Differentiated, Learner-Centered Professional DevelopmentSydneyHendricks2
The concepts of standards, differentiation, and learner centeredness are key to the development of teachers. Research tells us professional development can no longer be a one-size-fits-all approach. In this presentation, I demonstrate my knowledge of standards, differentiation, and learner-centered principles as I planned a standards-based, learner-centered professional development session for new teachers based on the data I collected in the needs assessment.
This is a PowerPoint presentation to illustrate the internship work I have completed addressing each of the six Council for the Accreditation of Educator Preparation (CAEP) skills
Differentiated, Learner-Centered Professional DevelopmentSydneyHendricks2
The concepts of standards, differentiation, and learner centeredness are key to the development of teachers. Research tells us professional development can no longer be a one-size-fits-all approach. In this presentation, I demonstrate my knowledge of standards, differentiation, and learner-centered principles as I planned a standards-based, learner-centered professional development session for new teachers based on the data I collected in the needs assessment.
This is a PowerPoint presentation to illustrate the internship work I have completed addressing each of the six Council for the Accreditation of Educator Preparation (CAEP) skills
This project illustrates the internship work I completed addressing each of the six Council for the Accreditation of Educator Preparation (CAEP) skills. The six CAEP skills addressed are:
1. Applications of data literacy.
2. Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies.
3. Employment of data analysis and evidence to develop supportive school environments.
4. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents.
5. Supporting appropriate applications of technology for your field of specialization
6. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to your field of specialization.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Program Outcomes Retrospective Paper- ACE Capstone ExperienceSydneyHendricks2
As someone who aspires to be a school leader in the future, completing this master’s program through American College of Education has been very impactful. I have grown in my ability to collaboratively lead and manage school personnel, facilitate a culture that supports and celebrates diverse people and perspectives, design and implement a viable curriculum and overall learning experience for students, develop partnerships with parents and community members, and use research to support all decisions regarding resources and other learning-centered topics. I began this program as only a novice teacher, but I am finishing this program as a teacher leader who is adequately prepared to accept and fulfil the role of principal. In this retrospective paper, I will highlight some of the most impactful experiences that helped improve my competency related to the eight program outcomes as identified for educational leaders.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
This project illustrates the internship work I completed addressing each of the six Council for the Accreditation of Educator Preparation (CAEP) skills. The six CAEP skills addressed are:
1. Applications of data literacy.
2. Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies.
3. Employment of data analysis and evidence to develop supportive school environments.
4. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents.
5. Supporting appropriate applications of technology for your field of specialization
6. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to your field of specialization.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Program Outcomes Retrospective Paper- ACE Capstone ExperienceSydneyHendricks2
As someone who aspires to be a school leader in the future, completing this master’s program through American College of Education has been very impactful. I have grown in my ability to collaboratively lead and manage school personnel, facilitate a culture that supports and celebrates diverse people and perspectives, design and implement a viable curriculum and overall learning experience for students, develop partnerships with parents and community members, and use research to support all decisions regarding resources and other learning-centered topics. I began this program as only a novice teacher, but I am finishing this program as a teacher leader who is adequately prepared to accept and fulfil the role of principal. In this retrospective paper, I will highlight some of the most impactful experiences that helped improve my competency related to the eight program outcomes as identified for educational leaders.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. NEW TEACHER INDUCTION PROGRAM MISSION
• To prove support that will effectively promote confidence,
optimism, and job satisfaction for beginning teachers throughout
their first year of development and their years to follow.
• Promote and provide an effective system of balance, structure,
and support for engaging, encouraging, and proactively guiding
new teacher candidates into our school system. An actively
collaborative program, which will provide opportunities for all
staff members to effectively grow in an environment that is
professional, collaborative, safe, and engaging which will
enhance the school climate with an emphasis on cultural
diversity. Doing so will increase energy and new ideas which will
create a proactive classroom environment, develop learning, and
improve the overall school atmosphere. This will provide all new
teachers and continued staff a secure, friendly, and welcoming
environment.
3. SESSION PURPOSE
• To show valued growth professionally, collaboration,
environment, and cultural climate
• Results in increased energy and engagement in classrooms,
effective student learning, and an improved school atmosphere,
culture, and climate.
• Provide support systems which is secure, friendly, and welcoming
that will promote confidence, optimism, and job satisfaction.
• Reach out to ew teacher candidates, first year teachers, and
veteran teachers; working collaboratively.
4. LEARNING OBJECTIVE(S)
• Gaining a deeper understanding within the follow areas:
• Student Motivation: Allowing students the ability to acquire a
desire to participate in the learning process.
• Needs of Diverse Learners: Providing students an opportunity
to develop awareness and knowledge of the culture, resources,
and assets, and needs of the community of which the learn/live
in.
• Classroom Management: Gaining a deeper understanding of
the process of ensuring that classroom lessons run smoothly
despite disruptive behavior; to prevent disruption.
6. ACTIVITY 1: CLASSROOM MANAGEMENT
• Purpose: This activity has 3 steps, all of which are meant to create
critical thinking, establishing a plan of action, and create peer
collaboration.
• Description: To collaboratively discuss and create a set of
classroom routines/procedures that will enable you to establish an
environment that is engaging and cooperative.
• Steps: Step 1; Recall a time in which you did not properly provide
procedures/directions for a student assignment. Discuss your
experiences amongst the group. Step 2; In your groups, on a piece
of large paper, sketch out a floor plan (displays/physical seating)
of which you believe is most conducive to for a task-
oriented/predictable environment. Step 3; Collaboratively create
a set of classroom procedures. Role-Play: practice your routines
with the other groups in the room, one at a time.
• Time of Activity: 60 minutes
7. ACTIVITY 2: STUDENT MOTIVATION
• Purpose: To build community and offer a sense/increase of
motivation, privilege, expectations, shared leadership and value.
• Description: The objective is to create a coherent story based off a
set of pictures. The pictures are randomly ordered and handed
out to each person.
• Steps: Step 1; Each person selects a random card which is face
down on a table. Step 2; The group needs two spokespersons, two
organizers, and two reflectors. Step 3; Each person begins
describing what they see on their picture. Step 4; begin placing
them in order (long process). Step 5; Start placing them on the
cardboard. Step 6; After all have been placed on the cardboard,
take it down and flip it over to reveal your final product.
• Time of Activity: 30-45 minutes
8. EVALUATION INSTRUMENT
• In both cases, I will be simply observing the engagement,
conversation, critical thinking skills, and creative thinking of each
group. I will be looking particularly close to engagement and
collaboration. In regards to selecting staff members, I want to
know that each member is devoted to positive communication
under any circumstance/situation. I also want to gain an
understanding of their ability to get involved in a task. A teacher
who is willing to throw themselves into a task is worth more than
one to is a bystander.
9. FOLLOW-UP
• I believe a great follow-up to the professional develop session
would be to inquire of new teacher feedback.
Respond to the following in a typed paper and place in my
mailbox by the end of the week. Thanks for your participation.
• What are two areas of your profession do you feel weakest
at?
• What do you believe was the objective of the two activities?
• How can you implement these two activities, or activities like
these within your classes?
10. REFERENCES
Zoom & Re-Zoom. Description of a Group Problem Solving &
Communication Exercise. Retrieved from:
wilderdom.com/games
/descriptions/Zoom.html
21 Simple Ideas to Improve Student Motivation. Teach Tough Staff.
Retrieved from: www.teachthought.com/technology/21-simple-
ideas-to-improve-student-motivatio/