The document discusses developing and assessing interdisciplinary projects. It provides information on project-based learning including the basic inquiry cycle, essential questions, outcomes and strategies for learning, and monitoring student progress. Key aspects of project-based learning are highlighted such as starting with student interests, incorporating social and hands-on learning, and using formative assessment to guide improvements.
This document discusses reflective practice for teachers. It defines reflective practice as examining one's own teaching methods and practices to improve effectiveness. It describes techniques for reflection like keeping a learning diary and asking self-reflective questions. The benefits of reflective practice include improved teaching skills, problem-solving abilities, and student outcomes. Reflective practice allows teachers to learn from experience and continuously enhance their practices.
This document outlines a protocol called the Collaborative Assessment Conference (CAC) that teachers can use to analyze student work together. The protocol is designed to keep conversations focused on student achievement, encourage efficient time management, and emphasize professional reflection and improvement of teaching practice. Key steps in the protocol include teachers taking turns presenting student work without commentary, asking questions about the work, speculating what the student was working on, hearing the presenting teacher's perspective, and discussing implications for teaching and learning. The goal is to gain insight into students' knowledge and skills without judgment, and to help all teachers strengthen instruction.
Implications of a Reflective Framework on Student Teachers' Future PracticeMei Lick Cheok
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
Reflective practice helps teachers and students think critically about their experiences and decisions to develop a deeper understanding of themselves. Reflection is a metacognitive strategy that involves internally examining ideas or issues triggered by an experience. This process creates clarity and can change one's perspective. There are structured models to guide reflective learning, such as Gibbs' Reflective Cycle. Teachers are encouraged to engage in reflection through keeping journals, engaging in self-analysis, maintaining portfolios, conducting observations, and using technology like blogs and videos to observe themselves teaching and reflect on their lessons.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
Being more reflective in your teaching and learningamckie
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
This document discusses reflective practice for teachers. It defines reflective practice as examining one's own teaching methods and practices to improve effectiveness. It describes techniques for reflection like keeping a learning diary and asking self-reflective questions. The benefits of reflective practice include improved teaching skills, problem-solving abilities, and student outcomes. Reflective practice allows teachers to learn from experience and continuously enhance their practices.
This document outlines a protocol called the Collaborative Assessment Conference (CAC) that teachers can use to analyze student work together. The protocol is designed to keep conversations focused on student achievement, encourage efficient time management, and emphasize professional reflection and improvement of teaching practice. Key steps in the protocol include teachers taking turns presenting student work without commentary, asking questions about the work, speculating what the student was working on, hearing the presenting teacher's perspective, and discussing implications for teaching and learning. The goal is to gain insight into students' knowledge and skills without judgment, and to help all teachers strengthen instruction.
Implications of a Reflective Framework on Student Teachers' Future PracticeMei Lick Cheok
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
Reflective practice helps teachers and students think critically about their experiences and decisions to develop a deeper understanding of themselves. Reflection is a metacognitive strategy that involves internally examining ideas or issues triggered by an experience. This process creates clarity and can change one's perspective. There are structured models to guide reflective learning, such as Gibbs' Reflective Cycle. Teachers are encouraged to engage in reflection through keeping journals, engaging in self-analysis, maintaining portfolios, conducting observations, and using technology like blogs and videos to observe themselves teaching and reflect on their lessons.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
Being more reflective in your teaching and learningamckie
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
This lesson plan outlines a unit with the goal of teaching students specific outcomes. It includes assessing students' prior knowledge, focusing on key concepts, and using engaging activities to introduce, develop, and conclude the lesson. Student learning will be evaluated through assessments to check their understanding of the material.
The document discusses various instructional strategies that teachers can use, including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It provides examples of specific methods for each category, such as lecture and drill/practice for direct instruction, problem solving and case studies for indirect instruction, field trips and simulations for experiential learning, essays and research projects for independent study, and debates and role playing for interactive instruction. It also lists strategies for teaching students with diverse learning needs, such as allowing the use of assistive technologies, providing visual aids, giving extra response time, and using graphic organizers.
