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The document lists the names of 8 teachers from various elementary schools in the district and their grade levels. It then provides an agenda for an upcoming eMINTS meeting on September 15, 2011, which includes guidelines for participants to begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good role models. It poses discussion questions for teachers to introduce themselves and discuss the characteristics of an ideal eMINTS classroom and instructor.
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Getting started powerpoint
The document lists the names of 7 teachers from 4 different elementary schools in the district, along with their school and grade level. It then outlines the agenda and goals for an eMINTS training session on September 15, 2011, which includes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being good role models. Teachers are prompted to introduce themselves and discuss their strengths, skills they hope to gain, and what makes an eMINTS classroom different from a traditional one.
Getting started powerpoint
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The document lists the names of 7 teachers from 4 different elementary schools in the district, along with their school and grade level. It then outlines the agenda and goals for an eMINTS training session on September 15, 2011, which includes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being good role models. Teachers are prompted to introduce themselves and discuss their strengths, skills they hope to gain, and what makes an eMINTS classroom different from a traditional one.
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The document lists the names of 11 teachers from various elementary schools, their schools, and the grades they teach. It includes Kortney Fisher who teaches Kindergarten at Harrison Elementary, and lists teachers from other schools who teach 1st grade through 5th grade, as well as SPED. The document outlines guidelines for an upcoming meeting, stating they will begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good examples.
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Assessment
The teacher created a scoring guide to evaluate a specific skill or concept taught in class. The scoring guide could be improved to better assess what was taught by making changes such as clarifying the criteria, adding examples, or adjusting the point values and categories. In summary, the document discusses evaluating a scoring guide and potential modifications that could enhance how well it assesses students.
What do you see?
The document is a single question asking "What do you see?". It is a very short document consisting of only one sentence that poses an open-ended question without providing any additional context or information to answer.
Cooperative Classroom
The document discusses team building activities that can be used in classrooms to help students build cooperation, trust, and respect. It describes several short activities like Fishbowl, Sweet Challenge, and Mix-Freeze-Pair that incorporate elements of cooperative learning like positive interdependence and equal participation. Instructions are provided for an activity called Structure Cards where students are assigned a team building structure to research and present to partners.
Learninggoals
The agenda includes checking emails in the morning, an opening by Cathy, working on adding videos and calendars to websites, learning about collaboration tools like Google Docs and Edmodo, and planning and working on a WebQuest to close the day. Participants will use digital tools to embed media and support collaboration, understand how to design quality WebQuests, and create a video, calendar or plan for a WebQuest.
Learninggoals
The agenda covers opening activities, interactive whiteboards, constructivism, and community building. Participants will learn about updating SMART boards, experiencing constructivist lessons, and building classroom communities through examples and work time. The day aims to examine SMART board tools, understand constructivism and its importance, explore classroom communities, and have participants create a SMART activity and transform a lesson to be more inquiry-based.
Learninggoals
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
Learninggoals
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
Save Fred
1) The document describes an inquiry-based lesson where students work together to save a gummy worm named Fred from drowning after his plastic cup boat flips over, trapping his gummy life saver under the boat.
2) Students are instructed to place the life saver around Fred's body using only four paper clips, without letting Fred fall into the "lake" more than once or injuring him.
3) The document encourages students to solve problems in different ways such as developing a plan, finding patterns, drawing diagrams, acting it out, making lists, guessing and testing, working backward, writing equations, or constructing tables and graphs.
Presentation1
Practice is essential for developing skills and abilities. Regular practice in a particular area, such as playing a sport or musical instrument, allows one to gradually improve their proficiency over time through experience and repetition. Consistent practice of important tasks makes one's performance more automatic and helps maximize their potential.
Waterways
The document discusses making good choices for waterway use and developing solutions. It emphasizes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being what we want to see. A solution for waterway use will be developed, presented, and defended.
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Getting started powerpoint
- 1. Kortney Fisher Harrison Elementary Kindergarten Nisha Lassman-Eul Harrison Elementary 1st Grade Jamie Baumann Harrison Elementary 3rd Grade Susan Trotter Harrison Elementary 4th Grade Jess Baker Disney Elementary 4th Grade Tom Masterson McGregor Elementary 4th Grade Jo Brainzor York Elementary 4th Grade Rich Dameron Reed Academy SPED Amy Tummons York Elementary 5th Grade SPS eMINTS – September 15, 2011
- 2. We will… • Begin and end on time • Consider the positive possibilities • Participate and process • Practice focused listening • Be what we want to see SPS eMINTS – September 15, 2011 2
- 3. SPS eMINTS – September 15, 2011 3
- 4. • What do you want the class to know about you? • What are your strengths and how will they contribute to your class’s success? • What skills do you hope to gain by participating in this class? SPS eMINTS – September 15, 2011 4
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Editor's Notes
- Pair and Share: Participants will discuss the following questions and be prepared to discuss with group
- Show participants the model. Explain that the Instructional Model serves as an example of constructivism. Students construct knowledge from direct experiences. The model promotes inquiry-based learning, problem-based learning, case-based reasoning and simulations.Jigsaw: Assign partners one component of the model. Provide them one minute to read about the component and then present to class