This document provides information about assessment and the Common Core State Standards. It discusses aligning assessment types to the standards, connecting formative assessment strategies to the standards, and developing student self-assessment strategies. Various assessment strategies and tools are presented, including rubrics, checklists, projects, and self-reflection. The importance of designing assessments based on clear learning targets is also emphasized.
This document provides an overview of formative and summative assessment. Formative assessment is used for learning and involves frequent feedback to improve student understanding. Summative assessment evaluates learning and is used to assign grades. The document discusses strategies for formative assessment including quizzes, self-assessment, and aligning instruction and assessment. It emphasizes using both forms of assessment to improve student learning.
Learn more about implementing the Common Core standards with the Learning 360 Framework, a system designed to help teachers focus their students' learning.
Watch the recording of this webinar and find information on other past and upcoming webinars at: http://www.schoolimprovement.com/pd360-free-pd/webinars/
This e-learning module provides an overview of the steps for writing effective annual goals, including expected outcomes, present levels, educational needs, annual goals, services, progress monitoring, and evaluation of effectiveness. Users can access details and examples for each step through different tabs. A brief quiz is also available to test knowledge of the effective goal writing process.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
This document provides information about several professional development workshops on project-based learning (PBL) offered by the Educational Service Center of Central Ohio. The workshops include:
1. PBL 101, which provides an introduction to designing standards-based PBL projects and receiving feedback on a project.
2. PBL 201 for those who have taken PBL 101, to discuss experiences implementing PBL and improving the quality of projects.
3. PBL instructional coaching for sustained support developing PBL skills beyond the workshops.
4. Mini-PBL workshops for school leaders to support PBL implementation in their schools. Dates, locations, costs, and registration information are provided for each workshop.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
This document provides an overview of formative and summative assessment. Formative assessment is used for learning and involves frequent feedback to improve student understanding. Summative assessment evaluates learning and is used to assign grades. The document discusses strategies for formative assessment including quizzes, self-assessment, and aligning instruction and assessment. It emphasizes using both forms of assessment to improve student learning.
Learn more about implementing the Common Core standards with the Learning 360 Framework, a system designed to help teachers focus their students' learning.
Watch the recording of this webinar and find information on other past and upcoming webinars at: http://www.schoolimprovement.com/pd360-free-pd/webinars/
This e-learning module provides an overview of the steps for writing effective annual goals, including expected outcomes, present levels, educational needs, annual goals, services, progress monitoring, and evaluation of effectiveness. Users can access details and examples for each step through different tabs. A brief quiz is also available to test knowledge of the effective goal writing process.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
This document provides information about several professional development workshops on project-based learning (PBL) offered by the Educational Service Center of Central Ohio. The workshops include:
1. PBL 101, which provides an introduction to designing standards-based PBL projects and receiving feedback on a project.
2. PBL 201 for those who have taken PBL 101, to discuss experiences implementing PBL and improving the quality of projects.
3. PBL instructional coaching for sustained support developing PBL skills beyond the workshops.
4. Mini-PBL workshops for school leaders to support PBL implementation in their schools. Dates, locations, costs, and registration information are provided for each workshop.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
Beyond written comments - using video feedback to improve students' writing -...LearningandTeaching
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
This document discusses adding distance education programs to adult basic education and English as a second language programs. It provides an overview of the history and growth of distance learning in ABE/ESL in the U.S. Common distance delivery models include pure distance education, blended/supplemental, and partnerships between programs. Common curricula used include GED Online and SkillsTutor for ABE and Crossroads Cafe and English for All for ESL. The document also outlines best practices for implementing a distance program, including intake processes, teacher roles, and increasing enrollment over time. Ohio is presented as an example of a statewide distance program that has grown enrollment while maintaining student outcomes comparable to classroom programs.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
STSS: Improving Your Interviewing Skillsteachmemphis
The document provides guidance for teachers interviewing with MCS Principals. It outlines preparing for different types of interviews, including job fairs, standard interviews, and demonstration lessons. Interviewees are advised to research the school, bring relevant materials, dress professionally, and have evidence-based answers prepared. Sample interview questions are provided, and principals are said to look for candidates with a strong fit for the school culture, relevant skills, and evidence of past success and achievement.
