Technology is NOT an essential component of UDL. This presentation (originally given in Columbus, IN in July 2012) will explore techniques to help students learn that do not require the use of technology.
These are the slides from my IATEFL 2014 conference workshop on how mobile devices are changing our students' study skills and whether these changes are effective or ineffective, with suggestions on teacher intervention.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Teacher Tech Tools in CCSS Instruction for ELl Students & 4CsMartin Cisneros
This workshop will present technology tools to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These tech tools are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance instruction across the K-12 grade span. The presenters will also address workflow solutions, to make review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking. Project G.L.A.D. instruction and strategies for English learners, while addressing the domains of the CCSS.
The presenters are district- and county office-level specialists with expertise in instructional technology and EL instruction. They work supporting teachers on a daily basis to transform instructional practice. Mr. Cisneros will focus on tools that teachers already have at their disposal, or can easily get, including teacher-tried and tested applications, extensions, and add-ons and demonstrate how they can be used to differentiate and enhance reading and writing instruction. Ms. Campos and Ms. Baroldi will present on high-leverage applications, including Padlet, Aurasma, and ThingLink.
These are the slides from my IATEFL 2014 conference workshop on how mobile devices are changing our students' study skills and whether these changes are effective or ineffective, with suggestions on teacher intervention.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Teacher Tech Tools in CCSS Instruction for ELl Students & 4CsMartin Cisneros
This workshop will present technology tools to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These tech tools are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance instruction across the K-12 grade span. The presenters will also address workflow solutions, to make review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking. Project G.L.A.D. instruction and strategies for English learners, while addressing the domains of the CCSS.
The presenters are district- and county office-level specialists with expertise in instructional technology and EL instruction. They work supporting teachers on a daily basis to transform instructional practice. Mr. Cisneros will focus on tools that teachers already have at their disposal, or can easily get, including teacher-tried and tested applications, extensions, and add-ons and demonstrate how they can be used to differentiate and enhance reading and writing instruction. Ms. Campos and Ms. Baroldi will present on high-leverage applications, including Padlet, Aurasma, and ThingLink.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
Speech to Print: Language Essentials for Teaching ReadingBrookes Publishing
Reading and writing depend on language processing. Word recognition and spelling, contrary to appearances, are primarily language skills. Reading comprehension is enabled not only by vocabulary and background knowledge but also by facility in deciphering sentence structure and recognizing cohesive devices in text. Structured Literacy instruction includes explicit teaching of all aspects of language and is the most effective approach for any student who does not process the written word easily. This recorded edWebinar presents an overview of the concepts and language content that are essential for teaching reading, spelling, and writing effectively – the content in the Speech to Print (3rd edition) book and workbook. Viewers will gain insight into what there is to learn about speech sounds, spelling, sentences, and text structures – the language essentials for teachers of literacy.
Tech Teens: Creating Classroom Community, Collaboration, and CitizenshipAlexander Davidson
Teachers often assume students are digital natives and experts in navigating the world of technology. In actuality, teachers must realize students are in serious need of direct instruction to navigate today’s technological territory. This lecture-style presentation walks you through classroom-ready lessons and models instructional, web-based tools geared towards creating classroom community, student collaboration, and digital citizenship.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
Speech to Print: Language Essentials for Teaching ReadingBrookes Publishing
Reading and writing depend on language processing. Word recognition and spelling, contrary to appearances, are primarily language skills. Reading comprehension is enabled not only by vocabulary and background knowledge but also by facility in deciphering sentence structure and recognizing cohesive devices in text. Structured Literacy instruction includes explicit teaching of all aspects of language and is the most effective approach for any student who does not process the written word easily. This recorded edWebinar presents an overview of the concepts and language content that are essential for teaching reading, spelling, and writing effectively – the content in the Speech to Print (3rd edition) book and workbook. Viewers will gain insight into what there is to learn about speech sounds, spelling, sentences, and text structures – the language essentials for teachers of literacy.
