This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
The document summarizes a field study report on a bulletin board display evaluation at JH Cerilles State College. It includes an evaluation form assessing various criteria of the board display on "Guidance Counseling". The form gives mostly positive ratings and comments on the display's effective communication, attractiveness, balance, unity, interactivity, and legibility. It suggests covering the display with glass for protection from sunlight. The document also includes a proposed new display topic with objectives and design details. In reflections, the student recognizes skills needed for effective displays, noting they currently only have visual skills and need to improve creativity, organization, communication and minimizing content.
This document outlines a student's field study experience creating a slideshow presentation on types of quadrilaterals. It includes the presentation topic, objectives, enhancements used, and a storyboard outline. The student analyzes features of their presentation, including what was good and could be improved. They reflect on difficulties in creating the kiosk mode presentation and how they overcame challenges with timing, delays, and hyperlinks. The portfolio includes an electronic copy of the presentation and a collection of presentation resources on an attached CD.
This document appears to be an evaluation form for a student's slideshow presentation on the topic of bread and pastry production. It provides boxes for the student to be rated on developing and utilizing their slideshow, completing analysis questions, writing a reflection, and assembling a portfolio. It also includes the student's presentation storyboard and their written responses analyzing their presentation, reflecting on difficulties, and listing what is included in their attached electronic portfolio.
- Live-wire Learning is an interactive e-learning platform that provides online study material for secondary school subjects like Science, Physics, English, and Mathematics.
- It helps students become self-directed learners and provides structured classwork and homework to improve learning outcomes. Teachers can track student progress online.
- Accompanying write-on workbooks contain lesson notes, practice questions, and answers to support independent study using the Live-wire platform.
Mathematics for ELL Students Workshop 1 PresentationStephen Best
Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
This document provides information and requirements for students completing a micro-lesson and school experience assignment for a 2011 education course. It outlines administrative details, the grievance procedure, course breakdown, assignment details, lesson designing guidelines, assessment criteria, and scheduling for micro-lessons. Students must complete a 10-minute micro-lesson and 1-week school experience to be assessed on their lesson planning, questioning strategies, use of media, and analysis of lesson introductions and conclusions.
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
The document summarizes a field study report on a bulletin board display evaluation at JH Cerilles State College. It includes an evaluation form assessing various criteria of the board display on "Guidance Counseling". The form gives mostly positive ratings and comments on the display's effective communication, attractiveness, balance, unity, interactivity, and legibility. It suggests covering the display with glass for protection from sunlight. The document also includes a proposed new display topic with objectives and design details. In reflections, the student recognizes skills needed for effective displays, noting they currently only have visual skills and need to improve creativity, organization, communication and minimizing content.
This document outlines a student's field study experience creating a slideshow presentation on types of quadrilaterals. It includes the presentation topic, objectives, enhancements used, and a storyboard outline. The student analyzes features of their presentation, including what was good and could be improved. They reflect on difficulties in creating the kiosk mode presentation and how they overcame challenges with timing, delays, and hyperlinks. The portfolio includes an electronic copy of the presentation and a collection of presentation resources on an attached CD.
This document appears to be an evaluation form for a student's slideshow presentation on the topic of bread and pastry production. It provides boxes for the student to be rated on developing and utilizing their slideshow, completing analysis questions, writing a reflection, and assembling a portfolio. It also includes the student's presentation storyboard and their written responses analyzing their presentation, reflecting on difficulties, and listing what is included in their attached electronic portfolio.
- Live-wire Learning is an interactive e-learning platform that provides online study material for secondary school subjects like Science, Physics, English, and Mathematics.
- It helps students become self-directed learners and provides structured classwork and homework to improve learning outcomes. Teachers can track student progress online.
- Accompanying write-on workbooks contain lesson notes, practice questions, and answers to support independent study using the Live-wire platform.
Mathematics for ELL Students Workshop 1 PresentationStephen Best
Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
This document provides information and requirements for students completing a micro-lesson and school experience assignment for a 2011 education course. It outlines administrative details, the grievance procedure, course breakdown, assignment details, lesson designing guidelines, assessment criteria, and scheduling for micro-lessons. Students must complete a 10-minute micro-lesson and 1-week school experience to be assessed on their lesson planning, questioning strategies, use of media, and analysis of lesson introductions and conclusions.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
The document provides instructions and forms for students to observe and evaluate bulletin board displays in a school. Students are asked to document their observations of board displays, including location, content, design, and materials used. They then evaluate one display in more detail using a rating form addressing criteria like effective communication, attractiveness, and correctness. Finally, students reflect on skills needed to create good displays and how to improve the evaluated display.