The document discusses how schools can implement digital learning for all students using existing resources. It argues that the future of learning and work is digital, and limited access to digital resources limits students' mastery. Every printed page is a waste when digital alternatives exist. The document proposes that schools can achieve digital learning for all through BYOD programs, open source software, and digital materials. This approach reduces costs while increasing student engagement over traditional print and software models. Schools should focus on equitably providing digital access to all students. The document outlines goals and considerations for teaching and learning, leadership, and resources to guide schools in transitioning to digital learning models.
This document outlines techniques for engaging participants in virtual facilitation. It discusses using tools like chat, polling, streaming video, annotation, emoticons and status icons, short instructional videos, and a host/producer role. The goal is to implement techniques that engage participants every 3 minutes, adopt an interactive mindset over a lecture style, and create a compelling visual experience to keep learners engaged.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
ITpreneurs is a global company that provides IT training and certification. They develop courses on topics like ITIL, PRINCE2, and information security. Their goal is to empower learners to be effective IT professionals through innovative training content and delivery methods. They apply instructional design best practices and work with subject matter experts to create high-quality courses. ITpreneurs also offers services like custom training, exam preparation, and a learning management system to support organizations and learners.
Presentation on using new technology to change teachingchurley
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more work is needed in 2012 to expand these initiatives and increase student participation.
Learning by Doing: The Common Denominator for Success with FractionsETA hand2mind
Teaching fractions is tough. Ensuring student comprehension is even tougher. Set up your students and yourself for fractions success with our comprehensive solution of proven hands-on instructional tools for teachers.
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.
Ca executive leadership forum (0101112)Bryan Reece
This document summarizes Cerritos College's efforts to improve developmental education outcomes through the use of technology. It describes how the college implemented programs like iFalcon to teach soft skills, expanded tutoring services at the Success Center, and used the MyFoundationsLab platform for assessment preparation and basic skills math courses. Data shows improvements in student success, retention, and completion rates college-wide and across demographic groups from 2009-2012 following these initiatives.
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
2012 course review training (modified)Torria Davis
This document provides training for reviewers of courses submitted to the Blackboard Exemplary Course Program (ECP). It outlines the submission timeline, overview of the ECP rubric criteria in course design, interaction/collaboration, assessment, and learner support. It provides examples of constructive feedback and emphasizes the importance of completeness, validation, and constructive feedback in reviews. The goal is to help reviewers effectively evaluate courses and provide feedback to improve online instruction.
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.
This document provides an overview of chapter 1 of a textbook on general problem solving concepts. It discusses problem solving in everyday life, types of problems, problem solving with computers, and difficulties with problem solving. The objectives are to describe heuristic and algorithmic solutions, list problem solving steps for algorithmic solutions, and use the steps to solve problems.
NTLT 2012 Peter Coolbear Keynote Presentation to ConferenceNTLT Conference
The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
eVAL is an electronic application to support the work of the new teacher and principal evaluation systems. This presentation describes what eVAL is and how teachers and principals can use it to support their growth and manage evaluation processes.
Beyond written comments - using video feedback to improve students' writing -...LearningandTeaching
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
This document discusses adding distance education programs to adult basic education and English as a second language programs. It provides an overview of the history and growth of distance learning in ABE/ESL in the U.S. Common distance delivery models include pure distance education, blended/supplemental, and partnerships between programs. Common curricula used include GED Online and SkillsTutor for ABE and Crossroads Cafe and English for All for ESL. The document also outlines best practices for implementing a distance program, including intake processes, teacher roles, and increasing enrollment over time. Ohio is presented as an example of a statewide distance program that has grown enrollment while maintaining student outcomes comparable to classroom programs.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
STSS: Improving Your Interviewing Skillsteachmemphis
The document provides guidance for teachers interviewing with MCS Principals. It outlines preparing for different types of interviews, including job fairs, standard interviews, and demonstration lessons. Interviewees are advised to research the school, bring relevant materials, dress professionally, and have evidence-based answers prepared. Sample interview questions are provided, and principals are said to look for candidates with a strong fit for the school culture, relevant skills, and evidence of past success and achievement.
