Differentiated instruction
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Effective differentiated instruction provides opportunities for all learners to succeed by structuring lessons clearly with enthusiasm and engaging students. Teachers should prioritize instruction, adapt their teaching for different learners, systematically teach using techniques like structure, clarity, redundancy, enthusiasm, appropriate rate, and maximized engagement, and systematically evaluate the outcomes of their teaching.
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An 1.5 hour presentation given to Palmyra School District Oct 28, 2013 targeting differentiated instruction for grades K-12.
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This document discusses the benefits of co-teaching in middle school classrooms. Co-teaching allows special education students to be included in regular classrooms while improving instruction for all students. It provides support for teachers and can minimize behavior problems and increase learning. The document outlines different co-teaching models used at Herndon Middle School, including lead-support teaching, one teach-one observe, one teach-one drift, station teaching, parallel teaching, alternative teaching, and team teaching. It emphasizes the importance of communication for making co-teaching work effectively.
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This document discusses the results of a teacher survey. The survey asked teachers for feedback on various topics. Most teachers responded positively about administrative support and classroom resources. However, some teachers expressed concerns about workload and class sizes being too large.
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2. The school implements Positive Behavior Interventions and Support (PBIS), Response to Intervention (RTI), and proficiency-based learning. Most student behavior is benchmark or strategic.
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3. Support transferring new knowledge to classrooms through coaching to regularly assess team effectiveness in achieving goals and improving teaching.
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AHP presentation
1. Aloha-Huber Park is a diverse school with 85% student poverty rate and 42% English language learners. The staff is also diverse and receives ongoing professional development.
2. The school implements Positive Behavior Interventions and Support (PBIS), Response to Intervention (RTI), and proficiency-based learning. Most student behavior is benchmark or strategic.
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Edld 5305 assignment 1-Williams, T
The document proposes an innovative plan to implement blended learning in elementary school classrooms using a station rotation model. The plan aims to improve student engagement and provide differentiated instruction through various learning modalities, including online and teacher-led instruction. Students would rotate through stations on a fixed schedule, allowing them to learn at their own pace while reinforcing academic skills. By modernizing lessons with technology integrated into the content, delivery, and assessments, the station rotation model could transform education and better prepare students for the future.
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The family studies resource binder contains information about the department, school, and classroom resources. It includes the school calendar, policies and initiatives, department mission and budget, literacy and numeracy strategies, curriculum design, lesson planning tips, instructional techniques, assessment practices, classroom management, special needs support, safety procedures, and communicating with parents.
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This document provides guidance for professional development teams to foster improved student performance. It outlines that teams should:
1. Align with state student achievement standards and school improvement goals.
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3. Support transferring new knowledge to classrooms through coaching to regularly assess team effectiveness in achieving goals and improving teaching.
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Teacher accountability systems that rely solely on test score improvements can incentivize artificially lowering student scores on initial tests. Instead, measuring increased levels of rigor in coursework and assignments can better demonstrate teacher effectiveness by showing students are learning at higher levels, even if their grades do not change. For example, asking students to write fully researched papers using multiple sources by year's end signals more advanced skills than single-source essays at the start of school.
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Skooldle helps you to create effective &successful preschool.
Skooldle gives you scientifically researchedwell structured curriculum with every day progress tracking.
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Start your own preschool without any royalty anf franchise fee.
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The document summarizes a kindergarten parent literacy orientation that took place on September 18, 2013. It introduces the classroom teachers, support staff, and rotations that parents will participate in, which include literacy through play, reading baggies, and English as a second language. The rotations aim to support literacy at home by teaching parents strategies for reading aloud, encouraging independent reading and writing, and creating a literacy-rich environment.
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years age group. Increasing awareness among parents about the benefits of a quality
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segment. Led by these factors, we expect the market to expand by more than 3x in
size by 2012. While the market is currently highly fragmented and unorganized in
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Art is a creative expression that stimulates the senses or imagination according to Felicity Hampel. Picasso believed that every child is an artist but growing up can stop that creativity. Aristotle defined art as anything requiring a maker and not being able to create itself.
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Jq2 kindergarten – a garden for children and parents
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Instructional materials are essential for teaching and learning. They provide guidance for educators and knowledge for students. When developing instructional materials, educators should identify quality materials, modify them for student achievement, and choose materials based on lesson plans. Materials can include textbooks, software, videos, and other sources. They contain educational content and materials to support learning objectives and assessments. Educators must carefully design, develop, and implement instructional materials and assessments to maximize student learning.
