Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
The document discusses strategies for developing writing skills in all students. It describes a lesson where students viewed pictures and discussed how the images could be incorporated into writing. Students then wrote short pieces applying discussed criteria like description, imagination, and passion. Their work was provided as samples and criteria like powerful words and vivid details were underlined. The goal is to provide continuous feedback focused on criteria to help students improve their writing.
The document provides an overview of evidence-based practices for improving reading skills at the intermediate level. It discusses six elements of effective reading instruction according to research by Allington and Gabriel: 1) students read texts they choose, 2) read accurately, 3) understand what they read, 4) write about personally meaningful topics, 5) discuss their writing with peers, and 6) receive feedback on their writing. Examples are given for lessons incorporating some of these elements, such as a gallery walk activity to inspire student writing.
This document provides an overview of strategies for teaching English as an additional language to learners. It discusses the presenter's beliefs in creating a safe and interactive environment that values meaning over form. Various strategies are then outlined, including using realia, journals, pictures, response journals, vocabulary building, and poetry activities. The document emphasizes the importance of modeling, guided practice, and independent application of skills based on the presenter's references.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
The document discusses strategies for developing writing skills in all students. It describes a lesson where students viewed pictures and discussed how the images could be incorporated into writing. Students then wrote short pieces applying discussed criteria like description, imagination, and passion. Their work was provided as samples and criteria like powerful words and vivid details were underlined. The goal is to provide continuous feedback focused on criteria to help students improve their writing.
The document provides an overview of evidence-based practices for improving reading skills at the intermediate level. It discusses six elements of effective reading instruction according to research by Allington and Gabriel: 1) students read texts they choose, 2) read accurately, 3) understand what they read, 4) write about personally meaningful topics, 5) discuss their writing with peers, and 6) receive feedback on their writing. Examples are given for lessons incorporating some of these elements, such as a gallery walk activity to inspire student writing.
This document provides an overview of strategies for teaching English as an additional language to learners. It discusses the presenter's beliefs in creating a safe and interactive environment that values meaning over form. Various strategies are then outlined, including using realia, journals, pictures, response journals, vocabulary building, and poetry activities. The document emphasizes the importance of modeling, guided practice, and independent application of skills based on the presenter's references.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
This document discusses formative assessment strategies for measuring student learning. It explains that formative assessment occurs during learning to inform teaching and provide feedback without marks. Several formative assessment options are described, including standard reading assessments, the Early Primary Reading Assessment (EPRA) for grades K-2, and the District Assessment of Reading Team (DART) for grades 3-9. These involve students responding to reading non-fiction texts through oral reading, teacher conferences, and open-ended questions. The purpose is to understand students' connections, summaries, inferences, vocabulary, and reflections on what was read. Teachers are guided to prepare, administer, and score these assessments.
This document outlines an agenda for a leadership series session on teaching strategies. It includes an introduction and check-in, time for participants to report on strategies they tried and get feedback, and a group work session where participants discuss strategies in groups based on their school or subject area. The session aims to support designing lessons using universal design for learning and backwards design principles to engage all learners.
This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.
This document provides an overview of a professional learning session on curriculum design and instructional strategies. It discusses connecting the big ideas of the redesigned BC curriculum to Surrey's priority practices. It focuses on developing core competencies and planning to try new structures or strategies. Some key topics covered include backwards design, universal design for learning, visible learning, and authentic inclusion of Aboriginal perspectives. Specific examples are provided of curriculum planning in kindergarten and grade 8 science.
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
This document summarizes notes from a leadership evening event held on February 14, 2013 in Bulkley Valley. The event included check-ins, discussions of new strategies participants had tried, common themes and questions from group work, and presentations of poetry for interpretation. Participants were to have plans to work with others, try something new, and describe lesson planning using principles of universal design and backwards design. The document provides an example poem and discussion prompts to model literary analysis for participants.
Windows Mobile 5.0 operating system with office software and MSN. It has a 3.0 inch LCD screen, supports MP3/WAV/WMA music and 3GP/MP4/AVI video playback, 64MB ROM with support for up to 2GB microSD card, Bluetooth, GPRS, MMS, and 100,000 phonebook entries. Additional features include an alarm clock, games, voice recorder, WAP browser, calculator and more. The phone has a 200MHz CPU and 128MB flash memory with 64MB RAM.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
This document discusses formative assessment strategies for measuring student learning. It explains that formative assessment occurs during learning to inform teaching and provide feedback without marks. Several formative assessment options are described, including standard reading assessments, the Early Primary Reading Assessment (EPRA) for grades K-2, and the District Assessment of Reading Team (DART) for grades 3-9. These involve students responding to reading non-fiction texts through oral reading, teacher conferences, and open-ended questions. The purpose is to understand students' connections, summaries, inferences, vocabulary, and reflections on what was read. Teachers are guided to prepare, administer, and score these assessments.
