This action research report examines the effects of differentiated instruction on an advanced grade 3 student named Emily. Data was collected through interviews, writing samples, math journals, and observations before and after implementing differentiated strategies for 5 months. Differentiation promoted enthusiasm, motivation, and confidence in Emily and improved her academic performance and social skills. The teacher plans to continue refining her use of differentiation and balancing individual needs with standardized curriculum and assessment requirements. Differentiated instruction benefits all students by addressing varied learning needs.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
The document discusses various activity-based teaching strategies that can be used in health education, including cooperative learning, simulations, problem-based learning, and self-learning modules. Cooperative learning involves structuring small groups to work together towards shared learning goals. Simulations are controlled representations of reality that allow students to learn without risk. Problem-based learning confronts students with real-life problems to identify information needs. Self-learning modules are self-contained study packages for individual use. Research shows that activity-based strategies increase achievement and improve attitudes compared to traditional methods.
The document discusses the importance of assessing students to understand their literacy strengths, weaknesses, and interests in order to plan effective lessons. It emphasizes using various assessments, like surveys and informal observations, to get to know students as individuals and as literacy learners. The author reflects on using a writing attitude survey to better understand their students' self-perceptions and set goals. The document also stresses the need to select appropriate texts for students based on their interests and using a variety of instructional strategies and perspectives, like critical thinking and response, to promote independent literacy skills.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
Fostering Autonomy, Purpose, and Competence in MathJordan Yoshihara
This document provides background on motivating elementary school students in math. It discusses research showing that motivation is influenced by autonomy, purpose, and competence. The author conducted a case study of 6 third grade students, trying different motivational strategies. Competition, leadership roles, goals, role models, fun activities, and a sense of community related to these three principles of motivation and influenced how engaged the students were in learning math. The author analyzed the results to understand how creating an environment that fosters autonomy, purpose and competence can build student motivation.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
The document discusses various activity-based teaching strategies that can be used in health education, including cooperative learning, simulations, problem-based learning, and self-learning modules. Cooperative learning involves structuring small groups to work together towards shared learning goals. Simulations are controlled representations of reality that allow students to learn without risk. Problem-based learning confronts students with real-life problems to identify information needs. Self-learning modules are self-contained study packages for individual use. Research shows that activity-based strategies increase achievement and improve attitudes compared to traditional methods.
The document discusses the importance of assessing students to understand their literacy strengths, weaknesses, and interests in order to plan effective lessons. It emphasizes using various assessments, like surveys and informal observations, to get to know students as individuals and as literacy learners. The author reflects on using a writing attitude survey to better understand their students' self-perceptions and set goals. The document also stresses the need to select appropriate texts for students based on their interests and using a variety of instructional strategies and perspectives, like critical thinking and response, to promote independent literacy skills.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
Fostering Autonomy, Purpose, and Competence in MathJordan Yoshihara
This document provides background on motivating elementary school students in math. It discusses research showing that motivation is influenced by autonomy, purpose, and competence. The author conducted a case study of 6 third grade students, trying different motivational strategies. Competition, leadership roles, goals, role models, fun activities, and a sense of community related to these three principles of motivation and influenced how engaged the students were in learning math. The author analyzed the results to understand how creating an environment that fosters autonomy, purpose and competence can build student motivation.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
This document discusses literacy development and instruction. It emphasizes the importance of assessing students both cognitively and non-cognitively to understand their reading abilities and interests. Four students were given cognitive assessments to determine their reading levels and non-cognitive surveys to understand their attitudes and motivations regarding reading. Texts were then selected for small group instruction based on students' levels, interests, and addressing different reading perspectives - interactive, critical, and response. Data showed engagement and comprehension improved when texts personally connected with students. The presentation provides guidance on using assessment data to individualize instruction and select engaging texts.
Peer and cross-age tutoring involves students tutoring peers of the same or different ages to provide academic support. Younger students are tutored by older students in cross-age tutoring, while same-age peers tutor each other. Both tutors and tutees benefit from improved academics and development of social and responsibility skills. Studies show tutoring improves self-esteem, reading skills, and decreases dropout rates for struggling students. It is also a cost-effective instructional method.
Cooperative Learning & the Introverted Student -- Graduate ThesisCarl Mahlmann
The document reviews literature on cooperative learning, introversion and extraversion, finding that while cooperative learning has benefits, introverts prefer independent work and are energized by solitude, suggesting current classroom emphasis on groups may not optimally support introverted learning styles. The study aims to determine if lessons tailored to learning styles result in higher performance and satisfaction for introverts and extraverts.
