We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Each profession has a framework of ethics, the acceptable and and the unacceptable collective patterns of practices, thought processes and terminology geared towards a greater good. This presentation throws light on a few such points in an interactive game like manner with special reference to education of children with D/deafness.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Each profession has a framework of ethics, the acceptable and and the unacceptable collective patterns of practices, thought processes and terminology geared towards a greater good. This presentation throws light on a few such points in an interactive game like manner with special reference to education of children with D/deafness.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
The term ‘teaching aid’ is composed of two words— teaching and aid.
Teaching is the act of facilitating learning and aid means help or assistance.
An old proverb also explains the same view:
I hear and forget.
I see and remember
I do and I understand.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
Avoiding the "Velcro Effect" Determining When a Student Requires Paraeducator Support by Patricia H. Mueller, Ed.D. from the 2009 National Resource Center for Paraprofessionals Conference.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The term ‘teaching aid’ is composed of two words— teaching and aid.
Teaching is the act of facilitating learning and aid means help or assistance.
An old proverb also explains the same view:
I hear and forget.
I see and remember
I do and I understand.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
Avoiding the "Velcro Effect" Determining When a Student Requires Paraeducator Support by Patricia H. Mueller, Ed.D. from the 2009 National Resource Center for Paraprofessionals Conference.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Current Practices and Barriers of Training Paraeducators Who work with Elementary Students with Autism Spectrum Disorder in Inclusive Settings: The Results of a Paraeducator Training Survey By Emily Sobeck
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Overview
• State & Federal legislation overview
• Roles and Responsibilities
• “Helping vs. Hovering”
4. Paraprofessional Study
The Legislative Program Review and Investigations
Committee authorized a study of paraprofessionals in
April 2006. The study focused on whether CT should
establish minimum standards for public school
paraprofessionals who perform instructional tasks for
students, K-12. Findings and recommendations were
made in several areas affecting paraprofessionals with
instructional responsibilities.
The full report can be downloaded at:
www.cga.ct.gov/2006/pridata/Studies/School
_Paraprofessionals_Final_Report.htm.
5. Legislative Program Review and Investigations
Committee Recommendations
• The CT SDE should encourage all local public school
districts to provide training to teachers, particularly
new teachers at the beginning of each school year, on
the role and effective use of instructional
paraprofessionals.
• The SDE should also encourage school districts to
develop intradistrict methods and strategies whereby
paraprofessionals, teachers, and administrators
periodically discuss issues or concerns involving the
use of paraprofessionals in providing effective student
instruction.
6. Connecticut Paraprofessional
Legislation
• Sec. 10-155k. School Paraprofessional Advisory Council
• The Commissioner of Education shall establish a School
Paraprofessional Advisory Council consisting of one
representative from each statewide bargaining representative
organization that represents school paraprofessionals with
instructional responsibilities. The council, shall advise, at least
quarterly, the Commissioner of Education, or the
commissioner’s designee, of the needs for the training of such
paraprofessionals. The council shall report, at least quarterly,
in accordance with the provisions of section 11-4a, on the
recommendations given to the commissioner, of the
commissioner’s designee, pursuant to the provisions of this
section, to the joint standing committee of the General
Assembly having cognizance of matters relating to education.
7. Connecticut Paraprofessional
Legislation
• Sec. 10-155j. Development of Paraprofessionals
• The Department of Education, through the State Education
Resource Center and within available appropriations for such
purposes, shall promote and encourage professional
development activities for school paraprofessionals with
instructional responsibilities. Such activities may include, but
shall not be limited to, providing local and regional boards of
education with training modules and curricula for professional
development for paraprofessionals and assisting boards of
education in the effective use of paraprofessionals and the
development of strategies to improve communication between
teachers and paraprofessionals in the provision of effective
student instruction.