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The document provides a weekly lesson plan for a 4th grade math class focused on remediating basic skills like multi-digit addition and subtraction with regrouping/borrowing. Over the course of the week, students will learn and practice these skills through examples using base ten blocks and worksheets. Assessment will include daily exit slips and a quiz on Friday to evaluate mastery of the prerequisite skills.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
The document outlines a scoring system for answering questions on an exam, where students can score between 1/3 and 5/3 for their answers. It instructs students to organize the order of questions they will answer, and to answer one at a time for marking before moving to the next. A table is included to track student scores on questions.
1) Stars form when dense regions of molecular clouds collapse, forming a protostar at the core. As the protostar contracts and increases in temperature, nuclear fusion reactions begin, forming heavier elements.
2) In main sequence stars, hydrogen fuses to form helium in the core. Later stages see helium fusing to carbon and heavier elements up to iron. Low mass stars end as white dwarfs, high mass stars as supernovae.
3) Stellar nucleosynthesis produces heavier elements through nuclear fusion in stars as they evolve and die. Evidence includes interstellar dust and gas and infrared radiation from forming stars.
4) Henry Moseley helped discover new elements by arranging the periodic table
The document provides a semi-detailed lesson plan about patterns of business ownership including sole proprietorship, partnership, and corporation. The objectives are for students to identify the basic patterns, differentiate between sole proprietorship and partnership and corporation and cooperative, and explain the importance of having a business. The lesson plan involves preliminary activities, a review game, and a motivation activity before teaching the patterns through a group activity and presentation. Students will then generalize what they learned and discuss values. An evaluation concludes the lesson plan.
Ms. ramos weekly home learning-plan nov. 9-13CherryMayRamos1
The document provides a weekly home learning plan for grade 12 students, with scheduled classes and assignments for each day from Monday to Friday. The plan includes subjects like Media and Information, Earth and Life Science, Introduction to Philosophy, Practical Research, P.E., ICT/CSS, and Homeroom. For each class, the document lists the learning competencies, learning tasks, and mode of delivery, which are mostly virtual sessions or independent learning through downloaded modules. The weekly schedule aims to continue students' education remotely through online classes and self-directed study on various topics, assessed through different activities like quizzes, discussions, and portfolio submissions.
This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.
This document provides a summary of tools and strategies for formative assessment or assessment for learning. It lists over 50 different techniques under headings like "Students write Questions", "Students ask Questions", and "Comment-only marking". For each technique a brief description of 1-2 sentences is given on how it can be implemented, such as having students write questions for the teacher at the end of a lesson or allowing time for students to ask questions to clarify their understanding. The overall document aims to present various formative assessment strategies and techniques for teachers to consider using.
This document provides an outline for a class on reading and writing in secondary school education. It includes:
- An agenda for the class that covers introductions, a reading reaction activity, notes on culturally relevant instruction, word problems, and dates for upcoming workshops.
- Information on developing a directed reading lesson (DRL) including sample report formats, objectives, preparation steps and tools, and an activity to analyze a article and outline a DRL.
- Guidance on maintaining coursework in a binder and participating in class discussions. The document emphasizes learning from each other and improving teaching practice through reflection.
The document provides information on effective note-taking strategies for learning. It recommends dividing notes into left and right sections for key points and details (Cornell method). Outlining and summarizing are also described. Visual methods like concept maps and fishbone diagrams can help organize information. Mastering note-taking involves identifying topics, reducing to key ideas, recording from all sources, reviewing notes, and evaluating strategies.
This daily lesson plan has the following objectives:
- Students will participate in mini-discussions, listen for main ideas and details, practice pronouncing numbers and reading statistics, and use comparative language.
- Activities include a grammar review, reading about cranberries, a numbers game, vocabulary review, and writing questions for an entrepreneur.
- Due to time constraints, some activities like the vocabulary review and writing questions took longer than planned, so other parts had to be assigned as homework.
