This document discusses exploring learning spaces and places. It summarizes themes related to building quality such as flexible and responsive classrooms, elbow room, security, movement, aesthetics, and play of light. It also discusses the personality of school buildings and the identity of occupants. The remainder summarizes a school photography project where photos and interviews were taken and compiled into a photo album and discusses places for learning and how schools can be significant places that reflect the intentions of their designers and past occupants.
This document provides an overview of student development theory, including its history and key frameworks. It discusses four main theories: psychosocial, cognitive-structural, typology, and person-environment. As examples, it outlines Chickering's seven vectors of identity development, Perry's stages of intellectual development, Myers-Briggs typology indicators, and Astin's theory of student involvement. The presentation aims to give a brief definition and background of student development theory.
This document discusses strategies for managing large classes. It notes that there is no set definition for what constitutes a large class. Large classes can present physical, psychological, and technical problems. To address these issues, strategies draw on literature, teacher experiences, and student opinions. While large classes may allow students to feel safe and relaxed, they can also limit teacher-student interaction and individual attention. The document discusses various classroom management techniques like promoting a sense of community, addressing misbehavior, learning students' names, and establishing clear behavioral norms.
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
This document discusses ways to motivate demotivated students by creating a brain-compatible classroom. It explains that students may not be unmotivated, but rather their motivation has been removed due to a lack of feeling competent or safe. To remotivate students, teachers should build community in the classroom, establish high expectations with support, and convey high expectations through opportunities for mastery and encouragement. Specific strategies mentioned include greeting students, honoring student voice, clear expectations, goals and reflection. The document cites research supporting the impact of teacher expectations on student achievement.
This document discusses digital preservation and common misconceptions about it. Digital preservation involves maintaining digital content, context, and metadata over time despite technological changes. It requires ongoing maintenance and migration to new formats. While challenging, digital preservation is necessary, achievable through collaboration, and can be planned for with proper education and resources. The document urges starting the conversation on campus to understand digital assets and develop preservation plans and funding.
This document provides information for parents about Ms. Kay and Ms. Ivey's 4th grade class. It outlines the teachers' goals of providing engaging learning experiences and helping students develop independence and leadership skills. It details procedures for arrival, dismissal, attendance, and health. It also discusses academics like homework, reading, and math expectations. The document informs parents about celebrating students, communicating with teachers, and asking questions.
This document discusses school food and farm to school programs. It provides information on:
1) How school nutrition programs are funded, with most money coming from federal and student sources. It also outlines how money is spent, mostly on labor, food, and supplies.
2) The history of school food programs in the US and pioneering figures who helped establish them.
3) Current trends to promote child nutrition and health through initiatives like "Farm to School" which connect schools to local farms.
4) Barriers to local food procurement in schools and ways programs are working to overcome these.
Cultural heritage collections in a web 2Lynne Thomas
Lynne M. Thomas gave a presentation on cultural heritage collections in a Web 2.0 world. She discussed how new technologies like social media, crowdsourcing, and cloud computing are changing how cultural institutions interact with users. She emphasized the importance of having an online presence where users are already engaging through platforms like blogs, wikis, and social networks. However, she also stressed that digital preservation is challenging due to issues like rapid technological changes, lack of standards, and funding constraints. Collaboration and open-source solutions can help smaller institutions address these challenges.
This document provides an overview of student development theory, including its history and key frameworks. It discusses four main theories: psychosocial, cognitive-structural, typology, and person-environment. As examples, it outlines Chickering's seven vectors of identity development, Perry's stages of intellectual development, Myers-Briggs typology indicators, and Astin's theory of student involvement. The presentation aims to give a brief definition and background of student development theory.
This document discusses strategies for managing large classes. It notes that there is no set definition for what constitutes a large class. Large classes can present physical, psychological, and technical problems. To address these issues, strategies draw on literature, teacher experiences, and student opinions. While large classes may allow students to feel safe and relaxed, they can also limit teacher-student interaction and individual attention. The document discusses various classroom management techniques like promoting a sense of community, addressing misbehavior, learning students' names, and establishing clear behavioral norms.
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
This document discusses ways to motivate demotivated students by creating a brain-compatible classroom. It explains that students may not be unmotivated, but rather their motivation has been removed due to a lack of feeling competent or safe. To remotivate students, teachers should build community in the classroom, establish high expectations with support, and convey high expectations through opportunities for mastery and encouragement. Specific strategies mentioned include greeting students, honoring student voice, clear expectations, goals and reflection. The document cites research supporting the impact of teacher expectations on student achievement.
This document discusses digital preservation and common misconceptions about it. Digital preservation involves maintaining digital content, context, and metadata over time despite technological changes. It requires ongoing maintenance and migration to new formats. While challenging, digital preservation is necessary, achievable through collaboration, and can be planned for with proper education and resources. The document urges starting the conversation on campus to understand digital assets and develop preservation plans and funding.
This document provides information for parents about Ms. Kay and Ms. Ivey's 4th grade class. It outlines the teachers' goals of providing engaging learning experiences and helping students develop independence and leadership skills. It details procedures for arrival, dismissal, attendance, and health. It also discusses academics like homework, reading, and math expectations. The document informs parents about celebrating students, communicating with teachers, and asking questions.
