The document provides an overview of revised Bloom's taxonomy (RBT) and its importance in understanding different levels of student work. It explains the changes from the original Bloom's taxonomy, such as becoming non-hierarchical and using a two dimensional table. The document aims to clarify RBT and encourage teachers to implement higher-order thinking tasks that engage students at various cognitive levels.
This document outlines a problem solving workshop presented by Cynthia Swenceski. The workshop aims to help participants define problem solving strategies, describe the problem solving process, and develop effective problem solving skills. Participants are first given a challenge to build the tallest structure out of provided materials. They then discuss approaches, problems, and reactions to problem solving. The workshop covers defining problems, analyzing problems and generating solutions, focusing ideas to determine a course of action, and repeating the process as needed. Specific problem solving techniques taught include brainstorming, attribute listing, morphological matrices, and Scamper. Participants practice applying the problem solving process to hypothetical scenarios like helping pigs build sturdier houses to avoid wolves.
The document discusses the process of designing effective training programs, outlining 7 steps from conducting a needs assessment and analysis to determine what training is needed, to designing the training, developing the materials, implementing it, and evaluating whether the training was effective and met organizational goals. It also provides examples comparing developing a training program to building a house, from assessing what is needed to designing blueprints to implementing and observing how the "house" or training functions.
TLC2018 Dwayne Green: Let's Get Deliberate - for ManagersAnna Royzman
Dwayne Green presents Deliberate Practice techniques to Test Leaders who are coaching testers and working on improving the skills of the individuals on their team. Presentation at Test Leadership Congress 2018.
http://testleadershipcongress-ny.com
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
Q-JSON - Reduced JSON schema with high Data Representation Efficiencyiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
This document outlines a problem solving workshop presented by Cynthia Swenceski. The workshop aims to help participants define problem solving strategies, describe the problem solving process, and develop effective problem solving skills. Participants are first given a challenge to build the tallest structure out of provided materials. They then discuss approaches, problems, and reactions to problem solving. The workshop covers defining problems, analyzing problems and generating solutions, focusing ideas to determine a course of action, and repeating the process as needed. Specific problem solving techniques taught include brainstorming, attribute listing, morphological matrices, and Scamper. Participants practice applying the problem solving process to hypothetical scenarios like helping pigs build sturdier houses to avoid wolves.
The document discusses the process of designing effective training programs, outlining 7 steps from conducting a needs assessment and analysis to determine what training is needed, to designing the training, developing the materials, implementing it, and evaluating whether the training was effective and met organizational goals. It also provides examples comparing developing a training program to building a house, from assessing what is needed to designing blueprints to implementing and observing how the "house" or training functions.
TLC2018 Dwayne Green: Let's Get Deliberate - for ManagersAnna Royzman
Dwayne Green presents Deliberate Practice techniques to Test Leaders who are coaching testers and working on improving the skills of the individuals on their team. Presentation at Test Leadership Congress 2018.
http://testleadershipcongress-ny.com
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
Q-JSON - Reduced JSON schema with high Data Representation Efficiencyiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
The document summarizes the agenda and goals for a 4-day curriculum review week at Ridgewood Elementary School. The schedule outlines the daily activities, which include establishing learning targets and criteria for success, examining big ideas and essential questions, and finalizing curriculum guides. Participants will work to create draft curriculum guides that identify what students need to learn, how student learning will be assessed, and how to support students who are struggling or excelling. The desired outcomes are to develop pacing guides to guide instruction and begin the process of continuous teaching and learning improvement.
This document outlines a process for differentiating supervision of teachers to improve implementation of a school's vision for learning. It involves:
1) Principals observing classrooms to identify those closest to and furthest from the vision.
2) Analyzing teacher and student behaviors in these classrooms in detail.
3) Ranking classrooms and teachers on implementation of crucial practices, and identifying support needed for less developed teachers.
4) Using coaching, modeling, practice and feedback to help teachers improve their skills over time and positively impact student achievement.