Slow Learners teaching techniques-effective classroom management skill for the best learning outcomes----Education brings a massive change and shapes an individual to become a fine human being. It opens the wings to be an independent individual. Education helps individual to reach a new height to see the world’s real life experiences. Individual weaves a new sphere to become more practical, more skilled professional, more compassionate and integrated personality.
Rajeev Ranjan
www.rajeevelt.com
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
The document provides instructions and forms for students to observe and evaluate bulletin board displays in a school. Students are asked to document their observations of board displays, including location, content, design, and materials used. They then evaluate one display in more detail using a rating form addressing criteria like effective communication, attractiveness, and correctness. Finally, students reflect on skills needed to create good displays and how to improve the evaluated display.
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The document provides a weekly lesson plan for a 4th grade math class focused on remediating basic skills like multi-digit addition and subtraction with regrouping/borrowing. Over the course of the week, students will learn and practice these skills through examples using base ten blocks and worksheets. Assessment will include daily exit slips and a quiz on Friday to evaluate mastery of the prerequisite skills.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
The document outlines a scoring system for answering questions on an exam, where students can score between 1/3 and 5/3 for their answers. It instructs students to organize the order of questions they will answer, and to answer one at a time for marking before moving to the next. A table is included to track student scores on questions.
1) Stars form when dense regions of molecular clouds collapse, forming a protostar at the core. As the protostar contracts and increases in temperature, nuclear fusion reactions begin, forming heavier elements.
2) In main sequence stars, hydrogen fuses to form helium in the core. Later stages see helium fusing to carbon and heavier elements up to iron. Low mass stars end as white dwarfs, high mass stars as supernovae.
3) Stellar nucleosynthesis produces heavier elements through nuclear fusion in stars as they evolve and die. Evidence includes interstellar dust and gas and infrared radiation from forming stars.
4) Henry Moseley helped discover new elements by arranging the periodic table
The document provides a semi-detailed lesson plan about patterns of business ownership including sole proprietorship, partnership, and corporation. The objectives are for students to identify the basic patterns, differentiate between sole proprietorship and partnership and corporation and cooperative, and explain the importance of having a business. The lesson plan involves preliminary activities, a review game, and a motivation activity before teaching the patterns through a group activity and presentation. Students will then generalize what they learned and discuss values. An evaluation concludes the lesson plan.
Ms. ramos weekly home learning-plan nov. 9-13CherryMayRamos1
The document provides a weekly home learning plan for grade 12 students, with scheduled classes and assignments for each day from Monday to Friday. The plan includes subjects like Media and Information, Earth and Life Science, Introduction to Philosophy, Practical Research, P.E., ICT/CSS, and Homeroom. For each class, the document lists the learning competencies, learning tasks, and mode of delivery, which are mostly virtual sessions or independent learning through downloaded modules. The weekly schedule aims to continue students' education remotely through online classes and self-directed study on various topics, assessed through different activities like quizzes, discussions, and portfolio submissions.
This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.
This document provides a summary of tools and strategies for formative assessment or assessment for learning. It lists over 50 different techniques under headings like "Students write Questions", "Students ask Questions", and "Comment-only marking". For each technique a brief description of 1-2 sentences is given on how it can be implemented, such as having students write questions for the teacher at the end of a lesson or allowing time for students to ask questions to clarify their understanding. The overall document aims to present various formative assessment strategies and techniques for teachers to consider using.
This document provides an outline for a class on reading and writing in secondary school education. It includes:
- An agenda for the class that covers introductions, a reading reaction activity, notes on culturally relevant instruction, word problems, and dates for upcoming workshops.
- Information on developing a directed reading lesson (DRL) including sample report formats, objectives, preparation steps and tools, and an activity to analyze a article and outline a DRL.
- Guidance on maintaining coursework in a binder and participating in class discussions. The document emphasizes learning from each other and improving teaching practice through reflection.
The document provides information on effective note-taking strategies for learning. It recommends dividing notes into left and right sections for key points and details (Cornell method). Outlining and summarizing are also described. Visual methods like concept maps and fishbone diagrams can help organize information. Mastering note-taking involves identifying topics, reducing to key ideas, recording from all sources, reviewing notes, and evaluating strategies.