This document discusses school food and farm to school programs. It provides information on:
1) How school nutrition programs are funded, with most money coming from federal and student sources. It also outlines how money is spent, mostly on labor, food, and supplies.
2) The history of school food programs in the US and pioneering figures who helped establish them.
3) Current trends to promote child nutrition and health through initiatives like "Farm to School" which connect schools to local farms.
4) Barriers to local food procurement in schools and ways programs are working to overcome these.
Cultural heritage collections in a web 2Lynne Thomas
Lynne M. Thomas gave a presentation on cultural heritage collections in a Web 2.0 world. She discussed how new technologies like social media, crowdsourcing, and cloud computing are changing how cultural institutions interact with users. She emphasized the importance of having an online presence where users are already engaging through platforms like blogs, wikis, and social networks. However, she also stressed that digital preservation is challenging due to issues like rapid technological changes, lack of standards, and funding constraints. Collaboration and open-source solutions can help smaller institutions address these challenges.
This document provides an overview of student development theory. It discusses several influential theories including psychosocial theories proposed by Freud and Erikson, Chickering's vectors, Sanford's challenge and support theory, and student involvement/engagement theories from Astin, Tinto, and Kuh et al. Key aspects of various theories are summarized such as Erikson's psychosocial stages of development and Chickering's seven vectors. The document also outlines reasons why student development theories are useful, such as informing decision making and interpreting student behavior.
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
Demystifying Research Informed Teaching: parallel universes?Tansy Jessop
This document discusses research informed teaching (RIT) and debunks common myths about it. It defines different types of RIT, such as research-tutored, research-oriented, and research-based teaching. The document argues that RIT is not limited to research-intensive universities and that research-active lecturers do not necessarily provide better RIT. It also challenges the myth that RIT cannot be done with first-year undergraduate students, noting that exposing students to uncertainty and multiple perspectives can help develop more sophisticated thinking. The document concludes that RIT provides benefits to students such as improved self-confidence, independence, grades, and employability skills.
This document provides an overview of key concepts for establishing a community of learners in the early childhood classroom. It discusses the benefits of forming a community of learners, including making all people feel valued and respected. It also examines Urie Bronfenbrenner's ecological systems theory and the importance of relationships between those in a child's microsystem. The document emphasizes creating a learning environment that reflects the teacher's core values and beliefs, and one that considers children's interests, strengths, and learning styles.
Pedagogic implications of wider purpose of HETansy Jessop
This document discusses research informed teaching (RIT) and provides arguments for its importance. It begins with a brief history of universities from medieval times to the present. It then defines RIT and provides examples. Five compelling reasons for RIT are given: 1) it aligns with degree structures, 2) it is challenging, 3) it introduces students to complex problems, 4) it is exciting and student-centered, and 5) it develops critical thinking. Challenges to RIT are also noted. The document argues RIT benefits students in developing independence, sophistication, research skills, and employability.
The Erwin Montessori School implemented a discipline change using the Redirecting Children's Behavior (RCB) approach to develop students' life skills and responsibility. The leadership team led the change process by providing RCB workshops for faculty and parents. They monitored the implementation and evaluated the results. Initially, some faculty resisted the change due to concerns it was not sustainable or would reduce their status. The leadership team addressed resistance through additional training, examples, and accountability. They determined the change process was successful because it maintained a clear vision and plan, improved communication, and engaged faculty. Moving forward, the school aims to fully integrate the new disciplinary approach into its culture.
Design an Exemplary Early Childhood Environment (Indoor & Outdoor)LinaCovington707
This document provides guidance for designing an early childhood learning environment for 3-5 year olds. It asks the reader to consider features of both indoor and outdoor spaces, how to involve children, families and the community in the design process, and how to incorporate natural elements from the local region. The reader is asked to submit a 6-7 page written description of their design, accompanied by 1-3 pages of illustrations/photos, and to reference relevant course readings in their response. Key elements to address include room layout, colors, outdoor equipment, and drawing on the natural beauty of the local area.
This document outlines Natasha Urselmann's personal pedagogical framework. The framework is centered around five key elements: interactive instruction, universal design for learning, social and emotional wellbeing, formative assessment, and authentic/discovery learning experiences. It also includes differentiation as an important aspect. The framework draws from theories of cognitivism, constructivism, and universal design for learning to create effective learning experiences that meet all students' needs.
Teaching as Vocation, Mission, and ProfessionKrisden Lao
This document discusses teaching as a vocation, mission, and profession. It begins by describing how a young girl named Ellen was inspired to become a special education teacher after helping a classmate who was being ridiculed for his learning disabilities. The document then defines vocation, mission, and profession and discusses how teaching fits within each concept. It describes teaching as a calling to help others, as a task to educate and inspire students, and as a respected career that requires specialized skills and training. The document highlights factors that influence students' choices to enter the teaching profession, such as intrinsic motivations to make a difference or extrinsic motivations like job stability and respect for the career.
