Island's plc presentation
•Download as PPTX, PDF•
0 likes•216 views
The collaborative learning initiative looked at improving the teaching of problem solving across several island schools. They identified problem solving as an area for investigation to support teaching and learning. Each school composed initial research questions and sought evidence about current problem solving practices through standardized test scores, teacher checklists, student work samples, and student questionnaires. The schools then participated in an online workshop on problem solving and will develop action plans to implement improvements starting in September, discussing progress ongoing and seeking additional training.
Report
Share
Report
Share
Recommended
PLC Assessment and Reporting
This document summarizes PLC's assessment and reporting processes and parent feedback. It discusses moving from traditional paper-based reporting to an online parent portal that provides continuous feedback. The portal includes assessment schedules, notifications, weekly digests, task feedback and performance reports. Parent survey feedback indicated that the portal provides helpful information but could be more user-friendly. PLC aims to improve the system based on feedback and better educate parents and students on its benefits to support learning.
I-Succeed Program Overview
UAS is partnering with The Developing Child Centre to offer Occupational Therapy after school. Please preview the information in this powerpoint for further information about TDCC and their involvement at UAS
On-time reporting at Nowra Anglican College
This document discusses changes made to reporting at Nowra Anglican College. It aimed to provide more effective feedback to students by removing comments from semester reports and instead attaching comments to individual tasks. The nature of comments was also changed to focus on what students can already do and what they need to improve. There was parent education about accessing reports online and a weekly parent digest was introduced. While teachers and parents supported the changes, the document notes there is still work to do to ensure high-quality comments and get feedback from students on the new reporting system.
Challenges and solutions to implementing ccss math
The document outlines challenges and solutions to implementing Common Core State Standards for math for administrators, teachers, parents, and students. For administrators, the challenge is ensuring accurate instruction, while the solution is providing clear teacher training. For teachers, the challenges are weak subject knowledge and applying concepts to real life, which can be addressed through formative assessment and engaging lessons. Parents should encourage learning and collaborate with teachers to create a supportive environment. Students need to take responsibility for learning and see meaning by focusing on key skills and using tools to solve real-world problems.
Progresive Assessment - Rob Abbey
This document discusses progressive assessment and reporting. It argues that traditional school reports are complex and suggests rethinking how performance is reported to parents. Progressive reporting focuses on providing ongoing feedback through formative and summative assessments, rather than just reporting grades twice a year. The benefits of feedback include informing teaching practice and making learning visible. While feedback requires change management, it is transformational and part of quality teaching. The document presents models for effective feedback and discusses making the assessment and reporting process less complex.
Pupil premium presentation
This document provides guidance and strategies for teachers to support disadvantaged students, known as Pupil Premium students, in the classroom. It identifies the top 5 strategies as: 1) avoiding ability grouping and instead using heterogeneous groups; 2) providing effective feedback and giving students time to reflect and act on feedback; 3) building independence and self-regulation through strategies like peer tutoring; 4) teaching meta-cognitive strategies to help students think about and evaluate their own learning; and 5) ensuring homework is accessible and focused on students' targets. The document also provides advice on identifying Pupil Premium students, seating arrangements, literacy support, goal setting, and engaging parents.
K-6 Teaching Platform Presentation
Teejay Publishers is a large supplier of math resources in several countries. They have written math core books and support materials for over 20 years based on research about what students and teachers need to succeed in math. Their materials provide mastery of fundamentals, support for curriculum leaders, and allow teachers more time for planning. Their platform provides graded lessons, assessments, and easy-to-use management tools to support student learning and data-driven decisions. It is designed to make math fun and engaging for students while being easy for teachers to manage.
The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot ...
Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.
Recommended
PLC Assessment and Reporting
This document summarizes PLC's assessment and reporting processes and parent feedback. It discusses moving from traditional paper-based reporting to an online parent portal that provides continuous feedback. The portal includes assessment schedules, notifications, weekly digests, task feedback and performance reports. Parent survey feedback indicated that the portal provides helpful information but could be more user-friendly. PLC aims to improve the system based on feedback and better educate parents and students on its benefits to support learning.