This document provides an agenda for the NISMEC/I-STEM Talks conference with details of presentations on various science education topics. On Thursday, presentations will focus on student investigations of Galileo and the moons of Jupiter, using the high school modeling curriculum, and teacher developed extensions of the Indiana Science Initiative for grades 5-8. On Friday, topics will include the science process skills needed by middle schoolers, engaging students in science at all grades through object analysis, the impact of the Indiana Science Initiative on classrooms, teaching AP science, connecting literature to the lab, and the Next Generation Science Standards.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
The Reflective Journal as a site of Student Engagement, Learning and Transfor...Susie Macfarlane
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change plan
The document describes the 5E inquiry lesson model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation. It notes that while teachers feel they implement this model, independent examination often shows gaps. The document prompts teachers to reflect on their use of each phase of the model, explaining its importance and how they implement it, and to reconcile any inconsistencies found. This self-examination is intended to help teachers better understand and improve their use of the 5E model.
This document discusses meeting the educational needs of diverse learners through the use of assistive technology. It begins by introducing the author and their classroom of students with diverse needs, including those with ADHD, auditory disabilities, and learning disabilities. It then defines special needs in an educational context as referring to students with disabilities who require modifications to their education program through an IEP. The document provides examples of assistive technologies used in the author's classroom for students with different needs, including both low and no-tech options. It concludes by listing additional classroom modifications, accommodations, and resources that can support students with learning disabilities.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Instructional plan (unit 3) ; teaching strategies.Glyxel Tulba
This document discusses various types of lesson plans including yearly, term, unit, and weekly/daily plans. It provides examples of components that should be included in a lesson plan such as objectives, topics, materials, and procedures. Objectives should be specific, measurable, achievable, relevant and time-bound. Several taxonomies of educational objectives are described including Bloom's, Krathwohl's, Gagne's, and Mager's approaches. Lastly, the document outlines different teaching strategies such as deductive vs inductive methods that can be chosen based on objectives, content, learners, teacher, and policies.
This document introduces reflective teaching and provides guidance on self-observation and reflection for teacher trainees. It discusses that reflection helps teachers think critically about their teaching experiences and better understand their own teaching style. Some technology-integrated ways to reflect include self-observation through videotaping lessons, keeping a teaching journal such as a blog, and conducting action research through collecting and analyzing data using online survey tools.
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Reflective teaching involves self-observation and self-evaluation of one's own classroom practices by considering how lessons were taught, why certain methods were chosen, and whether those methods were effective. The process of reflective teaching includes beginning with self-reflection on usual feelings after teaching and reasons for those feelings, then following steps to improve which starts with identifying how to begin reflecting and what actions to take as a result of reflections.
The document discusses effective lesson planning for teachers. It emphasizes that effective teachers plan strategic lessons using research-based practices, understand student development, and create a suitable learning environment. A good lesson plan includes objectives, pre-assessment, materials, a warm-up, presentation, practice, evaluation, and closure. It also stresses the importance of reflection and modification to continually improve instruction.
This dissertation proposal examines how teacher participation in networked learning communities relates to levels of teaching innovation. The study will survey teachers participating in the Schools of the Future project in Hawaii. It aims to determine if factors like participation level, new professional relationships, or professional development opportunities correlate with higher levels of innovative teaching practices. The proposal provides background on 21st century skills and professional learning communities, and describes the research questions, instruments, procedures, and analysis plan for the quantitative study.
The document summarizes an orientation for teachers at Kaua'i Pacific School. It discusses the school's mission and values of developing lifelong learners, environmental stewardship, and global citizenship. It also covers topics around 21st century teaching like inquiry-based and collaborative learning. Teachers engaged in discussions and activities around digital storytelling and using tools like Gmail, Learning A-Z, and blogs to support instruction.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
This lesson plan outlines a unit with the goal of teaching students specific outcomes. It includes assessing students' prior knowledge, focusing on key concepts, and using engaging activities to introduce, develop, and conclude the lesson. Student learning will be evaluated through assessments to check their understanding of the material.