The document discusses how classroom talk can improve education. It provides evidence that the quality of talk matters and that changing talk can improve learning. Studies show talk at home predicts academic success. Teachers usually use Initiation-Response-Feedback exchanges that funnel responses, but more open questioning is linked to better outcomes. Effective teachers guide understanding through questioning rather than just testing knowledge. Peer talk is often unproductive but structured discussions that seek agreement and contrasting views benefit learning. Teachers can model and teach strategies to improve classroom talk.
[1 6]from previous epistemologies to current epistemologiesAlexander Decker
This document discusses deep and surface approaches to learning in university education. It begins by defining key concepts like epistemology, pedagogy, and the differences between deep and surface learning approaches. It then discusses how these approaches can be encouraged or discouraged from both the student and teacher perspective in a university psychology lecture setting. The document concludes that while both approaches have uses, education should focus more on deep learning to develop higher-order analytical skills needed for disciplines like psychology.
This document discusses cooperative learning techniques. It defines cooperative learning as students working in small groups to achieve learning goals and remember information. It describes several cooperative learning techniques including jigsaw, think-pair-share, three-step interview, round robin brainstorming, numbered heads, and book ends. These techniques encourage students to discuss topics, explain answers to partners, summarize information, and teach each other. The conclusion states that cooperative learning enhances student cooperation, allows students to learn from others, and ensures attention through active participation.
This document discusses creating a literate environment for students. It emphasizes the importance of getting to know students, including their cognitive and noncognitive development, interests, and backgrounds. The author discusses assessing students, selecting texts at appropriate levels on topics of interest, and implementing literacy lessons from interactive, critical, and response perspectives to engage students. The goal is to help students become strategic, lifelong readers by connecting learning to their passions and providing opportunities for critical thinking and personal response.
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
The document discusses cooperative learning as an instructional strategy where students work together in small groups to help each other learn. It defines cooperative learning and identifies its key principles, including positive interdependence and individual accountability. The document also reviews different cooperative learning approaches such as Jigsaw and Think-Pair-Share and examines the benefits of utilizing cooperative learning in the classroom.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
This document discusses strategies for developing literacy in students. It emphasizes the importance of creating a print-rich environment and getting to know students' interests to engage them. The author discusses administering assessments, selecting texts, and creating lesson plans incorporating critical and response perspectives to improve comprehension. Interactive activities like playing a space song and using a KWL chart to explore concepts are recommended.
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
This document discusses reading comprehension and strategies teachers can use to support students' comprehension. It defines comprehension as a reader's ability to understand a text's meaning. Graphic organizers and activating prior knowledge are presented as effective strategies. The document also discusses cognitive factors like text difficulty and background knowledge, as well as affective factors like engagement and motivation that influence comprehension. Specific comprehension strategies students can use, like summarizing and asking questions, are also outlined.
The document discusses creating a literacy-rich environment for students by choosing engaging texts that interest students, relating lessons to students' lives, and incorporating multiple perspectives including critical, response, and lesson development perspectives to understand students and address their needs. Formative and summative assessments should be used to inform instruction. The goal is to help students develop a love of reading and literacy skills to become lifelong learners.
This document summarizes Mindy Dole's presentation on creating a literate environment for early readers. It discusses the essential components of understanding literacy learners, selecting engaging texts, and using interactive, critical, and response-based perspectives in instruction. For each component, Dole provides examples from her own teaching experience with assessments, lesson plans, and activities designed to meet students' needs and spark their interest in reading. The document concludes by soliciting feedback to improve literacy practices and support students' development.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
Creating a literate environment (presentation)alleighmartin
The document discusses creating a literate environment for students. It involves getting to know each learner through cognitive and non-cognitive assessments. It also involves selecting appropriate texts on different dimensions like narrative vs informational. Implementing interactive practices like modeling strategy use and gradually removing support helps students become strategic readers. Using critical literacy strategies like problem posing questions and character journals helps students examine perspectives. This creates a classroom environment where students comprehend deeper and think from different points of view.
