The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
Handout 4 SSE case study school (school improvement plan for literacy)Martin Brown
The 3-sentence summary is:
This school improvement plan for literacy outlines targets and actions from 2013 to 2016 to improve student engagement in learning and teaching approaches. Key areas of focus include increasing reading for enjoyment, developing skills for working in pairs and groups, improving attainment in state exams, and promoting self-assessment of written work. A variety of actions are proposed, such as establishing reading programs, providing staff training, incorporating literacy resources into student and teacher journals, and analyzing student work samples.
Two ideas are implicit in the word education. One is that of leading out into new knowledge and experience. The other is that of feeding and there by growing and developing. Both are helpful in under-standing what education is and both point to the fact that education is an essential process inhuman development.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
Inside in-service teacher training (RISE)David Evans
This document discusses in-service teacher training programs and efforts to understand what makes them effective. It notes that while some individual programs have shown positive impacts, teacher training is not always effective. The authors conducted a review of studies on in-service teacher training programs in low and middle-income countries to identify common characteristics and what factors are associated with success. They developed a proposed instrument to standardize reporting on key characteristics of teacher training programs. The review found programs tend to focus on pedagogy and language/math, provide materials, and include follow-up visits. Effective programs provided textbooks/materials and had implications for promotion. Next steps include mapping more programs and collecting standardized data to better understand what works.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Handout 4 SSE case study school (school improvement plan for literacy)Martin Brown
The 3-sentence summary is:
This school improvement plan for literacy outlines targets and actions from 2013 to 2016 to improve student engagement in learning and teaching approaches. Key areas of focus include increasing reading for enjoyment, developing skills for working in pairs and groups, improving attainment in state exams, and promoting self-assessment of written work. A variety of actions are proposed, such as establishing reading programs, providing staff training, incorporating literacy resources into student and teacher journals, and analyzing student work samples.
Two ideas are implicit in the word education. One is that of leading out into new knowledge and experience. The other is that of feeding and there by growing and developing. Both are helpful in under-standing what education is and both point to the fact that education is an essential process inhuman development.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
Inside in-service teacher training (RISE)David Evans
This document discusses in-service teacher training programs and efforts to understand what makes them effective. It notes that while some individual programs have shown positive impacts, teacher training is not always effective. The authors conducted a review of studies on in-service teacher training programs in low and middle-income countries to identify common characteristics and what factors are associated with success. They developed a proposed instrument to standardize reporting on key characteristics of teacher training programs. The review found programs tend to focus on pedagogy and language/math, provide materials, and include follow-up visits. Effective programs provided textbooks/materials and had implications for promotion. Next steps include mapping more programs and collecting standardized data to better understand what works.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
8,321
2,069
2012/2013 (June 2013)
8,400
1,990
The pupil-teacher ratios in primary and post-primary schools remained relatively stable during the
period (Table 1.4). However, the growth in student numbers combined with the limited growth in
teacher numbers meant that class sizes increased in many schools. This placed additional pressure on
teachers and schools.
Table 1.4
Pupil-teacher ratio in primary and post-primary schools (excluding Post-Leaving Certificate enrolments)
Year
Primary
Post-Primary
2009/2010
20.1
19.7
2010/
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
The document outlines a professional development project focused on increasing high school mathematics and science teachers' confidence and skills in using data collection technology and alternative teaching methods to engage and motivate students in modeling and analyzing real-world data. Surveys and teacher reflections found that the professional development was successful in increasing teacher knowledge of technology tools and teaching strategies and their willingness to incorporate these into classroom lessons.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
The document outlines the five domains of educational technology: design, development, utilization, management, and evaluation. It provides details on each domain, including their definitions, key aspects, and examples. The domains follow a cycle from establishing a framework in design to assessing the effectiveness of learning materials in evaluation. Taken together, the domains cover the full process of planning, creating, implementing, and assessing educational technology.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
The document outlines the district's instructional review process and plans to support low-performing schools. It includes details about the instructional review team members and agendas, as well as how the district will provide additional instructional coaches, technology support, and extended learning programs to assist schools.