Transformative learning is a theory of adult learning that focuses on how life experiences shape a person's understanding of the world. It involves critically reflecting on assumptions and beliefs, engaging in discourse to gain different perspectives, and taking action. Mezirow outlined a 10-step process for perspective transformation including a disorienting dilemma, self-examination, relating new knowledge to prior knowledge, building competence and self-confidence in new roles, and reintegrating into life with a new perspective. Theorists like Boyd, DaloZ, and Taylor expanded on this work to describe phases of development, domains of learning, and cognitive and psychological changes involved in perspective transformation.
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
John Dewey was an American philosopher, psychologist and educational reformer born in 1859 who developed the philosophy of pragmatism. Some key ideas from Dewey's philosophy included that education is not preparation for life but is life itself, learning occurs through experience and doing, and the school is a social institution focused on the growth of the child. Dewey believed education should be democratic, adaptive to individual needs, use natural settings for learning, and focus on improving the quality of living. His ideas significantly influenced progressive education and how we approach teaching and learning today.
Project-Based Inquiry and New LiteraciesErin Lyjak
The document discusses new literacies and project-based inquiry in 1:1 classroom environments. It describes a new learning ecology framework that is prompted by ubiquitous access to technology. This ecology includes four conditions: online reading comprehension, multimedia/video, web 2.0 and social networking, and educational games. Project-based inquiry is presented as a way to engage students through compelling questions and complex intellectual products. The teacher takes on roles as facilitator and coach within this new ecology.
This document provides information about exploratory students at Arizona State University, including the exploratory tracks and curriculum available to help students choose a major and career path. It summarizes the ASU 101 and UNI 150 courses that introduce students to campus resources, career exploration, and decision making skills. Advising and introductory courses aim to increase student involvement and help exploratory students make a thoughtful choice through hands-on major and career research.
This Powerpoint™ illustrates the analytic method used by individuals to engage in self-study on past learning experiences that enhance the understanding of their personal and professional knowledge, as well as, their actions and thoughts, with other individuals, in multiple contexts. These individuals conducted narrative research into their personal life experiences (out of school), their science and mathematics learning experiences in the past, in present field experiences, and anticipated science and mathematics career experiences.
Narratives of tutor experience and developmentJerry O'Neill
This document outlines a research project that aims to identify barriers and opportunities facing adult education tutor development in Ireland through analyzing narratives of tutors' occupational experiences. It discusses the shifting landscape of adult education resulting from institutional restructuring. The research will use a narrative approach to understand tutors' sense of identity and how their roles and development opportunities have been impacted by changes in the field. Preliminary findings from tutor narratives suggest themes around voluntary work, the centrality of relationships, and tensions between commitments to unpaid work and evolving qualification requirements.
This study examined principals' perspectives on supporting Aboriginal student success through 14 interviews with principals in Saskatchewan and Prince Edward Island. The principals emphasized building relationships through involvement in extracurricular activities, collaborating with parents and communities, and knowing each student. They also stressed the importance of creating a safe environment where students feel they belong, implementing a culturally relevant curriculum, and having high expectations for Aboriginal student achievement. The principals' philosophies aligned with Aboriginal leadership values like relationships, reciprocity, and experiential learning.
This document discusses teaching and learning philosophies for the 21st century classroom. It describes 21st century teachers as facilitators, lifelong learners, and reflective practitioners. Learners are described as multiliterate, innovative problem solvers and active citizens. The document advocates for inquiry learning through meaningful experiences that build on students' prior knowledge and authentically integrate subjects. It provides examples of assessment tools like self-assessment and feedback. The conclusion emphasizes integrating the curriculum to acknowledge students as citizens and cultivate lifelong learners.
Adaptación a la Nueva Normalidad slideshare.pptxTDWolsey
Estas estrategias de enseñanza pueden ayudar a los estudiantes a acelerar su aprendizaje después del cierre de escuelas por la pandemia en Guatemala.
Adaptado para instrucción de lectura y escritura de https://www.visiblelearningmetax.com/ por el Dr. Thomas DeVere Wolsey. Tamaño del efecto es para aprendizaje en general. Workshops in Guatemala, febrero / February 2023
This document discusses the author's life as a reader and author and provides prompts for an assignment. It asks students to create a mandala representing their life as a reader and author using symbols with explanations. Students are prompted to discuss why they read, what they read, their best reading memory, and why they create or compose, especially through writing.
This document provides an overview of student development theory. It discusses several influential theories including psychosocial theories proposed by Freud and Erikson, Chickering's vectors, Sanford's challenge and support theory, and student involvement/engagement theories from Astin, Tinto, and Kuh et al. Key aspects of various theories are summarized such as Erikson's psychosocial stages of development and Chickering's seven vectors. The document also outlines reasons why student development theories are useful, such as informing decision making and interpreting student behavior.
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
Demystifying Research Informed Teaching: parallel universes?Tansy Jessop
This document discusses research informed teaching (RIT) and debunks common myths about it. It defines different types of RIT, such as research-tutored, research-oriented, and research-based teaching. The document argues that RIT is not limited to research-intensive universities and that research-active lecturers do not necessarily provide better RIT. It also challenges the myth that RIT cannot be done with first-year undergraduate students, noting that exposing students to uncertainty and multiple perspectives can help develop more sophisticated thinking. The document concludes that RIT provides benefits to students such as improved self-confidence, independence, grades, and employability skills.