I-Succeed Program Overview
UAS is partnering with The Developing Child Centre to offer Occupational Therapy after school. Please preview the information in this powerpoint for further information about TDCC and their involvement at UAS
On-time reporting at Nowra Anglican College
This document discusses changes made to reporting at Nowra Anglican College. It aimed to provide more effective feedback to students by removing comments from semester reports and instead attaching comments to individual tasks. The nature of comments was also changed to focus on what students can already do and what they need to improve. There was parent education about accessing reports online and a weekly parent digest was introduced. While teachers and parents supported the changes, the document notes there is still work to do to ensure high-quality comments and get feedback from students on the new reporting system.
Challenges and solutions to implementing ccss math
The document outlines challenges and solutions to implementing Common Core State Standards for math for administrators, teachers, parents, and students. For administrators, the challenge is ensuring accurate instruction, while the solution is providing clear teacher training. For teachers, the challenges are weak subject knowledge and applying concepts to real life, which can be addressed through formative assessment and engaging lessons. Parents should encourage learning and collaborate with teachers to create a supportive environment. Students need to take responsibility for learning and see meaning by focusing on key skills and using tools to solve real-world problems.
Progresive Assessment - Rob Abbey
This document discusses progressive assessment and reporting. It argues that traditional school reports are complex and suggests rethinking how performance is reported to parents. Progressive reporting focuses on providing ongoing feedback through formative and summative assessments, rather than just reporting grades twice a year. The benefits of feedback include informing teaching practice and making learning visible. While feedback requires change management, it is transformational and part of quality teaching. The document presents models for effective feedback and discusses making the assessment and reporting process less complex.
Pupil premium presentation
This document provides guidance and strategies for teachers to support disadvantaged students, known as Pupil Premium students, in the classroom. It identifies the top 5 strategies as: 1) avoiding ability grouping and instead using heterogeneous groups; 2) providing effective feedback and giving students time to reflect and act on feedback; 3) building independence and self-regulation through strategies like peer tutoring; 4) teaching meta-cognitive strategies to help students think about and evaluate their own learning; and 5) ensuring homework is accessible and focused on students' targets. The document also provides advice on identifying Pupil Premium students, seating arrangements, literacy support, goal setting, and engaging parents.
K-6 Teaching Platform Presentation
Teejay Publishers is a large supplier of math resources in several countries. They have written math core books and support materials for over 20 years based on research about what students and teachers need to succeed in math. Their materials provide mastery of fundamentals, support for curriculum leaders, and allow teachers more time for planning. Their platform provides graded lessons, assessments, and easy-to-use management tools to support student learning and data-driven decisions. It is designed to make math fun and engaging for students while being easy for teachers to manage.
The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot ...
Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.
Audio Expert Interview
An effective outdoor education program in primary schools should provide a holistic learning environment through adventures and activities. It is an important part of the New Zealand curriculum because it allows children to learn through hands-on experiences in nature. Sustainability and interacting with the environment should be incorporated into outdoor education. Teachers can integrate it with other subjects by designing lessons that use the outdoors. Outdoor education benefits all primary year levels by developing skills, although younger students may need more supervision for safety. The risks are outweighed by the educational and developmental benefits to students of learning in natural settings.
Growing a culture of great teaching wellington 17
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
Pupil Premium toolkit
This document provides guidance for schools on effective use of pupil premium funding to improve outcomes for disadvantaged students. It outlines 10 actions school leaders can take, such as using data to identify achievement gaps, targeting funding at disadvantaged pupils, engaging with evidence on effective interventions, and evaluating impact. The pupil premium is intended to close attainment gaps and raise achievement, and Ofsted inspects how schools are using it to maximize progress for these students. Schools that use research-based interventions and track pupil outcomes are most successful with the funding.