Using Exit Slips to Assess Student Understandingijtsrd
This paper intends to use exit slip as an assessment tool in the classroom. Since students have been taught English as a second language, all students in the classroom cannot get full information according to their background knowledge. So teachers need to check their understanding of the materials. By using exit slip that is assessment tool, teachers can know their needs and weakness. Mya Thandar "Using Exit Slips to Assess Student Understanding" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27953.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27953/using-exit-slips-to-assess-student-understanding/mya-thandar
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
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J. GARDOCI
J. GARDOCI
J. GARDO
This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
The document discusses outcome-based education, noting that it aims to align learning outcomes, content, and assessment through constructive alignment. It provides examples of issues that can occur when there is misalignment between an instructor's content, learning outcomes, and assessment. Additionally, it emphasizes the importance of student-centered learning and assessing what students are able to do rather than just what they know.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
K–12 classroom tea chinga primer for new professionalniraj57
This document is the table of contents for the 5th edition of the textbook K–12 Classroom Teaching: A Primer for New Professionals by Andrea M. Guillaume. The textbook is intended for preservice teachers and covers a range of topics related to classroom teaching including the nature of teaching, developing an educational stance, working with students and families, instructional planning and assessment, classroom management, and professional growth. The textbook contains 11 chapters, a glossary, references, and index. Each chapter explores key aspects of classroom teaching through a balance of educational research, practical advice, and examples.
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
8,321
2,069
2012/2013 (June 2013)
8,400
1,990
The pupil-teacher ratios in primary and post-primary schools remained relatively stable during the
period (Table 1.4). However, the growth in student numbers combined with the limited growth in
teacher numbers meant that class sizes increased in many schools. This placed additional pressure on
teachers and schools.
Table 1.4
Pupil-teacher ratio in primary and post-primary schools (excluding Post-Leaving Certificate enrolments)
Year
Primary
Post-Primary
2009/2010
20.1
19.7
2010/
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
The document outlines a professional development project focused on increasing high school mathematics and science teachers' confidence and skills in using data collection technology and alternative teaching methods to engage and motivate students in modeling and analyzing real-world data. Surveys and teacher reflections found that the professional development was successful in increasing teacher knowledge of technology tools and teaching strategies and their willingness to incorporate these into classroom lessons.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
How much does it cost to get that impact? Measuring cost effectivenessDavid Evans
This presentation, on cost effectiveness and cost benefit analysis for impact evaluations, was delivered at the World Bank DIME Field Coordinator workshop on June 8, 2016.
A range of resources for carrying out cost analysis are included in the final slides.
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
The document outlines the five domains of educational technology: design, development, utilization, management, and evaluation. It provides details on each domain, including their definitions, key aspects, and examples. The domains follow a cycle from establishing a framework in design to assessing the effectiveness of learning materials in evaluation. Taken together, the domains cover the full process of planning, creating, implementing, and assessing educational technology.
The document discusses modular curriculum and its implementation, monitoring, and evaluation. It defines a modular curriculum as made up of self-contained learning modules with specific objectives and assessments. Modular approaches offer flexibility and help learners progress at their own pace. The document outlines two models for modular design within a subject area and across subjects. It emphasizes the importance of pilot testing curriculum to ensure relevance and effectiveness, as well as ongoing monitoring and evaluation for improvement and informed decision-making.
The document outlines the district's instructional review process and plans to support low-performing schools. It includes details about the instructional review team members and agendas, as well as how the district will provide additional instructional coaches, technology support, and extended learning programs to assist schools.
Using Exit Slips to Assess Student Understandingijtsrd
This paper intends to use exit slip as an assessment tool in the classroom. Since students have been taught English as a second language, all students in the classroom cannot get full information according to their background knowledge. So teachers need to check their understanding of the materials. By using exit slip that is assessment tool, teachers can know their needs and weakness. Mya Thandar "Using Exit Slips to Assess Student Understanding" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27953.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/27953/using-exit-slips-to-assess-student-understanding/mya-thandar
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDOCI
J. GARDO
This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
The document discusses outcome-based education, noting that it aims to align learning outcomes, content, and assessment through constructive alignment. It provides examples of issues that can occur when there is misalignment between an instructor's content, learning outcomes, and assessment. Additionally, it emphasizes the importance of student-centered learning and assessing what students are able to do rather than just what they know.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
K–12 classroom tea chinga primer for new professionalniraj57
This document is the table of contents for the 5th edition of the textbook K–12 Classroom Teaching: A Primer for New Professionals by Andrea M. Guillaume. The textbook is intended for preservice teachers and covers a range of topics related to classroom teaching including the nature of teaching, developing an educational stance, working with students and families, instructional planning and assessment, classroom management, and professional growth. The textbook contains 11 chapters, a glossary, references, and index. Each chapter explores key aspects of classroom teaching through a balance of educational research, practical advice, and examples.