The document provides an observation report from a classroom. It notes that there are over 40 students ranging from ages 7 to 8, most are Roman Catholic. It describes interactions between students and the teacher both in and outside of class. Students interact more with classmates and compete, though sometimes cooperate. Those in front participate more while those in back ask for more help. Outside of class, students group based on locality or pre-existing friendships, and interact through play, bullying, or snacks.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
The document discusses PLC jobs, including their definition and structure. It notes that a PLC job consists of a job mailbox area containing parameters like a job number, area pointer, and coordination data. An example job mailbox structure is shown with the addresses of its parameters like job number stored at address n+4 and area pointer stored at address n+10. The document is from a Siemens training on automation and drives using SIMATIC HMI.
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This document discusses literacy development and instruction. It emphasizes the importance of assessing students both cognitively and non-cognitively to understand their reading abilities and interests. Four students were given cognitive assessments to determine their reading levels and non-cognitive surveys to understand their attitudes and motivations regarding reading. Texts were then selected for small group instruction based on students' levels, interests, and addressing different reading perspectives - interactive, critical, and response. Data showed engagement and comprehension improved when texts personally connected with students. The presentation provides guidance on using assessment data to individualize instruction and select engaging texts.
Peer and cross-age tutoring involves students tutoring peers of the same or different ages to provide academic support. Younger students are tutored by older students in cross-age tutoring, while same-age peers tutor each other. Both tutors and tutees benefit from improved academics and development of social and responsibility skills. Studies show tutoring improves self-esteem, reading skills, and decreases dropout rates for struggling students. It is also a cost-effective instructional method.
Cooperative Learning & the Introverted Student -- Graduate ThesisCarl Mahlmann
The document reviews literature on cooperative learning, introversion and extraversion, finding that while cooperative learning has benefits, introverts prefer independent work and are energized by solitude, suggesting current classroom emphasis on groups may not optimally support introverted learning styles. The study aims to determine if lessons tailored to learning styles result in higher performance and satisfaction for introverts and extraverts.
The document discusses how classroom talk can improve education. It provides evidence that the quality of talk matters and that changing talk can improve learning. Studies show talk at home predicts academic success. Teachers usually use Initiation-Response-Feedback exchanges that funnel responses, but more open questioning is linked to better outcomes. Effective teachers guide understanding through questioning rather than just testing knowledge. Peer talk is often unproductive but structured discussions that seek agreement and contrasting views benefit learning. Teachers can model and teach strategies to improve classroom talk.
[1 6]from previous epistemologies to current epistemologiesAlexander Decker
This document discusses deep and surface approaches to learning in university education. It begins by defining key concepts like epistemology, pedagogy, and the differences between deep and surface learning approaches. It then discusses how these approaches can be encouraged or discouraged from both the student and teacher perspective in a university psychology lecture setting. The document concludes that while both approaches have uses, education should focus more on deep learning to develop higher-order analytical skills needed for disciplines like psychology.
This document discusses cooperative learning techniques. It defines cooperative learning as students working in small groups to achieve learning goals and remember information. It describes several cooperative learning techniques including jigsaw, think-pair-share, three-step interview, round robin brainstorming, numbered heads, and book ends. These techniques encourage students to discuss topics, explain answers to partners, summarize information, and teach each other. The conclusion states that cooperative learning enhances student cooperation, allows students to learn from others, and ensures attention through active participation.
This document discusses creating a literate environment for students. It emphasizes the importance of getting to know students, including their cognitive and noncognitive development, interests, and backgrounds. The author discusses assessing students, selecting texts at appropriate levels on topics of interest, and implementing literacy lessons from interactive, critical, and response perspectives to engage students. The goal is to help students become strategic, lifelong readers by connecting learning to their passions and providing opportunities for critical thinking and personal response.
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
The document discusses cooperative learning as an instructional strategy where students work together in small groups to help each other learn. It defines cooperative learning and identifies its key principles, including positive interdependence and individual accountability. The document also reviews different cooperative learning approaches such as Jigsaw and Think-Pair-Share and examines the benefits of utilizing cooperative learning in the classroom.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
This document discusses strategies for developing literacy in students. It emphasizes the importance of creating a print-rich environment and getting to know students' interests to engage them. The author discusses administering assessments, selecting texts, and creating lesson plans incorporating critical and response perspectives to improve comprehension. Interactive activities like playing a space song and using a KWL chart to explore concepts are recommended.
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
This document discusses reading comprehension and strategies teachers can use to support students' comprehension. It defines comprehension as a reader's ability to understand a text's meaning. Graphic organizers and activating prior knowledge are presented as effective strategies. The document also discusses cognitive factors like text difficulty and background knowledge, as well as affective factors like engagement and motivation that influence comprehension. Specific comprehension strategies students can use, like summarizing and asking questions, are also outlined.