This document outlines an agenda for a leadership series session on teaching strategies. It includes an introduction and check-in, time for participants to report on strategies they tried and get feedback, and a group work session where participants discuss strategies in groups based on their school or subject area. The session aims to support designing lessons using universal design for learning and backwards design principles to engage all learners.
This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.
This document provides an overview of a professional learning session on curriculum design and instructional strategies. It discusses connecting the big ideas of the redesigned BC curriculum to Surrey's priority practices. It focuses on developing core competencies and planning to try new structures or strategies. Some key topics covered include backwards design, universal design for learning, visible learning, and authentic inclusion of Aboriginal perspectives. Specific examples are provided of curriculum planning in kindergarten and grade 8 science.
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
This document summarizes notes from a leadership evening event held on February 14, 2013 in Bulkley Valley. The event included check-ins, discussions of new strategies participants had tried, common themes and questions from group work, and presentations of poetry for interpretation. Participants were to have plans to work with others, try something new, and describe lesson planning using principles of universal design and backwards design. The document provides an example poem and discussion prompts to model literary analysis for participants.
Windows Mobile 5.0 operating system with office software and MSN. It has a 3.0 inch LCD screen, supports MP3/WAV/WMA music and 3GP/MP4/AVI video playback, 64MB ROM with support for up to 2GB microSD card, Bluetooth, GPRS, MMS, and 100,000 phonebook entries. Additional features include an alarm clock, games, voice recorder, WAP browser, calculator and more. The phone has a 200MHz CPU and 128MB flash memory with 64MB RAM.
Disney Mickey Mouse C93 Cute Cell Phone Mobileglobwonstore
This document summarizes the features and specifications of a basic mobile phone. It includes details like the phone's size, weight, operating frequencies, battery life, display specs, camera resolution, memory capacity, audio/video playback formats, and included accessories like chargers and earphones. The phone supports common functions such as phonebook, SMS, Bluetooth, radio, and games. It concludes with purchasing details.
This document provides an overview of a marketing agency based in London. It summarizes the agency's services and capabilities, which include digital marketing, branding, communications strategy, and reputation management. It also outlines the agency's four-phase business model of gaining insights, developing strategies, activating plans across channels, and measuring engagement. Core strengths, approach, culture, and recent awards are also highlighted at a high level.
EPCE school counseling orientation for p1_3Jongpil Cheon
This document provides an orientation for counselor education students regarding the evaluation process for Phase 1, 2, and 3 courses in the school counseling program. It outlines the College of Education theme, Counselor Education mission and majors, CACREP accreditation, trademark outcomes, course phases, assessments and rubrics used for evaluation. Students will be evaluated on their progress in applying counseling techniques, interacting with stakeholders, and implementing the ASCA National Model trademark outcome throughout their coursework and practicum/internship experiences.
The document describes various strategies for assessment for learning (AFL). It discusses the six key AFL strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Several examples are provided of teachers implementing AFL strategies in their classrooms to engage students in self-assessment and help guide their own learning. The examples illustrate how AFL can be embedded into daily teaching practices to make student learning more effective.
This document summarizes a presentation on formative assessment and quality teaching in inclusive classrooms. The presentation focused on collaboration improving student learning, identifying aspects of quality teaching, and embedding formative assessment. It discussed research showing the top-performing school systems focus on instructional quality and improving teacher-student interactions. Examples of formative assessment strategies were provided, including learning intentions, criteria, descriptive feedback, questioning, and self/peer assessment. The importance of engagement, critical thinking, documenting learning, and learning stories was also covered.
This document outlines steps in a lesson sequence on providing feedback. It discusses how feedback should be descriptive rather than evaluative, and focuses on helping students improve toward learning goals. The document emphasizes that the most powerful feedback comes from students to teachers. Teachers are encouraged to have students analyze examples to understand feedback concepts and potentially apply them to another subject area.
Sea to sky.learning in safe schools.elemexamplesFaye Brownlie
A series of classroom examples, designed to include all students, supporting them in belonging in the classroom, having choice, and developing competency.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
This document summarizes the features of a pink Hello Kitty C90 phone. It has a 2.0 inch LCD screen, supports music and video playback, has a camera, and basic phone functions like calling, texting and an alarm clock. Additional features include an FM radio, Bluetooth, expandable memory and multiple languages. The phone has a lightweight design and long battery life for calls and standby time.
