. The house features concrete roof tiles, painted exterior walls, and tiled floors. Sample computations are provided for both in-house and bank financing options with monthly amortization rates ranging from P21,643.81 to P46,476.91 depending on the loan terms. Contact information is listed at the bottom for inquiries.
This document advertises an affordable house and lot for sale located in Carmona Estates, Barangay Lantic, Carmona, Cavite. The Oakwood B single attached house model has a 124 sqm lot and 104 sqm floor area, with a reservation deposit of 20,000 pesos. The house features 4 bedrooms, 2 toilets and baths, and living, dining, kitchen and laundry areas, along with provisions for a garage, terrace, and lawn. Financing options are provided for both in-house and bank loans across 5, 10, 15 or 20 year terms. Contact information is listed for inquiries.
Educating the whole child prepares students to be future-ready by addressing their academic, social, emotional, and physical needs. This holistic approach connects different content areas and allows schools to meet the needs of all learners. Evaluating programs is important to ensure all students are supported.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
The document discusses emerging technologies for learning and their impact on teaching practices, highlighting concepts like learning design, digital pedagogies, online learning resources, and the need to view technology integration from an ecological perspective. It also presents frameworks for conceptualizing learning activities and evaluating course design, emphasizing an iterative, collaborative approach to educational research and development.
The document introduces the concept of using mobile devices to develop electronic portfolios at different developmental levels, from a basic collection of artifacts to a more advanced showcase, and demonstrates how apps can be used for reflection, feedback, and editing portfolios. It also discusses the objectives of reflection, identity development, and online branding for electronic portfolios.
The document provides guidance on selecting texts for instruction based on the Common Core State Standards. It discusses important criteria for choosing rich and worthy texts that are appropriately complex for students. Teachers are encouraged to consider text complexity, range and quality of texts, and how scaffolding can help students engage with challenging material. Universal Design for Learning principles also emphasize providing multiple means of representation, action and expression, and engagement to meet the needs of diverse learners.
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
This document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, action and expression, and engagement to account for learner variability. It notes that the brain has three networks - recognition, strategic, and affective - and UDL principles align with these networks. Technology can support UDL through assistive, adaptive, and supportive technologies. UDL aims to help all students understand how they learn best and reach their full potential by providing a safe and productive learning environment.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a professional development session on Universal Design for Learning (UDL). The session goals were to provide an overview of UDL, discuss how to implement UDL in the classroom, and share technology resources. The presenters discussed a collaborative UDL implementation project involving multiple schools and agencies. They reviewed the UDL framework and principles of multiple means of representation, action and expression, and engagement. Examples of UDL strategies and technology tools for the classroom were also presented.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
This document provides information about the KeyCoNet partners network. It lists partners from various European countries that represent the areas of policy, research, and practice. It then provides the operational definition of key competences that are the focus of the network's activities. Finally, it outlines the network's methodology, which involves identifying and analyzing strategies for implementing key competences in education reforms through case notes, case studies, peer visits, and disseminating the findings.
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of lesson design highlighted include identifying essential understandings, essential questions, and appropriate assessments. The document also discusses backwards design using Understanding by Design principles to focus lessons on desired results and evidence of learning. Overall, it provides guidance for creating inclusive online lessons that consider learner diversity and principles of UDL.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
Active, Social, and Engaging Online Learning StrategiesGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
The principal evaluation process involves 7 steps:
1) An orientation meeting to outline the process.
2) Pre-evaluation planning including a self-assessment and setting performance goals.
3) An initial meeting to discuss self-assessment, goals, and agree on evidence.
4) Data collection where the principal gathers artifacts and the superintendent visits.
5) A mid-year conference to review progress toward goals.
6) Preparing a performance assessment summary.
7) A final evaluation conference to discuss evaluations and ratings.
The document discusses vocabulary instruction standards and choosing words to teach. It explains that there are three tiers of words: Tier 1 are basic words, Tier 2 are more sophisticated words used across disciplines, and Tier 3 are domain-specific. Participants will learn to identify Tier 2 words and determine which to teach using criteria like how often students will see the word and if its meaning can be inferred from context. The goal is for students to deeply understand words and use them independently in various contexts.