Student Feedback and Progressive Reporting
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
Supporting Meanginful Professional Development
The document discusses strategies to promote meaningful professional development and student engagement. It emphasizes adopting a belief that all students can learn at high levels and providing enhanced support for underrepresented groups. Schools will need to develop a culture of data analysis, diagnostic instruction, and student-centered strategies to meet all students' needs. Meeting agendas should implement strategies to increase engagement among leaders.
The road to outstanding - RVHS
The document outlines 10 strategies for enabling maximum student progress in lessons: 1) setting clear and measurable learning objectives, 2) pitching work at an appropriate challenge level for students, 3) engaging and questioning all students, 4) differentiating work for all ability levels, 5) maintaining a positive learning environment with consistent behavior expectations, 6) making optimal use of lesson time and pace, 7) incorporating student-led learning activities, 8) using formative assessment to check all students' understanding, 9) providing feedback to help students improve, and 10) regularly reviewing learning and allowing time for students to apply feedback and close gaps in understanding. The overall goal is outstanding progress for every student in every lesson.
AL Introduction
This document discusses what makes teachers effective and how to engage students. It identifies building relationships with students and their families, building on students' interests, and providing authentic learning contexts as three key themes that support student engagement according to Te Kura teachers, international best practices, NZCER research, and innovations in global education. Viewers are invited to contribute their perspectives on an interactive discussion board.
AL PD Intro PPT
This document discusses what makes teachers effective and how they engage students. It identifies that effective teachers build relationships with students and their families, build lessons around students' interests, and use authentic learning contexts. Teachers were consulted along with research from New Zealand organizations to identify these three common themes that support student engagement.
4 problems schools face when engaging parents
Seminar from Schools Network "Effective Parental Engagement" conference @BSCS. 16th November by Iain Williams, Deputy Headteacher.
Tw
Teachers completed a survey on their well-being in schools over the last three months. 62 teachers started the survey, with 45 completing it. Half of respondents believed teachers' well-being had improved in their school over the last three months, while 18% felt it had not improved and 32% felt it remained the same. Themes of well-being were shown through Christmas gifts for teachers, small surprises to brighten their days, gatherings with coworkers, and informal chats between classes.
You belong here and you can be successful
This document summarizes a seminar for new students about transitioning to a new school environment. A 12th grade student and faculty member will share their experiences adjusting to the new school culture and offer suggestions. They will discuss that there is no shame in getting a tutor, developing a positive attitude for studying, and that it gets easier over time. Students will have a chance to ask questions. The seminar also includes an activity where students rate their comfort and challenge levels in classes to identify areas to improve. Resources for support like advisors, counselors, and tutoring are outlined.
After My School
A new age Education Company using scientific tools and processes for identifying gaps in a student's conceptual clarity and strengthening them thru regular assessment, homework, revision and projects
Goals & Feedback
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
Helping Your Child With Homework
Helping your child with homework is important for their success in school and life. Completing homework assignments leads to higher average test scores. Parents should set a regular homework time and place, remove distractions, provide supplies, set a good example, monitor assignments, be available to help, praise their child's efforts, and communicate with teachers to resolve any problems.
Gallifreyan Academy of Bowties - Research Presentation
Gallifreyan Academy of Bowties (aka FLL Team 4902) is based in Denver, Colorado, USA. These slides present the research and solution developed by team for the 2014 Colorado State Championship tournament to be held on Jan 17th.
Please visit our web-site @ www.eechallenges.com
If you are an elementary or middle school student, we would like you to play the game developed by us and provide us feedback. Click "Play Game" button on site, or visit this link: http://www.eechallenges.org/game/GameIntro.html. Adults are not barred from playing the game either, so help yourself :-)
You can E-mail us the feedback at gabcademy@gmail.com
NTEN Staff Presentations: Wave 1: November 2014_March 2015
1. The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools committed to improving teacher professional development through practitioner research.
2. Members work together to develop evidence-based practices and share innovations that improve teaching across schools and beyond.
3. By engaging in existing evidence and conducting world-class practitioner research, NTEN aims to advance effective teaching strategies.
