This document provides a list of benchmarks from the kindergarten curriculum that are addressed in the Communities Thematic Unit. The benchmarks cover language arts, mathematics, science, social studies, and physical development. Some key benchmarks include identifying characters and settings in stories, solving simple math problems, asking questions and making observations in scientific inquiries, learning about community roles, and developing fundamental locomotor and manipulative skills.
This document is a syllabus for an English III course at UNIANDES University in Ecuador. It outlines the course objectives, topics, schedule, assignments and assessments. The course aims to improve students' English communication skills to an A2 level according to the CEFR framework. Over 12 topics related to travel, appearance, film/arts, science, technology, tourism and the environment will be covered. Students will complete activities such as discussions, presentations and writing assignments to assess their skills in areas like describing travel, being polite in English and interacting in familiar contexts. The course schedule allocates time for both classroom and independent work over 32 classroom hours and 48 autonomous hours.
The document describes a virtual recruitment and assessment platform called "It's a Career Thing" that aims to solve common staffing problems like the long time and high costs to find qualified candidates. The platform allows companies to attract candidates, identify qualified applicants, assess candidates, and make offers. It features no software or hardware installation, uses cloud computing, and requires little training. Companies can use online assessments, video interviews, social media marketing, and tools to manage the hiring process and gain insights into candidates. The platform claims to reduce recruitment budgets by 70-80% and time-to-hire from months to weeks.
- The document introduces Measured Success, a comprehensive online testing, assessment, certification and data management platform for applicants, employees, business partners and customers.
- It provides an overview of the platform's capabilities for creating, administering and scoring various types of online tests and assessments. Key features include item authoring tools, secure testing environments, automated scoring, and reporting dashboards.
- The platform aims to help organizations establish knowledge, skills and abilities through electronic testing and certification, which is more cost effective and faster than traditional paper testing.
The document provides an overview of computer networks and details regarding the school's network. It discusses why networks are important, defines what a network is, and describes the components and types of networks including local area networks (LANs), wide area networks (WANs), and the school's wireless local area network (WLAN). It also provides information about the school's network design, connectivity, software, and troubleshooting procedures.
This document analyzes learner characteristics and contexts for two groups who will access online instructional materials on using GarageBand software. The first group consists of 6 music teachers in the Deerfield school district who have varying levels of computer experience. The second group consists of online music teachers who are members of a networking site. Analysis of entry behaviors, prior knowledge, academic motivation, educational levels, and learning preferences was conducted to inform the design of the instructional materials. Considerations for both the performance context of using the software and the learning context of accessing the materials online are also discussed.
This proposal from Building Evaluation Solutions Together, Inc. (BEST) outlines an evaluation plan for Far West Laboratory's Determining Instructional Purposes (DIP) training program. The evaluation will gather feedback from program developers, a subject matter expert, and potential users (school administrators and graduate students) through interviews, surveys, observations of training sessions, and a focus group. BEST will analyze the data and provide a final report with recommendations about marketing the DIP training materials. The budget for the evaluation is $49,970.
The document discusses research showing the positive effects of technology use in K-12 education. It finds that technology use is linked to improved student achievement in basic skills and higher-order thinking, particularly benefiting special learners. Technology allows for differentiated instruction and increases student motivation. It also helps develop 21st century skills needed for future success. While data is sometimes conflicting, meta-analyses and studies show technology facilitates learning when used appropriately.
This report evaluates First Street Elementary School's 2009-2010 School Improvement Plan Goal 3. The goal aimed to improve teacher feedback and help students generate learning goals and reflect on progress. Reader Response writing assignments were administered three times to collect data on student goal attainment. The report describes the program, evaluation methods used, results found, and provides recommendations to clarify processes for teachers and students. Key findings include that most students understood teacher feedback and could set goals, though some grades needed more support. The evaluation helped standardize procedures and identify additional data needed to fully assess goal achievement.
This document is a syllabus for an English III course at UNIANDES University in Ecuador. It outlines the course objectives, topics, schedule, assignments and assessments. The course aims to improve students' English communication skills to an A2 level according to the CEFR framework. Over 12 topics related to travel, appearance, film/arts, science, technology, tourism and the environment will be covered. Students will complete activities such as discussions, presentations and writing assignments to assess their skills in areas like describing travel, being polite in English and interacting in familiar contexts. The course schedule allocates time for both classroom and independent work over 32 classroom hours and 48 autonomous hours.
The document describes a virtual recruitment and assessment platform called "It's a Career Thing" that aims to solve common staffing problems like the long time and high costs to find qualified candidates. The platform allows companies to attract candidates, identify qualified applicants, assess candidates, and make offers. It features no software or hardware installation, uses cloud computing, and requires little training. Companies can use online assessments, video interviews, social media marketing, and tools to manage the hiring process and gain insights into candidates. The platform claims to reduce recruitment budgets by 70-80% and time-to-hire from months to weeks.