This document provides an overview of a course on data-driven instruction. It discusses identifying and analyzing qualitative and quantitative student data, the PLAN-TEACH-REFLECT-APPLY method for using data to improve instruction, and the differences between formative and summative assessments. The document also addresses using state, district, and other assessment data to identify focus areas and group students for targeted instruction.
Assessment without levels - Feedback GroupChris Hildrew
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
The document discusses progress on developing a new teacher evaluation tool for the AGSD district. It describes a work session where teachers provided input on revising the evaluation domains and indicators. Teachers observed video lessons and provided feedback. They also directly edited the evaluation tool domains on the inservice website. The goal is to create a tool that promotes teacher growth through specific, measurable evaluations that can be easily tracked over time in an online database called Classbright. This will allow evaluations to better inform professional development across the district.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
The document discusses an active learning classroom environment for a research project course. It covers several topics:
- The research project environment is active, group-based, and instructors act as facilitators. Work is assessed using industry standards.
- Students' work will be assessed as Exceeding Expectations, Meeting Expectations, or Needing Improvement. Meeting Expectations each time earns a B grade. Extra effort is needed for an A.
- Self-regulation lapses like absences, tardiness, or late assignments can negatively impact grades in addition to work quality assessments.
The document provides information about a professional development for teachers at Albuquerque Public Schools on the 2013-14 evaluation system. It discusses a three-part evaluation system that includes student achievement, observations, and multiple measures. It outlines the teacher observation cycle and scoring process. The professional development will focus on understanding the evaluation domains and competencies, using strategies like close reading and artifact matching to analyze teaching performance levels.
This two-day curriculum design workshop aimed to help teachers learn and apply the Understanding by Design (UbD) framework. Over the course of presentations and work time, participants worked to establish learning goals, essential questions, assessments and learning activities for their curriculum units that promote student understanding and transfer. The workshop covered all three stages of backwards design - desired results, acceptable evidence, and learning experiences. Teachers shared their work and provided feedback to colleagues.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Here are some key points about modifying rubrics:
- Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply.
- Criteria and expectations can be modified based on grade level or experience level of students.
- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
How are we doing? Assessment, Rubrics, and School ImprovementEdTechTeacher.org
This document discusses assessment design and technology. It explains the purposes of summative and formative assessment. Summative assessment happens at the end of a unit to evaluate understanding, while formative assessment happens throughout to foster understanding. The document discusses backwards design, where teachers first select learning goals, then design assessments, and finally develop lesson activities. It provides examples of good learning goals that are clearly articulated, observable, and appropriate. The document also discusses using rubrics, technology, and data to improve assessment and inform instruction.
(1) Feedback is most effective when it involves dialogue between students and teachers to raise awareness of quality performance and facilitate self-monitoring of learning.
(2) Effective feedback comes from multiple sources, not just teachers. It enhances lifelong learning by supporting goal-setting and planning.
(3) Assessment tasks should be designed to generate feedback from varied sources over time to improve performance through multiple stages of assignments. This shifts feedback from isolated acts to a designed curriculum sequence.
Rubrics are tools used to evaluate student performance based on criteria rather than a single score. There are three main types of rubrics: analytic rubrics evaluate each criteria individually; developmental rubrics assess a student's level of development; and holistic rubrics provide a single overall score based on all criteria together. Rubrics provide benefits like clarifying expectations and providing feedback, but can also be time-consuming to create and restrict student creativity if criteria are too complex.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
The document summarizes Day 2 of a 3-day PCS Curriculum Review Week being held at Eastern Elementary School from June 18-20, 2013. It provides an agenda and instructions for the day's group work activities, which include reviewing the previous day's work, understanding how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of courses, and establishing pacing for mid-marking period benchmarks. The group is tasked with creating essential questions, learning targets, criteria for success, and assessment ideas for the first half of the courses/years they are responsible for and aligning them to standards.