This daily lesson plan has the following objectives:
- Students will participate in mini-discussions, listen for main ideas and details, practice pronouncing numbers and reading statistics, and use comparative language.
- Activities include a grammar review, reading about cranberries, a numbers game, vocabulary review, and writing questions for an entrepreneur.
- Due to time constraints, some activities like the vocabulary review and writing questions took longer than planned, so other parts had to be assigned as homework.
Slow Learners teaching techniques-effective classroom management skill for the best learning outcomes----Education brings a massive change and shapes an individual to become a fine human being. It opens the wings to be an independent individual. Education helps individual to reach a new height to see the world’s real life experiences. Individual weaves a new sphere to become more practical, more skilled professional, more compassionate and integrated personality.
Rajeev Ranjan
www.rajeevelt.com
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
The document summarizes Day 2 of a 3-day PCS Curriculum Review Week being held at Eastern Elementary School from June 18-20, 2013. It provides an agenda and instructions for the day's group work activities, which include reviewing the previous day's work, understanding how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of courses, and establishing pacing for mid-marking period benchmarks. The group is tasked with creating essential questions, learning targets, criteria for success, and assessment ideas for the first half of the courses/years they are responsible for and aligning them to standards.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
This document outlines the schedule and agenda for a week-long PCS Curriculum Review Week being held at Eastern Elementary School from June 18-22, 2013. The goals for the week are to create draft district curriculum pacing guides and begin the process of continuous improvement of teaching and learning. Each day will focus on different aspects of curriculum development like establishing big ideas, essential questions, learning targets, and vertical alignment across grades. Teachers will work in groups to develop these elements for their assigned content areas and grades.
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
Este documento proporciona una guía detallada sobre cómo realizar un examen ecocardiográfico completo, incluidas las posiciones del transductor, las vistas estándar y los modos de imagen y Doppler. Explica cómo examinar estructuras como las cavidades cardíacas, las válvulas y los flujos sanguíneos desde diferentes posiciones y ventanas ecocardiográficas. También describe cómo medir parámetros como los diámetros y volúmenes ventriculares.
1) El documento describe diferentes tipos de estudios de imagenología médica como rayos X, ultrasonido, tomografía computarizada, resonancia magnética y tomografía por emisión de positrones combinada con tomografía computarizada. 2) Explica cómo funciona cada técnica, incluyendo el equipo utilizado, cómo se obtienen las imágenes y los riesgos potenciales. 3) Proporciona detalles sobre los procedimientos, preparación del paciente, sensaciones durante el examen y seguridad de cada modalidad.
El documento proporciona una introducción a la ecocardiografía, incluyendo definiciones de ultrasonido, material piezoeléctrico y transductor. Explica los modos M, bidimensional y Doppler de ecocardiografía, y describe cortes ecocardiográficos normales y sus aplicaciones clínicas como diagnóstico de enfermedades valvulares y cardíacas.
The document outlines the schedule and activities for Day 2 of a PCS Curriculum Review Week, including reviewing the previous day's work, learning how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of the year/course, and establishing pacing for mid-term benchmarks. Participants will work in groups to draft essential questions, learning targets, and assessment criteria for their assigned content areas and grades.
1) The lesson plan is for a 5-day unit focusing on explaining how authors use reasons and evidence to support their ideas in texts about chocolate.
2) Each day focuses on a different text and vocabulary words while using a graphic organizer to explain the author's evidence.
3) Formative assessments are built into daily learning targets and centers, while the unit culminates in a summative assessment on the fifth day.
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
This document outlines an agenda for a workshop on enhancing mathematics teaching and learning through technology and discourse. The workshop includes activities on Edmodo, a discussion of formative assessment, principles of high-quality teaching, and implementing talk moves to encourage mathematical discourse in the classroom. Participants will plan lessons incorporating these strategies and schedule school visits to observe them in practice.