- The document introduces Measured Success, a comprehensive online testing, assessment, certification and data management platform for applicants, employees, business partners and customers.
- It provides an overview of the platform's capabilities for creating, administering and scoring various types of online tests and assessments. Key features include item authoring tools, secure testing environments, automated scoring, and reporting dashboards.
- The platform aims to help organizations establish knowledge, skills and abilities through electronic testing and certification, which is more cost effective and faster than traditional paper testing.
The document provides an overview of computer networks and details regarding the school's network. It discusses why networks are important, defines what a network is, and describes the components and types of networks including local area networks (LANs), wide area networks (WANs), and the school's wireless local area network (WLAN). It also provides information about the school's network design, connectivity, software, and troubleshooting procedures.
This document analyzes learner characteristics and contexts for two groups who will access online instructional materials on using GarageBand software. The first group consists of 6 music teachers in the Deerfield school district who have varying levels of computer experience. The second group consists of online music teachers who are members of a networking site. Analysis of entry behaviors, prior knowledge, academic motivation, educational levels, and learning preferences was conducted to inform the design of the instructional materials. Considerations for both the performance context of using the software and the learning context of accessing the materials online are also discussed.
This proposal from Building Evaluation Solutions Together, Inc. (BEST) outlines an evaluation plan for Far West Laboratory's Determining Instructional Purposes (DIP) training program. The evaluation will gather feedback from program developers, a subject matter expert, and potential users (school administrators and graduate students) through interviews, surveys, observations of training sessions, and a focus group. BEST will analyze the data and provide a final report with recommendations about marketing the DIP training materials. The budget for the evaluation is $49,970.
The document discusses research showing the positive effects of technology use in K-12 education. It finds that technology use is linked to improved student achievement in basic skills and higher-order thinking, particularly benefiting special learners. Technology allows for differentiated instruction and increases student motivation. It also helps develop 21st century skills needed for future success. While data is sometimes conflicting, meta-analyses and studies show technology facilitates learning when used appropriately.
This report evaluates First Street Elementary School's 2009-2010 School Improvement Plan Goal 3. The goal aimed to improve teacher feedback and help students generate learning goals and reflect on progress. Reader Response writing assignments were administered three times to collect data on student goal attainment. The report describes the program, evaluation methods used, results found, and provides recommendations to clarify processes for teachers and students. Key findings include that most students understood teacher feedback and could set goals, though some grades needed more support. The evaluation helped standardize procedures and identify additional data needed to fully assess goal achievement.
The document provides a lesson plan template for teaching students about their local community. The lesson involves reading books, discussing what makes up a community, exploring maps of the area using Google Earth and Scribble Maps to identify local landmarks and changes over time. The objective is for students to develop an understanding of their community as part of a larger school and town community.
This document provides a template for a technology-enhanced kindergarten lesson plan about people and places in the local community. The lesson involves students using an online neighborhood building tool to discuss community features. They will then read books, watch videos, and sing songs to learn about community helpers and buildings. Finally, students will create drawings and short descriptions of community people or places to contribute to a class e-book. The goal is for students to explore and share their understanding of the roles of different individuals and locations within their own community.
This lesson plan compares different types of communities. Students will view videos about their own suburb community of Deerfield and the neighboring town of Highland Park. They will discuss similarities and differences between their community and others depicted in books, such as cities, small towns, and farm communities. Students will create skyline art projects representing different community types. The lesson incorporates Skype calls for students to share what they have learned about their community with a partner classroom in a contrasting community. Participation, blog posts, and the skyline art project will be assessed. Accommodations are provided for various student needs.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.
The document is a daily lesson log for an 11th grade Oral Communication class during the first quarter. Over four sessions, the teacher aims to explain the functions, nature, and process of communication to students. Each session covers reviewing concepts from the previous class, presenting new material, discussing topics like the elements and importance of communication, practicing skills through activities, and evaluating learning. The goal is for students to understand communication and be able to apply the concepts in their daily lives and careers.
Global Collaboration, Project Based Learning the Common Core State Standardsdmidness
The document discusses aligning education with Common Core State Standards and project-based learning through iEARN. It provides examples of how lessons and projects can be designed to meet Common Core literacy and math standards while also incorporating key elements of project-based learning like collaboration, developing voice and choice, and having a public audience. Specific lessons are summarized that integrate these areas on topics like folktales, gardening, and connecting math to students' lives through data collection and analysis.