The document summarizes the agenda and goals for a 4-day curriculum review week at Ridgewood Elementary School. The schedule outlines the daily activities, which include establishing learning targets and criteria for success, examining big ideas and essential questions, and finalizing curriculum guides. Participants will work to create draft curriculum guides that identify what students need to learn, how student learning will be assessed, and how to support students who are struggling or excelling. The desired outcomes are to develop pacing guides to guide instruction and begin the process of continuous teaching and learning improvement.
This document outlines a process for differentiating supervision of teachers to improve implementation of a school's vision for learning. It involves:
1) Principals observing classrooms to identify those closest to and furthest from the vision.
2) Analyzing teacher and student behaviors in these classrooms in detail.
3) Ranking classrooms and teachers on implementation of crucial practices, and identifying support needed for less developed teachers.
4) Using coaching, modeling, practice and feedback to help teachers improve their skills over time and positively impact student achievement.
This document provides an overview of a course on data-driven instruction. It discusses identifying and analyzing qualitative and quantitative student data, the PLAN-TEACH-REFLECT-APPLY method for using data to improve instruction, and the differences between formative and summative assessments. The document also addresses using state, district, and other assessment data to identify focus areas and group students for targeted instruction.
Assessment without levels - Feedback GroupChris Hildrew
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
The document discusses progress on developing a new teacher evaluation tool for the AGSD district. It describes a work session where teachers provided input on revising the evaluation domains and indicators. Teachers observed video lessons and provided feedback. They also directly edited the evaluation tool domains on the inservice website. The goal is to create a tool that promotes teacher growth through specific, measurable evaluations that can be easily tracked over time in an online database called Classbright. This will allow evaluations to better inform professional development across the district.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
The document discusses an active learning classroom environment for a research project course. It covers several topics:
- The research project environment is active, group-based, and instructors act as facilitators. Work is assessed using industry standards.
- Students' work will be assessed as Exceeding Expectations, Meeting Expectations, or Needing Improvement. Meeting Expectations each time earns a B grade. Extra effort is needed for an A.
- Self-regulation lapses like absences, tardiness, or late assignments can negatively impact grades in addition to work quality assessments.
The document provides information about a professional development for teachers at Albuquerque Public Schools on the 2013-14 evaluation system. It discusses a three-part evaluation system that includes student achievement, observations, and multiple measures. It outlines the teacher observation cycle and scoring process. The professional development will focus on understanding the evaluation domains and competencies, using strategies like close reading and artifact matching to analyze teaching performance levels.
This two-day curriculum design workshop aimed to help teachers learn and apply the Understanding by Design (UbD) framework. Over the course of presentations and work time, participants worked to establish learning goals, essential questions, assessments and learning activities for their curriculum units that promote student understanding and transfer. The workshop covered all three stages of backwards design - desired results, acceptable evidence, and learning experiences. Teachers shared their work and provided feedback to colleagues.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Here are some key points about modifying rubrics:
- Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply.
- Criteria and expectations can be modified based on grade level or experience level of students.
- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
How are we doing? Assessment, Rubrics, and School ImprovementEdTechTeacher.org
This document discusses assessment design and technology. It explains the purposes of summative and formative assessment. Summative assessment happens at the end of a unit to evaluate understanding, while formative assessment happens throughout to foster understanding. The document discusses backwards design, where teachers first select learning goals, then design assessments, and finally develop lesson activities. It provides examples of good learning goals that are clearly articulated, observable, and appropriate. The document also discusses using rubrics, technology, and data to improve assessment and inform instruction.
(1) Feedback is most effective when it involves dialogue between students and teachers to raise awareness of quality performance and facilitate self-monitoring of learning.
(2) Effective feedback comes from multiple sources, not just teachers. It enhances lifelong learning by supporting goal-setting and planning.
(3) Assessment tasks should be designed to generate feedback from varied sources over time to improve performance through multiple stages of assignments. This shifts feedback from isolated acts to a designed curriculum sequence.
