Going to middle school tip sheet
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Planning for the transition from grade school to middle school will begin several months before the actual transition occurs. Following is a process others have used in developing a successful transition plan.
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The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
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Clinical Field Experience B Humanities Instructional and Engageme
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I picked Ms. Dawnโs class at Childrenโs of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
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A pd doc.to edit
This professional development program aims to teach strategies for making social studies content more accessible to diverse learners. Over three days, teachers and staff will learn about content enhancement, collaboration techniques like co-teaching, and differentiated instruction including Universal Design for Learning. The schedule outlines objectives, icebreakers, and activities to help participants develop skills for planning and instructing social studies in an inclusive classroom.
Leap symposium
The document summarizes a class called "Focus on Success" that teaches 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class meets during a 35-minute advisory period each day except Thursday. It uses tools like binder checks and grade reports to encourage organization and accountability. The goal is to promote a college-going culture and close achievement gaps by directly teaching skills needed for academic success.
Whitney sanders facilityplan
This document provides information about Trinity Chapel Academy's media center facilities, policies, and plans for improvement. It includes photos of the media center space and descriptions of the various sections. A survey of students and staff identified positives like friendly staff and check-out abilities, as well as needs like more technology, seating, and resources. The media center policies outline collaboration with teachers, accessibility, organization, and circulation procedures. Suggested changes aim to better support instruction and use of the space.
Mdd1
This document describes contextual factors about a school in Talcahuano, Chile that should be considered when planning lessons. It provides details about the school's location in a low-middle class neighborhood, its socioeconomic profile, and diverse student body. It also describes two students - one shy girl and one participative student - and how their characteristics could impact lesson planning. Finally, it notes two physical aspects of the classroom - assigned seating and lack of technology - and their implications for instructional strategies without those resources.
NCS Learning Support Teacher - Position Description
This document outlines the responsibilities of a part-time Learning Support Teacher. The key responsibilities include developing and implementing academic programs for students with learning needs, coordinating teacher aides, supporting classroom teachers in implementing education plans, arranging assessments with outside professionals, and administering standardized tests. The position requires a teaching degree, first aid certification, and experience writing education plans and assessments. Duties involve assisting students, collaborating with teachers, and engaging in professional development.
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This project aims to teach 7th and 8th grade students at Sheppard Middle School study skills, goal-setting, and time management. The class "Focus on Success" will be offered during advisory periods. Students will learn a new "Personal Development Tool" each week and complete assignments like grade checks and binder organization. The course aims to promote higher achievement for all students and a college-going culture.
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Going to middle school tip sheet
- 1. Going to Middle School In any given class, the student may find no familiar faces. The student changes classes every period and also has certain classes for only a semester. There will be a greater demand for independence in work habits. The homework will be more complex and involve more hours of work. There will also be more complex social demands. There are also opportunities that were not available in elementary school. Planning for the transition from grade school to middle school will begin several months before the actual transition occurs. Following is a process others have used in developing a successful transition plan. Step I: Preparation during the last year in elementary school Itโs a good idea for the elementary school team to visit the middle school to: o Meet teachers and administrators in the school o Learn about important differences between elementary and middle school o Collect some textbooks or course outlines to help determine placement level o Obtain information for the parents about the new school, including its faculty, opportunities, challenges, policy, rules and traditions o Develop a list of important skills that the student might need in the new school Step II: Planning the curriculum, goals and schedule for the fall transition to middle school The elementary school team can: o Gather information, prior to the individual educational program (IEP) meeting about the studentโs strengths, challenges, interests and need for technology, support and accommodations/modifications o Discuss a schedule with the parents and middle school team regarding the studentโs need for balance in his schedule (breaks and opportunity for resource support o Develop a list of helpful strategies, a portfolio or a video that shows the studentโs personality and strengths Step III: Preparing the parents The elementary school team can: o Discuss with parents how they can assist their child over the summer to be ready o Share materials to familiarize parents and student with new school (map & handbook) o Discuss how the parents can communicate with the new teachers to ensure easy transition. Provide info about school activities and faculty expectations regarding homework o Discuss parent support and booster groups so parents become involved in activities o Discuss an ongoing means of communication with the middle school contact person Step IV: Preparing the student The parents or school team can: o Write a social story or series or stories to help the student prepare for the change
- 2. o Allow the student to have as many visits to the new school as needed o Practice a walking route to classes and opening and closing their locker o Identify important areas such as: bus stop, homeroom, bathrooms, cafeteria, gym, etc. o Review the yearbook to familiarlize with faculty and school activities during the year o Take the student to parent-teacher orientation o Practice scripts so the child knows where to get help and requesting for a quiet place to calm down (practice routes) o Prepare the student that each teacher has different rules and procedures Step V: Preparing the staff The middle school or autism support team can: o Inform the teaching staff as soon as possible they will be receiving a child with ASD o Plan how teachers will be prepared, informed and supported o Provide staff with info packets with names of videos, books and Web sites about ASD o Identify an older student who can serve as a mentor to the student with ASD during the new school termโฆhave the children meet and spend time getting acquainted o Assist staff and aides so they are ready for adaptations/modifications for the first week o Advise staff they will need to closely monitor comprehension of materials, since many ASD students memorize information without processing or understanding it o Discuss expectations with the parents regarding the amount of homework and their role in meeting due dates and completing assignments *This list is geared toward the needs of students who will be active in general education classrooms. Many of the same steps are appropriate for the student who will be in more restrictive programs. Individual steps should be added to the list to meet the needs of specific students and the school system. Many of the same strategies will be used when entering high school. *Materials provided by ASA Autism Society of America