George Washington was the first President of the United States from 1789 to 1797, serving two terms. The first executive branch consisted of the Department of State led by Thomas Jefferson and the Department of the Treasury led by Alexander Hamilton. The Judiciary Act of 1789 established the Supreme Court and a system of lower courts. Alexander Hamilton proposed paying off the nation's debt by issuing new bonds which bankers supported but many opposed as it rewarded speculators.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
This document discusses frameworks and strategies for teaching in inclusive classrooms. It describes universal design for learning which provides multiple means for students to acquire and demonstrate knowledge. It also discusses backwards design where teachers identify important understandings and strategies for students to demonstrate them. The document provides examples of lesson planning using these frameworks including setting clear learning intentions, incorporating student choice and feedback, and using gradual release of responsibility.
Matsqui/Swift - Differentiation and EngagementFaye Brownlie
This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
This document provides information for parents about classroom routines, policies, and curriculum at Dobcroft Infant School. It outlines the daily schedule, requirements for uniforms, meals, and attendance. It also summarizes the areas of learning and goals for the Foundation Stage, and encourages parental involvement through various activities and communication methods like a school blog.
The document provides information on differentiation, metacognition, and assessment for learning strategies. It discusses differentiation as a process to approach teaching students of differing abilities. It outlines differentiation practices like focusing on essential ideas, responding to individual differences, and continually assessing and adjusting instruction. It also discusses metacognition as thinking about thinking, and assessment for learning strategies like using learning intentions, criteria, descriptive feedback, questions, self and peer assessment, and developing student ownership. Sample lessons are provided that illustrate how to apply these concepts.
Engaging children as thinkers and theorisersCandKAus
This document discusses engaging children as thinkers and theorists. It provides examples of how children think about thinking and explores how educators can create a culture that supports children's thinking. Some approaches discussed include inquiry pedagogies, sustained shared thinking, and strategies to support critical thinking such as open-ended resources, meaningful conversations, and allowing time for questions. The document emphasizes seeing children as capable thinkers and adapting the learning environment accordingly.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
This document summarizes a presentation on engaging all learners. It discusses various frameworks for engagement, including providing student choice and voice. Research shows that making daily progress is the top driver of engagement. The presenters discussed implementing student choice in assignments to increase engagement and understanding in their own classrooms. Student feedback was positive, with most feeling they did better and being more interested with choice options.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.
This document provides information for parents of children starting in the Foundation Stage Two class at Dobcroft Infant School. It outlines classroom routines, staff members, the school vision, curriculum areas, and other policies. The key points are:
1) The document outlines classroom routines for drop-off, activities when children first arrive, and pick-up. It introduces the Foundation Stage Two teachers and staff.
2) It describes the school's vision of providing a foundation for fulfilled lives and inspiring confident learners. The curriculum areas covered in the Foundation Stage are also summarized.
3) Parents are given information on policies like attendance, illness, lost property, and how to communicate with teachers. The document aims to orient
This document provides information for parents of children starting in the Foundation Stage Two class at Dobcroft Infant School. It outlines classroom routines, staff members, the school vision, curriculum areas, and other policies. The key points are:
1) The document outlines classroom routines for drop-off, activities when children first arrive, and pick-up. It introduces the Foundation Stage Two teachers and staff.
2) It describes the school's vision of providing a foundation for fulfilled lives and inspiring confident learners. The curriculum areas covered in the Foundation Stage are also summarized.
3) Parents are given information on policies like attendance, illness, lost property, and how to communicate with teachers. The document aims to orient
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
This document provides guidance for principals and literacy coaches on understanding quality literacy instruction. It begins by outlining learning intentions around using data to understand student strengths and areas for growth, and developing plans to support literacy development for all students. It then presents frameworks for assessing students, analyzing data, planning instruction, and implementing and reassessing. The document emphasizes the importance of understanding individual student needs, setting goals, and choosing appropriate strategies. It also discusses elements of effective literacy instruction such as relationship building, choice, and a focus on meaning. Finally, it stresses the importance of coherence across a school system in order to improve literacy outcomes for all students.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating.
It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing.