The document discusses how schools can implement digital learning for all students using existing resources. It argues that the future of learning and work is digital, and limited access to digital resources limits students' mastery. Every printed page is a waste when digital alternatives exist. The document proposes that schools can achieve digital learning for all through BYOD programs, open source software, and digital materials. This approach reduces costs while increasing student engagement over traditional print and software models. Schools should focus on equitably providing digital access to all students. The document outlines goals and considerations for teaching and learning, leadership, and resources to guide schools in transitioning to digital learning models.
This document outlines techniques for engaging participants in virtual facilitation. It discusses using tools like chat, polling, streaming video, annotation, emoticons and status icons, short instructional videos, and a host/producer role. The goal is to implement techniques that engage participants every 3 minutes, adopt an interactive mindset over a lecture style, and create a compelling visual experience to keep learners engaged.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
ITpreneurs is a global company that provides IT training and certification. They develop courses on topics like ITIL, PRINCE2, and information security. Their goal is to empower learners to be effective IT professionals through innovative training content and delivery methods. They apply instructional design best practices and work with subject matter experts to create high-quality courses. ITpreneurs also offers services like custom training, exam preparation, and a learning management system to support organizations and learners.
Presentation on using new technology to change teachingchurley
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more work is needed in 2012 to expand these initiatives and increase student participation.
Learning by Doing: The Common Denominator for Success with FractionsETA hand2mind
Teaching fractions is tough. Ensuring student comprehension is even tougher. Set up your students and yourself for fractions success with our comprehensive solution of proven hands-on instructional tools for teachers.
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.
Ca executive leadership forum (0101112)Bryan Reece
This document summarizes Cerritos College's efforts to improve developmental education outcomes through the use of technology. It describes how the college implemented programs like iFalcon to teach soft skills, expanded tutoring services at the Success Center, and used the MyFoundationsLab platform for assessment preparation and basic skills math courses. Data shows improvements in student success, retention, and completion rates college-wide and across demographic groups from 2009-2012 following these initiatives.
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
2012 course review training (modified)Torria Davis
This document provides training for reviewers of courses submitted to the Blackboard Exemplary Course Program (ECP). It outlines the submission timeline, overview of the ECP rubric criteria in course design, interaction/collaboration, assessment, and learner support. It provides examples of constructive feedback and emphasizes the importance of completeness, validation, and constructive feedback in reviews. The goal is to help reviewers effectively evaluate courses and provide feedback to improve online instruction.
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.
This document provides an overview of chapter 1 of a textbook on general problem solving concepts. It discusses problem solving in everyday life, types of problems, problem solving with computers, and difficulties with problem solving. The objectives are to describe heuristic and algorithmic solutions, list problem solving steps for algorithmic solutions, and use the steps to solve problems.
NTLT 2012 Peter Coolbear Keynote Presentation to ConferenceNTLT Conference
The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
eVAL is an electronic application to support the work of the new teacher and principal evaluation systems. This presentation describes what eVAL is and how teachers and principals can use it to support their growth and manage evaluation processes.
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
Home Base-Overview for Distribution with Screenshots- 011513dgoodman_1958
Home Base is a new technology platform that combines the Student Information System (SIS) and Instructional Improvement System (IIS) to provide tools for teachers, students, and parents. It aims to improve teacher effectiveness with resources aligned to curriculum standards and to ensure daily parent access to grades. Home Base goes live for the 2013-14 school year and includes components for student data, curriculum, instruction, and educator evaluation. Users can access the system via a website and get support by emailing questions.
Teaching as Inquiry at EGGS Ulearn 12 presentationClaire Amos
This document discusses Epsom Girls Grammar School's journey with ICT professional development and creating e-learning action plans. It provides information on:
1. The school's overarching goals for 2011-2012 which were to improve student engagement and learning relationships through ICT integration.
2. The process used which involved teachers developing e-learning action plans focused on student outcomes and effective pedagogy using a teaching inquiry cycle approach.
3. Suggestions for how teachers can create their own e-learning action plans by determining focus areas based on school, department and personal goals.
This document discusses quality in e-learning environments. It begins by defining distance education and noting its accelerated expansion and increased use of online, cohort-based models. The document then discusses why quality is important, given that growth may be slowing and students care about outcomes. It reviews arguments that e-learning is of the same quality as traditional learning and that no significant differences exist. However, it notes that quality can be subjective. The document proposes ways to measure quality, such as using best practices like clear communication and encouraging interaction. It provides resources for ensuring quality, such as benchmarks from the National Education Association. It concludes by posing emerging questions about how to define and ensure quality in e-learning.
