This document summarizes the instructional plan and assessment results of a focus group for students with learning disabilities. Key points include administering baseline assessments in writing, reading comprehension, and vocabulary; developing student learning goals focused on increasing vocabulary and comprehension; implementing direct instruction, activities, and formative assessments; analyzing assessment data to modify instruction; tracking attendance and behavior improvements; and planning for continued progress monitoring and seeking new instructional strategies.
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
This content consists of 'Andragogy and Assessment' presented by Dr. A. Veliappan, Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
National Policies for Better Teacher Quality - Mae Chu ChangKreshna Aditya
International Experience on Developing and Implementing Comprehensive National Policies for Better Teacher Quality | World Bank - East Asia and Pacific Region - Human Development
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
This content consists of 'Andragogy and Assessment' presented by Dr. A. Veliappan, Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
National Policies for Better Teacher Quality - Mae Chu ChangKreshna Aditya
International Experience on Developing and Implementing Comprehensive National Policies for Better Teacher Quality | World Bank - East Asia and Pacific Region - Human Development
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
This presentation includes- what is competency, on the basis of which qualities a teacher can be judged, characteristics of Competent Teacher, why do we need teaching competencies, categories of teaching competency, components of teaching skills, METHODS assessing teacher competence.
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
synchronizing screw drive systems for platform lifts, synchro worm screw systems, synchronous vertical lifting platform by jack screw action suppliers.
Two Worm Gear Screw Jack Lift Systems Efficiency 95%
Inline Configuration Screw jack lift systems with two worm gear screw jacks, two flexible couplings, one linking bar and one motor. T Configuration Screw jack lift systems with two worm gear screw jacks, five flexible couplings, two linking bars, one right angle bevel gear box three-way and one motor.
Three Worm Gear Screw Jack Lift Systems Efficiency 90%
Inline Configuration Screw jack lift systems with three worm gear screw jacks, five flexible couplings, two linking bar and one motor. T Configuration Screw jack lift systems with three worm gear screw jacks, nine flexible couplings, four linking bars, two right angle bevel gear boxes three-way and one motor.
Four Worm Gear Screw Jack Lift Systems Efficiency 85%
H Configuration Screw jack lift systems with four worm gear screw jacks, three right angle bevel gear boxes three-way, 13 flexible couplings, six linking bars and one motor. U Configuration Screw jack lift systems with four worm gear screw jacks, three right angle bevel gear boxes three-way, 11 flexible couplings, four linking bars and one motor.
Six Worm Gear Screw Jack Lift Systems Efficiency 80%
H Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes three-way, 17 flexible couplings, eight linking bars and one motor. 2H Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes four-way, 17 flexible couplings, eight linking bars and one motor. U Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes three-way, 15 flexible couplings, six linking bars and one motor.
Eight Worm Gear Screw Jack Lift Systems Efficiency 80%
H Configuration Six Screw jack lift systems with eight worm gear screw jacks, three right angle bevel gear boxes three-way, 21 flexible couplings, 10 linking bars and one motor. 2H Configuration Six Screw jack lift systems with eight worm gear screw jacks, seven right angle bevel gear boxes three-way, 29 flexible couplings, 14 linking bars and one motor.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
This presentation includes- what is competency, on the basis of which qualities a teacher can be judged, characteristics of Competent Teacher, why do we need teaching competencies, categories of teaching competency, components of teaching skills, METHODS assessing teacher competence.
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
synchronizing screw drive systems for platform lifts, synchro worm screw systems, synchronous vertical lifting platform by jack screw action suppliers.
Two Worm Gear Screw Jack Lift Systems Efficiency 95%
Inline Configuration Screw jack lift systems with two worm gear screw jacks, two flexible couplings, one linking bar and one motor. T Configuration Screw jack lift systems with two worm gear screw jacks, five flexible couplings, two linking bars, one right angle bevel gear box three-way and one motor.
Three Worm Gear Screw Jack Lift Systems Efficiency 90%
Inline Configuration Screw jack lift systems with three worm gear screw jacks, five flexible couplings, two linking bar and one motor. T Configuration Screw jack lift systems with three worm gear screw jacks, nine flexible couplings, four linking bars, two right angle bevel gear boxes three-way and one motor.
Four Worm Gear Screw Jack Lift Systems Efficiency 85%
H Configuration Screw jack lift systems with four worm gear screw jacks, three right angle bevel gear boxes three-way, 13 flexible couplings, six linking bars and one motor. U Configuration Screw jack lift systems with four worm gear screw jacks, three right angle bevel gear boxes three-way, 11 flexible couplings, four linking bars and one motor.
Six Worm Gear Screw Jack Lift Systems Efficiency 80%
H Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes three-way, 17 flexible couplings, eight linking bars and one motor. 2H Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes four-way, 17 flexible couplings, eight linking bars and one motor. U Configuration Six Screw jack lift systems with six worm gear screw jacks, three right angle bevel gear boxes three-way, 15 flexible couplings, six linking bars and one motor.