The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Coquitlam pns.april2012.no pics
1. Formative Assessment and
Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam PNS
April 20, 2012
Presented by Faye Brownlie
2. Learning
Inten+ons
• I
can
iden+fy
and
apply
aspects
of
quality
teaching
• I
be8er
understand
how
to
infuse
AFL
into
my
lessons
• I
have
a
plan
to
try
something
new
to
me
in
my
classroom
– High
standards,
high
engagement
– Choice
4. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
(2008)
Darling-‐Hammond,
Pearson,
Barron,
Schoenfeld
As
discussed
in
It’s
All
About
Thinking
–
Math
and
Science,
2011
5. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking
6. The
Six
Big
AFL
Strategies
1.
Learning
Inten+ons
2.
Criteria
3.
Descrip+ve
feedback
4.
Ques+ons
5.
Self
and
peer
assessment
6.
Ownership
10. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking
11. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wri+ng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– Descrip+on
– Imagina+on
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable
12. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wri+ng?
• Build
on
one
another’s
thinking
• View
4
pictures
13.
14. • Eagle
Dreams
-‐
Wri7en
by
Sheryl
McFarlane
;
Illustra@ons
by
Ron
Lightburn;
• ISBN:
1-‐55143-‐016-‐9
15. • Task:
a
piece
of
wri+ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un+l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri+ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri+ng
16. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emo+on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading
17. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Ajer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.
18. Sample
3
Once
upon
a
+me
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
con+nued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…
19. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
+me
to
eat
a
dinner
say
mother
say
…
20. • Kids
can
add/edit/con+nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden+fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Ajer
repeated
prac+ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con+nuous,
personal,
+mely,
focused
21. Intro
to
Circula+on
–
Gr.
12
Biology
Natalie
Burns,
Burnaby
Central
The
Challenge:
– A
hook
– More
discussion
– Thinking
more
deeply
about
the
content
– Building
community
in
the
classroom
22. First
Class
–
80
minutes
• I
wonder
pictures
• Big
idea
–
circula+on
• 2
minute
quick
write
–
what
I
remember
• 20
min.
–
alone
or
with
a
partner,
terms
–
heart,
blood,
arteries,
veins,
capillaries,
immune
system,
circulatory
disorders
–
then
mindmap
• Connect
to
heart
image
• 10
min.
–
lecture,
3
slides
• 15
min.
-‐
essen+al
ques+ons
–
in
groups,
discuss
each
• Class
discussion
on
essen+al
ques+ons
• Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn
23. What
do
you
know
about
the
circulatory
system?
24. 3
Essen+al
Ques+ons
1. How
cri+cal
is
a
heart
to
the
life
of
an
organism?
2. How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
their
loca+on?
3. Why
must
blood
always
be
flowing?
26. Essen+al
Ques+ons
• How
do
we
use
the
world’s
water?
• What
can
we
do
as
individuals
to
make
a
difference
in
using,
sharing,
and
saving
the
world’s
water?
27. Match:
Water
needed
to
produce
various
foods
(Water
Wise,
Literacy
in
Ac+on,
Grade
8,
Pearson)
1
slice
of
bread
185
L
1
apple
25
L
1
potato
200
L
1
bag
of
potato
chips
(200
g)
70
L
1
cup
of
coffee
(125
ml)
40
L
1
glass
of
milk
(200
g)
140
L
28. Match:
Water
needed
to
produce
various
foods
1
slice
of
bread
40
L
1
apple
70
L
1
potato
25
L
1
bag
of
potato
chips
(200
g)
185
L
1
cup
of
coffee
(125
ml)
140
L
1
glass
of
milk
(200
g)
200
L
29. • Choose
an
ar+cle
• Read
the
text
and
all
the
accompanying
graphics
• Find
3
interes+ng
facts
that
you
would
like
to
discuss:
What?
So
what?
• Meet
in
a
group
of
4-‐6
• Add
to
your
facts
page.
What
ques+ons
do
you
have?
• Meet
in
a
mixed
ar+cle
group
30. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
• Meaningful,
ambiguous,
real
world
tasks
• Ac+ve
learning
where
learners
try
out
what
they
know
• Connec+ons
with
background
knowledge
• Assessing
to
scaffold
learners
• Assessing
to
adjust
teaching
• Clear
standards
and
ongoing
feedback
• Strategic
and
metacogni+ve
thinking
32. Structures
• To
focus
on
instruc+on
• To
enhance
collabora+on
• To
build
the
social
capital
of
the
building
• To
refine
our
mental
models
of
learning
• To
build
trust
33. Your
Plan
–
20
minutes
team
planning
• What
will
you
try?
• Who
will
you
work
with?
• How
will
you
know
that
what
you
are
doing
is
making
a
difference?
34. Resources
• Grand
Conversa<ons,
Though>ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora<ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani<es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora<ng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
Instruc<on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press