8. Connecticut Paraprofessional
Legislation
• Sec. 2008. Not later than December 1, 2008, the department
shall report and make recommendations to the joint standing
committee of the General Assembly having cognizance of
matters relating to education concerning professional
development for paraprofessionals and the status and future of
school paraprofessionals with instructional responsibilities.
10. National Resource Center for
Paraprofessionals (NRCP)
• NRCP Created a Model Framework
• Connecticut adopted a modified version of the
NRCP
• The Model framework articulates key
competencies for CT Paraprofessionals
National Resource Center for Paraprofessionals Model (1999). www.nrcpara.org
Connecticut Guidelines for Training and Supervision of Paraprofessionals, pp. 17-23
CT State Department of Education
11. A paraprofessional is…
…an employee who assists teachers and/or other
professional educators or therapists in the delivery of
instructional and related services to students. The
paraprofessional works under the direct supervision of the
teacher or other certified or licensed professional. The
ultimate responsibility for the design, implementation and
evaluation of instructional programs, including assessment
of student progress, is a collaborative effort of certified and
licensed staff.
CT State Department of Education
(CT Guidelines for the Training and Support of Paraprofessionals page 3.)
12. 1. Assisting teachers/providers with building and maintaining
effective instructional teams.
2. Assisting teachers/providers with maintaining learner-centered
supportive environments.
3. Supporting teachers/providers with planning and organizing
learning experiences.
4. Assisting teachers/providers with engaging students in learning
and assisting in instruction.
5. Assisting teachers/providers with assessing learner needs,
progress and achievement.
6. Meeting standards of professional and ethical conduct for each of
these responsibilities (the model describes the scope).
6 Roles of Paraprofessionals
13. According to these guidelines, paraprofessionals have the
instructional responsibility to do the following:
1. Assist professionals with building and maintaining effective
instructional teams.
2. Assist professionals with maintaining learner-centered supportive
environments.
3. Support professionals with planning and organizing learning
experiences.
4. Assist professionals with engaging students in learning.
5. Assist professionals in instruction.
6. Assist professionals with assessing learner needs, progress and
achievement.
14. IEPs
In the case of paraprofessionals whose support
includes students with disabilities, it is
necessary for them to have an understanding of
the IEP information that is pertinent to their
role as an implementer.
15. 15
• Paraprofessional attendance at placement team (PPT)
meetings is an individual district and school-based decision.
It is important that district or school personnel explain their
policy on the attendance of paraprofessionals at PPTs to
both parents and school staff. If a paraprofessional is
required in the IEP and not attending a student’s PPT
meeting, it is the responsibility of the student’s teacher and
the paraprofessional’s supervisor to communicate in detail
with the paraprofessional about the student, before the
PPT.
16. What Are You Doing Now?
16
• How are you currently
supporting teacher
instruction and student
learning in the classroom?
17. Examining Impact
Examining the Implementer(s)
High Impact on Learning
High Access to General Curriculum
Fosters Independence
Low Impact on Learning
No Access
Fosters Dependence
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Difficult to Use Resources
What changes in the current system/practice would move the selected strategies into the “green zone”?
Examining the Integration with Universal Practice
What changes in the current system/practice would move the selected strategies into the “green zone”?
Most Like Peers Least Like Peers
Enriches Other’s Learning Deters Other’s Learning
Easy to Put in the Routine Difficult to Put in the Routine
18. Responsible Inclusive Practice means…
18
• Students with disabilities attend the school they would attend
if they were not disabled. (“home school”)
Each child is in an age-appropriate general education
classroom
Every student is regarded as a full and valued member of the
class/school community
Special education supports are provided within the context of
the general education classroom
No child is excluded on the basis of type and degree of
disability
The school promotes cooperative/collaborative teaching
arrangements
19. You can use these today!
19
Practical Strategies for Building
Student Independence…
20. Instructional Reading Strategies
When students do a Close Reading of a Text:
Ask questions
Model making inferences – a challenging skill for struggling readers
Point out/highlight important or challenging words or phrases
Discuss tasks in which students are prompted to use text evidence
Help students refine their thinking
When students are asked to Analyze, Infer, and Give Evidence:
Help students organize their ideas
Help students find and use relevant information from the text
Refer back to the text, quote, notate
Ask questions
Help students refine their thinking
21. Instructional Writing Strategies
When students are Writing to Sources:
• Assist students with note taking
• Provide organizers to manage ideas/thoughts
• Provide organizers for writing tasks that assess student
understanding of the text
Strategies:
• Scaffold
• Instruct using plans and strategies designed by the teacher
• Providing a book on tape and allowing student to follow in book.