The document provides information about Meet the Teacher at Snell Primary School for 2012. It introduces the teaching staff and their roles, as well as outlining the curriculum, homework expectations, timetables and specialization programs for Years 6 and 7. It also discusses outdoor education activities, the positive behavior plan, and ways for parents to communicate and assist the teachers.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
The document summarizes a presentation on preparing for the RICA exam. It includes an agenda covering an overview of the exam format and content domains, test-taking strategies, and practice with sample exam questions. Participants engaged in introduction activities and reviewed the competencies covered in each domain, with a focus on competencies 1-3 related to planning reading instruction, assessment, and phonological awareness.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
The document provides an agenda and materials for a teacher preparation workshop focusing on the Reading Instruction Competence Assessment (RICA) exam, including an overview of the exam format and content areas, activities to review the competencies assessed, and practice for the essay portions. Presenters provided information on test-taking strategies and common instructional approaches for different types of students. Participants engaged in group work to review competencies and practice writing sample responses.
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
This document provides guidance on differentiating instruction to meet the needs of all students. It discusses assessing students' current and target levels, setting clear learning objectives, using flexible grouping strategies, and differentiating by content, process, product and learning environment. Specific differentiation techniques are described, such as modifying tasks, support, questioning, input and homework assignments based on students' needs. The document also addresses common difficulties struggling learners may face and provides differentiation strategies to support them.
The teacher made changes to two lesson plans due to time constraints. In the first lesson, there was not enough time for all student groups to present their mobile app projects. In the second lesson, it took students almost the entire class to complete their poster assignments. The teacher allowed both lessons to continue the following class period. Student performance was assessed through various activities, projects, and a final test. Most students performed well, scoring in the good range, though a small percentage scored sufficiently or poorly. The teacher determined that the lesson plans and modifications made were generally effective in helping students achieve the learning goals.
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
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1. The document outlines three sessions of a lesson plan for senior high school students. The objective is for students to identify their strengths and weaknesses as learners and understand that diversity within the class can lead to unity.
2. During the first session, students will answer introductory questions about themselves and work in groups to share responses. In the second session, students will identify their strengths and illustrate them through creative means. The third session involves group presentations of their strengths and weaknesses and a discussion of how diversity creates unity.
3. Formative assessments show that students earned over 90% in each session, with no students requiring remedial lessons. The teacher found that differentiating activities in groups worked well and allowed students
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
This document provides guidance and resources for implementing Response to Intervention (RTI) and Professional Learning Community (PLC) practices at Maryville Junior High School. It includes:
1. Information on where to find instructional videos and resources on Blackboard to support RTI implementation and differentiated instruction.
2. A reminder that midterm exams will no longer be given, in alignment with changes at Maryville High School, and instructions for updating PowerTeacher gradebooks.
3. An overview of objectives and benefits of RTI practices, as well as a reminder that a teacher resource notebook on RTI implementation is available.
The document summarizes a proposed class called "Focus On Success" that would teach 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class would be offered during a 35-minute advisory period each day except Thursdays. Each week would focus on a different time management or study tool. Students would complete grade checks and binder checks. The goal is to promote a college-going culture and close the achievement gap by directly teaching skills needed for academic success.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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3. Group Activity
Find someone from another team and share:
1. Something you are proud you
accomplished yesterday
2. Something you hope to accomplish today
3. Something you have a question on from
yesterday
As you listen to your partner…
1. Congratulate them on their
accomplishment
2. Answer their question (if you are able)
4. Day 2 Reflections/Feedback
K-2 collaboration meeting “Divide and conquer” in the work
Small celebrations Temperature
CRW Team CRW Team
Really learning the curriculum
Feedback from yesterday
Starting on time
Openness of team members/Willingness
to learn
5. 3-2-1 Reveals (Day 2)
Expectations Surprises Clarifications
Lots of time to work in our How much was What happens if we finish
small groups accomplished early/don’t finish?
Second guessing what was More chocolate When will teachers be
done yesterday notified of the guides?
More clarification Less confusion Essential Questions
More collaboration & All day to work in groups Learning Targets/Criteria for
discussion Success
Meet with other groups Fun ITES/ESL
More involvement of the Questions from yesterday Will PLCs focus on
CRW team were answered assessment?
More time on task Principal visits Science note booking?