Eight Worm Gear Screw Jack Lift Systems Efficiency 80%
H Configuration Six Screw jack lift systems with eight worm gear screw jacks, three right angle bevel gear boxes three-way, 21 flexible couplings, 10 linking bars and one motor. 2H Configuration Six Screw jack lift systems with eight worm gear screw jacks, seven right angle bevel gear boxes three-way, 29 flexible couplings, 14 linking bars and one motor.
This presentation is about chip and pin fraud. It explains how banks approach its customers when it comes to pin fraud. It gives also a little bit information about the law about this subject.
Engage 2013, SXSWedu, Christy Price, Casey Green, Carey Roberts -- Making the...Cengage Learning
Kenneth C. Green, The Campus Computing Project, Moderator
Christy Price, Dalton State College & Carey Roberts, Arkansas Tech University, Panelists
The intellectual roots of the current conversation about student engagement can be traced to the
1984 Involvement in Learning report of the US Department of Education’s Study on the Conditions of
Excellence in Postsecondary Education. The Involvement report challenged faculty and institutions
to recognize and to leverage the importance of student “involvement” and motivation in the postsecondary experience. Over the past 26 years, the concept of student involvement has morphed
into efforts to foster student engagement: campuses and curricular content providers now strive to
develop and provide learning experiences and course materials that are “sticky” — that draw students in
and reinforce their motivation to learn. The panel session will highlight initiatives that have successfully
fostered student engagement, with particular attention to millennial learners
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This is a slideshow presentation of a paper, "Online Students’ Expectations of Interaction and Locus of Instructional Control: Enhancing Learning in the Virtual Classroom." It was delivered by Joan Van Tassel and Joseph Schmitz at the National University Faculty Scholarship Conference, September 4, 2012, at La Jolla, CA.
Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own...
Defense of learning2
1. Zabeia Washington
New Visions UTR
Hillcrest High School
Defense of learning
January 8, 2013
2. Agenda
Introduction of Focus Group
Baseline Assessment Results
Learning Goals Developed for Students
Instructional Plan
Curriculum Based Measurement
Analysis of Assessment Data and Revise instructional plans
Attendance and Data Results
Behavior in Classroom
Reflection of Initial Plan After Thoughts
Next Steps
3. Pre – Teaching Cohort
Learning Disabilities Learning Disabilities Learning Disabilities
Strengths: Positive interaction with peers during class Strengths :High participation in Student centered Strength: contributes good ideas and information
discussion. activities towards class discussions
Challenges: Inappropriate Language and engagement Challenges: Inappropriate classroom behavior, low Challenges: Introverted and needs to be verbally pushed
with peers and Authority Figures attendance to participate and interact with peers
4. Health Careers Cohort
Learning Disabilities Learning Disabilities
Strengths: High Participation during class and student Strengths: Highly motivated to participate during class
activities discussion.
Challenges: Tends to get confused with I important Challenges: tends to get confused and frustrated when
historical facts. Often fails to complete assignments at she is unable to organize her prior and present
home knowledge.
6. Student Learning Goals
• Students will increase vocabulary knowledge by
identifying the definition of key terms.
• Students will use their vocabulary knowledge to
improve reading comprehension of content related
materials.
• Students will increase their vocabulary knowledge to
analyze and answer multiple choice regents questions
correctly.
• Students will increase their learning outcomes by 25%
at the end of the fall semester.
7. Instructional Intervention
Plan
• Direct Instruction – Power-point presentation
of keywords within different themed lessons
• Students will take notes and receive
vocabulary definition sheet
• Students use notes and definitions to
complete class worksheet activity.
• Administered weekly practice global regents
exams
8. Curriculum Based
Measurement
• 10 question matching measurement was
administered to students to determine their
knowledge of specific vocabulary words.
Curriculum Based Measurement
Persaud, Kaysahane
Gordon, Marilyn
Marshae Mccord Curriculum Based
Assessment
Brooks, Gregory
Anderson, Shanice
0% 10% 20% 30% 40% 50%
9. Analysis of Measurement
Data
• Assessment: Students weren’t given adequate
opportunity to interact with the vocabulary terms.
• Modifications: Direct Instruction will be given in
short mini lessons of 10-12 minutes. Students will
receive fill-in notes to complete during the
instruction.
• Students need peer centered activities that
promote exchanging of ideas and content
knowledge. Ex. Vocabulary Game
10. Vocabulary Game
• Strategy from Sped 771 course – Reading and
Writing with Adolescence with Learning
Disabilities Methods.
• Student practice answering multiple context
questions on vocabulary terms they have
learned previously through direct instruction
and classroom activities.