Use highlighting techniques to capture important information
• Provide notes and cue student to highlight important information
• Use higher level questioning (Bloom’s Taxonomy)
• Universal Design for Learning
22.
23. Higher Order Thinking Questions
• What do you notice? Tell me more about…
• Can anyone tell me anything about this ______________?
• What do you mean when you say…..?
• What part did you spot?
• Why is this (event, person, etc.) important?
• How is this like/different from…..(another character, setting, event, story, etc.)?
• What do you think? Why do you think this?
• How do you know? Can you show me in a picture what you mean?
• Do you see something______________? (different, familiar, stranger, unusual, etc.)
• What do you recognize? How do you recognize it?
• Can you tell me what you see? What other details do you notice?
• Can you show me something on the chart?
• Explain the picture, table, chart, etc.
• What do you know about this_______________?
• How can you support that idea with details from the text?
• Can you go back in the text and find a place where…..?
• What do you think the author is trying to say about…..? (life, family, friendships, a particular event,
etc.)
• Do you have any ideas about________________?
• How does this picture connect to the story?
• How does this picture connect to the information in the text? Why is this important?
24. Stages of Language Acquisition for EL
Stage I: Pre-production
Stage 2: Early Production
Stage 3: Speech Emergence
Stage 4: Intermediate Fluency
Stage 5: Advanced Fluency
25. 10 Strategies to Promote Student-to-
Student Interaction
1. Ensure that the student is in
rich social environments.
2. Highlight similarities between
the student and peers.
3. Re-direct student conversation
to the student with a disability.
4. Directly teach and practice
interaction skills in natural
settings.
5. Use instructional strategies
that promote interaction.
6. Teach others how to interact
with the student with a disability.
7. Make rewards for behavior
social in nature.
8. Give the student
responsibilities
that allow for interactions with
peers.
9. Systematically fade direct
support.
10. Make interdependence a goal
for the student.
“Building Bridges: Strategies to Help
Paraprofessionals Promote Peer
Interaction”
26. Gradual Release
Teacher or
Para
Role
I do it We do it You do it
together
You do it alone Student
Role
Examples • Think-
Alouds
•Modeling
•Demon-
stration
•Coaching
•Guided practice
•Small group
• Partner work
• Group work
• Prompting
• Independent
work
Watch it Practice it Try it
Student Does,
Teacher Watches
Teacher Does,
Student Watches
Lots of Guided
Practice
26
27. What helps with
Gradual Release?
• Clear objectives and tasks
• Being sure the student understands the strategy
to be used
• Scaffolding materials
• Instructional routines
• Cues, prompts, questioning
• Constructive, specific feedback
• Learning how to work with a partner or in a
cooperative group
27
28. Only as Much Support as Necessary
28
• Know the strengths of the child
– What can he do well?
– What is he good at?
• Know the disability
– Is it in reading?
– Is it behavioral?
• Know the IEP goals and objectives
29. SERC
Anthony Brisson
Consultant, SERC
860-632-1485 x315
brisson@ctserc.org
Michelle LeBrun-Griffin
Consultant, SERC
860-632-1485 x321
griffin@ctserc.org
• SERC LIBRARY
(www.ctserc.org/library) offers
more than 10,000 resources
including:
• Books
• Instructional materials
• Tests
• Journals
• Online databases
• DVDs, videos, CD-ROMs
• Professional development materials
for staff