The document discusses creating a literacy-rich environment for students by choosing engaging texts that interest students, relating lessons to students' lives, and incorporating multiple perspectives including critical, response, and lesson development perspectives to understand students and address their needs. Formative and summative assessments should be used to inform instruction. The goal is to help students develop a love of reading and literacy skills to become lifelong learners.
This document summarizes Mindy Dole's presentation on creating a literate environment for early readers. It discusses the essential components of understanding literacy learners, selecting engaging texts, and using interactive, critical, and response-based perspectives in instruction. For each component, Dole provides examples from her own teaching experience with assessments, lesson plans, and activities designed to meet students' needs and spark their interest in reading. The document concludes by soliciting feedback to improve literacy practices and support students' development.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
Creating a literate environment (presentation)alleighmartin
The document discusses creating a literate environment for students. It involves getting to know each learner through cognitive and non-cognitive assessments. It also involves selecting appropriate texts on different dimensions like narrative vs informational. Implementing interactive practices like modeling strategy use and gradually removing support helps students become strategic readers. Using critical literacy strategies like problem posing questions and character journals helps students examine perspectives. This creates a classroom environment where students comprehend deeper and think from different points of view.
The document provides an observation report from a classroom. It notes that there are over 40 students ranging from ages 7 to 8, most are Roman Catholic. It describes interactions between students and the teacher both in and outside of class. Students interact more with classmates and compete, though sometimes cooperate. Those in front participate more while those in back ask for more help. Outside of class, students group based on locality or pre-existing friendships, and interact through play, bullying, or snacks.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
The document discusses PLC jobs, including their definition and structure. It notes that a PLC job consists of a job mailbox area containing parameters like a job number, area pointer, and coordination data. An example job mailbox structure is shown with the addresses of its parameters like job number stored at address n+4 and area pointer stored at address n+10. The document is from a Siemens training on automation and drives using SIMATIC HMI.
Find the used Chrysler Aspen in St. Louis at your top rated MO used Chrysler dealer. Lou Fusz Chrysler Jeep Dodge has the used Chrysler Aspen you're looking for at the best prices and with the best financing you need. Visit us today!
10 Social Media Tools For Executive Job Search 4 2009Jennifer McClure
This document provides 10 social media resources for executive job searching:
1. LinkedIn - Create a detailed profile and engage with groups and discussions to build your professional network.
2. VisualCV - Build an online multimedia resume to showcase your skills and personal brand.
3. JibberJobber - Track your networking activities and contacts to manage relationships.
4. Personal websites - Establish online credibility by claiming a custom domain name.
5. Blogging - Increase online visibility and build credibility by discussing your industry through blogging.
6. Facebook - Build professional connections and share updates through Facebook.
7. Ning groups - Join industry groups on Ning to find resources and network.
8
This document provides career guidance for those interested in pursuing a career in instrumentation and control systems. It outlines 5 career fields in this area: instrument design engineer, automation or control systems engineer, instrument project or site engineer, instrument sales engineer, and instrumentation jobs in client organizations. It also provides information on relevant training courses, certifications, and companies hiring for these roles. The document aims to guide fresh graduates on how to start their careers and experienced professionals on professional development opportunities.
The document provides information on various aspects of the job search process including types of job advertisements, cover letters and resumes, interviews, dress code, organizational culture, and tips for the interview such as body language and discussing strengths and weaknesses. It also includes videos demonstrating how to write a cover letter and resume as well as proper body language and appearance for an interview. Sample documents and templates are provided for different aspects of the job application process.
Essay On Feasability Of Self-Assessment In ESL ClassroomsMonica Rivera
This document discusses observations of ESL classrooms and teaching methods. It describes two classrooms observed - a third grade classroom with 22 Mexican heritage students and a first grade classroom of 25 Mexican heritage students. Both teachers engaged students through group work, think-pair-share activities, and active learning like having students discuss and share their writing while walking around. The document analyzes the effectiveness of these teaching methods for language acquisition. It also notes the importance of creating a welcoming classroom environment for ESL students.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
Teaching Strategies For Menopausal WomenLucy Nader
Here are some key teaching strategies for adult learners:
- Apply a student-centered approach. Focus on their needs, interests, experiences and goals. Tap into their existing knowledge and skills.