This lesson plan compares different types of communities (urban, suburban, rural) through reading books, discussions, Venn diagrams, and video. Students will compare their own community to Deerfield and Highland Park through class activities and Skyping another kindergarten class. The goal is for students to understand diversity in communities and represent their ideas in various ways including creating a "skyline" with shapes and sharing on class blogs. Assessments include participation, blog post rubrics, and a community shapes completion rubric. The plan provides accommodations for diverse learners.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
This document provides a lesson plan template for a technology-enhanced lesson on the history of the Deerfield community. The lesson involves students exploring the local historic village through videos and ebooks. They will learn about transportation development and a family-owned bakery through informational videos. As application activities, students will create paper log cabin models and discuss pioneer life. The lesson aims to teach social studies and technology skills while developing students' research, creative, and collaboration abilities.
The document describes a third grade wax museum project where students:
1. Research important historical figures and create first person speeches to deliver as those figures at a wax museum event for the community.
2. Use technology like Macbooks, Garageband, microphones, and Glogster EDU to type speeches, record deliveries, and showcase projects.
3. The event allows students to meet curriculum standards in social studies, language arts, and technology while sharing their learning with others.
Valerie Burton presented on ways to integrate technology into Common Core classrooms to engage students. She discussed using Google Forms for entrance and exit tickets to check prior knowledge. Piclits and images can be used to identify tone and provide deeper meaning. Wikis allow students to examine author's style or collect materials. Blogs are for analyzing and reflecting on text. Padlet is for posting questions about fiction or nonfiction. Finally, students can publish ePortfolios to showcase their work. The presentation aimed to increase student engagement and help cover literacy standards through technological means.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
This instructional plan provides three lessons incorporating principles of interpersonal communication that teachers can apply to create an engaging learning environment and develop better teacher-student relationships. Lesson 1 focuses on communication in the classroom and includes activities using word processing, spreadsheets, and the internet. Lesson 2 addresses building rapport and includes creating a presentation and song. Lesson 3 involves using metaphors to improve communication and includes role playing, creating a presentation with clip art, and drafting a lesson plan. The overarching goal is to help teachers improve communication skills to enhance learning and relationships with students.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
This document discusses the backwards design process for creating unit plans, with a focus on developing culminating performances. It provides examples of essential questions and culminating tasks for different grade levels and subjects. The key aspects of culminating performances are that they allow students to demonstrate transferred understanding of major unit concepts through complex, authentic assessments. Students may investigate topics to understand significant ideas, then apply their knowledge through projects involving presentation, research, design, or other meaningful tasks. Technology can enhance culminating performances by supporting authentic assessments that mirror real-world applications of 21st century skills.
FIDP DISCIPLINE AND IDEAD IN SOCIAL SCIENCEellaicamontal
The document outlines a flexible instruction delivery plan for an 11th grade social science course covering 80 hours in the first semester. It will introduce students to concepts and methods in social science disciplines like economics, geography, history, and more. Students will demonstrate understanding of these disciplines and how influential thinkers and ideas relate to the Philippines and global trends. The plan details what content will be covered each quarter, including defining social sciences, introducing disciplines, and the historical context of their emergence. It also lists learning competencies, standards, and assessment activities for each quarter's content.
This document discusses making decisions about integrating technology into teaching. It provides examples of using a SNOWY framework to select appropriate tools for different lessons. Specifically, it models applying SNOWY to choose tools for two sample lessons - one on historical events influencing 9/11 for 9th grade world history, and another on whether the US should supply more troops to Afghanistan for 12th grade AP government. The selected tools include reading Wikipedia and BBC articles, watching a United Streaming video, using a group webquest, creating a timeline, and writing an objective for the 9th grade lesson.
This document provides an overview and transcript of a presentation on developing a Technology Integration Plan (TIP). It discusses the importance of a TIP for realizing technology benefits and meeting state mandates. The presentation covers assembling a planning team, conducting needs assessments, drafting the TIP components including goals, strategies and budgets, and obtaining stakeholder feedback throughout the process. The overall summary is that an effective TIP requires collaboration and follows a multi-phase process of assessment, formulation and implementation to successfully integrate technology into the curriculum.
The document provides a lesson plan template for teaching students about their local community. The lesson involves reading books, discussing what makes up a community, exploring maps of the area using Google Earth and Scribble Maps to identify local landmarks and changes over time. The objective is for students to develop an understanding of their community as part of a larger school and town community.
This document provides a template for a technology-enhanced kindergarten lesson plan about people and places in the local community. The lesson involves students using an online neighborhood building tool to discuss community features. They will then read books, watch videos, and sing songs to learn about community helpers and buildings. Finally, students will create drawings and short descriptions of community people or places to contribute to a class e-book. The goal is for students to explore and share their understanding of the roles of different individuals and locations within their own community.
