This document outlines a graduate coach support plan for an 8th year class. It identifies that all pupils have significant literacy deficits and two students (AB and CH) require additional support. The graduate coach (JR) will work closely with AB and CH, providing scaffolds like writing frames and sentence starters. JR will also monitor groups, allow for teacher input, and work individually with other students as needed. The goal is to help address students' difficulties in areas like reading, writing, comprehension, and concentration.
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
Learning autonomy and getting better at English at the same time (Talk T6)
Presenter: Stacey Vye, Saitama University, Japan
When learners take control of their own learning, the phenomenon helps increase meaningful engagement in the language while reducing a need for tight reigns of control by the advisor. However, what about the learners’ language improvement? Will there be language proficiency gains along with increased learner autonomy? This one year study in progress is made possible by a grant provided by The Japanese Ministry of Education and Technology (MEXT) that attempts to clarify how 20 students at Saitama University’s English Language Center (ERC) learn and improve in English autonomously with collaborative support from peers and the advisor. Subsequently, the pre and post test scores of the International English Language Testing System (IELTS) will be correlated with an illuminative evaluation revealing data about how, when, and what the students do to learn English. In addition, how they choose to involve their peers and advisor in their study plans will be explained.
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
Chapter 7 Managing students at work DUE DATE 161. Individually JinElias52
Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders?
2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English?
4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum
with Understanding by Design. Professional Counselor, 9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.
Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper
Saddle River, NJ: Pearson
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
Learning autonomy and getting better at English at the same time (Talk T6)
Presenter: Stacey Vye, Saitama University, Japan
When learners take control of their own learning, the phenomenon helps increase meaningful engagement in the language while reducing a need for tight reigns of control by the advisor. However, what about the learners’ language improvement? Will there be language proficiency gains along with increased learner autonomy? This one year study in progress is made possible by a grant provided by The Japanese Ministry of Education and Technology (MEXT) that attempts to clarify how 20 students at Saitama University’s English Language Center (ERC) learn and improve in English autonomously with collaborative support from peers and the advisor. Subsequently, the pre and post test scores of the International English Language Testing System (IELTS) will be correlated with an illuminative evaluation revealing data about how, when, and what the students do to learn English. In addition, how they choose to involve their peers and advisor in their study plans will be explained.
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
Chapter 7 Managing students at work DUE DATE 161. Individually JinElias52
Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders?
2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English?
4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum
with Understanding by Design. Professional Counselor, 9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.
Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper
Saddle River, NJ: Pearson
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxgilbertkpeters11344
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Alasia Davis
Grade Level:
4th Grade
Date:
3/18/20
Unit/Subject:
Geometry
Instructional Plan Title:
Angles
Lesson Summary and Focus:
The central focus of this lesson is angles. Students will learn the three types of angles; obtuse, acute, and right angle. They will also learn how to measure angles to classify them in the three categories.
Classroom and Student Factors/Grouping:
Several factors need to be taken into consideration; there are ELL students who may have a challenge learning at the same pace with the rest of the class due to English proficiency issues. The class also has special students who may need accommodations to be included in the class. Some students have below grade level math proficiency and this will affect their level of learning for this lesson.
National/State Learning Standards:
National: CCSS.Math.Content.4.G.A.1
Students should be able to draw lines, rays, and angles and identify them in two dimensional figures.
State: NY: 4.G.A.1
Students should identify and draw lines and angles (acute, right, and obtuse).
Specific Learning Target(s)/Objectives:
Students should be able to identify and draw a right angle, acute angle, and obtuse angle.
Academic Language
· Angles
· Acute
· Obtuse
· Right
Resources, Materials, Equipment, and Technology:
Writing materials
Different shaped 2D cardboard triangles
Section 2: Instructional Planning
Anticipatory Set
· I will engage the students in what they know about angles.
· I will ask the students to describe what they think is an angle on objects in the classroom.
Time Needed
Multiple Means of Representation
· I will use diagrams of angles to teach students different types of angles.
· I will use the cardboard 2D figures to show the students the parts of angles that are learned.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
The use of the cardboards will create a non-verbal teaching method to enhance learning for ELL students.
· Students with special needs:
Ask for immediate feedback to ensure that special students are at par with the rest of the classroom.
· Students with gifted abilities:
Break in between tasks to keep the gifted students interested.
· Early finishers (those students who finish early and may need additional resources/support):
Allow early finishers to review the work learned as the rest of the class continues to learn.
Time Needed
Multiple Means of Engagement
· I will explain and draw different angles on the white board
· I will ask students to raise their hands and name the types of triangle I point on the board.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
Use more gestures to keep the ELL students following in the classroom ideas.
· Students with special needs:
Specifically point the spe.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Graduate coach support plan
1. Date Commenced: Date for Review:
Graduate Coach Support Plan
Teacher: AG Graduate Coach: JR Class: 8Y5
1. Additional Needs Survey: Tick common areas of difficulties for the whole class…
First 10mins Reading X Group Work Motivation
Teacher Input Comprehension X Peer Relationships EAL
Following Instructions X Spelling X Staying Calm ICT X
Basic Numeracy Extending Writing X Staying On-Task Practical Work
Notes:
All pupils have significant literacy deficits
AB has a Statement of Special Educational Needs
CH has dyspraxia and requires significant support with writing
2. General Approach:
Relaying
Move between 3 - 4 students
Coaching
Teach 1 to 2 priority students
X Supervising
Allow intensive teacher input
Zoning
Monitor & support an area /
group
Facilitating
Equip, record HW, resources
Safeguarding
Assist with activities that pose risk
Notes:
JR to work closely with AB and CH
JR has remit to work with other pupils individually when he sees fit
Evaluation:
3. Priority Students:
Initials: Difficulty Area/s: LSA Responses:
AB
Wide-ranging literacy deficits
Dyslexia
Statement of SEN
Provide writing frames
Scaffolding/modelling
Promote spelling strategies
CH
Significant literacy deficits
(particularly in writing)
Dyspraxia
Provide sentence starters
Encourage use of mini-WB to draft ideas
Prompt student to maintain
concentration
