This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
Reflecting On Assessment A Tale Of Hope And Ideals 2010John McCarthy
Eliminating Grade Fog
How do we know what students know or don't know? If the primary purpose of grades is giving academic data on a student's learning progress. The challenge is to use a grading process that tells a clear picture of learning, unfogged by non-academic factors.
http://wb4all.blogspot.com
Reflecting On Assessment A Tale Of Hope And Ideals 2010John McCarthy
Eliminating Grade Fog
How do we know what students know or don't know? If the primary purpose of grades is giving academic data on a student's learning progress. The challenge is to use a grading process that tells a clear picture of learning, unfogged by non-academic factors.
http://wb4all.blogspot.com
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
From novice to expert: A critical evaluation of direct instructionChristian Bokhove
Direct instruction is a hot topic in school, but discussions about it often end up with people talking past each other, as the term can mean several things. In this talk I will look at different ways of conceptualising 'direct instruction', for example as scripted Direct Instruction (in capitals) from the seminal Project Follow Through, lecturing and more interactive teaching like Rosenshine's 'explicit instruction' and 'active learning'. I will also highlight strengths and limitations of their respective evidence bases. I will frame these more generally as a 'guidance dilemma': what amount of guidance do we use in teaching and learning in learners' journey from novice towards more expert. I will finish with some concrete recommendations.
9 Instructional Strategies that Work in the ClassroomAmmar A. ElMerhbi
Based on Marzano's essential 8, this is the workshop presentation for k12 teachers on all 9 research based instructional strategies that,when implemented right, will improve students academic achievement. The presentation is long, so in every session teachers were given the opportunity to self-assess their needs for improvement in 3 strategies only and so each workshop focused on different strategies to cater for the need of the attendees.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
From novice to expert: A critical evaluation of direct instructionChristian Bokhove
Direct instruction is a hot topic in school, but discussions about it often end up with people talking past each other, as the term can mean several things. In this talk I will look at different ways of conceptualising 'direct instruction', for example as scripted Direct Instruction (in capitals) from the seminal Project Follow Through, lecturing and more interactive teaching like Rosenshine's 'explicit instruction' and 'active learning'. I will also highlight strengths and limitations of their respective evidence bases. I will frame these more generally as a 'guidance dilemma': what amount of guidance do we use in teaching and learning in learners' journey from novice towards more expert. I will finish with some concrete recommendations.
9 Instructional Strategies that Work in the ClassroomAmmar A. ElMerhbi
Based on Marzano's essential 8, this is the workshop presentation for k12 teachers on all 9 research based instructional strategies that,when implemented right, will improve students academic achievement. The presentation is long, so in every session teachers were given the opportunity to self-assess their needs for improvement in 3 strategies only and so each workshop focused on different strategies to cater for the need of the attendees.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
Assess without Distress: Authentic Assessment for ELLs in the Classroommoritamullaney
Everyone is talking about it, but what do we do
about it? In this workshop, participants examine
the difficulties inherent in assessing content and
language learning for English language learners. They explore teacher-created instruments for assessing content, language acquisition, and developmental growth over time.
ANALYSIS ON THE BASIS OF 8 STEP MODAL-
FORMULATION OF RESEARCH-
Proper formulation is not done, while reading through the dissertation it seems the student got deviated from the topic.
The student could not mention the AIM/OBJECTIVES of the dissertation and it got catered. For example. For aim, to write TO ANALYSE instead of TO STUDY, the aim is the name of the topic of dissertation itself which is misguiding, objectives are very elaborative, instead of being to the point he wrote whole para.
CONCEPTUALIZING-
NEED/ SCOPE of the topic is not mentioned.
HYPOTHESIS of the project is not drawn.
RATIONALE is also not mentioned, student has directly jumped onto the methodology.
DELIMITATIONS are also mentioned.
Study design is also not prepared, whether what type of research it is going to be.
CONSTRUCTING AN INSTRUMENT FOR DATA COLLECTION-
He did mention the data collection as a step in the methodology but, did not mention any tool/ instrument for collecting data, as according to the topic it requires more of interviews from exerts, architects, professors and even students, but nothing as such is mentioned nor done in the report.
None of the primary sources are mentioned, but references are mentioned at the end of the report.
Only case studies are performed and literature studies done, but we can say that conclusion drawn by the student is the perspective of his own thoughts as he did not ask the point of view of others.