- Make the learning relevant. Draw connections to real-world examples and applications. Explain how the content can be useful to them.
- Encourage active participation. Incorporate activities, discussions, problem-solving and other engaging techniques. Lecturing alone is not optimal.
- Promote self-directed learning. Give students autonomy over their learning process when possible. Provide options and support their interests.
- Address multiple learning styles. Use a variety of methods like visuals, hands-on activities, group work
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
Multicultural Teaching and Learning as Everyone's Every Day WorkIlene Dawn Alexander
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
An Analysis Framework For Reflective WritingStacy Taylor
The document describes the development of an analysis framework to interpret student teachers' reflective journal writing from an alternative teacher education program. The framework includes four categories: report, review and refocus, analyze, and reconceptualize. These categories represent a hierarchy from simple description to more complex reflection. The framework was applied to analyze three student teachers' journals. One student's journal demonstrated sophisticated reflection, including reporting experiences, identifying issues, raising questions, and reconsidering thinking to improve teaching. The analysis framework provided a way to investigate the nature and degree of reflection in journal writing.
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Free, Online Scale of Student AutonomyBen Mitchell
This Scale is a free online self-assessment questionnaire to evaluate a student’s sense of educational autonomy -- intellectual independence and self-directedness. With more than 650 responses, grades 7-12, we developed statistical norms and percentiles, as well as three statistically correlated sub-categories. This workshop examines the paradigm of student autonomy, reviews the research and examines practices to encourage student autonomy. We all know the magic when our students become empowered, independent learners. Here is a tool with which to assess autonomy.
This document summarizes Melinda Bratton's analysis of literacy assessments and instruction for beginning readers from pre-K to 3rd grade. It discusses the importance of teachers getting to know individual students' strengths and needs through assessments in order to better support their literacy development. A variety of assessment types are explored including cognitive assessments, observations, interviews and inventories to gather information about students' reading abilities and interests. The document also addresses selecting appropriate texts for students based on factors like readability and interest level. Overall it emphasizes using assessment data and interactive instructional strategies to meet students' literacy needs and foster their development as independent readers.
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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1. DIFFERENTIATED INSTRUCTION AND ENRICHMENT
OPPORTUNITIES: AN ACTION RESEARCH REPORT
Terri Lynn Kirkey
Hastings and Prince Edward District School Board
Abstract
The purpose of this study was to systematically reflect upon my teaching practices, and to investigate the
benefits of differentiated instruction using action research methods. This paper outlines the action
research process, and is a case study examining the academic, social, and emotional progress of an
advanced grade three learner involved in differentiated instruction activities. Pre and post assessments of
this student include interviews, writing samples, math journals, and anecdotal records. Observations
indicate strong support for differentiation in the primary classroom. Differentiated instruction promotes
enthusiasm, motivation and confidence towards learning. The conclusions of this paper encourage the use
of differentiated instruction techniques, and the ongoing self-reflection of teachers through action research
methodology.
What would you say if a teacher told you that all students were not equal and that only some could be
sufficiently challenged or taught? Are all students capable of growth and improvement? Should the needs
of all students be met? Most teachers would agree that all students are equal and should be treated as
such. However, increasing demands in an era of standardization can lead to a “one-size-fits-all” approach
to instruction. With a dense and challenging curriculum, teaching to the norm is not uncommon. As a
result, exceptional students can be overlooked or neglected. Research indicates that modifications for
struggling learners and advanced learners are often inadequate (Tomlinson, Kalbfleish, 1998). What can
be done? This is the question that has fueled my curiosity and subsequent Action Research: How can I
learn more about differentiated instruction using action research methods?
What is Action Research?
Action research is the process of systematically reflecting on individual/group teaching practices using
research methodologies (Watts, 1985). The purpose is to encourage professional development and to
enhance student learning and achievement through reflective inquiry. There are 5 phases of effective
action research including; problem identification, plan of action, data collection, analysis of data and plan
for future action. It is my hope, that by identifying personal areas of concern and by formally reflecting on
my own teaching practices, I will solidify my philosophies of education and thus provide a better program
for my students.
Problem Identification
At any school you will find a mosaic of learners. As a teacher, it is my job to meet all of their learning
needs. In my Grade 3 classroom, I thought I made it a priority to differentiate learning based on student
needs. With seven out of 18 grade 3 students on Individual Education Plans and approximately 58%
reading significantly below grade level, my attention was directed at differentiating for this population.