The document discusses various instructional strategies that teachers can use, including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It provides examples of specific methods for each category, such as lecture and drill/practice for direct instruction, problem solving and case studies for indirect instruction, field trips and simulations for experiential learning, essays and research projects for independent study, and debates and role playing for interactive instruction. It also lists strategies for teaching students with diverse learning needs, such as allowing the use of assistive technologies, providing visual aids, giving extra response time, and using graphic organizers.
This document provides an agenda for the NISMEC/I-STEM Talks conference with details of presentations on various science education topics. On Thursday, presentations will focus on student investigations of Galileo and the moons of Jupiter, using the high school modeling curriculum, and teacher developed extensions of the Indiana Science Initiative for grades 5-8. On Friday, topics will include the science process skills needed by middle schoolers, engaging students in science at all grades through object analysis, the impact of the Indiana Science Initiative on classrooms, teaching AP science, connecting literature to the lab, and the Next Generation Science Standards.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
The Reflective Journal as a site of Student Engagement, Learning and Transfor...Susie Macfarlane
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change plan
The document describes the 5E inquiry lesson model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation. It notes that while teachers feel they implement this model, independent examination often shows gaps. The document prompts teachers to reflect on their use of each phase of the model, explaining its importance and how they implement it, and to reconcile any inconsistencies found. This self-examination is intended to help teachers better understand and improve their use of the 5E model.
This document discusses meeting the educational needs of diverse learners through the use of assistive technology. It begins by introducing the author and their classroom of students with diverse needs, including those with ADHD, auditory disabilities, and learning disabilities. It then defines special needs in an educational context as referring to students with disabilities who require modifications to their education program through an IEP. The document provides examples of assistive technologies used in the author's classroom for students with different needs, including both low and no-tech options. It concludes by listing additional classroom modifications, accommodations, and resources that can support students with learning disabilities.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Instructional plan (unit 3) ; teaching strategies.Glyxel Tulba
This document discusses various types of lesson plans including yearly, term, unit, and weekly/daily plans. It provides examples of components that should be included in a lesson plan such as objectives, topics, materials, and procedures. Objectives should be specific, measurable, achievable, relevant and time-bound. Several taxonomies of educational objectives are described including Bloom's, Krathwohl's, Gagne's, and Mager's approaches. Lastly, the document outlines different teaching strategies such as deductive vs inductive methods that can be chosen based on objectives, content, learners, teacher, and policies.
This document introduces reflective teaching and provides guidance on self-observation and reflection for teacher trainees. It discusses that reflection helps teachers think critically about their teaching experiences and better understand their own teaching style. Some technology-integrated ways to reflect include self-observation through videotaping lessons, keeping a teaching journal such as a blog, and conducting action research through collecting and analyzing data using online survey tools.
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
Reflective teaching involves self-observation and self-evaluation of one's own classroom practices by considering how lessons were taught, why certain methods were chosen, and whether those methods were effective. The process of reflective teaching includes beginning with self-reflection on usual feelings after teaching and reasons for those feelings, then following steps to improve which starts with identifying how to begin reflecting and what actions to take as a result of reflections.
The document discusses effective lesson planning for teachers. It emphasizes that effective teachers plan strategic lessons using research-based practices, understand student development, and create a suitable learning environment. A good lesson plan includes objectives, pre-assessment, materials, a warm-up, presentation, practice, evaluation, and closure. It also stresses the importance of reflection and modification to continually improve instruction.
This dissertation proposal examines how teacher participation in networked learning communities relates to levels of teaching innovation. The study will survey teachers participating in the Schools of the Future project in Hawaii. It aims to determine if factors like participation level, new professional relationships, or professional development opportunities correlate with higher levels of innovative teaching practices. The proposal provides background on 21st century skills and professional learning communities, and describes the research questions, instruments, procedures, and analysis plan for the quantitative study.
The document summarizes an orientation for teachers at Kaua'i Pacific School. It discusses the school's mission and values of developing lifelong learners, environmental stewardship, and global citizenship. It also covers topics around 21st century teaching like inquiry-based and collaborative learning. Teachers engaged in discussions and activities around digital storytelling and using tools like Gmail, Learning A-Z, and blogs to support instruction.