5 text dependent questions and evidence-based answersmullinshe
The document provides guidance on creating text-dependent questions to analyze complex texts. It defines text-dependent questions as questions that can only be answered by referring back to the text. The document demonstrates how to create text-dependent questions for a sample text and align them with English language arts standards. It also discusses using a collaborative problem-solving model called TIPS to guide teams in developing, implementing, and evaluating text-dependent questions and instruction.
The document summarizes three shifts in classroom instruction related to English/Language Arts and literacy:
1) Building knowledge through content-rich nonfiction and informational texts. Students will read more informational texts to build knowledge as much of the required reading in college and careers is informational.
2) Reading and writing grounded in evidence from the text. Students will cite evidence from what they read to support arguments and writing, which is important for college and careers.
3) Regular practice with complex text and its academic vocabulary. Students will read more complex texts at every grade level and build their "language of power" vocabulary knowledge across subjects.
This document provides an overview of an activity to help participants build their understanding of the Common Core Reading Anchor Standards. The activity involves reading and analyzing the text "What Can a Small Bird Be?" to explore different clusters of standards including Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. Participants are guided to review specific standards in each cluster and consider questions that help apply the standards to analyzing the text.
The document provides information about an English Language Arts summer institute, including upcoming professional development sessions located on a wiki page. It discusses participant notes available on the wiki and an orientation where participants will learn about the room attendees and look for missed information in the Common Core State Standards document. Types of data for data literacy are defined. The document also addresses how content prepares students for the future, implications for meeting learner needs, and how to annotate a text.
This document provides information about integrating standards from the Common Core State Standards (CCS) and the North Carolina Standard Course of Study (NCSCoS). It discusses looking at standards that address similar skills and allowing tasks to address multiple standards simultaneously. It provides examples of CCS and NCSCoS standards related to point of view, drawing inferences, and vocabulary, and suggests color-coding the standards to identify possible integrations. Participants are instructed to create an integrated task addressing evidence, text structure, comparing texts, and research. The culminating activity is for participants to review a lesson and provide feedback using guiding questions.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Connecting to Serve All
Addressing Student Needs in an
Era Of New Content Standards
2. 1. How does this content
area prepare students
to be future ready?
2. How does this area
connect to other
content areas?
3. What are the
implications for
meeting the needs of
all learners as related
to this content area?
3. By the time many
students hit middle
school,
disengagement has
become a learned
behavior.
~Keely Potter,
Reading Specialist
4. Four Critical Questions
• What do we want our students to learn?
• How do we know that they have learned it?
• What do we do if they have not learned it?
• What do we do when they already know it?
5.
6.
7. “Formative assessment is a process used
by teachers and students during instruction
that provides feedback to adjust ongoing
teaching and learning to improve students’
achievement of intended instructional
outcomes.”
•Council of Chief State School Officers’ (CCSSO)
8. Changing what we think of as “State Assessments”
This is what
we’ve known • Constructed Response
+ • Performance Tasks
Summative • Computer Adaptive
Testing
Instructional Improvement System’s
flexible tools to
Interim Tools •Diagnose Needs
•Check Progress
•Use data
• NCFALCON
• Online Writing Instruction
Formative Processes • NC DIGINs
• Professional Development
around Formative Strategies
12. Universal Design for Learning (UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners.
18. UDL requires Multiple Means Represent
of Representation. Act/
Engage
Express
Multiple Means of Representation
Examples:
Manipulatives Videos
Visual Displays Music
Anticipatory Guides Movement
Graphic Organizers Text Readers
Artifacts
19. Multiple Means of Represent
Representation for ELLs Act/
Engage
Express
Non-verbal Language Support
• Modeling • Word banks
• Pictures • Word walls
• Realia/Concrete objects • Labels
• Gestures • Graphic organizers
• Manipulatives • Sentence starters
• Demonstrations • Sentence frames
• Hands-on
• Picture dictionaries
20. Principle II: Represent
Multiple Means of Action Act/
Engage
and Expression Express
http://goo.gl/Rvjod
22. Action/Expression
Quick Draw Directions
• Use a sheet of paper to create an image/
drawing that depicts a way that you
provide students with opportunities to act
or express themselves or their ideas.
http://goo.gl/dHJqh
22
23. Six-Step Partner
• Find a six-step
partner and share
ideas.