Tech Teens: Creating Classroom Community, Collaboration, and CitizenshipAlexander Davidson
Teachers often assume students are digital natives and experts in navigating the world of technology. In actuality, teachers must realize students are in serious need of direct instruction to navigate today’s technological territory. This lecture-style presentation walks you through classroom-ready lessons and models instructional, web-based tools geared towards creating classroom community, student collaboration, and digital citizenship.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
One and done ppt (simple k12) (July 2014)Matt Bergman
Are you a one-and-done iPad user? A one-and-done is an educator who uses one iPad app per educational experience. Not all students learn the same way; therefore, we need to design opportunities for multiple apps.
Datamatics' SENTIpede™ is an intelligent crawler for Sentiment analysis across Social Media networks. A collaborative blend of man and machine SENTIpede™ adds Insights from unstructured media sources for structured research needs.
Eurocall 2010 panel on call and the learnerhayoreinders
These are the slides as presented during a panel at Eurocall 2010 in Bordeaux. Presenters were Glenn Stockwell, Hayo Reinders, Cynthia White, Phil Hubbard and Jozef Colpaert. For more information visit www.callandthelearner.info
WLMA 14 Conference Keynote PPT - Paige Jaeger: Connecting Creatively with the CCPaige Jaeger
Washington Library Media Association Conference Keynote - It was my pleasure to share ways to challenge, reach and teach the Millennials at your conference! Carpe Diem! Let us think!
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Innovate like-a-turtle : PHM's MEGA Awesome School OpenerVicki Davis
In this opening to the school year, teachers were taught a strategy for innovation, 5 ways to have the best school year ever, Cool Cat Teacher's Essential Chromebook Tips and the 9 Ways Writing is Reinvented. Vicki also shares her personal learning goals at the end. Lots of fun in this customized speech in Indiana - August 2014
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Getting to grips with enquiry 2018 slideshareDavid Rogers
Slide to support a session that explored the application of Geographical Enquiry to the classroom and sequences of lessons. Given to University of Portsmouth Geography ITT students on 12th October 2018.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
12. It was a cold January Alberta
evening, when Roger and his
family had just settled into their
seats to watch their beloved
Lethbridge Broncos play.
Most of the young men on
the ice had been playing
Canada’s national sport since
the day they could walk. It was
no surprise that many of these
young men were considered to
be professional hockey’s future
stars.
13. Take a Moment to Find a
Partner
Modified
Inner Circle /
Outer Circle
Activity
21. The puck had hit the ice and both
teams collided into a fury of speed,
sweat, and controlled aggression. Roger’s
wife, Paula, eyed her way through the
program and was astonished to notice
that the young men ages 16 to 20 all had
something in common…
22.
23. The puck had hit the ice and both
teams collided into a fury of speed,
sweat, and controlled aggression. Roger’s
wife, Paula, eyed her way through the
program and was astonished to notice
that the young men ages 16 to 20 all had
something in common…
24.
25. Roger’s wife, Paula, eyed her
way through the program and
was astonished to notice that the
young men ages 16 – 20 all had
something in common, they were
born in either January, February,
or March.
Roger went home that night
and looked up the birth dates of
as many professional hockey
players as he could find. He saw
the same pattern. There were 5
times as many January birthdays
as there were November
Birthdays.
Why is this?
26. In Canada, the eligibility
cut-off is January 1. Therefore
a player who turns 10 on January
2nd can be playing alongside
another player who doesn’t turn
10 until the end of the year, a
huge advantage for an
adolescent.
This is also the age when
coaches start dividing the “best of
the best,” into travel squads.
These players often get more
coaching, more games, and more
experiences than their peers. Age
makes a huge difference.
30. Today’s Session:
UDL looks at overcoming barriers that
exist in our classrooms and creating a
flexible curriculum to create access for
ALL students!
How can we implement UDL without
technology?
33. It comes down to helping ALL of
our students understand
vocabulary!
Without vocabulary –
the rich get richer and
the poor get poorer!