Coffee with the donuts 1:15 minute lunch Mixed signals
6. Norms for the Week
• Start & end punctually
• Dress appropriately
• Listen actively
• Disagree respectfully
• Participate enthusiastically
• Focus completely (monitor your
technology)
• Have Fun
8. Schedule: Day 3
• 8:00-9:00 – Opening Session
• 9:00-12:00 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:15 – Working on the Work
• 4:15-4:30 – Listening/Debrief Session
9. Direction for Today
1. Review Yesterday’s Work
2. Understand how to incorporate
suggestions for English Language
Development into the Curriculum
Guide
3. Continue the Work
10. Deliverables for Today
1. Draft essential questions, learning targets,
and criteria for success for the entire
course/year
2. Embed suggestions for ESL integration
3. Embed suggestions for assessment formats
4. Embed ideas for cross-curricular
lessons/units (6-12)
13. Supports: Not Just for ELLs
• Consider: An estimated 65-80% of students
are VISUAL LEARNERS.
So what
At a minimum, we need to use visuals during
lesson presentations.
See an Example
14. Sample Objective
Sample Objective
Grade 6 Social Studies
The student will describe how physical
processes, such as erosion, earthquakes,
and volcanoes, have resulted in physical
patterns on the earth’s surface and analyze
their effects on human activities.
15. Differentiation: The Next Level
North Carolina has adopted the WIDA
Standards which define SIX levels of English
language proficiency. North Carolina
considers students who are “Level 5” and
“Level 6” to be fully English proficient.
Today we will focus on Level 1 and Level 2
ELLs.
16. Differentiation: The Next Level
Level 1 students need to receive English. At
this level, the student can demonstrate
knowledge using visuals and single words
they receive.
17. Differentiation: The Next Level
What a Level 1 ELL Might Understand
___________ cars are _____ __ ___ top __ ___
first ____ __ _ _____. ____ ______ _____ ___
car ___ ___ ____ __ ___ ____. ___ ______
down ___ first ____ ______ __ ______ _____
___ ___ cars __ ___ __ ___ ____ ____ ___ __
__ _____ ___ end ___ ___ ____.
18. Differentiation: The Next Level
Level 1 Objective:
The student will match labeled pictures of
physical processes to labeled pictures of the
resulting physical patterns, using a graphic
organizer and native-language support.
See an Example
19. Level 1 “Can Do” Descriptors
Using visual, graphic or interactive support, these
students can read in order to
1. Match visual representations to words/phrases
2. Comprehend everyday signs, symbols,
schedules, and school-related words/phrases
3. Respond to WH- questions related to illustrated
text
4. Use references (e.g., picture dictionaries,
bilingual glossaries, technology)
20. Level 1 “Can Do” Descriptors
When speaking and using visual, graphic or
interactive support, these students can
1. Answer yes/no or choice questions (or)
within context of lessons or personal
experiences
2. Provide identifying information about self
3. Name everyday objects and pre-taught
vocabulary
4. Repeat words, short phrases, memorized
chunks of language
21. Level 1 “Can Do” Descriptors
In writing and using visual, graphic or
interactive support, these students can
1. Label content-related diagrams, pictures
from word/phrase banks
2. Provide personal information on forms read
orally
3. Produce short answer responses to oral
questions with visual support
4. Supply missing words in short sentences
22. Differentiation: The Next Level
Level 2 students need to receive English, also.
At this level, the student can demonstrate
knowledge using visuals and basic sentences
they receive.
23. Differentiation: The Next Level
Level 2 Objective:
The student will match simple captions to
pictures of physical processes and the resulting
physical patterns, using a graphic organizer and
native-language support.
See an Example
24. Level 2 “Can Do” Descriptors
Using visual, graphic or interactive support, these
students can read in order to
1. Match data or information (e.g., description of
element to its symbol on periodic table)
2. Follow multi-step instructions supported by visuals
or data
3. Match sentence-level descriptions to visual
representations
4. Compare content-related features in visuals and
graphics
25. Level 2 “Can Do” Descriptors
When speaking and using visual, graphic or
interactive support, these students can
1. Describe persons, places, events, or objects
2. Ask WH- questions to clarify meaning
3. Give features of content-based material
(e.g., time periods)
4. Characterize issues, situations, regions
shown in illustrations
26. Level 2 “Can Do” Descriptors
In writing and using visual, graphic or
interactive support, these students can
1. Make content-related lists of words, phrases,
or expressions
2. Take notes using graphic organizers or
models
3. Formulate yes/no, choice and WH-
questions from models
4. Correspond for social purposes (e.g.,
memos, e-mails, notes)
27. Quick Demonstration
Put yourself in your ELLs’ shoes. Listen to this
lesson and try to answer the questions at the
end. Be aware of your feelings/thoughts during
the lesson so we can discuss them afterwards.
