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The document discusses formative assessment practices and challenges at Sishya School in Hosur. It notes the use of formative assessments as prescribed by CBSE, reduced continuous testing, avoiding revision tests, and individualized education programs for challenged students. It also mentions differentiated instruction in some units. However, it outlines constraints like teacher attrition requiring new orientations, large class sizes of 40 diverse students, focus on competency and exams, time-bound syllabus completion, and parental acceptance of differentiation.
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Emma Fouzia Qasim is seeking a position and has over 5 years of teaching experience at the post-secondary level. She holds a Master's and Bachelor's degree in Physics from the University of Kashmir. She is fluent in English, Hindi, Urdu, and Arabic and has experience teaching and tutoring students, including those with special needs. She has experience instructing labs, ensuring safety compliance, and evaluating student performance.
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Emma Fouzia Qasim is seeking a position and has over 5 years of teaching experience at the post-secondary level. She holds a Master's and Bachelor's degree in Physics from the University of Kashmir. She is fluent in English, Hindi, Urdu, and Arabic and has experience teaching and tutoring students, including those with special needs. She has experience instructing labs, ensuring safety compliance, and evaluating student performance.
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1. Create a crisis management plan to address neighborhood violence and build staff morale by creating a committee for faculty input.
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- Le trafic passager des ports
- Le trafic passager des aéroports
- Le trafic marchandise des ports
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Glog linked presentation 5
1) The document acknowledges and thanks several individuals who provided guidance and support to the author for their project on developing a model for Differentiated Instruction, including advisors, mentors, and coordinators who provided resources, feedback, and access to classrooms.
2) Special thanks are given to Dr. Carol Tomlinson for her invaluable insight into Differentiated Instruction and for reviewing the author's DI model with practical suggestions.
3) The acknowledgements recognize the Fulbright team for facilitating visits that gave the author exposure to new approaches in curriculum and instruction that will inform their DI model.
Glog linked presentation 4
This document outlines a differentiated instruction model for Sishya School in Hosur. It provides a vision for pursuing global standards through a student-centric environment. It proposes adapting the curriculum and modifying content to design tiered, self-paced, and individualized learning strategies. A two-step process is detailed that involves evaluating student learning outcomes and analyzing upward movement possibilities. An action plan is provided to introduce the differentiated instruction model through creating modified content and lesson plans. The document also outlines proposing this differentiated instruction model to the Central Board of Secondary Education in Delhi based on the Constitution of India and National Curriculum Framework.
Glog linked presentation 3
The document summarizes the author's experiences at the University of Maryland related to their Fulbright project on implementing differentiated instruction at their school in India. It includes courses taken at UMD on teaching narratives for peace and justice and teaching English language learners. It also summarizes school visits that provided examples of differentiated instruction strategies and conferences attended on alternative assessments and formative assessment. Through these interactions and experiences, the author developed a core philosophy for their school of using differentiated instruction to ensure equitable treatment and justice in the learning process.
Glog linked presentation 1
This document summarizes a study conducted by Dr. Vasanthi Thiagarajan during a Fulbright fellowship at the University of Maryland in the U.S. on Differentiated Instruction and Continuous and Comprehensive Evaluation. The study was motivated by gaps identified in authentic assessment practices in Indian schools transitioning to continuous evaluation models. The objectives of the study were to examine differentiated instruction lesson plan designs, how standards are linked to assessment in the differentiated instruction process, learn from experts who subscribe to differentiated instruction philosophy, and create a practical model for Dr. Thiagarajan's school in India based on learnings.
Design patterns
The document provides an overview of the Model-View-Controller (MVC) design pattern, including its context, problem, and solution. It then discusses how MVC is used in the Java Pet Store example application to separate the application logic and data (Model) from the user interface (View) and control logic (Controller). Key aspects of MVC like separation of concerns and allowing multiple Views of the same data are highlighted.
Glog linked Presentation 1
Differentiated instruction and continuous comprehensive evaluation were compared in a study conducted in India. The study examined assessment practices in schools that had shifted from one-time exams to continuous evaluation and found gaps. The report summarizes the findings of the comparative study conducted as part of a Fulbright fellowship at the University of Maryland under the guidance of Dr. Joseph McCaleb.
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Glog linked Presentation2
- 1. Scenario in Sishya School, Hosur •Use of Formative Assessments as prescribed by the CBSE •Reduction in continuous testing •Avoiding revision tests •Special Education support for academically challenged students with Individualized Education Programmes •Differentiated Instruction in some units.
- 2. Constraints in my School • Attrition of teachers-needing fresh orientation on new techniques for new teachers • Forty diverse students in classrooms • Compromising on competency of educators • Fixation on high stake exam. focus • Time bound approach to syllabus completion • Parental acceptance and perception of differentiation