This lesson plan compares different types of communities. Students will view videos about their own suburb community of Deerfield and the neighboring town of Highland Park. They will discuss similarities and differences between their community and others depicted in books, such as cities, small towns, and farm communities. Students will create skyline art projects representing different community types. The lesson incorporates Skype calls for students to share what they have learned about their community with a partner classroom in a contrasting community. Participation, blog posts, and the skyline art project will be assessed. Accommodations are provided for various student needs.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.
The document is a daily lesson log for an 11th grade Oral Communication class during the first quarter. Over four sessions, the teacher aims to explain the functions, nature, and process of communication to students. Each session covers reviewing concepts from the previous class, presenting new material, discussing topics like the elements and importance of communication, practicing skills through activities, and evaluating learning. The goal is for students to understand communication and be able to apply the concepts in their daily lives and careers.
Global Collaboration, Project Based Learning the Common Core State Standardsdmidness
The document discusses aligning education with Common Core State Standards and project-based learning through iEARN. It provides examples of how lessons and projects can be designed to meet Common Core literacy and math standards while also incorporating key elements of project-based learning like collaboration, developing voice and choice, and having a public audience. Specific lessons are summarized that integrate these areas on topics like folktales, gardening, and connecting math to students' lives through data collection and analysis.
This lesson plan compares different types of communities (urban, suburban, rural) through reading books, discussions, Venn diagrams, and video. Students will compare their own community to Deerfield and Highland Park through class activities and Skyping another kindergarten class. The goal is for students to understand diversity in communities and represent their ideas in various ways including creating a "skyline" with shapes and sharing on class blogs. Assessments include participation, blog post rubrics, and a community shapes completion rubric. The plan provides accommodations for diverse learners.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
This document provides a lesson plan template for a technology-enhanced lesson on the history of the Deerfield community. The lesson involves students exploring the local historic village through videos and ebooks. They will learn about transportation development and a family-owned bakery through informational videos. As application activities, students will create paper log cabin models and discuss pioneer life. The lesson aims to teach social studies and technology skills while developing students' research, creative, and collaboration abilities.
The document describes a third grade wax museum project where students:
1. Research important historical figures and create first person speeches to deliver as those figures at a wax museum event for the community.
2. Use technology like Macbooks, Garageband, microphones, and Glogster EDU to type speeches, record deliveries, and showcase projects.
3. The event allows students to meet curriculum standards in social studies, language arts, and technology while sharing their learning with others.
Valerie Burton presented on ways to integrate technology into Common Core classrooms to engage students. She discussed using Google Forms for entrance and exit tickets to check prior knowledge. Piclits and images can be used to identify tone and provide deeper meaning. Wikis allow students to examine author's style or collect materials. Blogs are for analyzing and reflecting on text. Padlet is for posting questions about fiction or nonfiction. Finally, students can publish ePortfolios to showcase their work. The presentation aimed to increase student engagement and help cover literacy standards through technological means.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
This instructional plan provides three lessons incorporating principles of interpersonal communication that teachers can apply to create an engaging learning environment and develop better teacher-student relationships. Lesson 1 focuses on communication in the classroom and includes activities using word processing, spreadsheets, and the internet. Lesson 2 addresses building rapport and includes creating a presentation and song. Lesson 3 involves using metaphors to improve communication and includes role playing, creating a presentation with clip art, and drafting a lesson plan. The overarching goal is to help teachers improve communication skills to enhance learning and relationships with students.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
This document discusses the backwards design process for creating unit plans, with a focus on developing culminating performances. It provides examples of essential questions and culminating tasks for different grade levels and subjects. The key aspects of culminating performances are that they allow students to demonstrate transferred understanding of major unit concepts through complex, authentic assessments. Students may investigate topics to understand significant ideas, then apply their knowledge through projects involving presentation, research, design, or other meaningful tasks. Technology can enhance culminating performances by supporting authentic assessments that mirror real-world applications of 21st century skills.
FIDP DISCIPLINE AND IDEAD IN SOCIAL SCIENCEellaicamontal
The document outlines a flexible instruction delivery plan for an 11th grade social science course covering 80 hours in the first semester. It will introduce students to concepts and methods in social science disciplines like economics, geography, history, and more. Students will demonstrate understanding of these disciplines and how influential thinkers and ideas relate to the Philippines and global trends. The plan details what content will be covered each quarter, including defining social sciences, introducing disciplines, and the historical context of their emergence. It also lists learning competencies, standards, and assessment activities for each quarter's content.
This document discusses making decisions about integrating technology into teaching. It provides examples of using a SNOWY framework to select appropriate tools for different lessons. Specifically, it models applying SNOWY to choose tools for two sample lessons - one on historical events influencing 9/11 for 9th grade world history, and another on whether the US should supply more troops to Afghanistan for 12th grade AP government. The selected tools include reading Wikipedia and BBC articles, watching a United Streaming video, using a group webquest, creating a timeline, and writing an objective for the 9th grade lesson.