Rubrics are tools used to evaluate student performance based on criteria rather than a single score. There are three main types of rubrics: analytic rubrics evaluate each criteria individually; developmental rubrics assess a student's level of development; and holistic rubrics provide a single overall score based on all criteria together. Rubrics provide benefits like clarifying expectations and providing feedback, but can also be time-consuming to create and restrict student creativity if criteria are too complex.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
The document summarizes Day 2 of a 3-day PCS Curriculum Review Week being held at Eastern Elementary School from June 18-20, 2013. It provides an agenda and instructions for the day's group work activities, which include reviewing the previous day's work, understanding how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of courses, and establishing pacing for mid-marking period benchmarks. The group is tasked with creating essential questions, learning targets, criteria for success, and assessment ideas for the first half of the courses/years they are responsible for and aligning them to standards.
This document outlines the schedule and agenda for a week-long PCS Curriculum Review Week being held at Eastern Elementary School from June 18-22, 2013. The goals for the week are to create draft district curriculum pacing guides and begin the process of continuous improvement of teaching and learning. Each day will focus on different aspects of curriculum development like establishing big ideas, essential questions, learning targets, and vertical alignment across grades. Teachers will work in groups to develop these elements for their assigned content areas and grades.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
Teachers attended a professional development session to design assessments aligned to new standards for the upcoming school year. The session provided an overview of standards and assessment design, allowed time for teachers to work in professional learning communities to unpack standards and design assessments, and included sharing and feedback. The goal was for teachers to leave with at least one standards-aligned assessment to use in their classrooms in the 2012-2013 school year.
This document discusses implementing the Common Core State Standards and North Carolina Essential Standards. It outlines the administrator's role in ensuring proper implementation through teacher alignment, professional development, and instructional leadership. Key points of implementation include understanding the standards, communicating with stakeholders, allocating resources, ongoing support, common assessments, and data-driven evaluation. The principal's transition plan tool can help address areas like teacher knowledge, understanding, communication, and ongoing professional development to support successful implementation of the new standards.
This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
The document outlines the schedule and activities for Day 2 of a PCS Curriculum Review Week, including reviewing the previous day's work, learning how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of the year/course, and establishing pacing for mid-term benchmarks. Participants will work in groups to draft essential questions, learning targets, and assessment criteria for their assigned content areas and grades.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
2. Why Revised Blooms AGAIN???
Simply put, RBT forms the foundation by
which the new standards must be
understood, analyzed, and implemented in
the classroom.
3. NCEES Standard IV
e. Teachers help students develop critical-thinking and
problem-solving skills. Teachers encourage students to
ask questions, think creatively, develop and test
innovative ideas, synthesize knowledge, and draw
conclusions. They help students exercise and
communicate sound reasoning; understand
connections; make complex choices; and frame,
analyze, and solve problems.
6. Destination vs. Location
Destination Location
Instruction should Instruction
increasingly require overwhelmingly limits
students to do more tasks to simple
application, analysis, evalu remembering and
ation, and creation understanding with
limited application and
next to no analysis,
evaluation, or creation.
8. Old vs. New
Original Bloom’s Revised Bloom’s
• Hierarchical (you can’t • Non-Hierarchical
proceed from bottom to (activity at higher levels
top until you master the does not require
bottom) mastery at lower levels)
• One dimensional (uses • Two dimensional (uses
a continuum) a table)
• Noun-based • Verb based
9. The Over-Simplification
• Previous discussion was limited to two areas
– Switch from nouns to verbs
– Swapping of “top two” categories
• The attempt to be clear and concise led to
confusion and resulted in an abandonment of
RBT for other models
• It’s not that other models are bad, and they can
inform what we do in PCS, but in an effort to
maintain focus our work must be understood
through the filter of RBT (as required by NCES)
10. The Clarification
• Today we’ll examine the RBT Table & understand
the break-down of the cognitive processes
• Big Idea: Revised Bloom’s Taxonomy
• Essential Question: Why is it important to
understand the difference between levels of
student work?
• Target: Teachers can engage students
instructionally with deep-thought requiring tasks
• Criteria for Success: Teachers will be successful
when they implement deep-thinking tasks with
students.