Fiveoaksomli
Five Oaks Middle School in Beaverton, Oregon has 1160 students, with over 70 teachers. Through their work with the OMLI (Oregon Mathematics Leadership Institute) program over several years, the math department has improved student and teacher discourse in mathematics, increased student-centered and group learning, and developed teacher leadership. Their goals for the future include continuing to improve discourse, understanding proficiency-based assessment, and engaging the community in mathematics.
Allison l
This document outlines strategies for mentoring early career teachers through different stages of development. It discusses building teacher resilience through co-regulation, co-learning, feeling safe, and mindfulness. Mentor responses should provide clear guidance for teachers in survival mode, encourage experimentation for those gaining optimism, listen and question more advanced teachers, and coach mature teachers in coaching conversations. It also recommends providing professional development opportunities for new teachers to develop support networks.
Mojo-Maintenance
The document discusses reflective practice tools for maintaining "mojo", which refers to meaning, energy and joy. It describes developing tools for peer reflective practice by interviewing staff in different roles and validating the tools in multiple settings. The tools are intended to help staff recognize their daily mojo levels and have methods for maintaining positive mojo through techniques like journaling and mindfulness. Staff feedback indicates the tools have helped boost morale and make the school a safer place to work by fostering a culture of self-care, colleague support and resilience.
All-Party Parliamentary Group for Nursery Schools and Nursery Classes
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
New math pdu braun
The teachers implemented a Problem-Solving Professional Development Unit (PDU) to address students' difficulties with problem solving and align their instructional approaches. Through rigorous problem solving, talk moves, and math congress, students improved in problem solving skills, communication, and mindset. Pre/post-test data, work samples, and surveys showed positive results. Teachers also enhanced their ability to facilitate discussions and will continue expanding these strategies.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
More Related Content
What's hot
Audio Expert Interview
An effective outdoor education program in primary schools should provide a holistic learning environment through adventures and activities. It is an important part of the New Zealand curriculum because it allows children to learn through hands-on experiences in nature. Sustainability and interacting with the environment should be incorporated into outdoor education. Teachers can integrate it with other subjects by designing lessons that use the outdoors. Outdoor education benefits all primary year levels by developing skills, although younger students may need more supervision for safety. The risks are outweighed by the educational and developmental benefits to students of learning in natural settings.
Growing a culture of great teaching wellington 17
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
Pupil Premium toolkit
This document provides guidance for schools on effective use of pupil premium funding to improve outcomes for disadvantaged students. It outlines 10 actions school leaders can take, such as using data to identify achievement gaps, targeting funding at disadvantaged pupils, engaging with evidence on effective interventions, and evaluating impact. The pupil premium is intended to close attainment gaps and raise achievement, and Ofsted inspects how schools are using it to maximize progress for these students. Schools that use research-based interventions and track pupil outcomes are most successful with the funding.
Student Feedback and Progressive Reporting
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
Supporting Meanginful Professional Development
The document discusses strategies to promote meaningful professional development and student engagement. It emphasizes adopting a belief that all students can learn at high levels and providing enhanced support for underrepresented groups. Schools will need to develop a culture of data analysis, diagnostic instruction, and student-centered strategies to meet all students' needs. Meeting agendas should implement strategies to increase engagement among leaders.
The road to outstanding - RVHS
The document outlines 10 strategies for enabling maximum student progress in lessons: 1) setting clear and measurable learning objectives, 2) pitching work at an appropriate challenge level for students, 3) engaging and questioning all students, 4) differentiating work for all ability levels, 5) maintaining a positive learning environment with consistent behavior expectations, 6) making optimal use of lesson time and pace, 7) incorporating student-led learning activities, 8) using formative assessment to check all students' understanding, 9) providing feedback to help students improve, and 10) regularly reviewing learning and allowing time for students to apply feedback and close gaps in understanding. The overall goal is outstanding progress for every student in every lesson.