Learning outcome 1
The document discusses Creemers and Kyriakides' dynamic model of educational effectiveness. The model identifies 21 teaching practices and instruments for measuring these practices, including classroom observation and student questionnaires. It also discusses evidence from cognitive psychology on strategies like varying practice conditions, spacing sessions, interleaving vs blocking instruction, and using tests to support learning. The document then covers characteristics of effective teachers, such as content knowledge, beliefs about learning, and approaches that encourage discussion and challenge students. Ineffective practices are also identified.
Systematic approach
The systematic approach to teaching views the entire educational program as an interconnected system. It involves carefully planning all aspects of instruction including objectives, teaching methods, learning experiences, materials, and assessment. The key phases are to define objectives based on student needs, select appropriate teaching methods and experiences, implement the instruction as planned, and evaluate outcomes to determine if objectives were achieved or if revision is needed. All elements of the instructional process must work together for learning to occur.
Effectivelessonplanning
الى طلاب الدبلوم العام - لغة انجليزية نظام العام الواحد - وكذلك طلاب الصف الثاث والرابع طرق تدريس لغة انجليزية
أ.د/ مجدى مهدى
GAGNE'S 9 EVENTS OF INSTRUCTION
n 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for learning. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction.
Systematic approach
The document outlines the ASSURE model for systematic instructional planning. The ASSURE model involves 6 steps: 1) Analyzing the learner to define instructional objectives based on student needs, interests, and readiness, 2) Choosing an appropriate teaching method based on the objectives, 3) Selecting learning materials, equipment and facilities suited to the method, 4) Assigning roles to personnel to assist with resources, 5) Refining the process based on evaluation of outcomes, and 6) Choosing appropriate learning experiences to attain the objectives. The model emphasizes defining objectives based on students and selecting aligned methods, materials and roles to achieve the objectives.
Comparison of the TLE Models
The document compares teacher evaluation models from Tulsa and Marzano and recommends adopting Marzano's model for Yukon Public Schools. Key points include: Marzano's model provides more opportunities for high scores and targeted feedback across questioning, guided practice, and active learning indicators. It has tools for easy development of remediation and coaching plans aligned to evaluation. Marzano's model is formative and summative using a common language from research, while Tulsa's is only summative. Adopting Marzano would maintain Yukon's planned professional development continuum and build more potential for student achievement and success with high-stakes testing.
mtapseminar-211213070540.pdf
The document discusses teaching competence, which refers to a teacher's ability to perform tasks related to teaching. It identifies five key components of teaching competence: personal competence, professional competence, social competence, planning competence, and classroom interaction competence. Each component contains specific knowledge, skills, and abilities. The document emphasizes that teaching competencies are significant as they enhance teaching effectiveness and quality of education. Teachers should understand and apply competencies based on their context and student needs.
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Systematic approach in Teaching( report in edtech1)
Systematic approach in Teaching( report in edtech1)
Strengthening research to improve schooling outcomes
Strengthening research to improve schooling outcomes
More from kmgoree
Parent orientation total
This document summarizes the agenda and information presented at a pre-kindergarten parent orientation meeting at Sunset Acres Elementary. The meeting covered arrival and dismissal procedures, required supplies, acceptable snacks, field trips, medical forms, attendance policies, classroom visits, discipline policies, and conferences. Parents were asked to sign forms, volunteer for snack days, and schedule student testing dates. The orientation aimed to prepare parents for the upcoming pre-k school year.
Grasp assessment 2
The document describes a weekly assessment for preschool students to test their recognition of initial sounds and letters. Students are asked to match pictures to the starting letters of the pictures' names. For example, matching a picture of a monkey to the letter M. The teacher uses a tally sheet to track which letters students often get wrong so they can re-teach those letters.
Parent orientation total
The document provides information from a parent orientation for a pre-kindergarten program at Sunset Acres Elementary. It outlines the agenda which includes arrival and dismissal procedures, required supplies, acceptable uniforms and snacks, celebrations, field trips, medical forms, attendance policies, classroom visits, discipline policies, and communication with teachers. Parents are encouraged to volunteer in the classroom and attend conferences if needed. The document provides detailed information to parents about the pre-k program and policies.
Curricula 2
Over the course of 5 weeks, small groups of students worked on number and counting activities, use of technology, and a number book project. In week 1, students practiced identifying numbers and counting. Week 2 introduced 1-to-1 correspondence using manipulatives. Week 3 focused on learning to use a digital camera. Weeks 4-5 had students take pictures for a number book to represent numbers 1-10 and develop number sense. Formative assessments included monitoring and anecdotal notes.