SELECTING A SAMPLE-
As proper is not collected so no step of sampling is performed, and the report is not reliable/validate/.
WRITING A RESERCH PROPOSAL-
Content is descriptive and it got scattered, intro of the topic we can is okay, but, the actual problem or aim is not clear.
Objectives are even translucent, as when the aim is not clear, the objectives designed can be misleading too.
Hypothesis is not mentioned.
Measurement procedure can not be drawn as there are no figures or percentage to be calculated.
Appendix is not mentioned
COLLECTING DATA-
Data collected, one can say is not reliable as it has no significance with what was actually required.
PROCESSING DATA-
It is not applicable only, as when collected is non reliable, so how can the coding/ decoding, or editing of the data can be done.
Neither the representation of data is applicable.
WRITING A RESEARCH-
References are drawn.
No bibliography/appendices
No variable/no evaluation/ no questionnaires.
DecisionsWhat decisions do you have to make without consulting y.docxtheodorelove43763
Decisions
What decisions do you have to make without consulting your supervisor? When must you consult a supervisor?
When teaching curriculum it is up to the teacher to decide how and when to teach certain topics. The daily activities of a teacher are directed by ones own practices. It is rare that a teacher needs to consult his supervisor for daily decisions. Although that is the case, a teacher usually should consult his supervisor when there are circumstances that go beyond ones classroom. For example, a disciplinary issue that is extreme (fights, threats, bullying, etc). It is also good practice to have ones supervisor approve any out of school activities before they can be organized, for example field trips. Lastly, it is necessary to consult a supervisor in a school before any purchases are made on the schools behalf, for example ordering new equipment for a classroom.
Responsibility
What are your daily, weekly and monthly responsibilities?
A teacher’s primary responsibility is to ensure the safety and well being of all students. This is the basic duty of any educator. Beyond this, it is the responsibility of the teacher to plan lessons daily and keep up with student feedback (marking assignments and tests). On top of this, a teacher should continuously provide communication with a student’s parents. Teachers must meet deadlines for reporting periods and attend meetings as they become scheduled, usually twice a month. On top of this there are other responsibilities such as extra curricular activities, parent-teacher interviews and other things that do not relate to teaching curriculum.
What types of losses can occur through an honest error?
This can range from lost materials (lost textbooks if they are not recorded by the teacher) to an extreme case such as an injury to a student. For example, a student once fractured his skull during basketball practice by falling and hitting his head on the wall. Even though sometimes all precautions are taken, overlooking one small thing can result to big problems.
Records and Reports
What records and reports do you personally prepare?
Personally, everytime I need to take action in regards to discipline of a student I record it. If it is an extreme case I am asked to complete a report of the incident and share with administration. I keep all of my marks recorded in order to ensure accuracy when administering grades and the most obvious of a teacher is report cards to show student progress. We are also asked occasionally to complete reports for student progress when asked by specific teachers or administrations.
What is the source of the data?
When creating these reports it is usually data that we have gathered through our evaluations and assessments. When dealing with discipline it is the qualitative observations we make that is used to comprise these reports.
What materials are required when teaching?
This can range from very little to everything. Of course th.
Maarten Vansteenkiste, professor at UGent Belgium and international expert on Self-Determination, visited TU/e on 11 March 2016 to talk about increasing students’ motivation. The interactive lecture was attended by some 50 participants, many of them lecturers.
Vansteenkiste provided practical tips in an interactive lecture and explained that interaction with students, the learning activities and assessments, and the choices given to students are very important. Jan Vleeshouwer, lecturer and study counsellor at electrical engineering, was inspired by the workshop: “What caught me most, was the fact that when I shape a course in a way that stimulates students’ intrinsic motivation, I stimulate my own motivation (as a teacher) just as well. So the next time I find myself busy with a tedious teaching chore, I have much more reason to change that”.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
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Objective:
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High School Grading for the 21st Century
1. High School Grading for the 21 st Century Tom Schimmer District Principal School District 67 (Okanagan-Skaha) Penticton, BC [email_address] www.slideshare.net/tschimmer
32. Ex. “Jason’s Grades” 75 61 56 63 58 60 Now add a “O” to the Grade Book 0 X – Without the “75”, the grade is 59% (3% impact) 9 % Impact! ** 62 % 53 % 1 more “0”? 46%
33. Can I shoot a Basketball? 49 100 ** Fri. Thurs. Wed. Tues. Mon. 10 10 10 8 5 0 4 2 0 0
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