This document provides an overview of key concepts for establishing a community of learners in the early childhood classroom. It discusses the benefits of forming a community of learners, including making all people feel valued and respected. It also examines Urie Bronfenbrenner's ecological systems theory and the importance of relationships between those in a child's microsystem. The document emphasizes creating a learning environment that reflects the teacher's core values and beliefs, and one that considers children's interests, strengths, and learning styles.
Pedagogic implications of wider purpose of HETansy Jessop
This document discusses research informed teaching (RIT) and provides arguments for its importance. It begins with a brief history of universities from medieval times to the present. It then defines RIT and provides examples. Five compelling reasons for RIT are given: 1) it aligns with degree structures, 2) it is challenging, 3) it introduces students to complex problems, 4) it is exciting and student-centered, and 5) it develops critical thinking. Challenges to RIT are also noted. The document argues RIT benefits students in developing independence, sophistication, research skills, and employability.
The Erwin Montessori School implemented a discipline change using the Redirecting Children's Behavior (RCB) approach to develop students' life skills and responsibility. The leadership team led the change process by providing RCB workshops for faculty and parents. They monitored the implementation and evaluated the results. Initially, some faculty resisted the change due to concerns it was not sustainable or would reduce their status. The leadership team addressed resistance through additional training, examples, and accountability. They determined the change process was successful because it maintained a clear vision and plan, improved communication, and engaged faculty. Moving forward, the school aims to fully integrate the new disciplinary approach into its culture.
Design an Exemplary Early Childhood Environment (Indoor & Outdoor)LinaCovington707
This document provides guidance for designing an early childhood learning environment for 3-5 year olds. It asks the reader to consider features of both indoor and outdoor spaces, how to involve children, families and the community in the design process, and how to incorporate natural elements from the local region. The reader is asked to submit a 6-7 page written description of their design, accompanied by 1-3 pages of illustrations/photos, and to reference relevant course readings in their response. Key elements to address include room layout, colors, outdoor equipment, and drawing on the natural beauty of the local area.
This document outlines Natasha Urselmann's personal pedagogical framework. The framework is centered around five key elements: interactive instruction, universal design for learning, social and emotional wellbeing, formative assessment, and authentic/discovery learning experiences. It also includes differentiation as an important aspect. The framework draws from theories of cognitivism, constructivism, and universal design for learning to create effective learning experiences that meet all students' needs.
Teaching as Vocation, Mission, and ProfessionKrisden Lao
This document discusses teaching as a vocation, mission, and profession. It begins by describing how a young girl named Ellen was inspired to become a special education teacher after helping a classmate who was being ridiculed for his learning disabilities. The document then defines vocation, mission, and profession and discusses how teaching fits within each concept. It describes teaching as a calling to help others, as a task to educate and inspire students, and as a respected career that requires specialized skills and training. The document highlights factors that influence students' choices to enter the teaching profession, such as intrinsic motivations to make a difference or extrinsic motivations like job stability and respect for the career.
Transformative learning is a theory of adult learning that focuses on how life experiences shape a person's understanding of the world. It involves critically reflecting on assumptions and beliefs, engaging in discourse to gain different perspectives, and taking action. Mezirow outlined a 10-step process for perspective transformation including a disorienting dilemma, self-examination, relating new knowledge to prior knowledge, building competence and self-confidence in new roles, and reintegrating into life with a new perspective. Theorists like Boyd, DaloZ, and Taylor expanded on this work to describe phases of development, domains of learning, and cognitive and psychological changes involved in perspective transformation.
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
John Dewey was an American philosopher, psychologist and educational reformer born in 1859 who developed the philosophy of pragmatism. Some key ideas from Dewey's philosophy included that education is not preparation for life but is life itself, learning occurs through experience and doing, and the school is a social institution focused on the growth of the child. Dewey believed education should be democratic, adaptive to individual needs, use natural settings for learning, and focus on improving the quality of living. His ideas significantly influenced progressive education and how we approach teaching and learning today.
Project-Based Inquiry and New LiteraciesErin Lyjak
The document discusses new literacies and project-based inquiry in 1:1 classroom environments. It describes a new learning ecology framework that is prompted by ubiquitous access to technology. This ecology includes four conditions: online reading comprehension, multimedia/video, web 2.0 and social networking, and educational games. Project-based inquiry is presented as a way to engage students through compelling questions and complex intellectual products. The teacher takes on roles as facilitator and coach within this new ecology.
This document provides information about exploratory students at Arizona State University, including the exploratory tracks and curriculum available to help students choose a major and career path. It summarizes the ASU 101 and UNI 150 courses that introduce students to campus resources, career exploration, and decision making skills. Advising and introductory courses aim to increase student involvement and help exploratory students make a thoughtful choice through hands-on major and career research.
This Powerpoint™ illustrates the analytic method used by individuals to engage in self-study on past learning experiences that enhance the understanding of their personal and professional knowledge, as well as, their actions and thoughts, with other individuals, in multiple contexts. These individuals conducted narrative research into their personal life experiences (out of school), their science and mathematics learning experiences in the past, in present field experiences, and anticipated science and mathematics career experiences.