The document summarizes the financial crisis of 2008 and its aftermath. It discusses how excess leverage and easy credit led to the crisis. It then describes the massive fiscal and monetary responses by governments to counter the recession. Finally, it outlines a new investment strategy focused on bonds, hedging risks, and adapting to long-term volatility in a more regulated post-crisis economic environment.
Teaching to a_test_worth_teaching_to_reformat_wahinescholar
This document discusses the importance of assessments that measure higher-order skills like critical thinking instead of just facts and details. It introduces the Collegiate Learning Assessment and College and Work Readiness Assessment, which aim to test these skills through tasks requiring sustained practice, like analyzing and synthesizing information. The author argues these assessments are "worth teaching to" because they signal the value of these skills to students and teachers, provide feedback to improve learning, and better prepare students for the modern workforce.
The document discusses various ways to assess 21st century teaching and learning through tools like the College and Work Readiness Assessment (CWRA) given to students, and the Levels of Teaching Innovation (LOTI) Digital Age Survey given to teachers and administrators to evaluate the integration of 21st century skills in classrooms and guide professional development. These assessments measure critical thinking, problem solving, written communication and digital skills to determine how well students and educators are adapting to modern educational needs.
The document discusses using iPads in education to improve student engagement, learning, and achievement. It proposes exploring how iPads can fulfill six primary functions in education: as content portals, research portals, productivity portals, creative portals, social media portals, and gaming portals. Teachers will explore educational apps, become experts in one app, and teach others. The goal is to spark new questions and connect teachers to the iPad learning community.
AfL (assessment for learning) involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to students. It uses techniques like peer assessment, self-assessment, and formative assessments to actively involve students in the learning process and help them take ownership of their progress. The document provides examples of AfL tools and strategies teachers can use to embed assessment into teaching and facilitate student learning.
This document provides a toolkit of assessment for learning (AfL) tools for teachers. It contains over 30 different AfL activities and tools that teachers can use to embed assessment into teaching and learning. The toolkit aims to be useful for teachers in helping them achieve successful AfL. It provides sources and explanations for each tool.
The document provides an introduction to assessment for learning (AfL) tools for teachers. It explains that AfL is most effective when embedded in teaching and learning. The toolkit aims to present different facets, activities, and tools for teachers to use to achieve this. It lists various AfL tools and provides brief explanations and examples of how to implement each tool to support student learning and assessment.
The document provides a toolkit of assessment for learning tools to help teachers embed assessment in their teaching and learning. It presents different techniques, activities, and tools for formative assessment that teachers can use to achieve successful assessment for learning. The toolkit aims to be a useful resource for teachers.
The document provides an introduction to assessment for learning (AfL) tools for teachers. It presents various activities and techniques that teachers can use to embed AfL in their teaching and better achieve student learning goals. The toolkit aims to be a useful resource for teachers looking to incorporate AfL strategies in the classroom.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and create an optimal learning environment. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective lesson planning is essential for student achievement and helps teachers stay organized and avoid surprises.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans are well structured, connect to learning objectives and student development, engage students through varied activities and assessments, and adapt to student needs. Key components of a strong lesson plan include objectives, introduction, procedures, materials, practice, closure, and evaluation. Effective planning helps teachers maximize instructional time, keep students on task, and achieve learning goals. Regular reflection on lesson effectiveness allows for continuous improvement.
This document outlines the process and stages of teacher inquiry (jugyou kenkyuu) where groups of teachers work together to plan, execute, and evaluate lessons. The stages include:
1. Planning - Teachers define a problem or theme, make a comprehensive lesson plan that incorporates curriculum priorities, and discuss potential issues or changes.
2. Implementation - One teacher implements the experimental lesson while others observe and collect data on different aspects like classroom management, student-teacher interaction, and the overall learning process.