29. Let’s Measure What We’ve Learned
1. 食べ物は、その____________ に合わ
Food is that ________ to if I let
せて分類することができます。
classification to you can.
1. Tabemono wa, sono ____ ni awa sete burui
suru koto ga dekimasu.
a. 音 a. ohn
b. 味 b. aji
c. リンゴ c. ringo
d. 匂い d. noio
30. Group Work
For each content area/grade your group is responsible for:
1. Create Essential Questions for the entire
year/course
2. Create Learning Targets and Criteria for
Success for the entire year/course
3. Align all learning targets and criteria success
to the standards
4. Embed suggestions for…
1. ESL Integration
2. Assessment format ideas
3. Cross-curricular lesson/units (6-12)
31. 3-2-1 Reflection Activity
• List 3 things you were expecting
when you arrived today
• List 2 pleasant surprises
• Write 1 question you need
clarification on for tomorrow
34. Group Activity
Find someone from another team and share:
1. Something you are proud you
accomplished yesterday
2. Something you hope to accomplish today
3. Something you have a question on from
yesterday
As you listen to your partner…
1. Congratulate them on their
accomplishment
2. Answer their question (if you are able)
39. Schedule: Day 4
• 8:00-8:30 – Opening Session
• 8:30-12:00 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:15 – Working on the Work
• Complete Guides
• Review sample unit plans & assessments to
identify exemplars
• 4:15-4:30 –Debrief Session
40. Direction for Today
1. Review Yesterday’s Work
2. Understand how to incorporate
ELA standards throughout your
guide
3. Continue the Work
41. Deliverables for Today
1. Embed ELA integration ideas (6-12)
2. Create final version of the draft guide
1. Pacing for benchmarks (mid-marking period and
end of marking period)
2. Learning targets
3. Essential Questions & Big Ideas
4. Assessment suggestions
5. ESL suggestions
3. Identify unit & assessment exemplars from
March PD days
43. Integrated Model of Literacy
• Students must gather, comprehend,
evaluate, synthesize, and report on
information and ideas in order to…
– conduct original research in order to answer
questions or solve problems AND
– to analyze and create a high volume and
extensive range of print and non-print texts in
media forms old and new
44. Shared Responsibility of Literacy Development
• K-5 standards include expectations applicable to
a range of subjects, (not just ELA) for…
– Reading
– Writing
– Speaking
– Listening
– Language
• 6-12 standards are divided into two sections
– ELA
– History/Social Studies, Science, and Technical
subjects.
45. Shared Responsibility of Literacy Development
• College and career ready students must
be proficient in reading complex
informational text independently in a
variety of content areas
• Increasing proportion of informational
texts
46. Literacy Integration: The Work
• Refer to the ELA Common Core Standards
pg 59-66
• Integrate the appropriate standard (by
writing it out) for the unit/time period it
addresses
• Do this throughout your guide
47. Group Work
For each content area/grade your group is responsible for:
1. Embed ELA integration ideas (6-12)
2. Create final drafts of all guides including…
1. Pacing for benchmarks
2. Learning targets, essential questions, big ideas, and
criteria for success
3. Suggestions for ESL integration, ELA integration,
and Assessment format
3. Identify unit/lesson and assessment exemplars
(created at March PD days)
48. Concluding Directions
• Turn in all work to your facilitator
• Collect your check
• Sign-up to present at CSI if you are
interested ($100 per session per
presenter)
• Give yourself a pat on the back
• Have a wonderful summer!
Editor's Notes
Sandra
ITES & ESL are here to work with you todayLearning Targets/Criteria for Success – Are we using “I Can…” and “I will…”Mixed signals – primarily because of the learning targets/criteria for success. We discussed this yesterday and realized we were not being consistent, so here’s the consistency: Both should be in student friendly language They do not NEED to be in “I can” and “I will” wording but you CAN do this if you want to Another option is SIOP We are not telling how to word it (outside of being student friendly) – word it as is most appropriate for your guideLearning targets are WHAT students need to DO or KNOWCriteria for Success is HOW you know they KNOW it or CAN DO it