Jig sawonusingipad
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1) Teachers were asked to get into subject-specific groups to share iPad instructional strategies and activities they planned to use. 2) They then switched groups to share what they learned from the differentiated subject groups. 3) Each new group then shared their favorite iPad activity with the whole session before being assigned a portfolio task to complete before the next session in two weeks.
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EDG 3321 – Lesson Plan Format BrainstormDo not make changes to.docx
EDG 3321 – Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
I. General Info:
Name __________________________ Subject Area: Reading Language Arts
MicroTeach #______ Grade Level of lesson _2
Lesson Plan Title: Character Analysis
Choose/circle one Stimulus Variation to be observed during your lesson:
Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement
YouTube MicroTeach Video Link:
II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits.
III. Standards:
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following,
in addition:
1.
Information about the storybook/poem/text you chose for this lesson, including the author and title.
2.
Identify the SKILL you are teaching (this should come from your standard)
3.
What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning)
V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson.
2. List 1 way you can differentiate the PROCESS for learning your lesson.
3. List 1 way you can differentiate the PRODUCT for your lesson.
Consider: Multiple Intelligences, Learning Styles
and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON:
Students identified as ELLs (strategies cannot be repeated):
·
ELL – List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language)
·
ELL – List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated):
·
ESE – List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability)
·
·
.
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The document discusses a student's participation in two projects, "TAG" and "access". It talks about holding a seminar on "our bright future" where they shared ideas and discussed what skills are necessary to live advantageously. The student discusses finding new friends through "TAG" and valuing the team they formed. They hope to continue participating in "TAG" to learn skills to help shape their future.
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This document discusses the different layers of understanding involved in a project from the customer's initial explanation of their needs to the final implementation and support of the completed project. It outlines how the customer's requirements can be interpreted differently by various roles like the project leader, analyst, programmer, consultant, and operations team and how the final solution may not fully meet the customer's original needs.
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Young people in Kyrgyzstan organized a workshop to discuss how youth can improve and manage the country. The workshop covered topics like why young people leave the country, problems with education like corruption in colleges, and how young people are the future of Kyrgyzstan. Participants had heated debates on these issues, showing their care for the country's future and that they will contribute greatly to its development.
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This document provides prompts for students to write down things they understand, have learned, are confident with, and still need to learn before an instructional session on integrating iPads and sharing portfolio assignments. The session will demonstrate how to share portfolios and have participants discuss good ways to integrate iPads into instruction, concluding with final thoughts.
эркинай.
Manirova Erkinai organized a seminar for students in grades 9-11 at her high school to discuss their parents and futures. She formed a team of friends to help her hold the seminar and achieve her goals. At the seminar, they spoke about how many of their parents leave the country to work abroad for money, leaving the teenagers with grandparents or other relatives. Manirova asked the students to think about how difficult it is for their parents working abroad. She encouraged them to please their parents by doing good deeds instead of just thinking about fashionable clothes. She concluded by saying they should make the most of each day and not waste their time on trivial things. To keep the seminar interesting, her team
Youth manages country
The document summarizes a workshop conducted by Zarina on the topic of youth managing the country in Kyrgyzstan. During the workshop, participants discussed issues like why young people leave the country causing a lack of skilled workers, problems with the education system, and their willingness to contribute to developing Kyrgyzstan despite barriers. The workshop allowed young people to share their views and have heated debates on how to improve the future of their country, demonstrating their tolerance and commitment to education as key to national development.
I tunesaccoutsetupandapps
While waiting for the session to begin, students should write down three things they learned from the previous session and using the iPad. The session will cover creating and setting up an iTunes account, including why iTunes is useful even without an iPod, how it can benefit the class, and how to create a free account without a personal credit card by following district policy. Teachers will then learn how to browse the app store, pick an app relevant to their subject area, and download it after a demonstration on the process. The session will also discuss organizing downloaded apps.
Basics introductiontotheipad
The document provides an overview of an iPad training session that will be held in five parts. It outlines how the sessions will be structured, including bell work, an overview from the instructor, demonstrations by the instructor, and opportunities for participants to perform the demonstrated tasks. It also lists the topics that will be covered in the first session, including setting up the iPad, connecting to WiFi, registering the device with MobileIron, setting a passcode, and learning basic iPad functions.
Content
The document provides instructions for students to note down 3 new apps they have found while waiting for the session to begin. It will then address these apps when the session starts. The session is the third of five and will discuss what has been found so far in the previous sessions, how it can be used, and note taking methods. The instructor will demonstrate note taking apps like Neu.Annotate PDF, Noterize, and Pdf-Notes Free. It will also cover creating documents, teaching methods like Socrative, suggested apps, converting presentations to PDF, and a parking lot for additional topics.
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Baseer's project management levels of understanding 032311
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This document outlines an agenda for a teacher training session on integrating iPads into the science classroom. The agenda includes demonstrations of how to use online science textbooks on iPads, a discussion of the SAMR model of technology integration, and opportunities for teachers to collaborate on developing iPad-enabled science lessons. Teachers will then share and discuss their iPad lesson ideas with the group. The overall goals are for teachers to learn new ways to use iPads in science class and understand available district online resources.
EDG 3321 – Lesson Plan Format BrainstormDo not make changes to.docx
EDG 3321 – Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
I. General Info:
Name __________________________ Subject Area: Reading Language Arts
MicroTeach #______ Grade Level of lesson _2
Lesson Plan Title: Character Analysis
Choose/circle one Stimulus Variation to be observed during your lesson:
Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement
YouTube MicroTeach Video Link:
II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits.