3. Reflection - After the lesson, teachers meet to share observations, reflect on and evaluate the lesson plan and its implementation, examining elements like the theme, materials, instructional methods, and teacher
The ASSURE model is a systematic plan for instructors to follow when planning classroom use of media and technology. It consists of 6 steps: Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The model guides instructors to understand learners, set clear objectives, choose appropriate instructional methods and materials, effectively use selected materials while engaging learners, and assess outcomes to improve future lessons.
What is a Teaching Portfolio & Why do you need one?nancyabney
The document discusses the teaching portfolio: what it is, why you need one, and how to get started. It defines a teaching portfolio as a collection of materials that documents a faculty member's teaching philosophy, goals, methods, and effectiveness. An effective portfolio balances evidence of teaching and research for career advancement, such as preparing for job interviews or tenure review. The document provides tips for developing a teaching philosophy and collecting evidence of teaching quality, including student and peer evaluations, examples of student work, and reflections on teaching improvements.
The document provides guidance on effective lesson planning for teachers. It outlines that effective lesson plans include clear objectives, engaging introductions and activities, guided and independent practice opportunities, and assessments. It emphasizes that thorough planning is important for staying organized and achieving learning goals. Key components of strong lesson plans are objectives, materials, procedures, instructional strategies, and evaluations. Proper planning helps teachers maximize instructional time and keep students engaged and on task.
The document discusses assessment for students with special needs. It defines assessment as collecting information about students to make educational decisions. Classroom assessment can help teachers identify student strengths and weaknesses, monitor learning, and plan instruction. Students are assessed during scheduled screening periods using standardized tests to identify those who may need additional support. The types of assessments for students with special needs include norm-referenced tests, criterion-referenced tests, adaptive tests, process-oriented tests, and ecologically-based assessments. The document provides strategies teachers can use to help students with specific difficulties like problems with reading, writing, math, and attention.
This document outlines various methods that teachers can use to assess student learning, including concept tests/maps, knowledge surveys, oral presentations, assignments, poster presentations, peer review, portfolios, observations, rubrics, performance-based tasks, laboratory methods, and an 8-step process for assessment. Concept tests and concept maps are useful for assessing conceptual understanding in large classes. Other methods involve having students self-assess or assess each other's work through techniques like peer review. Portfolios and observations allow teachers to evaluate student mastery over time. The 8-step process provides a framework for administering, scoring, and analyzing assessment tasks.
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
This document outlines objectives, assessments, and teaching/learning activities for a course. It discusses 8 key questions to develop clear and meaningful learning outcomes for students. It also addresses designing teaching strategies and assessments to engage students and ensure the curriculum is accessible to all. Assessments should evaluate what students can do in multiple ways, and provide scaffolding to support achieving major assignments. Opportunities for self-assessment are also important. The goal is to guide students toward meeting intended course outcomes.
An effective lesson plan includes key components such as objectives, materials, procedures, practice activities, and assessment. It provides structure for the learning process and ensures students achieve the intended outcomes. A good plan considers student needs and keeps all parties on track. In contrast, poor planning leads to frustration and a waste of time.
The document discusses different methods of summative assessment used to evaluate student learning and success in meeting intended learning outcomes. It provides examples of summative assessment types like exams, tests, essays, reports and presentations. It also discusses considerations around assessing creative practical projects and using qualitative assessment with holistic judgement. The document advocates for aligning assessment methods with learning outcomes and considering multiple assessment types.
Similar to Kanu presentation draft 3.12.13.12 (20)
This dissertation proposal examines how teacher participation in a networked learning community relates to the development of teaching innovation. The study will survey teachers participating in the Schools of the Future project in Hawaii. This project involves 20 independent schools working to develop 21st century teaching skills through professional learning communities and an online networking platform. The study aims to determine if factors like participation level, new professional relationships, or professional development opportunities correlate with higher levels of teaching innovation as measured by a validated survey instrument. Results could provide insights into how digital tools and networking can strengthen professional development to improve teacher practice.
Sotf final handout for participants may 2010wahinescholar
The document provides information about the LoTi Digital Age Survey tool and the College Work Readiness Assessment (CWRA). It includes steps to access demonstration versions of each tool and questions for users to consider about the tools' engagement level, value in assessing teachers/students, and preparation of current classes. Benefits outlined are the LoTi Survey's national validation, alignment to standards, and customized feedback and the CWRA's ability to measure change between freshman and senior years and compare results to other schools.