This document provides an overview and transcript of a presentation on developing a Technology Integration Plan (TIP). It discusses the importance of a TIP for realizing technology benefits and meeting state mandates. The presentation covers assembling a planning team, conducting needs assessments, drafting the TIP components including goals, strategies and budgets, and obtaining stakeholder feedback throughout the process. The overall summary is that an effective TIP requires collaboration and follows a multi-phase process of assessment, formulation and implementation to successfully integrate technology into the curriculum.
This document provides a reference guide for GarageBand lessons 1-6, summarizing keyboard shortcuts, mouse functions, and menu options for various editing, arranging, exporting, and importing audio functions in GarageBand. It includes shortcuts and instructions for deleting, copying, pasting, looping, splitting tracks, adjusting volume, burning songs to CD, sending to iTunes, converting file formats, and importing audio files like MIDI, loops, and other formats while being mindful of copyright restrictions.
The principal asked the author to develop a rubric to evaluate software for a grant to fund new applications for the school. The rubric must include clear criteria for scoring software, and be used to evaluate two sample applications to demonstrate its usefulness. The author created an educational software evaluation instrument in Word that can be used to enter product information and respond to statements about software characteristics. It includes checkboxes and text fields to flexibly evaluate educational focus, classroom application, educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and associated costs and services. At the end, the evaluator recommends whether to use the software and includes references.
The principal at a school asked two educators to develop a rubric to evaluate software for a grant to fund new applications. The rubric must include clear criteria for scoring software, an evaluation of two sample applications using the rubric, and references. The educators created a rubric in a Word document with checkboxes and fields. It includes sections to evaluate educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and costs. They then used the rubric to evaluate two sample software programs and included references at the end.
This document outlines a professional development plan for teacher training on Promethean technologies. The training will take place over two half-day sessions in September and November. It includes SMART goals for novice, intermediate, and advanced users. Planned activities include an online needs assessment, breakout sessions led by technology coaches, and follow up surveys. The expected outcomes are that participants will gain skills and confidence in using Promethean hardware and software for classroom instruction. Student learning will also be assessed through observations, surveys, and anecdotal evidence.
This VoiceThread commentary summarizes the key ideas from the article "Disrupting Class" and book. It argues that online learning is a disruptive innovation that can individualize education to student needs and learning styles through modularization. It predicts online courses will reach a 25% market share in high schools by 2014 and quickly become the norm. This disrupts the monolithic education approach. It also disrupts the tutoring model of teaching, shifting the teacher role to be more like one-room schoolhouse teachers providing individual attention. The challenge is integrating these changes within the standardization of No Child Left Behind. Modularization and moving away from standardization will be key to realizing the opportunities of disruptive innovation in education
This document analyzes survey data from a technology integration survey completed by teachers and administrators in the Pleasant View school district. The key findings were that 78% of teachers reported functioning at the lowest level of technology integration. Return rates on the survey varied significantly between schools. The document makes recommendations for additional data collection to better understand technology training needs and for improving survey participation rates. It also discusses the need for a comprehensive professional development plan to effectively integrate technology and meet district goals.
1) The document describes Susan Ferdon's process of setting up a home server and creating a basic website to host on that server. She encountered difficulties getting the server set up on her Mac and instead used her husband's Windows laptop.
2) She installed Apache server software, set up dynamic DNS with No-IP, and configured port forwarding on her home router to access the server remotely.
3) As an extra credit task, she also installed WordPress on the server but encountered issues with formatting when accessing the WordPress site remotely versus locally.
This document provides instructions for building a simple network with four PCs connected to a switch and configuring their TCP/IP settings. It assigns each PC an IP address on the 192.168.1.0/24 subnet and provides steps to test connectivity using ping commands. It also describes how the switch learns MAC addresses when a ping is sent from one PC to another, only forwarding the frame to the destination port once the address is known. The document compares this process to what is described in the textbook about switches learning unknown source MAC addresses and initially flooding frames.
This grant proposal seeks $30,073.76 to purchase Lexia Reading and Ascend Math software licenses and provide training to staff at Kipling Elementary School. 17% of students are below grade level in reading and math. The software aims to increase scores by one grade level by providing individualized skill development. Training will be provided to teacher leaders who will train other staff. Effectiveness will be evaluated based on assessment scores, staff and student surveys on engagement and software use. Funds would support software, training, and evaluation activities over one school year.
The grant proposal requests $10,053.88 in funding to purchase music software for grades K-5 to support differentiated instruction and meet the varying skill levels of students. The majority (55%) of funds would go towards application software to allow students to create and collaborate using technology. The software directly supports state standards and 89% correlates to the district's curriculum materials.