Curricula 2
Over the course of 5 weeks, small groups of students worked on number and counting activities, photography skills, and creating a number book using photos taken with a digital camera. In week 1, students practiced identifying and counting numbers 1-10. In week 2, they worked on 1-to-1 correspondence by matching numbers of items. Week 3 introduced using a digital camera. Weeks 4-5 had students take photos of classroom items to illustrate numbers 1-10 for their number book, which was uploaded to their e-portfolios.
Curricula 2
Over the course of 5 weeks, small groups of students worked on number and counting activities, photography skills, and creating a number book using photos taken with a digital camera. In week 1, students practiced identifying and counting numbers 1-10. In week 2, they worked on 1-to-1 correspondence by matching numbers of items. In week 3, they were introduced to using a digital camera. In weeks 4-5, students took photos of classroom items to illustrate numbers 1-10 for their number book, which was uploaded to their e-portfolios.
Lesson Plan
This document outlines a 5-week technology integrated lesson plan for small groups focusing on number and counting skills. In week 1, students are introduced to counting 1-10 and reviewing this skill through games. Week 2 focuses on 1-to-1 correspondence using manipulatives and technology. Week 3 introduces the use of digital cameras to take pictures related to counting. Week 4 has students using cameras to take pictures for a number book. And in week 5, students complete the number book by taking more pictures for numbers 6-10. Formative assessments include monitoring and anecdotal notes throughout the lessons.
Technology Lesson Plan
This document outlines Kimberly Goree's technology integrated lesson plans for small groups over 5 weeks. It includes lessons introducing counting, numbers, 1-to-1 correspondence, use of a digital camera, and producing a number book with pictures. Lessons include modeling skills, guided practice, and monitoring of students. Assessments involve anecdotal notes, program calculations, and checking photo e-portfolios.
Technology Lesson Plan
This document outlines Kimberly Goree's technology integrated lesson plans for 5 weeks of small group instruction. The plans include introducing early math concepts like counting, one-to-one correspondence, and using a digital camera. Students will practice skills, play review games, and create a photo number book connecting numbers to real objects. The teacher will monitor students, assist as needed, and assess understanding through observations and digital portfolio reviews.
Curricula powerpoint
This technology integrated lesson plan targets several Louisiana Pre-Kindergarten GLEs related to following directions, rules for discussion, and identifying computer mice. Students will use the website everydaymath.com to match blocks to numbers from 1 to 5. They will then read the book "My Numbers Book" which uses numbers from 1 to 10 in sentences to reinforce counting and number recognition skills.
Khan academy powerpoint
Teachers can use Khan Academy to implement differentiated instruction by allowing students to work at their own pace on individualized math lessons tailored to their skill level, with teachers providing support and enrichment as needed. The online platform provides immediate feedback on student progress and identifies concepts that require additional instruction. Teachers can assign targeted practice exercises and monitor each student's performance to ensure they are mastering skills before advancing to more difficult material.
Khan academy presentationnotes
Teachers can use Khan Academy to implement differentiated instruction by allowing students to work at their own pace on individualized learning paths. The online platform provides a variety of math and science exercises tailored to different grade levels and abilities that automatically adjust based on a student's performance. Teachers can monitor student progress through reports and target instruction to meet individual student needs.
Hand washing 2
To stay healthy and germ free, one should wash their hands after playing outside, coughing or sneezing on their hands, and before and after eating. Proper hand washing helps keep away germs so people can stay healthy.
Hand washing 2
To stay healthy and germ free, one should wash their hands after playing outside, after coughing or sneezing on their hands, and before and after eating. Proper hand washing helps keep away germs so people can stay healthy.
Hand washing 2
To stay healthy and germ free, one should wash their hands after playing outside, after coughing or sneezing on their hands, and before and after eating. Proper hand washing helps keep away germs.
Hand washing 2
To stay healthy and germ free, one should wash their hands after playing outside, coughing or sneezing into their hands, and before and after eating. Proper hand washing helps remove germs to prevent sickness so people can stay healthy.
More from kmgoree (16)
Differentiated instruction
- 1. Effective Differentiated Instruction As teachers we want to stay on the cutting edge of education and use techniques that will be most helpful to our students. Effective differentiated instruction should include opportunities for all learners to be successful. Using these techniques will be useful to all children in your room. In order to be an effective teacher, you must first be an effective teacher (Mastropierii & Scruggs, 2010). Using the PASS variables will promote the most effective differentiated instruction for any classroom. S.C.R.E.A.M. Structure Clarity Redundancy Enthusiasm Appropriate rate Maximized engagement Using these variables will help in maximizing all learners educational opportunities. P. A. S. S. Prioritize Instruction Adapt Instruction, Materials, or the Environment Systematically Teach with the SCREAM Variables Systematically Evaluate the outcomes of your teaching