The document discusses the benefits of the LoTi Digital-Age Survey tool for assessing technology needs. It provides instructions for accessing a trial version of the tool on the LoTi Lounge website. The tool measures teachers' instructional practices, personal computer use, and levels of teaching innovation. It also provides customized professional development recommendations based on assessment results. The tool helps identify technology needs and goals at the school-wide level.
Educational administrators are responsible for 5 areas related to technology leadership:
1. Inspiring a shared vision for comprehensive technology integration to support learning and transformation.
2. Creating a dynamic digital learning culture that provides rigorous and relevant education for all students.
3. Promoting professional learning and innovation to empower educators to enhance student learning through technology.
4. Providing leadership to continuously improve the organization through effective use of information and technology resources.
5. Modeling and facilitating understanding of digital citizenship issues.
The document outlines the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. The standards provide guidelines for how teachers should integrate technology in the classroom to engage students, improve teaching practices, and serve as role models. The 5 standards are: 1) Facilitate student learning and creativity with technology, 2) Design technology-enhanced learning experiences and assessments, 3) Exhibit technology skills as a model for students, 4) Promote digital citizenship and responsibility, 5) Engage in ongoing professional development regarding educational technology.
The document outlines six standards for students' use of technology:
1) Creativity and innovation including generating new ideas and using models.
2) Communication and collaboration such as interacting with peers and publishing works.
3) Research and information fluency like locating and evaluating information sources.
4) Critical thinking including problem solving and decision making using technology.
5) Digital citizenship such as practicing safe and responsible use of technology.
6) Technology operations and concepts involving understanding and selecting applications.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
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.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
11. SIGNIFICANT LEARNINGS
Think of a significant learning
experience that you had in or
out of school.
Describe the learning
environment: Where were
you? Who were you with?
What was the learning? How
did you learn it? What stuck?
12. QUALITY
INSTRUCTION LEARNING
Starts with what we already
know & connection is made
to our interests
Social
Time to practice
Time to reflect
Customized Scaffolding
Zone of Proximal
Development
14. WHAT’S THE DIFF?
PROJECTS PBL
Projects done in school The project is not simply
are usually the RESULT the visible result or
of learning students have culmination of the learning,
done. but rather the CAUSE of
the learning.
Learn about a topic Learning is guided by
through readings, essential or driving
worksheets, direct teacher questions.
instruction
Student inquire to uncover
Create a project that or discover the information
demonstrates the learning needed to answer a
that has occurred through question, solve a problem/
the unit. mystery, or invent/create
something new.
19. STICKINESS ENERGIZER
List as many instructional
strategies as you can from
yesterday’s session. Try to be
specific. Which one (s) will
you use with your students?
21. CLASSROOM ENVIRONMENTS
TRADITIONAL PBL
TEACHER GENERATED STUDENT GENERATED NORMS
RULES
FLEXIBLE
TABLES/GROUPS/WORK
ROWS STATIONS
PROFESIONAL POSTERS READ THE WALLS/STUDENT
WORK
TEACHER DESK FRONT/ SHARED MATERIALS
CENTER
AGENDA/NEXT STEP OPTIONS
PLAN FOR THE MONTH ON BOARD
UP
HARD TO TELL WHERE THE
INDIVIDUAL TEACHER DESK IS
MATERIALS
BUZZ OF PURPOSEFUL
ACTIVITY
QUIET
23. MONITORING STUDENTS
CHECKPOINTS: LET STUDENTS BACKWARD DESIGN
THEIR OWN DEADLINES
WHAT ARE YOU WORKING ON? HOW’S IT GOING?
WHAT ARE YOU PLANNING TO DO NEXT?
HOW’S THE GROUP DOING? REGULAR GROUP
EVALS/REFLECTIONS.
WHAT DID YOU FINISH YESTERDAY? WHAT WAS
EASY FOR YOU? WHAT WAS CHALLENGING?
