The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
This presentation will provide a detailed guide to key competences and will demonstrate that most teachers are already using key competences in many typical activities without realizing! We will give you useful tips and activities to incorporate the key competences into the 4 skills: reading, writing, listening and speaking. We will also look at ways to assess and evaluate them using technological resources such as wikis.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
This presentation will provide a detailed guide to key competences and will demonstrate that most teachers are already using key competences in many typical activities without realizing! We will give you useful tips and activities to incorporate the key competences into the 4 skills: reading, writing, listening and speaking. We will also look at ways to assess and evaluate them using technological resources such as wikis.
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Make Training Count: An Intro to the ADDIE ModelHeidi Nagel
Make Training Count: An Introduction to the ADDIE Model, presented during the 2012 Michigan Library Association Annual Conference, by Heidi Nagel, Training Manager for the Kent District Library
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Make Training Count: An Intro to the ADDIE ModelHeidi Nagel
Make Training Count: An Introduction to the ADDIE Model, presented during the 2012 Michigan Library Association Annual Conference, by Heidi Nagel, Training Manager for the Kent District Library
2. Cognitieve doelen (~hoofd)
• Symbolen op een weerkundige kaart kunnen identificeren
• Het weer kunnen voorspellen a.d.h.v. een kaart
Psychomotorische doelen (motorisch + zintuiglijk)
• De leerlingen beheersen de fundamentele bewegingsvaardigheden
• De leerlingen kunnen zinvol deelnemen aan een eenvoudig tikspel
Dynamisch-affectieve doelen (hart, waarden, houding, gevoelens,…)
• Zeggen dat bij iets krijgen een ‘dankjewel’ hoort
• Spontaan dankbaarheid tonen
3. Kennis
• Symbolen op een weerkundige kaart identificeren
• Symptomen van een bepaalde ziekte opnoemen
• Zeggen dat bij iets krijgen een ‘dankjewel’ hoort
Vaardigheden
•Het weer voorspellen
•De juiste diagnose kunnen stellen
•Dankbaarheid tonen
5. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
Routinematig
toepassen
Probleemoplossend
denken
Routinematig
handelen
Probleemoplossend
handelen
Handelen op basis
van normen
Handelen op basis
van waardesysteem
K
e
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n
i
s
v
A
A
R
D
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G
H
E
D
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Cognitief psychomotorisch Dynamisch-affectief
6. Taxonomie van Romiszowski
Geheugenkennis
De leerlingen kunnen de kunstwerken van Jan Fabre herkennen
De leerlingen kunnen de spelregels bij volleybal opsommen
HERKENNEN EN HERINNEREN VAN VOORAF GELEERDE INFORMATIE
Inzichtelijke kennis
Routinematig toepassen
Probleemoplossend
denken
Routinematig handelen
Probleemoplossend
handelen
Handelen op basis van
normen
Handelen op basis van
waardesysteem
K
e
n
n
i
s
v
A
A
R
D
I
G
H
E
D
E
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Cognitief psychomotorisch Dynamisch-affectief
7. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
De leerlingen kunnen de bloeddruk waarde 12/9 verklaren
De leerlingen kunnen buitenspel uitleggen in eigen woorden
De leerlingen kunnen aan de hand van een grafiek van de stijging het zeeniveau van de
laatste vijftig jaar, de evolutie van de komende 50 jaar voorspellen.
OMZETTEN EN INTERPRETEREN VAN INFORMATIE
Routinematig toepassen
Probleemoplossend
denken
Routinematig handelen
Probleemoplossend handelen
Handelen op basis van normen
Handelen op basis van
waardesysteem
K
e
n
n
i
s
v
A
A
R
D
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G
H
E
D
E
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Cognitief psychomotorisch Dynamisch-affectief
8. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
Routinematig
cognitief toepassen
De leerlingen kunnen
gegeven spellingsregels
toepassen in een analoge
situatie
Probleemoplossend
denken
Routinematig
psychomotorisch
handelen
De leerlingen kunnen
hun veters strikken
Probleemoplossend handelen
Affectief handelen op
basis van normen
De leraar stimuleert de
leerlingen tot het niet
roken in gebouwen waar
dat verboden is
Handelen op basis van
waardesysteem
K
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n
i
s
v
A
A
R
D
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G
H
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D
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Cognitief psychomotorisch Dynamisch-affectief
9. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
Routinematig toepassen
Probleemoplossend
Denken (cognitief)
De leerlingen kunnen een
verhaal schrijven
De leerlingen kunnen hun
een gefundeerde mening
geven over communautaire
kwesties
Routinematig handelen
Probleemoplossend
handelen
(psychomotorisch)
De leerlingen kunnen een
strategische aanval opbouwen
De leerlingen kunnen een jurk
ontwerpen
Handelen op basis van normen
Handelen op basis van
waardesysteem
De leerlingen zetten zich
vrijwillig in voor het goede
doel
De leerlingen zijn kritisch t.o.v.
media
K
e
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n
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D
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G
H
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D
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Cognitief psychomotorisch Dynamisch-affectief
10. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
Routinematig
toepassen
Probleemoplossend
denken
Routinematig
handelen
Probleemoplossend
handelen
Handelen op basis
van normen
Handelen op basis
van waardesysteem
K
e
n
n
i
s
v
A
A
R
D
I
G
H
E
D
E
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Cognitief psychomotorisch Dynamisch-affectief
Aanvullend: voorafgaand
Aan routinematige handelen
(automatisme):
•Waarnemen
•Nabootsen
•Beheersen
11. Taxonomie van Romiszowski
Geheugenkennis
Inzichtelijke kennis
Routinematig
toepassen
Probleemoplossend
denken
Routinematig
handelen
Probleemoplossend
handelen
Handelen op basis
van normen
Handelen op basis
van waardesysteem
K
e
n
n
i
s
v
A
A
R
D
I
G
H
E
D
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Cognitief psychomotorisch Dynamisch-affectief
K1
K2
CV 3
CV 4
AV 3MV 3
MV 4
AV 4