• Share an idea you
like.
http://goo.gl/Vb2g8
24. UDL requires Multiple Means Represent
of Action and Expression. Act/
Engage
Express
Examples:
Thumbs Up/Thumbs Response Hold-Up
Down Cards
Gallery Walks Quick Draws
Pair/Share Numbered Heads
Together
Chalkboard/Whiteboard
Splash Line-Ups
25. Multiple Means of Represent
Expressing for ELLs Act/
Engage
Express
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
26. Principle III: Represent
Multiple Means Act/
Engage
of Engagement Express
29. UDL requires Multiple Means Represent
of Engagement. Act/
Engage
Express
Examples:
Bounce Cards Concept Charades
Air Writing Response Hold-Up
Cards
Case Studies
Networking Sessions
Role Plays
Simulations
30. Multiple Means of Represent
Engagement for ELLs
Act/
Engage
Express
• Student Interaction
– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
33. Just as there are strategies for assisting the
ELL student, there are strategies to move
the AIG student even further…
34. What do gifted learners
need in order to maximize
their learning?
35. Table Talk
• How do the Common Core State
Standards provide quality opportunities
for high-end differentiation?
http://goo.gl/VPVY8
36. Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular
education and within the field of gifted.
• Students may access more rigorous standards
throughout the day, which would impact direct gifted
education services and ensure access to more advanced
education throughout the day.
– A rising tide raises all ships.
• Common Core State Standards align with and validate
gifted education best practices, such as concept-based
learning, integration of disciplines, and inquiry-based
options.
37. Why Gifted Students Need
Differentiated Learning
For most.…
•Faster pace of learning (2-3 repetitions)
•Ability to synthesize information within and
across disciplines (conceptual understanding)
•Intensity of learning in area of interest
•Precocity for information
•Asynchronous development: Vary in Needs and
Strengths
38. Learning Needs of Gifted:
Some, Not All:
• Complexity: Abstract-thinking, Variety of
concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on
Growth
• Relevance: Personal interest, Real-world
problems and audiences, Connections
39. Where have you found
success?
• Complexity: Abstract- Get One – Share One
thinking, Variety of concepts,
subjects and strategies Leigh Daniels Acceleration
• Depth: Higher levels of I love to use the Teachers’
thinking, concepts Domain Middle Grades Literacy Initiati
• Creativity: Open-
website to focus on acceleration
endedness, choice
opportunities for my students.
• Acceleration: Rapid
This website gives students the
pacing, Focus on Growth
opportunity to learn at their own
• Relevance: Personal
pace. Students are provided with
interest, Real-world
structured modules, yet they have
problems and audiences,
choices about how they want to be
http://goo.gl/1RDZN
Connections
assessed.
42. RtI
NC DPI has identified RtI
as a research-based
school improvement
model and provides
support to district and
school implementation
through professional
development, technical
assistance, and coaching.
43.
44. Problem-Solving Questions
• Do we have a problem?
• What is the precise nature of our problem?
• Why does the problem exist, and what can we do
about it?
• What are the actual elements of our plan?
• Is our plan being implemented, and is it working?
• What is the goal?
(Newton et al, 2009)
45. Data Discussion
• What data does your LEA rely on to guide
instruction?
– Achievement
– Demographic
– Program
– Perception
– How do interpret it for my own classroom?
46. Team Initiated Problem Identify
Solving (TIPS) Model Problems
(Define & Clarify)
Evaluate & Develop
Revise Hypothesis
Action Plan Collect
& Use
Data
Develop & Discuss &
Implement Select
Action Plan Solutions
Problem Solving
Meeting Foundations
(Newton et al, 2009)
49. Addressing the
whole child
prepares future-
ready students who
are competitive for
work and post-
secondary
education and
prepared for life in
the 21st century.
50. 1. How does this content
area prepare students
to be future ready?
2. How does this area
connect to other
content areas?
3. What are the
implications for
meeting the needs of
all learners as related
to this content area?