RUBRICS/SELF-ASSESSMENTS/PEER REVIEW
ASSIGNMENT SHEETS/NOTEBOOK CHECKS
24. DIFFERENTIATING
CHOICE AND VOICE
PASSION BASED LEARNING
STRENGTHS BASED TEACHING
OPEN ENDED TASKS
TEACH TO DIFFERENT MODALITIES
KEY CONCEPTS: SIMPLIFY WITH GRAPHIC
ORGANIZERS
EXPLICITLY TEACH HOW TO TAKE NOTES IN
VISUAL FORMATS
28. ASSESSMENT
“When the cook tastes the soup, that’s
formative assessment. When the customer
tastes the soup, that’s summative
assessment.”
Paul Black
29. ASSESSMENT
FORMATIVE SUMMATIVE
During the unit End of the unit
Gather feedback to Compare it against
guide improvements in standard or benchmark.
teaching and learning
High Stakes
Low stakes
Assessment OF
Assessment FOR learning
learning
31. A rubric is an explicit set of criteria used for assessing a particular type of
work or performance. We use them:
To produce assessments that are far more descriptive than a single,
holistic grade or judgment can be.
To let students know in advance what criteria will apply to assessing
their work
To provide a richer description of the reasons for assigning a
numerical score to a piece of work.
To enable multiple judges to apply the same criteria to assessing
work.
To enable authors to elicit formative feedback (e.g., peer critique)
for drafts of their work.
To help authors understand more clearly and completely what
evaluators had to say about their work.
To enable comparison of works across settings.
Nearly Everyone has a physical bruise or scar .Some of us have many of them. Choose one and share the story of how you received the bruise or scar. What were you doing? Who were you with? Where were you? What happened right before you got the bruise? What happened after? How did you feel? Include as much detail as possible in one minute. Then switch with your partner and listen carefully! (Importance of listening here) – now find another pair and share your partner’s story with the other pair. Youngest to oldest here. Pick one from the group to share with everyone else. LISTEN. What did you learn about the people you shared story with? What did you learn about yourself? Why did we do this? What could the bruises and scars represent in our personal lives? Professional lives? Connect to story, sharing, relevance, personalization. RELATIONSHIPS, RIGOR, RELEVANCE, RESULTS
IT’S NO LONGER READING, WRITING, RITHMATEC Accuracy, thoroughness, strict deadline, best work, end in mind, focused steps, structure, process, clear, consistency, internalize, continuous and repetitive, head - analyze, synthesize and express “results”, heart - compassion/empathy, hands-sweat equity, vocabulary in content, process, context (so what? who cares?), relevance. New Formula: Rigor, Relevance, Relationship, Result. Relationships KEY – if you don’t have them, nothing else works. Relevance is next! Then Rigor and Results - Explain that I will model active learning strategies that can promote rigor, relevance, relationships and results throughout
FOR DESIGNING INSTRUCTION – when we design – we start with what – outcomes & essential questions, then we look at how will we know – evidence/assessment, then we design instruction – how we will learn.
which of these questions matter most to your right now? Rank in order of most importance. List 1-6 on left side and then rank them 1-6.
EXPLAIN LEARNING CHUNKS – REFORMULATE PLAN FOR THE DAY IF NEEDED
Now write a second paragraph from the student perspective.....what do the students think they are doing? How does it connect for them? How are they keeping track of it all? What questions will they be able to answer at the end of the project? Read a partner’s How close are your descriptions – discuss in pairs
Now reread your description and underline “What they will learn”, circle “How they will learn” and star “How we will know” Exchange with a different partner, read and discuss what you are discovering How is alignment? IF TIME AND INTEREST: One way to make this richer with students and to ensure alignment is to use essential questions to frame the work – ALLOWS YOU TO FRAME ACROSS SUBJECT AREAS/DISCIPLINES AND TO ALL WORK TOGETHER BUT THROUGH THE LENS OF YOUR SUBJECT.
