The collective efficacy of school staff has a high effect on student achievement. When educators have low expectations for students with disabilities and don't believe they can achieve grade-level standards, they may provide instruction that doesn't address grade-level standards, give less feedback, and be less likely to change instructional strategies. At the secondary level, educators may provide remediation they feel is more appropriate but that is not aligned to grade-level standards assessed by exams, leading to performance gaps. Effective educators have high expectations for all students and believe their teaching impacts student learning and achievement.
In the presentation "Learning Disabilities and ADHD in a Postsecondary World," representatives from Beacon College explain the role of college students and of colleges themselves in assisting students with learning differences.
In the presentation "Learning Disabilities and ADHD in a Postsecondary World," representatives from Beacon College explain the role of college students and of colleges themselves in assisting students with learning differences.
Turning Around the Nation’s Lowest-Performing Schools:
Karen Baroody explains how districts can make fundamental changes in the way they think about and provide support for schools.
One of the key challenges faced by the corporate universities today is how to maximize the outcome of learning at the same time minimize the investment (efforts). Todays learners are challenging the instructional designers and learning architects with the question “What does this learning program bring to the table that s/he can’t find in Google”. Conventional learning methods are failing to create impact on work performance
Educationist across the world are trying to solve the problem, we draw inspiration from the field of K12 education and in particular the paper on “Integrated STEM Education through Project-Based Learning” by Diana Laboy-Rush and “Integrated Approach for Enhanced Teaching and Learning towards Richer Problem Solving Experience” by Sonia Zheleva, Toshko Zhelev.
In this concept note we have tried to create a theoretical underpinning for Integrated Learning Design in a corporate environment. Ideas in this concept note are adaptations of various publically available knowledge in the space of “Integrated learning and assessment. This document would clearly outline 7 key design elements that needs to be considered for developing an Integrated learning solution.
Turning Around the Nation’s Lowest-Performing Schools:
Karen Baroody explains how districts can make fundamental changes in the way they think about and provide support for schools.
One of the key challenges faced by the corporate universities today is how to maximize the outcome of learning at the same time minimize the investment (efforts). Todays learners are challenging the instructional designers and learning architects with the question “What does this learning program bring to the table that s/he can’t find in Google”. Conventional learning methods are failing to create impact on work performance
Educationist across the world are trying to solve the problem, we draw inspiration from the field of K12 education and in particular the paper on “Integrated STEM Education through Project-Based Learning” by Diana Laboy-Rush and “Integrated Approach for Enhanced Teaching and Learning towards Richer Problem Solving Experience” by Sonia Zheleva, Toshko Zhelev.
In this concept note we have tried to create a theoretical underpinning for Integrated Learning Design in a corporate environment. Ideas in this concept note are adaptations of various publically available knowledge in the space of “Integrated learning and assessment. This document would clearly outline 7 key design elements that needs to be considered for developing an Integrated learning solution.
Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
A presentation on many of the services the FLDOE Bureau of Exceptional Education and Student Services (BEESS) makes available free of charge to school districts.
A presentation on how to developed individualized education plans that are aligned to state academic standards for the grade in which a student is enrolled.
Presentation on Standards Based IEPs and making grade level standards accessible to all students. This is a short presentation that guided discussion during a meeting.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Educator Beliefs
Contributing Factors to the Performance Gap
When educators don’t believe that students with
disabilities can achieve grade level standards they may:
• Provide instruction and remediation that does not
address the grade level standards
• Provide less feedback than they provide other
students
• Assume that when students do poorly it is the best
the student can do (reinforces low expectations)
• Be less likely to change instructional strategies
because they don’t think it will make a difference
3. Educator Beliefs
When educators at the secondary level don’t
believe that students with disabilities can
achieve the grade level standards they may
provide instruction or remediation that they feel
is more appropriate for the student. But the FSA
and EOCs assess the grade level standards. All
Tiers of instruction must align with the grade
level standards or you end up with performance
gaps.
4. Educator Beliefs
Effective educators:
• believe their fundamental task is to evaluate
the effect of their teaching on students'
learning and achievement
• have high expectations for all students
• see assessment as feedback about their impact
• focus more on learning than teaching
• build strong personal connections with
students and colleagues
5. Educator Beliefs
Resources
• John Hattie's Mindframes - https://visible-
learning.org/2014/08/john-hattie-mind-frames-
teachers/
– Includes a video on Hattie's 8 mind frames.
• The Impact of Collective Efficacy on
Student Achievement -
http://www.eobservations.com/impact-
collective-efficacy-student-achievement-part-1/
– The power of collective efficacy; the culture of
expectations shared by the teaching staff.
6. Educator Beliefs
Data Sources – You can use the following resources to collect
data addressing educator beliefs in your school and/or district.
• Middle/High School Survey
– http://www.tlc-mtss.com/assets/middlehigh-
beliefs_survey.pdf
• Checklist for Visible Learning
– http://bit.ly/2Dg36ZX
• Educational Practice Activity
– https://www.moedu-sail.org/wp-
content/uploads/2016/07/Leadership-Handout-
Packet.pdf
7. Educator Beliefs
Hypothesis - The problem is occurring because:
–instruction for students with disabilities is different
from the instruction for students without disabilities
–students with disabilities are provided remediation
that is not aligned with the standards that will be
assessed
–instructional staff respond different to students with
disabilities because they expect a lower level of
achievement
–instructional staff don’t believe that what they do to
change instructional strategies will make a difference
for students with disabilities