- The Matthew Effect
34. Questions we should ask when
planning vocabulary instruction:
What do
students
already know
about topic?
Which
vocabulary
terms are
high
frequency
and critical
to
understand?
Will the
students be
able to
derive
meaning
through
context
clues?
35. How do you choose words to
teach?
Tier 3 –
Domain
Specific
Tier 2 –
General Academic
Tier 1 – Everyday words
that we use
Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust
vocabulary instruction. New York: The Guilford Press.
COMMON
CORE
38. Vocabulary Instruction:
What doesn’t work
Looking up words in
dictionary.
Simply telling students “use
the context” to figure out
word meanings.
Unplanned vocabulary
teaching. Dr. Timothy Shanahan
39.
40.
41. Research-based
Principle
Students must encounter new words in
context more than once to learn them.
At least 6 encounters to “ensure” deep learning.
“In context”: having students encounter/read word
in a text OR having students or teachers apply word
in speaking or writing.
43. UDL is a framework for
designing curriculum
that addresses the
diverse needs, strengths,
backgrounds, and
interests of students in
today's classrooms.
57. Albertville, France Mexico City, Mexico
Amsterdam, Netherlands Pasadena, CA
Atlanta, GA Salt Lake City, UT
Berlin, Germany Squaw Valley, CA
Dallas, TX St. Louis, MO
Detroit, MI Tokyo, Japan
Indianapolis, IN Torino, Italy
Vancouver, Canada
Take the words above and categorize
them in 3 different categories. You
must determine the category and how
to organize the words:
Categories (pg
12)
58. What do they have in
common?
Amsterdam,
Netherlands
Albertville,
France
Atlanta, GA
Berlin, Germany Salt Lake City,
UT
Dallas, TX
Mexico City,
Mexico
Squaw Valley,
CA
Detroit, MI
St. Louis, MO Torino, Italy Indianapolis, IN
Tokyo, Japan Vancouver,
Canada
Pasadena, CA
Summer
Olympic Host
City
Super Bowl
Host City
68. 4 Corners Quiz Activity
Net Generation
Statistics taken from:
Grown Up Digital
By: Don Tapscott
4 Corner Interactive
Multiple Choice
69. Directions
A. You will be given several multiple choice
questions
B. Each of the 4 corners of the room will be
labeled as A, B, C, or D
C. You will answer the question by walking to
the corner of your choice.
70. This company created an internal company
Wiki to gather new trends and information
from its young employees.
A. Facebook
B. Best Buy
C. Wal-Mart
D. Google
71. 1 in __ Internet users worldwide are
under the age of 16.
A. 5
B. 7
C. 10
D. 12
72. It is estimated that there is a computer
for every __ children in America.
A. 3
B. 4
C. 6
D. 9
74. ___% of the Net Generation engages
in some sort of content creation
(websites, blogs, mashups, etc.)
A. 12
B. 34
C. 58
D. 64
75. ___% of American teens ages 12 – 17
have a cell phone.
A. 54
B. 63
C. 72
D. 89
76. __% of Japanese children ages 7 – 12
have a cell phone.
A. 7
B. 18
C. 26
D. 33
77. ___% of India’s population is under the
age of 25.
A. 43
B. 52
C. 55
D. 62
78.
79. [Preparing for a career
today]… “is like training
for the Olympics and
not knowing which
sport you’ll be
competing in.”
- Thomas Friedman
80. Friedman also
mentions events that
have changed the
world! Let’s do a brief
history lesson on the
events that have
changed technology!
Sequence
Scramble
81. Directions:
Take the 12 events in your envelop and
put them in the order that you think they
occur in!
95. For this next activity…
OPTION 1: POWER
PARAGRAPH ORGANIZER:
• This paper helps a student
organize a paragraph with the
• Main idea (red)
•Supporting Details (green)
•Conclusion (blue)
OPTION 2: SCRAP PAPER
96. In 2 – 3
sentences,
describe how you
want to implement
UDL in your
classroom this
year.