Narratives of tutor experience and developmentJerry O'Neill
This document outlines a research project that aims to identify barriers and opportunities facing adult education tutor development in Ireland through analyzing narratives of tutors' occupational experiences. It discusses the shifting landscape of adult education resulting from institutional restructuring. The research will use a narrative approach to understand tutors' sense of identity and how their roles and development opportunities have been impacted by changes in the field. Preliminary findings from tutor narratives suggest themes around voluntary work, the centrality of relationships, and tensions between commitments to unpaid work and evolving qualification requirements.
This study examined principals' perspectives on supporting Aboriginal student success through 14 interviews with principals in Saskatchewan and Prince Edward Island. The principals emphasized building relationships through involvement in extracurricular activities, collaborating with parents and communities, and knowing each student. They also stressed the importance of creating a safe environment where students feel they belong, implementing a culturally relevant curriculum, and having high expectations for Aboriginal student achievement. The principals' philosophies aligned with Aboriginal leadership values like relationships, reciprocity, and experiential learning.
This document discusses teaching and learning philosophies for the 21st century classroom. It describes 21st century teachers as facilitators, lifelong learners, and reflective practitioners. Learners are described as multiliterate, innovative problem solvers and active citizens. The document advocates for inquiry learning through meaningful experiences that build on students' prior knowledge and authentically integrate subjects. It provides examples of assessment tools like self-assessment and feedback. The conclusion emphasizes integrating the curriculum to acknowledge students as citizens and cultivate lifelong learners.
Adaptación a la Nueva Normalidad slideshare.pptxTDWolsey
Estas estrategias de enseñanza pueden ayudar a los estudiantes a acelerar su aprendizaje después del cierre de escuelas por la pandemia en Guatemala.
Adaptado para instrucción de lectura y escritura de https://www.visiblelearningmetax.com/ por el Dr. Thomas DeVere Wolsey. Tamaño del efecto es para aprendizaje en general. Workshops in Guatemala, febrero / February 2023
This document discusses the author's life as a reader and author and provides prompts for an assignment. It asks students to create a mandala representing their life as a reader and author using symbols with explanations. Students are prompted to discuss why they read, what they read, their best reading memory, and why they create or compose, especially through writing.
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
Este documento discute la importancia de enseñar vocabulario y varias estrategias efectivas para hacerlo. Explica que el conocimiento de vocabulario está fuertemente relacionado con la comprensión lectora y el éxito académico y ocupacional. Luego describe estrategias como el análisis semántico de rasgos, los mapas de palabras y la etiqueta de lista de grupo que los maestros pueden usar antes, durante o después de la lectura para ayudar a los estudiantes a aprender y retener vocabulario nuevo.
Este documento describe estrategias para desarrollar la lectura fluida en los estudiantes. Explica que la lectura fluida implica leer con rapidez, precisión y expresión adecuada. Señala que los estudiantes deben leer de manera fluida para comprender lo que leen. Describe tres estrategias clave para desarrollar la lectura fluida: lectura compartida, lectura coral y teatro de lectores.
Exploring Digital Assessments: How Teachers Improve Learning OutcomesTDWolsey
Assessment is the fuel of learning. Confronted with mountains of data, teachers can feel overwhelmed. Particularly frustrating, some assessments interrupt instruction and distract students. In this session, we explore how to make the climb over the data mountain manageable. We will investigate effective practices to align assessments and learning outcomes through technology-driven formative assessment. Embedding assessment directly into learning activities can help teachers adjust instruction and engage students with their learning at the same time. Learn how to create electronic exit tickets. Make a game your students will enjoy while making real-time use of feedback based on their progress through the game environment. Assessment need not be a tedious chore. Join us to learn how to put assessment in service of engaging learning environments.
The document profiles the leadership team of the Institute to Advance International Education (IAIE). It provides biographies of several senior educational advisors and experts in fields such as literacy, assessment, curriculum development, and e-learning. They have extensive experience working in K-12 education, universities, and non-profit educational organizations. The advisors contribute their expertise to help advance IAIE's mission of international education.
This document discusses strategies for teaching academic vocabulary through digital tools. It presents techniques like V-Tweets, where students research and define words in 140 character tweets before reading, and VSS+, where they create online dictionary entries with definitions, images, and audio explanations after reading. Examples are provided of students defining words like "introspection" and "tectonic plates" in tweets. Findings from a case study show students worked precisely on images and collaborated well, engaging more with vocabulary learning through digital technologies. Implications include adding videos and ensuring technology familiarity.
Vocabulary Self-Collection Strategy Plus
Vocabulary self-collection Strategy (VSS) builds depth of vocabulary knowledge; however, VSSplus also builds capacity with technology and capitalizes on learning through visual means to increase vocabulary learning. In this presentation, I will demonstrate how VSSPlus assists teachers and teacher candidates to think more deeply about text and the vocabulary found therein, about the technologies they and their students might employ, and about the generative nature of technology when used in service of learning.
FIID 2015 Guadalajara, Mexico
Graphic organizers for vocabulary learning
Several types and purposes of graphic organizers have been proposed over the years. In this presentation, several explore types and purposes of graphic organizers preserving the themes of using these in a scalable manner across the grade levels and between various disciplines through a literacy lens (e.g., sciences, mathematics, physical education, literary study, etc.). The primary focus of this session is to demonstrate how vocabulary, especially, can be more effectively taught using graphic organizers. Participants will learn to create graphic organizers to address specific learning purposes rather than relying solely on generic organizers. Five different organizers will be introduced, and participants will be able to experience the use of the organizer. Digital versions, paper versions prepared by the teacher, and manipulative versions created by the students will be explored.