AL Introduction
This document discusses what makes teachers effective and how to engage students. It identifies building relationships with students and their families, building on students' interests, and providing authentic learning contexts as three key themes that support student engagement according to Te Kura teachers, international best practices, NZCER research, and innovations in global education. Viewers are invited to contribute their perspectives on an interactive discussion board.
AL PD Intro PPT
This document discusses what makes teachers effective and how they engage students. It identifies that effective teachers build relationships with students and their families, build lessons around students' interests, and use authentic learning contexts. Teachers were consulted along with research from New Zealand organizations to identify these three common themes that support student engagement.
4 problems schools face when engaging parents
Seminar from Schools Network "Effective Parental Engagement" conference @BSCS. 16th November by Iain Williams, Deputy Headteacher.
Tw
Teachers completed a survey on their well-being in schools over the last three months. 62 teachers started the survey, with 45 completing it. Half of respondents believed teachers' well-being had improved in their school over the last three months, while 18% felt it had not improved and 32% felt it remained the same. Themes of well-being were shown through Christmas gifts for teachers, small surprises to brighten their days, gatherings with coworkers, and informal chats between classes.
You belong here and you can be successful
This document summarizes a seminar for new students about transitioning to a new school environment. A 12th grade student and faculty member will share their experiences adjusting to the new school culture and offer suggestions. They will discuss that there is no shame in getting a tutor, developing a positive attitude for studying, and that it gets easier over time. Students will have a chance to ask questions. The seminar also includes an activity where students rate their comfort and challenge levels in classes to identify areas to improve. Resources for support like advisors, counselors, and tutoring are outlined.
After My School
A new age Education Company using scientific tools and processes for identifying gaps in a student's conceptual clarity and strengthening them thru regular assessment, homework, revision and projects
Goals & Feedback
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
Helping Your Child With Homework
Helping your child with homework is important for their success in school and life. Completing homework assignments leads to higher average test scores. Parents should set a regular homework time and place, remove distractions, provide supplies, set a good example, monitor assignments, be available to help, praise their child's efforts, and communicate with teachers to resolve any problems.
Gallifreyan Academy of Bowties - Research Presentation
Gallifreyan Academy of Bowties (aka FLL Team 4902) is based in Denver, Colorado, USA. These slides present the research and solution developed by team for the 2014 Colorado State Championship tournament to be held on Jan 17th.
Please visit our web-site @ www.eechallenges.com
If you are an elementary or middle school student, we would like you to play the game developed by us and provide us feedback. Click "Play Game" button on site, or visit this link: http://www.eechallenges.org/game/GameIntro.html. Adults are not barred from playing the game either, so help yourself :-)
You can E-mail us the feedback at gabcademy@gmail.com
NTEN Staff Presentations: Wave 1: November 2014_March 2015
1. The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools committed to improving teacher professional development through practitioner research.
2. Members work together to develop evidence-based practices and share innovations that improve teaching across schools and beyond.
3. By engaging in existing evidence and conducting world-class practitioner research, NTEN aims to advance effective teaching strategies.
Fiveoaksomli
Five Oaks Middle School in Beaverton, Oregon has 1160 students, with over 70 teachers. Through their work with the OMLI (Oregon Mathematics Leadership Institute) program over several years, the math department has improved student and teacher discourse in mathematics, increased student-centered and group learning, and developed teacher leadership. Their goals for the future include continuing to improve discourse, understanding proficiency-based assessment, and engaging the community in mathematics.
Allison l
This document outlines strategies for mentoring early career teachers through different stages of development. It discusses building teacher resilience through co-regulation, co-learning, feeling safe, and mindfulness. Mentor responses should provide clear guidance for teachers in survival mode, encourage experimentation for those gaining optimism, listen and question more advanced teachers, and coach mature teachers in coaching conversations. It also recommends providing professional development opportunities for new teachers to develop support networks.