97. Take a Moment to Write a
Response…
OPTION 1: POWER WRITING
TEMPLATE:
• This paper helps a student
organize a paragraph with the
• Main idea (red)
•Supporting Details (green)
•Conclusion (blue)
OPTION 2: SCRAP PAPER
106. What I Already
Know (K)
What I Learned
(L)
What I Will Do
(D)
What is your current
knowledge (K) of this
topic?
What new or extended
learning (L) have you
gained from this
article?
What knowledge,
strategies, and/or
practices have you
experienced or
extended with this
content?
How will what you
have learned impact
what you do (D) in
your building?
Think about your
current instructional
practices and reflect
on how they may be
changed or revised
based on content.
KLD Charts
(pg 19)
107. 3 - Important
ideas
•
•
•
2 - Things
you want to
know more
about
•
•
1 - Question
that you have
•
3 – 2 – 1 Charts
(pg 20)
Close eyesFold paper in half however you wantFold in half againAnd againNow, rip off one corner of the folded paperThen rip off another corner.Open your eyes and unfold itNow find people with papers that look most like yours and share . . . whatever you want them to talk about.
Just as everyone’s paper is different…
Just as your paper is completely different, your learning style is completely different.
Head back to your seats
Have participants spread around the room so that they can find a person.
Head back to your seats
Term coined by psychologist Keith Stanovich
Extensive research on reading and language disabilities
The "Matthew Effect" refers to the idea that in reading (as in other areas of life), the rich get richer and the poor get poorer.
When children fail at early reading and writing, they begin to dislike reading.
They read less than their classmates who are stronger readers.
And when children with disabilities do not receive adequate remediation, they read less – and learn less from reading - than non-disabled children.
According to the common core, there are 3 tiers of words
Tier 2 – Words to Teach: high in frequency, high-utility, words should be our focus!
Tier 3 – Low frequency; technical words
Ask teachers to activate prior knowledge and share what they believe might be the most common and least effective vocabulary practices.
1. . Looking up words in the dictionary.
According to Dr. Timothy Shanahan, a member of the National Reading Panel, the most common practice for teaching vocabulary is to have students look up words in the dictionary and write the definitions. Research indicates that this is actually the least effective practice.
2. Advance slide. Using written context to figure out word meanings.
Another common vocabulary practice is when a teacher tells students to figure out the meaning of an unknown word by using contextual clues. Although determining meanings of unknown words from context can be a very effective practice, simply instructing students to do it is not enough. Research indicates that the odds of a student deriving the intended meaning of an unknown word from written context is, unfortunately, extremely low, varying from 5% to 15% for both native speakers and English-language learners (Beck et al. 2002; Nagy et al, 1985). This is true because students do not know how to use context clues effectively, and many times, they are never taught this skill.
Refer to handout on context clues.
3. Advance slide. Unplanned vocabulary teaching.
Finally, vocabulary instruction must be well-planned with research-based instructional principles in mind. According to Robert Marzano, teaching specific terms in a specific way is the strongest action a teacher can take to ensure students understand the content. Some practices really do yield consistently better results than others. You will learn more about these effective vocabulary-building tools later.
The world is changing and the way that we engage our students is changing!
We are preparing our students for jobs that don’t even exist yet!
The other day I was on facebook
My friend Elise’s dog came up as a friend suggestion.
It made me think of the power of social media and its impact on our kids
Then I was reading the news and heard about a 102 year old grandma, who is the oldest person on facebook.
It made me think about how my students learn.
Maybe I needed to change the way that I have my students learn material. No more boring PowerPoints.
Instead of reading, my students could talk!
It made me think about my old football coach Mike Vertucci who said each day we can either improve or get worse. We cannot stay the same.
This may involve change and that can be scary.
Some of us are afraid of change or failure.
It all comes down to trying and learning as much as we can to impact our students.
For some of us, it may take one step at a time. For others it may mean taking a leap.
When it comes down to it, it’s not about you and me. But them. Our students and future of tomorrow.