Teaching as Inquiry for Moodle KnowledgeNet PresentationClaire Amos
The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
Instructional Design for Competence-based LearningTang Buay Choo
The document summarizes an instructional design presentation on competence-based learning. It begins with an overview of instructional design and the ADDIE model of analysis, design, development, implementation and evaluation. It then discusses the nature of competence and its implications for instructional design, focusing on situating, sequencing, scaffolding and supporting learning through authentic and integrated acquisition of competence. The document provides examples of instructional design models and discusses applying cognitive load theory and assessment for learning to scaffold support for learners.
The document provides guidance for schools implementing a program called "Powering Up Students" that provides students with devices. It outlines establishing goals, determining logistics, communicating expectations, and providing support. The timeline shows the process from accepting applications in spring 2012 to weekly meetings and professional development opportunities running from November 2012 to June 2013. Key steps include surveying staff and students, creating an action plan, determining appropriate co-teaching and co-planning models, establishing procedures for device use, and preparing students with clear expectations. Ongoing support involves weekly meetings, professional development, and planning and sharing sessions between teachers.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
The document discusses best practices for leading collaborative virtual teams. It provides an overview of a webinar on the topic presented by Cynthia Clay, an expert in virtual learning. The webinar objectives are to design a game plan around eight practices for leading virtual teams, bring attention and recognition to virtual team members, and build accountability among team members.
This document discusses strategies for stretch learning aligned to Common Core standards. It describes six conditions for stretch learning and 20 indicators of success for students and teachers. For students, indicators include being curious, encountering dilemmas, collaborating, and making real-world connections. For teachers, indicators include drawing students in through interests, providing rigorous and collaborative learning, presenting open-ended situations, and rewarding thinking over memorization. The document provides templates to help plan professional development and design stretch learning units.
Similar to Mastery of Common Core Assessments (20)
The School Improvement Formula : Four simple steps for spurring educator growth.
From improved student achievement to lowered dropout rates to fewer discipline issues, districts across the US are using the School Improvement Formula to improve almost everything in their schools.
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
Learn how this school district in a small farming community has used the resources and tools available in the Educator Effectiveness System to improve the experience for their teachers and students.
“Our district is the poorest in the state and that is a key block to teacher development but the Educator Effectiveness System is cost-effective and supplies everything we need.”
Dr. Glenn A. Fortmayer, Ph.D.
Superintendent of Schools, Southeast USD 247, Kansas
Educators play an important role in recognizing and reporting child abuse and neglect. But they also play a vital role in working to prevent maltreatment from ever occurring at all. Because of their unique leadership position in the community, educators can be the link to making meaningful connections with children, their families and the community.
This webinar will take a look at National Child Abuse Month and how educators can make a difference in the prevention of child abuse and neglect.
View the recording at: http://www.schoolimprovement.com/resources/webinars/child-abuse-prevention-month-webinar/
Learn more online at http://www.schoolimprovement.com/child-abuse-neglect-prevention-month/
Our first case study in Artesia, New Mexico was done in 2008. This case study updates their PD 360 use, plus the addition of Common Core 360 and Observation 360, components of the Educator Effectiveness System. Read about how their continued use has improved differentiated instruction and created effective questioning.
“When I am asked about PD 360, Common Core 360, and Observation 360, I only say ‘Let me show you the data.’ The Educator Effectiveness System speaks for itself and the word is getting around.”
Rick Stewart
Assistant Superintendent of Federal Programs,
Artesia Public Schools, New Mexico
A rural school district in West Virginia improved instructional strategies and differentiated teaching by implementing the Learning 360 Framework along with other programs from School Improvement Network. The Title I Director saw positive results from teachers who felt supported rather than overwhelmed. Test scores increased substantially at two Title I schools over several years after adopting these programs. The Director concluded that the framework provided sustainable progress by supporting best practices and the Common Core standards.
A survey of over 2,000 educators found:
- 96% believed they were effective educators, though some noted areas for improvement.
- 89% believed their colleagues were effective.