Mojo-Maintenance
The document discusses reflective practice tools for maintaining "mojo", which refers to meaning, energy and joy. It describes developing tools for peer reflective practice by interviewing staff in different roles and validating the tools in multiple settings. The tools are intended to help staff recognize their daily mojo levels and have methods for maintaining positive mojo through techniques like journaling and mindfulness. Staff feedback indicates the tools have helped boost morale and make the school a safer place to work by fostering a culture of self-care, colleague support and resilience.
All-Party Parliamentary Group for Nursery Schools and Nursery Classes
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
What's hot (20)
Gallifreyan Academy of Bowties - Research Presentation
Gallifreyan Academy of Bowties - Research Presentation
NTEN Staff Presentations: Wave 1: November 2014_March 2015
NTEN Staff Presentations: Wave 1: November 2014_March 2015
All-Party Parliamentary Group for Nursery Schools and Nursery Classes
All-Party Parliamentary Group for Nursery Schools and Nursery Classes
Similar to Island's plc presentation
New math pdu braun
The teachers implemented a Problem-Solving Professional Development Unit (PDU) to address students' difficulties with problem solving and align their instructional approaches. Through rigorous problem solving, talk moves, and math congress, students improved in problem solving skills, communication, and mindset. Pre/post-test data, work samples, and surveys showed positive results. Teachers also enhanced their ability to facilitate discussions and will continue expanding these strategies.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
num15-InverclydeNumeracyTraining.pptx
This document provides guidance on improving numeracy teaching. It discusses the need to assess students' current abilities and establish clear learning goals. A good numeracy lesson includes 15-20 minutes of mental agility exercises followed by core teaching and a plenary session. Mental agility involves solving multi-step problems accurately in various ways. Quality instruction develops more sophisticated problem-solving strategies over time through activities like number talks and daily practice. Formative assessment informs flexible grouping and differentiation strategies to meet individual student needs. The document provides resources on progression frameworks and lesson planning approaches to support numeracy development.
Fo rbairt and se
This document provides information about using an Action Learning Network (ALN) and leading a school self-evaluation (SSE) process focused on literacy and numeracy. It discusses establishing an ALN team to coordinate and lead the SSE, identifying which data collection instruments will be used, and developing an improvement plan based on strengths and areas needing improvement identified through the SSE process. A calendar of ALN module dates and details is also included, with Forbairt offering support throughout the ALN and SSE process.
Principles of teaching
This document outlines the agenda and content for a review session on principles of teaching. It will include 4 practical tests and discussions on various topics like instructional planning, classroom management, questioning techniques, teaching methods, and more. Key concepts that will be covered include Bloom's taxonomy, learning environments, and Gardner's theory of multiple intelligences. The overall goal is to help participants prepare for the licensure exam and provide an overview of important concepts in teaching.
Classroom Management: Recommendation 5
The document recommends that schools assess whether schoolwide behavior programs are needed by forming an improvement team. The team should collect data on areas with frequent problems, monitor implementation of solutions, and may adopt an intervention program if issues persist. Key steps include involving administrators, teachers, and staff on the team; surveying "hot spots"; using efficient data collection; and choosing an intervention that addresses the school's specific behavior goals and resources. The team plays a vital role and needs principal support to select and oversee effective strategies.
V4 amcoa+presentation+davidson+hickey+%282%29
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
Catalyst Project Presentation
The document discusses establishing a Student Leadership Council (SLC) to empower students and improve school culture. The SLC will focus on increasing parental involvement and attendance. A survey found most absences were due to illness, transportation, or family responsibilities. Students suggested rewards for attendance and more time between classes. The SLC will plan family events and monthly incentives to increase involvement and attendance. Challenges may include teacher buy-in and scheduling, but research shows student voice improves engagement and achievement.
Zest Practice
Presentation to the Brisbane QSA conference on the concept of Zest Practice - processes for reinvigorating everyday practices in education.
