Curtin Education Assistants Conversion Course Logbook… observation framework
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The document provides an overview and guidance for observations to be completed as part of a logbook for a Curtin Education Assistants Conversion Course. It includes sections to guide observations on the context of the school and classroom, relationships, structures, processes, planning, curriculum, classroom management, assessment, instructional strategies, and inclusion. Students are instructed to complete 12 observation sessions and respond to the different sections in their logbook, which will be marked according to the provided rubric. The key question focuses on the role of assessment and evaluation in teaching and learning within an outcomes-focused environment.
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In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
EV682 planning to teach and facilitate learning
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
Chapter 6 — Appendix Planning Form to Guide the Process of Conn.docx
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do consistently?
Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc.
Source:
Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with specific feedback;
model respectful interactions by using culturally relevant greetings and social interactions;
use proactive child guidance by clearly communicating expectations.
3. What am I especially wondering about, or what misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children about class rules
Differences between expectations in school and in a child’s home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support ...
Edu 650 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
seameo
This document contains the discussion points from a chat session for teachers. It discusses reflecting on their professional learning and development plans, strategies for engaging different types of learners, developing higher order thinking skills in students, using technology in instruction, classroom management techniques, and contextualizing teaching practices. Teachers are asked to share their experiences implementing these strategies and challenges they face in order to improve. The chat aims to support teachers in strengthening their skills and developing best practices.
EDU 650 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
CWT Bankston ppc
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
Field study 6 - On Becoming a Teacher
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Classroom Action Research
This document provides an overview of action research and the steps involved in conducting action research as a teacher. It discusses that action research involves teachers taking a self-reflective, critical and systematic approach to exploring their own teaching contexts. The key steps outlined are planning, action, observation, and reflection. Planning involves identifying an area of focus, developing research questions, and preparing materials. During the action stage, teachers collect and analyze both qualitative and quantitative data. Observation methods include checklists, notes, recordings and photographs. Non-observation methods include interviews, questionnaires, journals and reviewing documents. Reflection involves analyzing and interpreting the data, assessing outcomes, and planning next steps to improve teaching practice.
CWT Strathfield SEG
The document outlines the goals and process of collaborative walkthroughs (CWT) at Belmore South Public School. The goals are to improve teacher practice and student outcomes by having teachers take responsibility for their own professional learning. The CWT process involves teams of teachers and leaders conducting brief classroom observations focused on an instructional element, analyzing trends in teaching and learning, and reflecting on areas for improvement. The overall aim is to use CWTs to strengthen the instructional core of teacher practice, student engagement, and academic content.
CWT
The document outlines the goals and process of collaborative walkthroughs (CWT) at Belmore South Public School. The goals are to improve teacher practice and student outcomes by having teachers take responsibility for their own professional learning. The CWT process involves teams of teachers and leaders conducting brief classroom observations focused on an instructional element, analyzing trends in teaching and learning, and reflecting on areas for improvement. The overall purpose is to use data from CWT to inform school-wide professional development.
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Curtin Education Assistants Conversion Course Logbook… observation framework
- 1. Curtin Education Assistants Conversion Course Logbook… observation framework Reflective Practice 333 Leith Hogan Semester One 2009
- 9. Suggested observation timetable Leith Hogan January 2009 Week 1 Monday Tuesday Wednesday Thursday Friday AM observe observe observe PM observe observe Week 2 AM observe observe observe PM observe observe Week 3 AM observe observe observe PM observe observe
- 17. Take a photo of your practicum classroom Leith Hogan January 2009
- 38. Student, teacher and the work… Can you see the classroom connections? Write about this… Leith Hogan January 2009 Student Teacher Work
- 45. Assessment Rubric for Marking Logbook Leith Hogan January 2009 Introduction: 2% Context: 2% Relationships: 3% Structures: 3% Administrative processes: 2% Instructional skills/ processes 2% Planning 3% Curriculum content 3% Classroom management 1 2% Classroom Management 2 2% Assessment 3% Instructional strategies 3% Inclusion 2% Conclusion: Summing up: 3% Total: 35% Key question: The place of assessment and evaluation in the Teaching and learning process. Total :15% Total mark: / 50%
Editor's Notes
- 12 Half days observations….. 12 observations collected in Notebook / journal /log book scrapbook…. 3 week practicum: 2 days observation per week. 3 days practice. Submitted as Assessment 2 Reflective practice 333 Total mark 30% [Observations 20% Key question 10%]