We start with what? Handout: Read and reflect: Review the EQ handout and highlight what strikes you the most, underline what confuses you and circle what you want to discuss more. Active Learning Strategy Write a few essential questions for the overall Hula Drama / Think Pair Share Active Learning Strategy/ NARROW TO 3-5 NOW WRITE FOR your own subject with this project 7 VET WITH A PARTNER OPTIONAL IF TIME: How do they match up with our school outcome? Handout DRAFT PORTRAIT SHEET and have them consider EQ’s, STRATEGIES and the evidence...... FILL IN WHAT YOU CAN FROM YOUR SUBJECT
Share with a partner Share in the group What characteristics were present in your significant learnings? Let’s record them. What does that mean when we talk about Quality instruction versus learning… What is quality instruction? What about quality learning?
Need both – need quality instruction bullets and the learning bullets -
WHAT STRIKES YOU? WHAT SURPRISES YOU? WHAT RESONATES?
HANDOUT SHOWING DIFFERENCE BETWEEN THE TWO – PURPLE SECOND PAGE – read through it….
CHECKLIST FOR HULA DRAMA – YELLOW FIRST PAGE
Go through each section -
EXIT PASS ONE THING YOU LEARNED ABOUT SOMEONE ELSE TODAY ONE THING THAT SURPRISED YOU TODAY ONE THING THAT YOU WANT TO LEARN MORE ABOUT ONE THING YOU WISH WE COULD DISCUSS TOMORROW: PUT IN THE PARKING LOT ON A STICKY NOTE ONE BURNING QUESTION YOU HAVE: PUT IN THE PARKING LOT ON A STICKY NOTE
Go over plan for the day – Morning Classroom environments that promote stickiness, Norms Break Monitoring, Differentiating and Active Learning Strategy Jigsaw Planning Calendars Lunch Assessment/Rubrics
ORGANIZING THE LEARNING – HOW Transition with optimizing stickiness – not to overlook the classroom as the third teacher – Brainstorm – 2 column – What’s in, What’s not in a project based classroom? Quick write: From a students perspective, what does an inviting learning environment look like. - Create a web, draw it out, whatever -
Do the slide Reflect on your classroom environment. What are two changes you can make immediately to make it more student centered.
ORGANIZING THE LEARNING IN addition to the classroom environment being organized well and having the learning planned out well, what are the NORMS for students – what are their agreements? Simple ones that we use for faculty meetings and for students.
ORGANIZING THE LEARNING- HOW How do you keep them on track? How do you make it easy for them to follow the norms?
ORGANIZING THE LEARNING – HOW MAKE SURE EVERY TASK GIVES STUDENTS SOME CHOICE AND THAT THEY HAVE THE CHANCE TO INTEGRATE THEIR VOICE – WHAT ARE THEY PASSIONATE ABOUT? INTERESTED IN? STRENGTHS – WHAT ARE THEIR STRENGTHS? HOW ARE YOU WEAVING THAT IN? OPEN ENDED – WRITE A POEM, SONG OR PLAY THAT A SOLDIER IN THE TRENCHES MIGHT HAVE WRITTEN BASED ON THEIR EXPERIENCE. TEACH TO DIFFERENT MODALITIES – PHYSICAL, VISUAL,LINEAR, MUSICAL, QUIET, NOISY, INTROVERTS, EXTROVERTS, ALL THAT MATTERS WHY MAKE IT A MYSTERY – GET THE KEY CONCEPTS OUT THERE TO THEM IN EASY FORMATS AND THEN SPEND THE TIME GOING DEEPER
ORGANIZING THE LEARNING: HOW Active Learning Strategies also help with this JIGSAW READ AND PRESENT: DIVIDE THEM UP how you would use the ones you read about IN YOUR CLASS?
ORGANIZING THE LEARNING Monitoring ourselves – map analogy – you can take side roads and you can be colorful but you need a destination and to commit to it- how and when do you do it? Show sample project calendars – give them time to work on theirs.
HOW WILL WE KNOW? READ AND RESPOND – SHARE A TIME WHEN YOU WERE JUDGED THIS WAY.
Look at samples, Share Rubistar web-site, create one for one product of the Hula Drama