11. Formative Assessment
Quiz
120%
Assessment: The
100%
formative assessment
80%
60%
shows student progress
40%
Quiz
and the effectiveness of
20% student centered
0% activities.
Anderson, Shanice
Brooks, Gregory arshae Mccord ordon, Marilyn
M G Persaud, Kaysahane
Modification: Additional
activities should be
performed to allow
students to display their
knowledge and
understanding of
vocabulary terms.
13. Formative Assessment
Quiz
100%
90% Assessment:
80% Students were able
70% to identify key
60%
characteristics of
50%
Quiz their political system
40%
30%
and important facts
20%
to show their
10% knowledge of the
0%
Anderson, Shanice
Brooks, Gregory
Marshae Mccord
Gordon, Marilyn
Persaud, Kaysahane
14. Challenges
• 1. Students Late to Class.
• 2. Yelling out remarks not related to
content being discussed in the classroom.
• 3. inappropriate comments towards
peers in the classroom.
15. Behavior and Classroom
Structure Plan
• Student Participation Points- Students receive points for
positive class behaviors. Ex. Arriving to class on
time, answering questions, actively participating during
lessons.
• Student of the Week. Given to student who accumulated
the most points by Friday.
• Agenda- to help students identify what activities will occur
during the class period
• Positive feedback to students immediately following the
class. Specific positive behaviors mentioned to student.
16. Student Outcomes
• Most students have been arriving to class on
time.
• Students are actively participating during class
discussion and activities.
• Decreased inappropriate behavior and
increased positive peer interaction.
17. Attendance
120%
100%
80%
October
60%
November
December
40%
20%
0%
Anderson, Shanice Brooks, Gregory Marshae Mccord Gordon, Marilyn Persaud, Kaysahane
19. Reflection of Initial Plan
After Thoughts
• Direction Instruction is just one option to
introduce Vocabulary to students. Students also
benefit from instruction that is indirect and
interactive.
• Students displayed more progress when
engaged in student centered activities.
• Students need to receive positive feedback and
meaningful comments concerning class
behavior.
20. Next Steps
• Continue to Monitor and administer assessments
to gauge of Vocabulary Knowledge through
classroom activities, homework assignment, and
class discussion.
• Actively seek out new instructional strategies
from educators at work and practice techniques
and activities from my educational courses.
• Schedule time to discuss classroom experiences
with my co teachers once a week.
21. Thank You
• Ms. Jackson for offering support and
advocating for me.
• Ms. Minor for providing feedback on ideas and
strategies.
• Ms. Lee for supporting my teacher experience.
• Hunter College Professors, Ms. Hines, Ms.
Gadd, Ms. Mack
Editor's Notes
Gregory – Has difficulty with fluency and analyzing information He shows strength in activities were visual and aids are used and when instructions are provided orally.Kaysahanae – struggles with being interactive towards peers and teachers. She can be seen writing notes during the instructional period but its difficult to determine if she understands the content or if any information is confusing to her. Marshae-Has difficulty with reading comprehension which causes difficulty when she answers multiple choice questions in class. She shows a lot of effort in her writing but needs support to improve her punctuation and formatting of ideas within her writing.
Marilyn - Needs instruction and task scaffolded. She works more effectively in small group activities and during one-one instruction.Shanice- Detail Procedures and Instructional material read aloud. She struggles to organize her thoughts on historical events and gets frustrated when she mixes up facts on content that she has studied. She is highly motivated to do well during her next regents exam and often requests to complete independent assignments to help her practice.
SPED 701 Assessment- Curriculum Based Measurements allow educators to identify what information students have knowledge of and what information is unclear. The measurement help teacher direct instruction towards content that is unfamiliar to their students and not repeat information that students already have a clear understanding and no further instruction is needed.
Students with learning disabilities need multiple opportunities to access their prior knowledge and combined information to build a clearer understanding of vocabulary. Mrs. Jackson , my mentor, offered her knowledge of how students with Learning Disabilities process information at a slower pace. She suggested that students would benefit from having the notes for the mini lessons as a fill in worksheet to help them stay focused and engaged during direct instruction.
Strategy learned from my SPED 771 Class- Students learned about various political systems during direct instruction and group activities. Each student was required to identify a political system that they wanted to learn more about. The task was to create a poster that included all the information a person would need if they were writing an essay on the political system. Students would then teach the information to their peers and receive feedback about the information and a few questions that students or teachers had about the presentation.
The student of the week is usually given a small reward such as colored pen or item that the teachers have brought. Strategies obtained through SPED 789 Class Students need to structure but they also need to feel that they are making progress and their positive behavior is being recognized and acknowledged by the teacher.
Students have shown improvement towards their learning goals. They have shown through formative, summative , and class activities improvement towards their learning outcomes.
Have preplan target goals for student achievement and reassess goals to determine if they need to be changed or altered to align with student progress.