III. Standards:
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following,
in addition:
1.
Information about the storybook/poem/text you chose for this lesson, including the author and title.
2.
Identify the SKILL you are teaching (this should come from your standard)
3.
What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning)
V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson.
2. List 1 way you can differentiate the PROCESS for learning your lesson.
3. List 1 way you can differentiate the PRODUCT for your lesson.
Consider: Multiple Intelligences, Learning Styles
and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON:
Students identified as ELLs (strategies cannot be repeated):
·
ELL – List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language)
·
ELL – List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated):
·
ESE – List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability)
·
·
.
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This document summarizes a Professional Learning Community (PLC) meeting for English teachers. The goals of the PLC are to support teachers by creating a safe space to reflect, discuss challenges, and find solutions together. During this meeting, teachers discussed differentiating listening tasks to address mixed student abilities. They brainstormed challenges students face with listening and techniques teachers can use. Teachers reviewed differentiation examples from online videos and course books. They were reminded to complete reflection forms to apply what they learned.
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The document discusses strategies for using laptops in a classroom that does not have a one-to-one ratio of students to laptops. It suggests sharing laptops in groups for similar activities, using laptops at specific stations that students rotate through, and using laptops for differentiated instruction. It also provides examples of online tools like Moodle, wikis, blogs, and Google Docs that can help structure assignments and allow collaboration. Resources should be posted to support differentiation and independent work.
Flipped instruction
Flipped instruction moves direct instruction outside of class time through videos or other online content for students to engage with independently, allowing more class time to be spent on active learning activities like experiments, group work, and projects. It is not simply recording lectures but making the classroom more learner-centered. The document provides examples of how to start flipping small parts of instruction and apps that can be used to create and share flipped content using an iPad.
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The document provides information about an iPad curriculum group on Intel Engage. It outlines the goals of supporting teachers in reaching technology standards and developing engaging iPad lessons. It describes expectations of members, such as being learners, sharing with others, and posting discussions and lessons. It provides steps to join the Intel Engage international community and the iPad curriculum group. It also gives some iPad basics, tips and tricks for restrictions, syncing, and iOS5 features.
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This document provides examples of iPad workflows that integrate Bloom's Taxonomy. It describes workflows for creating a movie, podcast, interactive book, and magazine cover. Each workflow includes steps that align with different levels of Bloom's such as remembering, understanding, applying, analyzing, evaluating, and creating. The workflows are meant to provide teachers with models for designing lessons and assessments that engage students at varying levels of cognitive complexity through the use of iPad apps.
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The document provides various effective learning strategies for different learning situations including reading books, attending lectures, participating in labs, watching videos, and group work. Some common techniques that can be used across situations include pausing to ensure understanding, taking notes in your own words, asking questions, making lists and diagrams, discussing with others, and summarizing observations. The strategies aim to promote active learning through questioning, note-taking, comparing ideas, and participating as an engaged student.
Effective Learning Tutorial
The document provides various effective learning strategies for different learning situations including reading books, attending lectures, participating in labs, watching videos, and group work. Some common techniques that can be used across situations include pausing to ensure understanding, taking notes in your own words, asking questions, making lists and diagrams, discussing with others, and summarizing observations. The strategies aim to promote active learning through questioning, note-taking, comparing ideas, and participating as an engaged student.
Learning Styles
This document discusses learning styles and how understanding one's own dominant learning style can help improve learning. It identifies four main learning styles: visual, auditory, tactile/kinesthetic, and individual vs group learner. Students take a quiz to determine their dominant learning style, then work in groups with others of the same learning style to discuss challenges they face and strategies teachers and themselves can use to address those challenges. They present their findings to the class.
Week 4 lesson pacing (final)
This document provides information and guidance about differentiated instruction. It discusses identifying students' learning styles and intelligences, and using that information to differentiate instruction through various teaching methods, activities, and assessments. Specific examples are given of differentiating content, process, and product based on factors like learning style, interest, ability level, and intelligence. Teachers are encouraged to develop lessons and choice boards that address different learners and provide multiple options.
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This document provides study strategies and tips for academic success. It discusses the importance of time management, organizing notes, taking study breaks, and avoiding distractions. While some students may benefit from certain "study hacks", the document notes that study styles vary and these tips may not work for everyone. It emphasizes the importance of strategies like time management, group study, developing grit, and self-evaluation through a VAK test. The rest of the document includes activities for students to practice these strategies, such as creating a schedule, analyzing a picture as a group, setting SMART goals, and discussing how to apply what they've learned.
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can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
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[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
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Jig sawonusingipad
- 1. BELLWORK While waiting for our Session to begin please jot down two ways that you are using the iPad.
- 2. How are we using the iPad? Session Four of Five
- 3. Grouping Please get into groups based on different subject areas, in other words, do not get into a group of four Social Studies Teachers.
- 4. What are we doing? In your group, you are to share what you are planning on doing with the iPad, instructional strategies, etc. Feel free to take notes in the notes app.
- 5. Switch it up Switch to groups that are of your same subject area. In these groups, share what you learned in the differentiated subject groups.
- 6. Sharing Each group will share their favorite activity with the iPad to the whole session.
- 7. Portfolio It will be two weeks before our next session, please take the following handout and listen as your instructor explains what you need to do for your portfolio to demonstrate what you learned.
- 8. PARKING LOT