Potential technologies and online resources that can help address common learning challenges in a K-5 general music classroom. These include document cameras, interactive whiteboards, headphones, online music games and activities, electronic textbooks, notation software, recording equipment, communication tools, and inquiry-based activities. The use of these technologies can provide differentiated instruction, visual supports, opportunities for practice and assessment, and engage students as active learners. When implemented effectively, they are expected to result in greater understanding, less frustration, and more progress for students.
This document provides guidance on connecting to and using the school's computer network. It outlines how to connect desktops, laptops, and other peripherals to the network. It also describes the school's intranet and thin client options for accessing files remotely. Troubleshooting tips are provided, advising users to check basic connections, ask colleagues for help, and then contact the appropriate support if issues persist. Specific instructions are included for connecting netbooks to the wireless network and what to do if connections issues arise.
This document provides a justification and overview for visuals created for a general music classroom. It discusses how visuals can enhance learning and engagement when designed based on instructional goals, context, and principles of visual design. The document then summarizes five lessons on music topics, each including the visualization of graphics used, how they were designed based on research, and how they were revised based on feedback. It aims to show how the visuals adhere to research-based guidelines and support the learning objectives of the lessons.
This report summarizes the evaluation of Goal 3 of First Street Elementary School's 2009-2010 School Improvement Plan, which aimed to improve students' ability to reflect on feedback, set learning goals, and improve with subsequent assignments. The evaluation analyzed student work samples from reading assignments and found that most students understood feedback but struggled with setting measurable goals. Recommendations provided to teachers standardized the feedback process and improved students' goal-setting skills. Analysis of later work samples found students were better able to link improvements to goals set based on prior feedback.
This document provides an overview of constructivism and its relationship to technology, cognitive function, and learning styles in education. It discusses key constructivist theorists like Piaget and Vygotsky and their varying perspectives. It also explores research on cognitive load theory and working memory, the benefits of guided discovery learning over minimally guided instruction, and models of learning styles like the Felder-Silverman learning styles model. The role of technology in constructivist classrooms is examined, noting how tools can provide sensory-rich environments for students to actively construct knowledge, with teachers as facilitators.
This document provides an overview of a lesson plan for a recorder unit for 5th grade students called Recorder Taekwondo. The unit uses a belt ranking system where students progress through different belt levels as they learn increasingly difficult songs. Previously, the unit was taught using direct whole-class instruction, but changes are being made to incorporate additional resources and learning theories. The revised unit will include instructional videos to allow for more independent practice, as well as peer teaching between higher and lower belt students. This is intended to maximize instructional time while still achieving curricular goals.
This document outlines objectives and timeframes for teaching general music teachers to use GarageBand software. It is divided into 7 clusters, each focusing on a different skill or set of skills over 15-20 minutes. Within each cluster are specific objectives that build upon each other. Motivational strategies draw from Keller's ARCS model to gain and maintain learner attention through variety, relevance through choice and application to teaching, building confidence with clear steps and supports, and satisfaction through creating finished projects and sharing accomplishments.
24. Develop the ability to sing on pitch within a limited range.HYPERLINK "http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf"Illinois Early Learning StandardsIllinois Learning Standards<br />Documents are available for download on the Illinois State Board of Education (ISBE) Web site: . Early Learning and K-12 documents contain identical goals and standards, differences being the Benchmarks/Descriptors that are included. ISBE documents for K-12 contain Performance Descriptors for first grade and up, so the Early Learning Standards Benchmarks were used to supply detail below.<br />LANGUAGE ARTSSTATE GOAL 1: ReadingRead with understanding and fluency. Learning Standard A: Apply word analysis and vocabulary skills to comprehend selections. BENCHMARKS 1.A.ECa Understand that pictures and symbols have meaning and that print carries a message. 1.A.ECb Understand that reading progresses from left to right and top to bottom. 1.A.ECd Identify some letters, including those in own name. Learning Standard C: Comprehend a broad range of reading materials. BENCHMARKS 1.C.ECa Retell information from a story. 1.C.ECb Respond to simple questions about reading material. 1.C.ECc Demonstrate understanding of literal meaning of stories by making comments. STATE GOAL 3: WritingWrite to communicate for a variety of purposes. Learning Standard A: Use correct grammar, spelling, punctuation, capitalization and structure. BENCHMARK 3.A.EC Use scribbles, approximations of letters, or known letters to represent written language. Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences. BENCHMARK3.B.EC Dictate stories and experiences. Learning Standard C: Communicate ideas in writing to accomplish a variety of purposes. BENCHMARK 3.C.EC Use drawing and writing skills to convey meaning and information. STATE GOAL 4: Listening and SpeakingListen and speak effectively in a variety of situations. Learning Standard A: Listen effectively in formal and informal situations. BENCHMARK 4.A.EC Listen with understanding and respond to directions and conversations. Learning Standard B: Speak effectively using language appropriate to the situation and audience. BENCHMARK4.B.EC Communicate needs, ideas and thoughts.STATE GOAL 5: ResearchUse the language arts to acquire, assess and communicate information.Learning Standard B: Analyze and evaluate information acquired from various sources. BENCHMARK5.B.EC Relate prior knowledge to new information. Learning Standard C: Apply acquired information, concepts and ideas to communicate in a variety of formats. BENCHMARK5.C.EC Communicate information with others. MATHEMATICSSTATE GOAL 6: Number SenseDemonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Learning Standard A: Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. BENCHMARKS 6.A.ECa Use concepts that include number recognition, counting and one-to-one correspondence. 6.A.ECb Count with understanding and recognize “how many” in sets of objects. Learning Standard C: Compute and estimate using mental mathematics, paper-andpencil methods, calculators and computers. BENCHMARKS6.C.ECa Explore quantity and number.6.C.ECb Connect numbers to quantities they represent using physical models and representations. Learning Standard D: Solve problems using comparison of quantities, ratios, proportions and percents. BENCHMARK 6.D.EC Make comparisons of quantities. STATE GOAL 8: Algebra and Analytical MethodsUse algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems, and predict results. Learning Standard A: Describe numerical relationships using variables and patterns. BENCHMARK 8.A.EC Sort and classify objects by a variety of properties. STATE GOAL 9: GeometryUse geometric methods to analyze, categorize, and draw conclusions about points, lines, planes and space. Learning Standard A: Demonstrate and apply geometric concepts involving points, lines, planes and space. BENCHMARK 9.A.EC Recognize geometric shapes and structures in the environment. Learning Standard B: Identify, describe, classify and compare relationships using points, lines, planes and solids. BENCHMARK 9.B.EC Find and name locations with simple words, such as “near”. STATE GOAL 10: Data Analysis and ProbabilityCollect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. Learning Standard A: Organize, describe and make predictions from existing data. BENCHMARKS 10.A.ECa Represent data using concrete objects, pictures, and graphs. 10.A.ECb Make predictions about what will happen next. Learning Standard B: Formulate questions, design data collection methods, gather and analyze data and communicate findings. BENCHMARK10.B.EC Gather data about themselves and their surroundings. SCIENCE STATE GOAL 11: Inquiry and DesignUnderstand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Learning Standard A: Know and apply the concepts, principals and processes of scientific inquiry. BENCHMARKS 11.A.ECa Uses senses to explore and observe materials and natural phenomena. 11.A.ECb Collect, describe and record information. Learning Standard B: Know and apply the concepts, principles and processes of technological design. BENCHMARKS 11.B.ECb Become familiar with the use of devices incorporating technology. STATE GOAL 13: Science, Technology and SocietyUnderstand the relationships among science, technology and society in historical and contemporary contexts. Learning Standard A: Know and apply the accepted practices of science. BENCHMARK13.A.EC Begin to understand basic safety practices. Learning Standard B: Know and apply concepts that describe the interaction between science, technology and society. BENCHMARKS 13.B.ECa Express wonder and ask questions about their world. 13.B.ECb Begin to be aware of technology and how it affects their lives. SOCIAL SCIENCESTATE GOAL 14: Political SystemsUnderstand political systems, with an emphasis on the United States. Learning Standard A: Understand and explain basic principles of the United States government. BENCHMARK14.A.EC Recognize the reasons for rules. Learning Standard D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. BENCHMARK 14.D.EC Develop an awareness of roles of leaders in their environment. STATE GOAL 15: EconomicsUnderstand economic systems, with an emphasis on the United States. Learning Standard A: Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. BENCHMARK 15.A.EC Identify community workers and the services they provide.STATE GOAL 16: HistoryUnderstand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Learning Standard A: Apply the skills of historical analysis and interpretation. BENCHMARK 16.A.EC Recall information about the immediate past. STATE GOAL 17: GeographyUnderstand world geography and the effects of geography on society, with and emphasis on the United States. Learning Standard A: Locate, describe and explain places, regions and features on the Earth. BENCHMARKS17.A.ECa Locate objects and places in familiar environments. 