However, during a staff meeting on differentiated instruction, I revisited the philosophy and its
applications for all learners, including those with advanced abilities. It was at this time that I recognized
my neglect for a student in my room with a high achievement record. Let's call her “Emily.” She
presented as quiet, respectful, hard-working and of above average ability. My inquiry began to revolve
around her need for challenge. Were her learning needs being met? In reflection, I now know that they
were not. Thus, my final action research question became, How can differentiated instruction benefit
individual students when applied to enrichment programming? In following action research methodology, I
developed a plan of action, collected and analyzed classroom data to answer this question.
Plan of Action
My first step was to research differentiated instruction practices and philosophies to better understand
their adoption into my room. Carol Ann Tomlinson (2000), stresses that differentiation is not an
instructional strategy. It is a philosophy or a way of thinking about teaching and learning that embraces
students as individual learners with individual needs. Differentiated instruction, allows all students to
2. participate in respectful learning experiences that may be different but, equally interesting, equally
important and equally powerful (Tomlinson & Kalbfleish, 1998) According to Petting (2002), it represents a
pro-active approach to improving classroom learning for all students by redesigning instruction on the
basis of student abilities, needs and even interests. Teachers can differentiate for their students through
content (material to cover), process (how to cover it) and/or product (how to demonstrate it).
In summary, differentiated instruction focuses on student choices, interests, readiness and learning styles.
It encourages flexible groupings, tiered lessons and individualized scaffolding. With this philosophy in
mind, I took the next step to apply my interpretation of differentiated instruction in the classroom. I gave
myself a five-month time frame, to question and to investigate the benefits of differentiated instruction on
individual enrichment programming (for Emily) through action research methods.
Many instructional strategies were employed for the five-month action research period. In the beginning,
Emily was the prime focus for differentiation. However, it quickly developed into a whole-class agenda.
The classroom was rearranged to encourage group sharing and we practiced our group-work roles
regularly. Many tasks and assignments began to have a cooperative component. As a whole class, we
engaged in Think-Pair-Share and Resident Expert activities. The hope was that students could assist and
compliment one another. Groupings were flexible and targeted student needs and interests. Emily was
encouraged into leadership and mentoring roles. As a peer tutor, Emily became more conscious of her own
learning and developed the ability to communicate and to share her thinking with others.
I also differentiated instruction through our guided reading program as outlined by current balanced
literacy strategies. Emily was given frequent opportunities to read above grade level material and to
complete related assignments. Students were often divided into groups based on their reading readiness
levels, and worked with appropriately leveled texts. Following their reading, they completed different but
equally important comprehension activities. For example, one group sequenced their story with sentence
strips, while another completed a story map. Emily’s group had already demonstrated strong
comprehension skills, and therefore worked on generating their own thoughtful and meaningful questions
about their reading. My role was to facilitate group sharing, to scaffold when necessary, and to monitor
progress. Additionally, our silent reading time was accompanied by our schools Accelerated Reading
initiative. Accelerated Reading allowed Emily to read books at her own level and to take computer
comprehension tests based on them. We also participated in literature circles and author’s theater to
differentiate Language instruction.
Students were given increased opportunities for choice and began completing research projects based on
their own interests. For one assignment, students were studying the provinces of Canada. They were
given the option to create a television commercial, newspaper article, poster or pamphlet in order to
demonstrate their research on a province of choice. Emily often chose projects that involved a significant
amount of writing and internet exploration. In this case, she chose to write a news article and to create a
brochure.
Individual differentiation for Emily included accommodated assignments focusing on higher-level thinking.
In Mathematics, she tackled complicated word problems and worked on identifying her problem solving
strategies and thinking in her math journal. She also developed her own word problems to challenge the
class with. Emily had indicated that she enjoyed drill activities, math puzzles and problems, thus she also
kept an extra activity booklet in her desk filled with such exercises. During writing times, Emily was
partnered with another student who had complimentary skills. Together they developed their writing
through peer-editing and modeling. At the computer lab, Emily was encouraged to explore the junior
programs. She often assisted struggling students in class and completed modified homework each night.
These are just a few of the strategies employed to differentiate instruction to accommodate Emily's
advanced needs. Were they effective?