The Institute to Advance International Education (IAIE) provides a range of consulting services to help clients design and implement English language learning programs. These services include needs assessments, customized proposals and recommendations, curriculum and materials development, professional development for teachers, and partnerships with other organizations. IAIE works with clients to determine their goals and design programs, recruit qualified teachers, provide evaluation tools, and align programs with established education standards.
Writing from Sources:Tips for Engagement and Digital Tools, Too. Writing Moments Institute at the International Reading Association Conference in New Orleans, May 9, 2014. Presenter: Thomas DeVere Wolsey
This document provides an overview of several theories and frameworks related to writing, literacy, and technology. It discusses Cognitive Flexibility Theory, the Shared Knowledge and Cognitive Processes Model, New Literacies relating to speed and tools, and challenges of digital texts. It also outlines several strategies for using images with writing, including having students write descriptions of images, draw stories, and create their own images. Key vocabulary terms are pre-taught before a reading, and students work collaboratively to build an online dictionary of terms.
This document outlines a multi-phase research study on literacy teacher preparation programs and the first years of teaching. Phase I examined how nine programs prioritized reading standards and their signature aspects. It found the highest congruence with curriculum/instruction standards and lowest with diversity standards. Phase II studied student teaching and found strongest emphases were on curriculum/instruction and literate environments. Phase III will examine the extent standards are enacted by novice teachers and relate this to student literacy learning. Initial findings showed commonalities across programs but methodological differences between the first two phases. The contact and link are provided for more information.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
12. Conclusion Importance of space for students to move Personal spaces and social spaces interact in ways that improve school climate and promote achievement School facilities should reflect the intentions of school designers and past occupants, both students and adults.
13. References Uline, C. L., Wolsey, T. D., Tschannen-Moran, M. & Lin, J. (in press). Improving the physical and social environment: The effects of building renovation on teaching and learning. Journal of School Leadership. Wolsey, T. D. & Uline, C. L. (in press). Middle School Learning Spaces and Places. Middle School Journal Uline, C., Tschannen-Moran, M., & Wolsey, T. D. (2009). The walls still speak: A qualitative inquiry into the effects of the built environment on student achievement. Journal of Educational Administration, 47(3),pp. 395-420.doi: 10.1108/09578230910955818
14. Contact Dr. Cynthia L. Uline culine@mail.sdsu.edu Dr. Thomas DeVere Wolsey tom.wolsey@waldenu.edu
Editor's Notes
Introduce self and Thomas DeVere Wolsey. I am pleased to present The Walls Speak research conducted through the National Center for the 21st Century Schoolhouse. The National Center encourages the design and construction of learner-centered schools through communication, research, and training.(Click now.)
WALLS RESEARCH INTROIn July 2009, The Center’s collaborating scholars were featured in a themed issue of The Journal of Educational Administration which examines what we know about the relationship between educational facilities and students’ and teachers’ work and learning, as well as the role the public plays in shaping these learning places and joining the community of learners. Contributing authors span the fields of education, architecture, urban planning, sociology, and public policy bringing new questions, methodologies, and conceptualizations to the endeavor. A growing body of research connects the quality of school facilities to student outcomes, including achievement and attitude, as well as teacher attitude and behavior. Less is known, however, about the mechanisms of this relationship. Some influences are clearly physiological. Others are related to social factors that are more difficult to define and quantify. The Walls Speak research, conducted in three phases, explores these social factors.Phase 1, a statewide quantitative study of 80 Virginia middle schools, was guided by 2 hypotheses: 1st, we hypothesized a positive link between teachers’ perceptions of the quality of their school facility and student achievement and 2nd, that this link would be mediated by the influence of various aspects of school climate, including academic press (that is, a serious and orderly learning environment), teacher professionalism, the collegial leadership of the principal, and community engagement. Results, published in the Journal of Educational Administration, February 2008, demonstrated that school climate played a mediating role in the positive correlation between quality facilities and higher student achievement. Phase 2, qualitative, collective case study explored in greater depth the interplay between a school building’s physical properties and school climate and how these combine to influence teaching and learning. We were interested to know how high quality facilities nurture a positive school climate and high levels of achievement, especially in schools that serve a primarily low-income student population. Results from this study are included in the 2009 special issue of JEA. Results of Phase Two indicated that ongoing interactions between the design and reality of the built environment and the occupants of that environment helped to define the learning climate of these schools. Reciprocally, the climate helped to shape the interactions that took place. Phase 3, utilizes a mixed methods triangulation design. Combining methodologies utilized within the first two phases of The Walls Speak research, this study combines collective, instrumental case study with survey methods. This current phase continues to explore the interplay between quality facilities, school climate, and student achievement, now charting the effects of facility improvements on student and teacher attitudes, behaviors, and performance within schools undergoing renovations in a large metropolitan school district. An article describing preliminary results from initial data collection prior to renovation, is due out in the Journal of School Leadership this fall.[Click now.]
