Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
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
1. Closing the Gap:
Raising Special Education Achievement
through Differentiation
Adam Zunic
2. Something to think about…
We Learn...
10% of what we Read
20% of what we Hear
30% of what we See
50% of what we See and Hear
80% of what we Experience Personally
95% of what we Teach Others
-William Glasser
70% of what we Discuss With Others
3. Our Goal
10% increase in the number of students in
our IEP population scoring Proficient or
Advanced on PSSA Math
How?
Differentiated Instruction
Understanding by Design - Backwards Design
Bloom’s Revised Taxonomy and Higher-Order
Thinking
4. Our Vision
Aide in the development of our students’ intellectual
abilities.
Focus on all aspects of human development
necessary for mature adult living
Educate and inspire a community of life long learners
Students are academically proficiency and have the
ability to succeed in either higher education or
productive employment.
5. Our Mission
To insure that all of our graduates
achieve their full potential as persons
competent to participate and interact
intelligently in the complex and dynamic
society of the 21st century.
6. It Fits
Higher-Order Thinking
Students become problem solvers, not problem
do-ers
Backwards Design
All students will gain the same core set of
knowledge and skills, meeting state standards
Differentiation
All students will be successful!
7. Research
Cognitive Development
Higher-order thinking engages frontal lobe of the brain.
This engagement helps learners make connections between
past and new learning, create new pathways, strengthens
existing pathways, and increases the likelihood that the new
learning will be consolidated and stored for future retrieval.
Asking students for explanatory responses to higher-level
questions prior to instruction activates prior knowledge and
focuses attention, resulting in better learning.
Sousa, David. How the Brain Learns. Chapter 7: Thinking and Learning Skills. p. 245-274.
Pressley, M., (1984). Synthesis of research on teacher questioning. Educational Leadership, 42(3), 40–46.
1
1
1
2
2
8. Research
TIMMS
High achieving countries had similarities
Rather than “covering” many discrete skills,
primary aim is to develop conceptual
understanding in their students.
Emphasize depth vs. superficial coverage
Emphasize problem-based learning, in which rules
and theorems are derived and explained by the
students, thus leading to deeper understanding
Martin, M., Mullis, I., Gregory, K., Hoyle, C., Shen, C. (2000). Effective schools in science and mathematics: IEA’s Third
International Mathematics and Science Study. Boston: International Study Center, Lynch School of Education, Boston
College.
9. Student Performance Data
2007-2008 11th Grade Demographics
General Information
Enrollment 399
Special Education Population 15%
11th Grade Math PSSA Performance
Total
Number
Assessed
Percentage* of Students in each Performance Level
Below Basic Basic Proficient Advanced
All
Students
399 12 16 32 40
IEP 59 42 39 19 0
*percentages are rounded.
10. Our Concerns
Only 21% of our Special Education
population scoring proficient or above.
32% drop in the number of IEP
students scoring proficient or above
between middle and high school.
11. DI: What is It?
A way of teaching in which:
The teacher proactively modifies the curriculum,
instructional strategies, and student products
Lessons are designed around student readiness, interest,
and learning styles
The teacher and students collaborate in learning
Teacher and students work together flexibly
Maximum growth and individual success are the ultimate
goal
13. Three General Principals of DI
Respectful Tasks: Know your Students
Learning Profile: How a student learns
Learning Styles – www.howtolearn.com
Readiness: What does the student know already?
Interest: Students’ affinity, curiosity, or passion
for a topic or skill
15. Three General Principals of DI
Flexible Grouping
Heterogeneous grouping
Individual, Small group, or Whole Group
instruction
16. Three General Principals of DI
Ongoing Assessment and Adjustment
Instruction and assessment are inseparable
Content, process, and product are adjusted
based on the needs of the student
17. What does DI look like?
Video: A Visit to a Differentiated Classroom
Small Group Discussion:
What evidence of DI did you see in the video?
What questions do you have about DI after
watching this video?
Whole Group Discussion:
Share your observations and questions
18. The DI Continuum
Where are you on the continuum?
Place an ‘x’ on the line where you feel your
classroom practices fall.
Are your practices more traditional or more
differentiated?
Handout #2
19. Bloom’s Revised Taxonomy
Six levels of thinking provide a framework for
planning units that incorporate low to high-level
thinking activities
When used as a planning framework we can plan
for student thinking at all levels.
Teach Higher-Order Thinking Skills (HOTS)
20. BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Handout #3
21. How to use it
Higher order thinking occurs at the top
three levels of the taxonomy: creating,
evaluating, and analyzing
We must teach students how to think,
providing opportunities for:
Problem-solving
Open-ended responses
22. Teaching HOTS
Help students understand the thinking
process
Incite discovery, invention, and creativity
Make learning meaningful to the student
Engage students in real life problem solving
Encourage questions and discussion
Make cross-curricular connections
Provide models, graphic organizers
23. The Top Three Levels
Analyzing:
Breaking information
into parts to explore
understanding and
relationships
Analyzing Verbs:
Comparing
Organizing
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
24. The Top Three Levels
Evaluating:
Justifying a decision
or course of action
Evaluating Verbs
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
25. The Top Three Levels
Creating:
Generating new
products, ideas,
ways of thinking, or
ways of viewing
things
Creating Verbs:
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
26. Put your HOTS to the test
Take a Concept Up the Taxonomy
Split your small group into pairs
Choose a concept that you teach in class
Using the handout, create a question or activity
related to your concept for each level of the
taxonomy.
Handout #4
28. What is Backwards Design?
An approach to designing curriculum or unit that
begins with the end in mind and designs toward that
end.
Viewed as backward because many teachers begin
their unit with the means - textbooks, favored
lessons, and time-honored activities - rather than
deriving those from the end - the targeted results, as
content standards or understandings.
(Grant Wiggins and Jay McTighe, Understanding by Design, 2005, page 338)
29. How to use it
Identify desired results
Goals, knowledge and skills, essential questions,
enduring understanding
Determine acceptable evidence
Tests or quizzes, academic prompts, formative
assessment, performance tasks, observations or
dialogue
Plan learning experiences and instruction
Based on desired results and acceptable evidence
30. Handout #5
Backwards Framework
This framework can be used to plan your
lessons utilizing backwards design
Stage 1 – Utilize the Standards
Stage 2 – Products and Assessments
Stage 3 – Implement DI
Video: Connecting Differentiated Instruction,
Understanding by Design and What Works in
Schools: An Exploration of Research-Based
Strategies
31. Culminating Activity
Lets put it all together
You will need:
Handout #2 – DI Continuum
Handout #4 – Take a Concept up the Taxonomy
Handout #5 – Backwards Design Framework
32. Culminating Activity
Your Task:
Choose a concept you teach in class
Create a lesson using the Backwards Design
Framework
Include differentiated instruction strategies
Include questions/activities related to Bloom’s
Revised Taxonomy
33. Questions for Discussion
How can you implement DI in your
classroom?
Using HOTS
Using Backwards Design
How can we support you in this
process?
What resources/support systems will
you need to be successful?
34. Closure
Set a goal.
Choose an area from the DI continuum that you
rated yourself more traditional
Brainstorm ways to make this are more
differentiated
Create a Plan of Action describing how you will
implement this change in your classroom
Share this with your principal for informal
observations and feedback
See Handout #6 “Look-Fors”
35. Remember:
Our goal is to increase the success of
our students on the Math PSSA’s.
Take what you learned today and use it
to help our students reach their
maximum potential!