Data Collection
In accordance with both action research methodology and differentiated instruction, it was important to
develop a sense of where we were and where we wanted to go. Understanding the value of pre-
assessment, Emily and I met for conferences and interviews. I hoped to unveil her interests and to
develop a better understanding of her learning needs and style. The interview was a surprise. Emily
seemed to have very little appreciation for her own interests, hobbies and personality. I thought that
giving her the opportunity to write about herself may offer us more. In 20 minutes, Emily wrote only a few
sentences about herself:
3. “I am a happy person. I like math and reading chapter books. I like watching T.V. and
movies. I am a kind person. I like arts and crafts too.”
This is a student who normally writes not only several sentences but paragraphs during writing periods.
Perhaps, through differentiation, Emily could better understand her own learning needs.
At this time, I collected writing samples, math journals, reading inventories and anecdotal notes to aid in
my pre-assessment. I recorded observations in an action research journal, which I shared with colleagues.
Report cards and formative assessments were also used. I continued with these data collection methods
for the duration of the research.
The pre-assessment indicated that Emily was an independent, logical/mathematical learner. She excelled
at tasks that were based on sequential organization and rote learning. Her number fact skills were above
grade level and her writing was free from any spelling or convention errors. At the beginning of grade
three, Emily was reading grade four material. Most of her assignments were completed with perfection!
However, as I investigated further, it became evident that her math journals were often replicas of my
modeling and her writing was repetitive and displayed little authors voice and creativity. I was also
concerned about her social skills development and confidence in herself. She rarely participated in class
activities and often took a very passive role during group assignments. Emily often met new challenges
with anxiety and even tears. At this point, Emily and I made some common goals. We wanted to increase
the quality of her writing by encouraging voice and creativity. We also wanted to give her appropriate
challenges to expand her math thinking. My hope for Emily, was that she would develop an appreciation
for herself and her interests. I wanted her to feel challenged and encouraged to take risks.
Analysis of Data
Over the next few months, I employed various differentiated instruction strategies. I continued to collect
data in the form of writing and math samples and meticulously maintained my action research journal. My
observations were not necessarily what I expected but were very much welcomed.
Academically, Emily demonstrated consistent growth in her reading scores and is now reading late grade 5
material with independence. She began to make more accurate and reflective inferences from her
readings. Her writing became less repetitive and more creative. While sharing her writing with the class,
one of her peers said, “Emily is so smart and she keeps getting better and better.” In math, she continued
to solve word problems with ease and independence but often offered more than one solution for the
same problem. She also assisted others with their problem solving skills.
Socially, Emily began to take on more leadership roles. In the beginning, she required direct prompting to
participate actively in group activities but later became skilled at encouraging and assisting her group
members. She also demonstrated more social activity on the yard at recess.
The most obvious changes observed in Emily were her moods and emotions. The social and academic
results can be skewed by maturity, encouragement and simple modeling. It is Emily's emotional reactions
that illustrate the true benefits and rewards of differentiated instruction. Once she was challenged
sufficiently with material that interested her, she became more “alive.” Looking back in my action research
journal, I am reminded that the Emily I first knew did not smile very often. She seemed low energy and
participated very little in class discussions. She was often distracted or tired. I thought this was just Emily.
My assumption was that she was quiet and passive. I realize now, that she was actually bored.
Differentiation allowed her to work at her own level. It allowed her to explore her interests and to work
with others to develop positive social relationships. It also allowed her to develop more confidence in
herself. How do I know? Emily began to participate much more in class activities. She approached her
assignments and tasks with an obvious increase in enthusiasm. I also recognized that Emily was more
willing to take risks. She no longer approached challenge with tears and grief. Instead, she asked for
assistance and seemed eager to attempt something new. We saw more smiles and energy from her. When
asked at the end of the five-month period to once again write about herself and her interests, she
completed a few paragraphs instead of only a few sentences. She explained that she liked traveling,
chapter books, cartoons and extra math activities. Emily seemed to develop a better understanding of who
she was and what she enjoyed. These are the true benefits of differentiated instruction for enrichment
programming.
As for the other students in the class, they too seemed more stimulated and more willing to take risks.
The classroom tone was different somehow. Students became accustom to working with others and as a
4. result a greater sense of community was developed. Differentiated instruction accounted for individual
differences. The mixed and flexible groupings allowed students to work in both skill-leveled groups and in
groups that were more heterogeneous. I did recognize that student product for differentiated assignments
did not always represent the student's best effort. We often became more concerned with the process
than the product for differentiated assignments. We focused on our thinking skills, our communication and
cooperation skills, all of which are essential to student progress. In the final analysis, the students were
more enthusiastic about their learning and the topics at hand. Differentiated instruction also allowed them
to develop social confidence and to explore concepts with individual skills and interests in mind. Most
importantly, I observed that many of the students were more willing to take risks and seemed more
accepting of student differences. All students were given opportunities to “shine” and to develop an
appreciation for one another.