- 52% believed the public education system is failing.
- Only 11% believed parents are doing enough to help their children succeed in school.
In October 2012, School Improvement Network surveyed educators nationwide about the impact of class size on educator effectiveness and student achievement. 5,115 educators responded, and 65% said their class sizes have grown over the last three years. Educators also shared their opinions on the ideal class size, and how class sizes impact students and their teachers.
Read more about this survey here: http://www.schoolimprovement.com/voices-of-education/class-size-and-student-achievement-results/
In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions.
Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/
In October 2012, School Improvement Network surveyed educators from across the nation to find out the use and effects of technology in classrooms. 6,929 educators from all 50 states shared how technology is being used in their classroom and how it’s affecting students. Among the findings, 48% of educators say they allow students to bring and use technology devices in their classroom, and 80% of educators believe technology in the classroom increases student performance. One in 3 educators email students as part of their learning platform, and of those, 75% say it affects their homework return rate.
Educator Pay Survey
In January 2013, School Improvement Network conducted a national survey of educators to find out educator perceptions about pay, work hours, and opportunities for increased educational opportunities and salary increases. 5,068 educators responded from 46 states. On average, educators reported working an average of 12 hours a day, with 70% feeling they were fairly compensated for their work. 81% of educators said they have pursued additional training or certification to increase salary. Only 23% of educators state that they would alter their teaching methods if a bonus were given for improved student performance.
The survey found that most parents support the Common Core State Standards despite some misconceptions about their origin and role. 62% of parents surveyed support the Standards while 22% oppose them. Parents who support the Standards believe it ensures all children learn from a unified curriculum and facilitates better education, while those who oppose think it does not address different student needs and rates of learning. Many parents incorrectly believe the federal government created the Standards rather than state governments and experts. The survey revealed shared misconceptions among parents with differing views, including beliefs that the Standards mandate specific lessons rather than curriculum and that student data like health records will be collected, rather than just performance data.
This webinar agenda covers assessment for learning. It includes discussing the speaker's elevator pitch on using rich tasks to make school more relevant and engaging. An assessment planning framework is presented which outlines key questions about desired learning results, assessment purposes and audiences. The role of formative assessment is discussed. Standardized tests are addressed as well as key features of the LumiBook software. Different types of assessments are outlined including selected response items, constructed responses, performances and process-focused assessments. Methods of evaluation and communication of results are also covered. The need to match assessment evidence to learning goals is emphasized.
Find out how the second-largest school district in Oregon has used tools in the Educator Effectiveness System (including PD 360 and Common Core 360) to improve their schools in the following areas:
- Common Core
- Student engagement
- Equity and closing the achievement gap
- College and career readiness
Learn more about the Educator Effectiveness System here: http://www.schoolimprovement.com/educator-effectiveness-system/
We conducted a survey in March 2013 to find out how schools and districts were affected by school closures and budget shortfalls.
Learn more about this survey and find results from other surveys on our website at http://www.schoolimprovement.com/voices-of-education/school-closures-survey/
Read how the elements of the Educator Effectiveness System--PD 360, Common Core 360, and Observation 360--helped this small-town school district improve teacher effectiveness by focusing on three areas: Common Core State Standards, teacher compliance training, and classroom technology.
Learn more about the Educator Effectiveness System here: http://www.schoolimprovement.com/educator-effectiveness-system/
Watch the full recording for this webinar here:
http://www.schoolimprovement.com/resources/webinars/developing-high-growth-schools-webinar/
This webinar gives five tips for improving student achievement school- or district-wide. Dr. Bobby Moore invited three school administrators to share their methods and successes.
Find out how this small, rural school district in Montana has been able to decrease discipline problems while increasing student achievement.
PD 360 gives them the resources to provide differentiated professional development in areas like classroom management, math skills, or disciplining.
Observation 360 gives Prinicpal Mark Faroni the ability to give effective classroom observations and prescribe professional learning video segments to his teachers.
Sign up for a free trial at http://www.schoolimprovement.com/products/pd360/
Find more case studies on our website at http://www.schoolimprovement.com/research/case-studies/
How safe are our schools? We surveyed 10,661 teachers, administrators, and school staff to learn how they felt about school safety and how we can keep them secure.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.