Shifting Responsibility: SRL and Peer Feedback in a Blended Learning Environmentwall530
Discover how to leverage self-regulated learning, peer feedback, and online components to create an engaging, differentiated, blended learning environment.
Shifting Responsibility: SRL and Peer Feedback in a Blended Learning Environmentwall530
Discover how to leverage self-regulated learning, peer feedback, and online components to create an engaging, differentiated, blended learning environment.
Outstanding Books Challenge (OBC) Program Evaluation Presentation, April 29, ...Lauren Zucker
This presentation summarizes initial findings from Lauren Goldberg's program evaluation of a voluntary high school reading program, Outstanding Books Challenge (OBC), a program created by Julie Goldberg at Northern Highlands Regional High School in Allendale, NJ.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
This presentation is about a case study students which can be conducted by teachers to understand the inappropriate or unusual behaviour of students in classrooms.
This presentation gives a stepwise approach to handle difficult students.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Outstanding Books Challenge (OBC) Program Evaluation Presentation, April 29, ...Lauren Zucker
This presentation summarizes initial findings from Lauren Goldberg's program evaluation of a voluntary high school reading program, Outstanding Books Challenge (OBC), a program created by Julie Goldberg at Northern Highlands Regional High School in Allendale, NJ.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
This presentation is about a case study students which can be conducted by teachers to understand the inappropriate or unusual behaviour of students in classrooms.
This presentation gives a stepwise approach to handle difficult students.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
This past school year I decided to use Data Notebooks to assist students in focusing on and making academic achievement. It was a huge success with my students and they achieved far more than I expected them to. This PowerPoint gives basic information about Data Notebooks and how to use them in your classroom.
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. Toni Lopez – Principal
Darby Hickman – Assistant Principal
Glen Russell – 7th Grade Reading Teacher
Carol Waters – 8th Grade Science Teacher
3. 2
All About Thompson
• One of ten intermediate schools in the
Pasadena Independent School District
• Pasadena, Texas, predominately
Hispanic community on the Southeast
side of Houston
• Thompson’s demographics are
different than the majority of schools in
the district
5. 4
2014 Demographics
• 66% Economically
Disadvantaged
• 11 Languages spoken
according to our Home
Language Survey
All About Thompson
6. 5
Culture
• Students have a sense of belonging
• High academic expectations
• Approximately 30% of our students take Pre-AP
courses
• Teachers work as a family
• Strong parent and community involvement
All About Thompson
7. All About Thompson
Facilitate
Instruction and
Monitor with
Formative
Assessments
Administer
Common
Assessments
Across Teams
Analyze Data
from Common
Assessments and
Plan for Re-
teaching and
Enrichment
Develop
Assessments for
Targeted Student
Expectations and
Collaborate to
Plan Instruction
Beginning of a Unit End of a Unit
6
9. 8
What We Do Differently
Rotating Block Schedule
• 6 period school day
• Core subject areas meet everyday
• Electives with the exception of fine arts
meet every other day
• Some electives are semester only
• 8th graders are offered high school credit
courses
10. 9
What We Do Differently
Bell Schedule
Tutoring 7:45 – 8:05
1st period 8:10 – 9:14
2nd period 9:18 – 10:20
3rd period 10:24 – 11:26
4th period 11:30 – 1:14
5th period 1:18 – 2:22
6th period 2:26 – 3:30
11. 10
What We Do Differently
Thompson Sample Schedule
7th Grade Student
Red Day
1st – Reading
2nd – Science
3rd – Writing
4th – Math
5th – Band
6th - Athletics
White Day
1st – Reading
2nd – Science
3rd – Writing
4th – Math
5th – Band
6th – Texas History
12. 11
What We Do Differently
Thompson Sample Schedule
8th Grade Student
Red Day
1st – Science
2nd – U.S. History
3rd – ELAR
4th – Band
5th – Health
6th - Math
White Day
1st – Science
2nd – U.S. History
3rd – ELAR
4th – Band
5th – Math
6th - Athletics
14. 13
What We Do Differently
Den Time
• Personalized intervention and
enrichment time during the school day
• Meets 3 days a week for 24 minutes
15. 14
What We Do Differently
Den Time
• Groups are fluid and flexible
• Teachers have choice in student
selection; draft system
• Core tested groups may change
at anytime
• Core non-tested and electives
may change students every 6
weeks
17. 16
What We Do Differently
Den Time
• Student to teacher ratio is based on
campus data
• Core tested subjects10-12
• Core non-tested subjects 15-20
• Electives minimum of 25 but most
have more
18. 17
What We Do Differently
Den Time
• Student selection process
• Each department used a
selection criteria that met the
needs of their subject area
• Some departments chose both
intervention and enrichment
groups
19. 18
What We Do Differently
Den Time
Lesson Design
• Core Subjects
• Data driven for both intervention
or enrichment
• Use a different delivery method –
hands on, games, technology
20. 19
What We Do Differently
Den Time
Lesson Design
• Electives
• Enrichment based on non-state
assessment data
23. 22
What We Do Differently
One to One
• District funded student devices
• 2013- netbooks
• 2014- tablets
• Teachers received 1 to 1 staff
development the year prior to role out
24. 23
What We Do Differently
One to One
• Teacher and classroom support
provided by campus Tech Liaison
• Tech support provided by outside
sourced technician
25. 24
What We Do Differently
One to One – Successes
• Teachers beginning to use more of a
blended and personalized learning
approach
• Students have access to online
curriculum in all areas including
electives and fine arts
• Parents appreciate being able to
access online lessons/tutorials
26. 25
What We Do Differently
One to One – Successes
• Students are able to communicate with
teacher while completing homework
• Enables campus wide lessons for
example – college week, drug
awareness, internet safety
27. 26
What We Do Differently
One to One – Successes
• Teachers moving toward students
using technology to demonstrate their
learning
• Immediate feedback on quizzes and
tests
28. 27
What We Do Differently
One to One – Work in Progress
• Student online responsibility
• Student care of device
• Teachers assumed students were
proficient in basic computer skills
Up front additional computer
literacy support is needed
Continued support
throughout the year
30. 29
What We Do Differently
Rites of Passage
• Rites of Passage is a very special
event for 8th grade students, parents
and teachers
31. 30
What We Do Differently
Rites of Passage
• During a 15 minute presentation each
student must:
Demonstrate mastery of exit
outcomes
Provide a visual aid with their
speech
Present their portfolio of work
samples
32. 31
What We Do Differently
Rites of Passage
• 7 Exit Outcomes
• Effective Communicator
• Quality Producer
• Societal Contributor
• Self Directed Learner
• Multi-Faceted Thinker
• Collaborative Worker
• 21st Century Learner
33. 32
What We Do Differently
Rites of Passage
• Students use this time to showcase
their accomplishments as well as their
gratitude to their parents and teachers
• It is a very moving experience for
students, parents, and teachers
34. 33
What We Do Differently
Rites of Passage
• Each teacher signs up to grade
presentations using an uniform rubric
• A committee of teachers works all year
to develop the rubric and expectations
for students and teachers