11. The Clarification: Three Changes
Dr. Lorin Anderson was a student of Benjamin
Bloom and co-author of the Revised Bloom’s
Taxonomy.
WARNING: The video is not the most interesting
presentation to watch, but the content is second-to-
none; please do not allow the presentation to
distract from the content
NC Education Excerpt #1
12. The Clarification: The Dimensions
There are only 19 cognitive processes divided into six categories
NC Education Excerpt #2
14. A Shameful Commercial:
For the record, you have watched about 20
minutes of this required module from DPI
(similar to NC Falcon). Aren’t you glad you
don’t have to take it individually and spend
over 2 hours doing it like teachers in other
districts?
15. Let’s Practice (Last Video, We Promise)
Using your handouts (Structure of the
Cognitive Process and the RBT Table),
classify all the questions in your respective
classroom video. Be prepared to discuss as
a small group.
Elementary Classroom Example
Secondary Classroom Example
17. As you work in your PLCs today analyzing test
results, ensure you are correctly aligning your
CFA questions to the correct cognitive &
knowledge dimensions required by the
standards.
As you plan individually today, draft specific
some activities and specific questions into your
plans to ensure you are pushing students to
work at all levels of RBT.
Editor's Notes
Acknowledge that we talked about RBT last year, that it’s taught in college, and it’s basically a house-hold term for educators. But that doesn’t mean we can’t go back to it or learn more from it. Because new standards, in particular the NCES, are tied directly to RBT vocabulary, in order to understand the standards we need to understand RBT. Also point out that RBT is a required module on NC Education, so this presentation takes the place of every teacher having to complete an NC-Falcon like module.
While the NCEES does not refer specifically to RBT it does refer to helping students develop critical thinking and problem solving skills, skills which require them to ask and answer complex questions. RBT provides the framework around which to construct those questions.
This chart is the compilation of over 500 walkthroughs conducted by the EPS team. Walkthroughs are used by the district to measure program implementation and drive staff development as needs are identified. Let’s explain the terms:482 responses (89% response rate) – means that in the other 11% of classrooms observed RBT level was not checked; could be because of time in the classroom, activity (such as testing) that was not conducive to determine (sometimes when students are taking tests observers will walk around and read test questions to make a determination and other times observers may just stand in the corner so as to not disrupt the class), etc. 876 Responses: Observers have the ability to check multiple levels on the spectrum for each observation, so 876 represents the total number of choices selectedRemembering and Understanding represent approximately 3 out of 4 of all questionsEvaluating and Creating represent approximately 3 percent of classrooms. This means that of the 482 classrooms where levels were identified, evaluating was seen in 11 of them and creating was seen in 14 of them.What the instrument does NOT do: it does not tally results for a single observation; ie, if three “remembering questions” are observed and 1 “analyzing” is observed, it is not weighted to show more remembering – they both are checked on the instrumentBecause of the complexity required for evaluating and creating questions, one expects them to be less frequent because it may take an entire class period to process an evaluating question but 15 remember questions could be delivered in 15 minutes, so in one sense observers are more likely to see these low level activities rather than deep-level thinking. Even with that being said, though, it can not adequately account for the huge difference demonstrated on this chart.
Note: percentages are not the amount of time spent at each level but the average retention rates for each level – in other words, it’s not that we should spend 90 percent of time creating, because all levels of questioning should be used. The purpose of the graphic is to show how we should be doing more deep-level thinking than low-level thinking.
This slide basically takes the previous two and compares them to each other. Part of our job as professionals is to continually measure where we are in regards to our goal. Our goal was established, so it’s time to take a few minutes to see where we are at. This is exactly what every productive PLC does as well – they set a goal, then implement practices to move towards it, then measure their progress and make changes as needed. At the beginning of the year your PLC established a goal, then in October you developed a CFA to measure progress toward the goal, over November and December you taught your students, and then prior to today you administered that assessment to see where you are and tomorrow you’ll make a detailed plan on how to move forward. The CFA wasn’t given for a grade but to inform your instruction. Likewise, district leadership has established a goal for us regarding what instruction should be like in the classroom; walkthroughs are the CFA used to measure it (they aren’t evaluative but are rather formative), and now we are analyzing the results of that evaluation and charting a course forward for improvement.So where are we? Based on the data, we struggle to implement deep thinking practices in the classroom. So one of the results of our analysis is to provide better PD on RBT and then measure it’s implementation in our next round of walkthroughs in the spring.