THEMESFrom the data, several broad themes related to building quality emerged as central to this interaction, including movement, aesthetics, play of light, flexible and responsive classrooms, elbowroom, and security. Further, the schools in these case studies characterized the interaction between school leadership and building design. We advanced a School Leadership-Building Design Model as a means to describe this dynamic interaction.[Click now.]
ARCHWe use the arch as a metaphor of the interplay between the themes we found. The arch, as a design feature, provides a solid structure around entry points that either facilitate or block movement. An arch can surround a locked gate or a familiar point of entry. In the arch metaphor, community and a sense of local history are the keystone on which all else rests. An arch also consists of pillars and wedge-shaped stones that use compressive force, keeping the structure intact. The leadership-school design arch is built on pillars of school design and the influence of the occupants on the one hand, and the interaction of the occupant’s identity and the personality of space on the other. Over this, the six themes provide the interlocking characteristics of facility quality. Entering the span, or opening, the school’s climate interacts with all these characteristics of facility quality, mediating their combined influence on student learning and achievement. Students created most of the photos you are about to see. These photographs reflect a number of schools studied. A few are our photographs of areas of the school students discussed with us but could not access or their photos made with unfamiliar equipment were not suitable for presentation. In some cases, students described areas of the school to which they did not have access because classes were in session and so forth. We share the specifics of the methodology presented here in an article in press with the Middle School Journal. I have copies of this article available for you today.[Click now.]
PERSONALITY/IDENTITYThe particular personality of a school building may or may not encourage a sense of belonging. Think of the personality of the building as an amalgam of various attributes, including events that have taken place within the school, affect of the people who inhabit and modify various spaces, the organization of the space as designed, and so on. The identities individual occupants construct result, in part, from this built environment, which in turn was created by past occupants, designers, and community supporters, whose previous interactions continue to influence learning in a given place (Uline, Tschannen-Moran, & Wolsey, 2009). Significant to the many facets of adolescent identity development, a prime task of this age, attachment to significant places and people is often a balance of many roles adolescents adopt. Of interest is identification with, and attachment to, a school community, particularly the role the school building plays in this aspect of identity formation within middle school students. [Click after peaceful picture.] About 54 seconds
PHOTOGRAPHY PROJECT Each middle school student was given a Polaroid® and one package of film with ten possible images in Phase II. Students were intrigued by the cameras; most knew about instant photography, but few had ever used this aging technology. Indeed, shortly after data collection was completed, Polaroid ceased most sales of the instant film. In Phase 3 of the Walls Speak research, digital cameras and presentation software were used in place of Polaroid film to help students organize and discuss their photographs. Students in this millennial generation (cf. Eisner, 2005) may not be fascinated with the novelty of digital photography. Still, their understanding of digital technologies may enhance their ability to use the cameras and software to manipulate images and describe them in ways that enhance image-based research. Further research is needed in this regard. Once students returned to the interview room, they were asked to lay the photographs on a table and categorize them. They grouped the images and labeled them with felt-tipped markers. Then, researchers interviewed the students as they described their photographs and the categories in which they placed their photos. [Click after 3 Polaroid Cameras.] About 40 seconds
IMAGES AND INTERVIEWSFor presentation purposes and confidentiality reasons,all names included here are pseudonyms. Allison labeled each photograph, mainly using verbs. Though she thought of her photographs as a progression starting with the school doors, we were able to make additional interpretation based on the contents of her photographs and the themes that emerged from the photos her peers made as well. Five of Allison’s ten images used the verb “come” to describe some aspect of the school environment. A photograph of a stairwell is described as “come on down” while an image of the school auditorium is labeled, “Come class, sit down.” By contrast, Makina grouped her images by the general purpose of the place she photographed. Four of her ten images were labeled “working places” and featured images of desks in the computer lab, students or staff members at work, and the school library. She photographed the backstage area and put it in a category of its own, “behind the scenes.”[Click after stage.] About 55 seconds
PHOTO INTERVIEWSBethany made use of descriptive terms such as “pride” to label her photograph of the school mascot but also made symbolic use of school features to characterize her feelings and perceptions. An image she made of the podium in the school auditorium is labeled “freedom of speech.” During interviews, Bethany referred to this image and elaborated at length on her perception of the school as a place where she could and would be heard. Describing her photograph, she claimed, “I said freedom of speech because I like speaking and everybody has their own voice in this school. If there is an issue, you can speak up about it. If it is reasonable, if it is able to be met, then it will be met. And you can pretty much say what you want and people will listen to you.” Bethany only made nine usable photographs because she accidentally tripped the shutter at one point destroying one of the ten in the film pack. Of those nine photos, six of them contained images of people: a teacher, several students, and a lunch worker. During the interview, Bethany frequently referred to the occupants of the school even when prompted to look at the features of the building. She seemed unable to separate the people from the place and context. A photograph Bethany took of a friend she found in the school library mediated the following exchange. The photo was labeled, “studying.” Bethany said: I took this picture. It says future leader, because…We asked: We’re back in the library for this picture? Bethany replied: Yeah. And it says future leader because I believe everybody who goes here has an opportunity. There are all kinds of opportunities and everybody makes sure that all the students get opportunities. Because of those opportunities, it makes everybody in here future leaders. [Click after Future Leader.] About 33 seconds
