Leap symposium
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The document summarizes a class called "Focus on Success" that teaches 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class meets during a 35-minute advisory period each day except Thursday. It uses tools like binder checks and grade reports to encourage organization and accountability. The goal is to promote a college-going culture and close achievement gaps by directly teaching skills needed for academic success.
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The document summarizes a proposed class called "Focus On Success" that would teach 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class would be offered during a 35-minute advisory period each day except Thursdays. Each week would focus on a different time management or study tool. Students would complete grade checks and binder checks. The goal is to promote a college-going culture and close the achievement gap by directly teaching skills needed for academic success.
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This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
Classroom Programs Abbreviated Training
This document provides an agenda and overview for a teacher training session for LCNV's Spring 2010 classroom programs. It covers administrative components, curriculum, lesson planning, assessments, and using the All-Star textbook. Teachers learn about class positions, paperwork, holidays, weather closures, and first week lessons. The spring curriculum focuses on finance, workplace, and lifelong learning topics. Effective lesson planning incorporates warm-ups, presentations, practice activities, application, evaluation, and homework assignments.
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The student teacher taught a health lesson on nutrition labels to 7th grade students. Some aspects that went well included having well-aligned learning activities, an organized learning environment that facilitated collaboration, and engaging application activities. Areas for improvement were incorporating small group instruction based on readiness levels and adding structured roles to support group work. The student teacher's next steps are to give more targeted pre-assessments and involve students more in assessing their own work using rubrics.
Eece 311 syllabus queens college fall 2012 children in cultural context ii le...
This course examines major learning theories and effective instructional principles. It explores classroom structures, management, intelligence, learning styles, assessment, and the impact of culture and class. Students complete field observations and teaching experiences to reflect on working with children. The course objectives are for students to understand how to teach purposefully using learning theory, be reflective learners aware of biases, apply understanding of diversity to teaching, articulate differences in learning patterns, demonstrate principles of motivation and communication, and foster positive relationships. The course is aligned with the education unit's core values of equity, excellence, and ethics in urban education.
ASSESSING THE CURRICULUM.pptx
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
Blake.Efc Presentation2010.Ms Career Exploration
The document discusses middle school career exploration programs. It recommends making career exploration hands-on, relevant, and engaging for students. Research shows linking schoolwork to future careers increases student effort. The document outlines program goals of expanding career and education options knowledge. It recommends career exploration begin in middle school to inform course planning and prevent early limiting of options.
-CVaughn EPort Exit
This document contains a candidate's exit portfolio from the Education Professional Program at the University of South Carolina Upstate. The portfolio includes reflections on planning, which is divided into three parts: long-range planning, short-term lesson planning, and assessments. It describes artifacts created by the candidate, including an integrated academic unit on the US presidential election and a math lesson. It also references work on a teacher work sample for a kindergarten animal unit integrating science and literacy standards. The portfolio demonstrates the candidate's understanding of developing comprehensive plans incorporating goals, lessons, and assessments to support student learning.
Level 5 Evidence Bundles Guide
This document provides guidance to student teachers on assessing pupil progress during their teaching placements. It outlines expectations for gathering assessment evidence and completing Evidence Bundles to demonstrate the student's impact on pupil learning and progress. Key points include:
- Student teachers are no longer expected to complete weekly reflections or focus on individual pupils, but should assess whole class progress through Evidence Bundles.
- Evidence Bundles should track pupil progress and attainment over time in subjects like maths and science. Comparisons can be made between different pupil groups.
- A variety of evidence can be included in bundles, like lesson plans, assessments, pupil work and self/peer assessments. Progress should be discussed in relation to the Teachers' Standards.
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Wormeli differentiated instruction_may_2009_color_version
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
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