Editor's Notes
Introductory information (Overarching Philosophy for SI 2012): The theme for this Summer Institute is “Addressing Student Needs in an Era of New Content Standards.” Teaching the whole child allows us to address student needs in the context of new standards. By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.
As you participate in the workshop over these two days, please keep these questions in mind to help address the overall theme of the institute: “Addressing Student Needs in an Era of New Content Standards.” Discuss with your colleagues how your LEA or Charter School is making sure that students receive all areas of the Standard Course of Study. Where are the gaps? How are teachers integrating instruction across the curriculum to help students learn content and make connections? What support is needed? How are we differentiating to meet the needs of all learners? What strategies and infrastructure is in place to support meeting students ’ needs? NOTE: It is suggested that this slide be revisited during facilitated team time on Day 2 (to allow for cross-curricular discussions among teams) and/or at the end of the content session.
Because connections are not being made…
3 mins What links can we include here and or on a handout? Last year connections? Color code questions (Color code sections in PP) Make connection with last year’s work at Summer Institute… there is an organized way to move through these questions. Relate back to DuFour – foundation
Evidence…. Throughout ELA standards, we talk about Evidence. Also bring up the RTI, UDL, and Differentiation…. That formative assessment is …. MORE IMPORTANT THAN EVER
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
Fist to Five – Understanding of Universal Design Create a multi-numbered group – If you have a 1, find a new group of a 2, 3, 4, and 5. No group can be more than five people. You can have a smaller group. However, the goal is to join a group in which there are varying levels of understanding. Once in your group, share ideas for two minutes about Universal Design. Share out one big idea per group. UDL can be as varied as the use of pencil grips, mind maps, or allowing students to use notes or a partner to complete an assignment. The important thing to remember is that the scaffolding of the lesson is built in ahead of time.
With UDL, students are more… Engaged in their own learning Learning at greater breadth and depth Achieving at higher levels Motivated to continue learning
Share this site: National Center on UDL http://www.udlcenter.org/ Video is linked.
http://goo.gl/f9dwY Shared understanding What do you already do in your daily planning, unit planning, etc. to promote learning environments that meet the needs of all learners? Best ideas…
Universal Design is the foundation of what we need to do for all students. After setting the goals and considering barriers. Eliminate the barriers by incorporating the 3 principles of UDL. Multiple means of Representation: Graphs, Charts, multimedia. Number two-Action & Expression- Give students multiple means of expressing . Number 3: Provide multiple means of engagement, what is motivating to one student will not be for another. Give students choices, help them feel safe taking risk and making mistakes. Remember the goal is to eliminate the barriers that are often present in curriculum.
The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities
Discussion – partner talk. Share out big ideas.
Provide information and content in different ways Perception – customizing the display of information or offering alternatives for visual or auditory information such as varying the size of text, the contrast of color in text or images, the volume or rate of speech, the layout of visual or other elements, the fonts, use of ASL, books on tape, providing physical objects to convey perspectives or interaction Language, expressions, and symbols – Clarifying vocabulary, syntax, and structure, promoting understanding across languages, illustrating through multiple media – preteach vocabulary, provide electronic translation tools or links to multilingual glossaries on the web, embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.) Comprehension – Activating or supplying background knowledge, highlighting patterns, critical features, big ideas, guiding information processing, maximizing transfer and generalization
[UDL Principle I: Provide Multiple Means of Representation (the “what” of learning).] Non-verbal representation is important for English language learners as, by definition, their English language skills are weak. M ake use of the five senses: sight, touch, smell, hearing, and taste in representation. Model content and academic language so students can see and hear; bring in real objects (also referred to as concrete objects or realia) so students can see, touch, smell, and perhaps taste the object.; use math manipulatives so students can see and touch math concepts, etc. Representation that provides language support is critical. Word banks, work walls, labels provide vocabulary. Sentence starters and sentence frames which provide explicit language forms should be used to move students along the language continuum from the entering level to that of proficiency.