Plan for Future Action
Overall, I am pleased with the results and experiences provided to me through action research. Action
research gave me the license to reflect and to analyze both my teaching practices and philosophies. As a
new teacher, it can be difficult to find the time and energy to step-back from yourself and to evaluate your
own strengths and needs. However, only in doing so can you become the teacher that you want to be.
Believing in your practice and taking the time to reflect on it in such a procedural way can only benefit you
and your students. As a result, I have developed a greater understanding of how to effectively
differentiate for the learning needs of all students.
In the beginning, I found applying differentiated instruction tiring and overwhelming. Over time, my
confidence as well as my understanding increased. Now, I am an advocate for such teaching methodology.
Through action research, I have come to believe that differentiated instruction is a pro-active approach to
learning and classroom management. I have always wanted a classroom booming with the sense of
community and confidence. It has been my priority to promote student learning, risk taking and
confidence. I have found that differentiated instruction is a realistic tool in developing my “dream
classroom.” My direct observations of Emily have proven to me that differentiated instruction stimulates
and challenges students of mixed ability.
The coming school year is just around the corner and I am eager to begin the new year with a more
pronounced atmosphere of differentiation. I have two goals for the coming year. It is my hope that I can
find a more effective balance between teacher-directed and differentiated activities. I believe strongly in
the benefits of modeling and understand that there is a time and place for whole-class instruction.
However, I have also witnessed the advantages of differentiation. In time and with increased experience, I
feel that this balance will become a natural part of my teaching.
My second goal is to approach the challenges of assessment and evaluation that come with increased
differentiation. Currently, in Ontario, all same-grade students are evaluated on a standard curriculum with
predetermined expectations. A student's report card mark does not reflect student growth and
improvement in a subject area. It only accounts for their product in terms of grade level standards.
Ideally, students would be working on grade level expectations and differentiation would be one method of
achieving them. However, when differentiating instruction based on student needs and abilities, some
students may not be working at grade level. In my case, over half of the class was working on below
grade level Language goals. Thus, how do you adequately assign a letter grade, when students may not
completing grade level tasks? Again, we encounter the topic of balance. How do you balance a student's
learning needs with their need to see improvement on report cards? How do you balance individual needs
while doing your job at teaching a dense, standardized curriculum? Thus it is my goal to continue to
investigate and apply differentiated instruction in the classroom, while developing balance between
assessment, evaluation, curriculum and various other strategies. Perhaps, with increased experience and
practice these inconsistencies my naturally dissolve. Time will tell.
In conclusion, my experiences with both action research and differentiated instruction have been positive
and beneficial. I have a better understanding of where I want to go as a Primary/Junior educator. I have
become an advocate for differentiated instruction and have identified its benefits in the classroom. I also
intend to continue with action research throughout my career. In the future, I hope to collaborate more
with other professionals and colleagues. Networking with other educators can only add to my knowledge
and understanding of children, learning and teaching. I would recommend my experience. What a
fantastic, effective way to grow and to develop in your career- to provide the best for you and your
students!
References
5. Petting, K. (2002). On the road to differentiated practice. Educational Leadership, 58(1), 14-18.
Tomlinson, C. (2000). Reconcilable Differences: Standards-based teaching and differentiation. Educational
Leadership, 58(1), 6-11.
Tomlinson, C., & Kalbfleish M. L. (1998) Teach me, teach my brain: A call for differentiated classrooms.
Educational Leadership, 56(3), 52-55.
Watts , H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6(2).
Biographical Note:
Terri Lynn Kirkey has been teaching with the Hastings and Prince Edward District School board since
September 2002. She completed her Bachelor of Education at Nipissing University in North Bay, Ontario,
specializing in the primary/junior division. Prior to this, she obtained an Honors Degree in Psychology from
Queens University in Kingston, Ontario. The majority of her experience has been in the grade three
classroom. However, she is currently assigned to a grade 3/4 where she hopes to continue her research
on differentiated instruction. Terri Lynn has taken an active role in the school community and continues to
promote action research among her colleagues.