Spend some time on this slide, but don’t don’t try to over-explain it since it’s the overview of what will be further explained in the videos.Consider asking staff to fill in the comparison at the table level before sharing it – you could use this blank slide to fill in teacher’s thoughts as they report out, or you can skip this one and go directly to the presentation slide.
Spend some time on this slide, but don’t don’t try to over-explain it since it’s the overview of what will be further explained in the videos.Ask the question: Is this how we’ve summarized the differences in the past? Answer is probably not – while we acknowledged the table in our training in October of 2011 and the switch from nouns to verbs we did not talk about the first bullet, and we didn’t spend adequate time exploring the second. So today that will be our focus
Pretty self explanatory slide
Pretty self-explanatory slide
Remember, you MUST be logged into NC Education before clicking on the link; once logged in go to the section entitled “Introducing Dr. Anderson” and then choose “A Common Format” from the drop-down menu (upper right of slide show) and show:A Common Format (approximately 1 minute)Original and Revised Bloom (approximately 8 minutes)Spend significant time discussing implications of understanding RBT as “a lot more flexible” than a “rigid prerequisite triangle-thing” (approx 5:30 into the video)
Remember, you MUST be logged into NC Education before clicking on the link. Once in, choose “Cognitive Process Domain” from the drop-down menu (upper right of slide show) (approx 2 minutes); OR just hit “Continue” from the previous video and it will show this one.If your faculty needs a better understanding of any particular area the video spends only about 3-5 minutes describing each one, so take as much time as you need to examine them. Ones you may want to consider:Understand vs. Analyze (these are often confused)Create
Remember, you MUST be logged into NC Education before clicking on the link. Once in, choose “The Purpose of Objectives” from the list and then “Major Differences” from the drop-down menu (upper right of slide show) (approx 7 minutes)The following is what was shared in the self-directed RBT PD in October 2011:What is often missed in RBT is the distinction of FOUR TYPES OF KNOWLEDGE: factual, or knowledge of information; conceptual, or knowledge of ideas, theories and generalizations; process, or knowledge of “how-to;” and metacognitive, or knowledge about student’s own thinking and learning.Take a look at the examples of each type of knowledge to help you distinguish them. What questions does your PLC have? Can you come to some consensus as you attempt to answer questions?3. Creators of the NCES and CC documents operated with the beliefs that 1) current curricula and instruction are too often shallow puddles of factual knowledge and 2) 21st century students require learning under ALL 4 types of knowledge.4. This slide should serve as a reference to help you distinguish one kind of knowledge from another. Use it for the MATRIX activity that begins with the next slide. (but keep in mind that all 4 types of knowledge interact when we teach and learn. We cannot operate in process learning without accessing facts, concepts, and metacognition. It’s just how brains work).
The Elementary example will load automatically after you enter your PD360 login information (approx 12 minutes)For Secondary schools, remember you must login to America Achieves BEFORE clicking on the link otherwise it will pull up a blank window. You are showing the video on the “Lesson” tab (approx 16 minutes)After watching the video, divide the group into PLCs or small-groups and have them compare their answers and resolve differences.Provide handouts to teachers as resources (if possible, do different colored sheets for each to make it easier to put together, but that’s not a requirement)Structure of the Cognitive ProcessRBT Table (Matrix)Types of Knowledge chartExamples chartList of questions from your chosen video so they can follow along
Transition into PLCs
Dismiss to PLCs; give overview of rest of the day:PLC work with data worksheetFeedback on curriculum guides for 2nd semesterAfter lunch you are free to continue working in your PLC or use the rest of the day as a “work day” in your classroom (grades, lessons, report cards, etc)