SIP Training 2015.2016.pptx
This document provides guidance and information for school improvement planning at schools. It discusses establishing systemic and strategic SIP goals, reviewing data to ensure goals are aligned to student needs, and implementing sustainable solutions. The document also outlines the five domains of effective schools research: effective leadership, supportive learning environment, ambitious instruction, collaborative teaching, and family/community engagement. Key steps in the planning process are identified, along with important dates. Guiding questions are provided to help schools address each domain within their SIP plans.
Changing the Lens on Teaching and Learning 11-14-12
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
Njea prek integrated public
Discusses integrated preschool program that included individuals with disabilities, including autism and communication impairments
DLP Governor Workshop 1
Powerpoint presentation in support of this Dawlish Learning Partnership workshop for School Governors.
Kindly provided by Andrew Riley.
RETSD.MY.2018
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
AHDS2013 WS11 Wellbeing
This document discusses various ways that Longforgan Primary School promotes health and wellbeing (HWB) through its curriculum. It focuses on collaborative working, eco-school initiatives, becoming a UNICEF Rights Respecting School, having student committees, implementing the Bounce Back resilience program, using restorative approaches, encouraging personal achievement projects, employing learning logs, outdoor learning, cooking in school, following GIRFEC principles, building skills, and enhancing transitions between stages of education. The school aims to help students make healthy choices, develop life skills, and establish lifelong wellness habits through these comprehensive HWB efforts.
Solution focused anti-bullying
How to work successfully in schools to address the problem of bullying by Consultant Sue Young.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo.
Marking Learning Visible
This document outlines best practices for teaching in schools based on a presentation about marking learning visible. It discusses defining good teaching as creating circumstances that lead to significant learning. It emphasizes the importance of addressing different learning styles like auditory, visual, and kinesthetic. It also discusses strategies for creating conducive learning environments, making natural connections, using authentic assessments, and achieving discipline. Some issues with the current system include the need to enhance monitoring, improve teacher attitude, incorporate teaching and learning laboratories, and foster parental involvement to promote discipline.
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Teaching & Learning @ Alfreton Grange 2015/16
Blair stressed the importance of education, students are told to respond to feedback, differences between growth and fixed mindsets are outlined, and developing effective teaching is explored.
Kathy espinoza
Effective bullying prevention requires a comprehensive, school-wide approach implemented consistently over time. Key elements include identifying the scope of the problem, establishing clear policies, training all staff, and focusing education on inclusion and bystander intervention especially in elementary grades. Successful programs obtain staff buy-in, have objective metrics to measure impact, and provide year-long implementation with involvement from administrators, teachers, staff, students, and parents. Resources are available to help schools assess needs, select evidence-based programs, and create emotionally safe environments for all.
Similar to Island's plc presentation (20)
Changing the Lens on Teaching and Learning 11-14-12
Changing the Lens on Teaching and Learning 11-14-12
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
Island's plc presentation
- 1. Collaborative Learning Initiative Island School Our journey so far
- 2. What did we look at? • Teaching of problem solving in the context of numeracy.
- 3. What did we look at? • Each Island school community agreed that this was an area that needed investigation: To support teaching and benefit learning for all pupils in the school To investigate our current practices in teaching problem solving
- 4. How did we do it? • We composed initial research questions: A. What do our standardised problems tell us about attainment in the area of Problem-Solving B. What are our current practices in teaching problem solving C. What do the children think about problem solving D. What further CPD can we avail of to improve the teaching of Problem Solving
- 5. How did we do it? • Evidence of problem solving was sought in the following areas/ ways • Standardised Test Scores in Maths • Checklist for teachers to ascertain what practices are currently in place in problem solving • Checklist for teachers to ascertain what evidence of problem solving exists in children’s copies/work • Questionnaire/focus groups were used to establish children’s opinions and attitudes to problem solving
- 6. How did we do it? • Online workshop provided by Advisors from the PDST via Google Hangout
- 7. Where to now? • Following on from the CPD received in problem solving, action plans will now be developed that will be implemented in September 2013 • Progress on actions will be discussed by the Collaborative Island community on an ongoing basis in the next school year • Further CPD will be sought in areas identified in our next cycle of planning