17.A.ECb Express beginning geographic thinking. STATE GOAL 18: Social SystemsUnderstand social systems, with an emphasis on the United States. Learning Standard A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. BENCHMARK18.A.EC Recognize similarities and differences in people.PHYSICAL DEVELOPMENT AND HEALTHSTATE GOAL 19: Movement SkillsAcquire movement skills and understand concepts needed to engage in health-enhancing physical activity. Learning Standard A: Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. BENCHMARKS19.A.ECa Engage in active play using gross motor skills.19.A.ECb Engage in active play using fine motor skills. Learning Standard B: Analyze various movement concepts and applications. BENCHMARK19.B.EC Coordinate movements to perform complex tasks. Learning Standard C: Demonstrate knowledge of rules, safety and strategies during physical activity. BENCHMARK 19.C.EC Follow simple safety rules while participating in activities. STATE GOAL 20: Physical FitnessAchieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Learning Standard A: Know and apply the principles and components of health-related fitness. BENCHMARK 20.A.EC Participate in developmental activities related to physical fitness. Learning Standard B: Assess individual fitness levels. BENCHMARK 20.B.EC Exhibit increased endurance. FINE ARTSSTATE GOAL 25: Language of the ArtsKnow the language of the arts.Learning Standard A: Understand the sensory elements, organizational principles and expressive qualities of the arts.BENCHMARKS26.A.ECa Dance: Investigate the elements of dance.26.A.ECb Drama: Investigate the elements of drama.26.A.ECc Music: Investigate the elements of music.26.A.ECd Visual Arts: Investigate the elements of visual arts.Learning Standard B: Understand the similarities, distinctions and connections in and among the arts.BENCHMARK 26.B.EC Describe or respond to their own creative work or the creative work of others.STATE GOAL 26: Creating and PerformingThrough creating and performing, understand how works of art are produced. Learning Standard A: Understand processes, traditional tools and modern technologies used in the arts. BENCHMARKS26.A.ECa Dance: Participate in dance activities.26.A.ECb Drama: Participate in drama activities. 26.A.ECc Music: Participate in music activities. 26.A.ECd Visual Arts: Participate in the visual arts. Learning Standard B: Apply skills and knowledge necessary to create and perform in one or more of the arts. BENCHMARK 26.B.EC Use creative arts as an avenue for self-expression.FOREIGN LANGUAGESTATE GOAL 28: CommunicationUse the target language to communicate within and beyond the classroom setting. BENCHMARK 28.A.EC Maintain the native language for use in a variety of purposes. STATE GOAL 30: Connections and ApplicationUse the target language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines. BENCHMARK 30.A.EC Use and maintain the native language in order to build upon and develop transferable language and literacy skills. <br />SOCIAL / EMOTIONAL DEVELOPMENTSTATE GOAL 31:Develop an awareness of personal identity and positive self-concept.BENCHMARKS 31.A.ECa Describe self by using several basic characteristics. 31.A.ECb Exhibit eagerness and curiosity as a learner. 31.A.ECc Exhibit persistence and creativity in seeking solutions to problems. 31.A.ECd Show some initiative and independence in actions. 31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings. STATE GOAL 32:Demonstrate a respect and a responsibility for self and others.Learning Standard A: Perform effectively as an individual. BENCHMARKS 32.A.ECa Begin to understand and follow rules. 32.A.ECb Manage transitions and begin to adapt to change in routines. 32.A.ECc Show empathy and caring for others. 32.A.ECd Use the classroom environment purposefully and respectfully. Learning Standard B: Perform effectively as a member of a group. BENCHMARKS 32.B.ECa Engage in cooperative group play. 32.B.ECb Begin to share materials and experiences and take turns. 32.B.ECc Respect the rights of self and others. 32.B.ECd Develop relationships with children and adults. <br />ISTE | NETSS<br />ISTE | NETSS<br />1. Creativity and Innovation <br />Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: <br />a. apply existing knowledge to generate new ideas, products, or processes. <br />b. create original works as a means of personal or group expression. <br />c. use models and simulations to explore complex systems and issues. <br />d. identify trends and forecast possibilities. <br />2. Communication and Collaboration <br />Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: <br />a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. <br />b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. <br />c. develop cultural understanding and global awareness by engaging with learners of other cultures. <br />d. contribute to project teams to produce original works or solve problems. <br />3. Research and Information Fluency <br />Students apply digital tools to gather, evaluate, and use information. Students: <br />a. plan strategies to guide inquiry. <br />b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. <br />c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. <br />d. process data and report results. <br />4. Critical Thinking, Problem Solving, and Decision Making <br />Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: <br />a. identify and define authentic problems and significant questions for investigation. <br />b. plan and manage activities to develop a solution or complete a project. <br />c. collect and analyze data to identify solutions and/or make informed decisions. <br />d. use multiple processes and diverse perspectives to explore alternative solutions. <br />5. Digital Citizenship <br />Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: <br />a. advocate and practice safe, legal, and responsible use of information and technology. <br />b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. <br />c. demonstrate personal responsibility for lifelong learning. <br />d. exhibit leadership for digital citizenship. <br />6. Technology Operations and Concepts <br />Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: <br />a. understand and use technology systems. <br />b. select and use applications effectively and productively. <br />c. troubleshoot systems and applications. <br />d. transfer current knowledge to learning of new technologies. <br />