PHOTO ALBUMIn analyzing the photographic data, we found it useful to use the term “photo album” to describe the collection of photographs made by the student informants. When studied in combination, the photographs contained within the album revealed important differences in students’ perceptions of what was important to their learning. In comparing photographs made by different students, common themes emerged, resulting in the arch model you saw in slide 4. Allison focused on activity, Bethany on her sense of belonging, and Peter on the tools and aspects of the building that helped him learn. For example, where Bethany focused on people and larger aspects of the school building, Peter often chose to photograph furnishings. Three of his images were labeled “getting somewhere” and featured a school bus, the main entryway to the school, and a stairway leading to the second floor of the three-story school building. From the album, we were able to learn the school from the outside in, and vice versa. When viewed as an entire corpus of work, the album also helped to confirm recurring themes that emerged from across the data. A central theme among student transcripts and photographs was the link between the notion of school as a significant place and students’ identities. This theme permeated the photo albums. In the images you see here, a variety of entries, doors, and hallways demonstrate the impact of doors and thresholds students notice as they enter a school facility and navigate the terrain within. These images helped to confirm the first theme of Movement, prevalent across all data.[Click at Lancaster Main Entrance.] About 47 seconds
PLACES FOR LEARNINGIn our research, we have seen high quality facilities, as well as facilities in great need of improvements. In all cases, student occupants demonstrated keen powers of observation. They noticed the limitations of the school buildings they inhabited and appeared acutely aware of the degree to which various aspects of the physical learning environment satisfied their needs and desires, or failed to do so. They were perceptive in their appraisals, describing both good and bad experiences and the feelings these experiences elicited. As Marissa accompanied one researcher on a walkthrough of East High, she talked about the differences she observed and her classmates’ overall response to them. East High is a good school, but I think we do deserve a lot more, especially since we’re bringing up our test scores. When we hear in the news that other schools are getting all-weather tracks, and bigger classrooms, …then you think, ‘Oh, aren’t we as good as them?” Students seemed to conceive of their learning as sprawling. When we asked about places that supported their learning, their answers challenged the more traditional architecture of self-contained classroom instruction. They talked about portable laptop labs, lab tables with electrical outlets, workbenches and tools, the music room filled with guitars and drums and accordions, the library where they conduct research and the computer lab, explaining that,“ a lot of kids don’t have Internet access at home, so this is good for them.” Makena’s photographs of working places typically showed student desks arranged for group work with chairs facing each other rather than in rows. Students also valued the ability to move and preserve a sense of personal space. From the photo-mediated interviews, researchers came to understand that students understood school as a place where their actions as students were consequential. They believed that school environments, made up of useful spaces and furnishings, should be purposeful. Students attached meaning via their emotional responses to the school facilities and needed both personal and social spaces. In addition, they connected the aesthetic features of the school environment to learning and instruction. About 1:32
CONCLUSIONSchool buildings contribute as an important mediating factor to the overall capacity of the occupants to provide an inviting, supportive, and safe environment. Erikson (1968) suggested that young adolescents require leeway as they negotiate and resolve conceptions of their own identities with those others in the environment around them. One way we make operational Erikson’s concept of leeway is to think of “constrained flexibility.” Middle school students require physical space to move about the school building, and conversely, they need spaces for social contact with other students, teachers, and other members of the school community. In other words, students need flexible spaces in which they can assert themselves and interact with others, partly of their choosing, yet they need constraints or limits as to their use of those spaces that help define them as members of a functional learning community. The literature regarding middle grade students centers largely on curricular and developmental factors but do not address the impact of physical space on school climate or academic achievement. The present study, as part of a series of studies, sought to explore the relationship of the physical environment with school climate, achievement, and identity development factors.
CONCLUSION 2Too, the spaces for learning were enhanced in students’ minds through symbolic structures. These included historical aspects of the architecture, thresholds, and passageways. Students appreciated aesthetic features of the building and consistently pointed these features out to the research team. Students, teachers, and others in this middle school valued the responsiveness and flexibility of the learning spaces. The built environment, in this way, supports the organizational structures of effective middle schools (NMSA, 2010). When the school is constructed and utilized in flexible and responsive ways, student learners begin to think of themselves as part of the place. The place, in turn, becomes part of their identities. Schools are significant places in students’ lives, and how school facilities are designed and used may help or hinder the identities students construct of themselves as learners and as members of learning communities. Photo-mediated interviews helped students to think about and organize their conception of school as a place. In turn, we found that the photographs scaffolded our understanding of the school building as it was understood and perceived by our middle-school research participants. Photo-interviews provide a wealth of information that would not be available through oral interviews alone. For those who design and administer facilities, the importance of space for students to move about is as important as spaces for students to interact in a safe and social manner. Personal spaces and social spaces interact in ways that improve school climate and promote achievement (Uline, Tschannen-Moran, & Wolsey, 2009). At the same time, leadership that recognizes students’ needs for both personal and social spaces, and facilitates their productive use of these spaces, increases the potential that students will identify themselves as competent learners. Attention to these notable features of the building may also contribute to the perceptions students hold of the school as a place of learning.