(the “how” of learning). Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Differentiate the ways that students can express what they know. You may switch these examples for content specific examples. Quick Draws- Students quickly illustrate their understanding of a complicated or abstract idea through a drawing. Chalkbord or Whiteboard Splash- Students are asked one question and each student puts their response on a portion of the chalkboard/whiteboard for everyone to see. Line-Ups- Students take a position on a topic by lining up on different sides of the room. Numbered Heads- Each is student is accountable for information they have learned in their group. Students count off and then form groups based on their numbers. During debrief call out the number of the student who will be presenting for the group. Physical Action – Vary the methods for response and navigation; optimize access to tools and assistive technologies (use of the computer rather than written form, use of speech to text devices, touch screens, customized functions of keys on the keyboard, etc) Expression and communication – Use multiple media for communication; Use multiple tools for construction and composition; Build fluencies with graduated levels of support for practice and performance (use of drawing, film, music, dance/movement, social media, storyboards, spellcheckers, calculators, story webs, concept mapping, manipulatives, web applications like Wikis, Power Point, etc.) Executive Function – Provide models of process and product of goal setting, guides and checklists; post goals, objectives, and schedules in an obvious place, embed prompts to “show and explain your work”, provide graphic organizers, provide checklist and guides for note-taking, use assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples)
[UDL Principle II: (the “how” of learning).] Learners differ in the ways they navigate a learning environment and express what they know. There is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential for ELLs. English language learners have limited knowledge of social and academic English. They may understand a concept, but not be able to express comprehension in English. Differentiating instruction to include role-play, illustrations, gestures and focused use of their first language allows greater access to academic content. First language (L1) development is important in the acquisition of the second language. The stronger a student is in his first language, the easier it is to learn a second language. The L1 can be used to clarify concepts and/or directions for classroom activities/procedures. ELLs may use their first language to help each other, tutor, ask and answer questions, use a bilingual dictionary, or clarify information. Teachers may use the student ’s first language to check comprehension, explain an activity, provide books in languages other than English, and build relationships with students and families.
(the “why” of learning). Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
Photo is linked to the TCH website.
Stimulate interest and motivation for learning Bounce Cards – Student takes what another student has said or shared and bounces an idea off of it. Recruiting interest – provide choice in how an objective can be reached and allow learners to participate in the design of classroom activities and academic tasks; ensure cultural and personal relevancy Sustaining effort and persistence – flexible grouping, implement a plan for positive behavior intervention and supports (PBIS), construct communities of student learners (CSLs), peer tutors Self regulation – support activities that encourage self-reflection and identification of personal goals; a key factor in learners losing motivation is their inability to recognize their own progress so it ’s important they have multiple models and scaffolds of different self assessment techniques so that they can identify and choose ones that are optimal for their unique needs.
[UDL Principle III : How learners get engaged and stay motivated. How they are challenged, excited or interested. These are affective dimensions.] Interaction is extremely important for ELLs. They must use the English language to make it their own and to learn its nuances. Asking ELLs to perform an incomprehensible task is counter-productive. Providing structured collaborative activities is one way to facilitate meaningful practice of academic language in preparation for whole group presentations. Oral language development promotes proficiency in reading and writing in English. Collaborative activities increase opportunities for student interaction. ELLs may be able to accomplish a task that would be too difficult to carry out on their own under the guidance of another more proficient student. Activities should be structured to encourage less proficient ELLs to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. But ELLs should be grouped depending upon the particular activity and characteristics of the students. Because interaction with peers is a necessary step on the way to language acquisition, higher proficient ELLs may be expected to lend first language support to a lower proficient ELL in one activity but be allowed to interact with stronger students in another. Of course, English language proficiency is not the only criterion for grouping.
Tell participants – 5 minutes in room.
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
Add audio here
Table Talk Brainstorm
Specific to ELA… complex texts, higher-order questioning, thinking critically about texts, evidence, going deeper with the standards for gifted… content, process, product, or learning environment, staircase of complexity – stretching students…. Point of frustration to support growth and grappling…no ceiling.
Index Cards – Groups and share out. (Look for a new idea here.) Tomorrow, as you begin to create lessons, look for explicit opportunities to integrate some of these ideas.
Direct them to trainer notes Directions for Share One – Get One On an index card, write
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
http://www.youtube.com/watch?v=nkK1bT8ls0M
Thumbs up and Thumbs down…. Avatars or video of presenters discussing RtI for this section. Voki Responsiveness to Instruction (RtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)
20 mins (Much of this will be absorbed into the voci) Do we have a problem? (identify) What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do about it? (hypothesis & solution) What are the actual elements of our plan? (Action Plan) Is our plan being implemented, & is it working? (evaluate & revise plan) What is the goal ? (What will it look like when there is not a problem?) An instructional example: Identify Problem: A teacher identifies that some of her students did not perform well on a classroom reading formative assessment. Her first step would be to more clearly define the problem using the data from the assessment: how many students did not meet the performance goal? How far off the target were they? What, if any, are the commonalities between the questions the students missed? Develop Hypothesis: Once the problem is well defined, the teacher would begin to develop a hypothesis about the reason. Looking at the data (both from the current assessment and other data collected), what are the underlying skill or performance deficits creating the students ’ difficulties? Is the problem a lack of decoding skills, fluency, comprehension, etc? Do all of the students in the group have the same needs? Discuss & Select Solutions: Based on the data & hypothesis, the teacher would brainstorm possible solutions to address the needs of the students, then select a solution to try based on the intensity & frequency of the students ’ needs. Develop & Implement Action Plan: Once a solution is selected, the teacher would develop a plan to put the solution in place. When will the solution happen? Who will do it? What materials/tools will be needed? What data will be collected? How will you know if the solution worked? Evaluate & Revise Action Plan: Once the solution has been implemented, the data is examined to see if the problem is solved, or if plan needs to be revised an re-implemented.
Types of Data There are basically four types of data collected and used as indicators of school or district success and progress: achievement data, demographic data, program data and perception data. Achievement data is used to determine the level of student achievement in a particular content area (e.g., performance-based assessments, written exams, quizzes). Demographic Data are descriptive information about the school community such as enrollment, gender, ethnicity, economic status, student attendance, grade levels, school suspensions and behavioral problems. Program Data define the programs, instrucional strategies and classroom practices of the teachers. Program data collected may be useful in making informed decisions about future program and curriculum choices. Perception Data tells us what students, parents, staff and others think about the learning environment. They include questionnaires, interviews, surveys and observations. Collecting and evaluating perception data allows educations to pay attention to the opinions and ideas of the community. Tool to do: brainstorm data sources individually, categorize into 4 areas with buddy, share out as group
Many LEAs use this model for School Improvement Plans. The TIPS Model includes multiple components. While the TIPS process was designed to improve team decision-making about school-wide problems, the steps of the process are just as effective when used informally by a teacher problem-solving in the classroom. The TIPS process is grounded by Meeting Foundations which include structures and processes to increase the effectiveness and efficiency of team operations. Data-based decision-making is integral to the TIPS process, and so is located in the center of the graphic. At each stage of the problem solving process, the team ’s use of data is critical to inform decision-making. The first step of the TIPS process is to identify and clearly define the problem . Teams are encouraged to identify as much information about the problem as possible (what, when, where, who, why) The next step is to use this information about the problem to develop a hypothesis , or why the team thinks the problem exists. The hypothesis is used to begin generating solutions . Teams should look for solutions that will reduce or eliminate the problem, while addressing the reason the problem exists. Once the team has selected the solutions they believe will be most effective, the team will develop an action plan to put those solutions in place, including details for how the solutions will be implemented. After the action plan has been implemented for several weeks, the team meets again to evaluate the action plan and revise as necessary, based on the data collected during the implementation of the plan. 06/19/12 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Web page is linked:
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
It is our continued charge as a state and as a country to find ways to ensure that our students are future-ready. North Carolina high school graduates must be better prepared for college and possess the skills necessary for careers in today's and future economies. A whole child education, as delivered through all content areas defined in the Basic Education Program, ensures that students are healthy, safe, engaged, supported, and challenged. Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines and prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21 st century. NOTE: It is suggested that this slide be used as a closing at the very end of the Content Sessions
NOTE: It is suggested that this slide be revisited during facilitated team time on Day 2 (to allow for cross-curricular discussions among teams) and/or at the end of the content session. Graffiti Write activity using sticky notes