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
The document summarizes site visit observations of a STARTALK student program from 2008. It covers observations of program implementation including content and instruction, materials and technology, and assessment. It also discusses the learning environment, course management, and program administration. Key points observed were content alignment with STARTALK standards, use of the target language, engaged classroom interaction, varied activities, appropriate materials, formative and summative assessment, and efficient administration.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
This document summarizes a presentation given by Dr. Regina Moreno at the NRCP Conference in 2015. The presentation focused on effective instructional strategies for paraeducators. Some key points included establishing a least dangerous assumption that students are competent, using prompts and reinforcement to increase student independence, and providing instruction across multiple settings throughout the student's day. The presentation also emphasized using evidence-based practices, culturally responsive instruction, and different types of instructional strategies.
This document summarizes a professional development conference for paraeducators organized through a partnership between Multnomah Education Service District and Concordia University. The conference aimed to address needs identified in a needs assessment survey, with sessions on instructional strategies, data collection and use, and effective teaming. Evaluation found that over half of attendees improved their knowledge with the training. Feedback indicated a need for continued, specialized professional development for paraeducators. Moving forward, the organizers will further develop the training partnership and tailor future conferences to different paraeducator contexts.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
1) The lesson plan is for a 5-day unit focusing on explaining how authors use reasons and evidence to support their ideas in texts about chocolate.
2) Each day focuses on a different text and vocabulary words while using a graphic organizer to explain the author's evidence.
3) Formative assessments are built into daily learning targets and centers, while the unit culminates in a summative assessment on the fifth day.
Enhancing learning through innovative technologies: observations from UCS & b...andyramsden
The document discusses using technology to enhance learning and teaching at University Campus Suffolk. It describes how the Elevate Team works to encourage staff and students to use innovative technologies, share good practices, and evaluate the impact on learning. Audience response systems like clickers are highlighted as an effective way to engage students during lectures and promote discussion. Developing an active community of practice is emphasized as important for staff learning and development from initiation to full implementation of technologies.
This document provides an overview of Field Study 2 for teacher trainees. It discusses 18 learning episodes that cover topics like action research, developing effective learning environments, classroom management, and lesson planning. Specific strategies are presented for creating optimal classroom climate in both face-to-face and online settings. Key aspects of action research, learning environments, and the teacher development process are also summarized.
This document contains a teacher's portfolio which includes various sections such as individual learning plans for students, lesson plans, assessments, professional development activities, reflections, and evidence of engaging with students, parents, and other stakeholders. The teacher monitors student progress, provides feedback, and collaborates with colleagues to support student learning during the pandemic through various online platforms and modified instructional materials.
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
PowerPoint Presentation - differentiating literacy instruction to increase st...Marion Piper
The document outlines a plan to improve literacy outcomes for English as an Additional Language/Dialect (EAL/D) students through differentiated instruction. It discusses ensuring creativity, excellence, belonging, and a passion for literacy. Teachers are encouraged to consider curriculum, student opportunities to learn, expected work qualities, and assessment to measure success. Quality teaching, learning, resources, and assessment are emphasized to achieve curriculum outcomes and increase EAL/D student success through collaborative planning and professional development.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
1. Updated October 2012
Page 1 of 6
LESSON OBSERVATION FORM for all staff EXCEPT those teaching less than 6 hours
a week
Teacher responsible for the lesson:
Helen Ward
Observer:
Sarah Keith
Place of observation No. of Learners on Register:
Campus: West Durrington No. of Learners present at start: 10
Room: WD304a No. of Learners late for lesson 0
Course Title:
Pearson BTEC L3 Subsidiary in IT
Age of Learners (please tick all that apply)
14-16
16-18 FE FT PT
Topic Observed:
Event Drive Systems
19+ FE FT PT
HE FT PT
Course Code: FFDSIY Support Staff present? Yes No
Level (eg Pre-Entry, E1, E2, E3, Level 1, 2, 3, 4, HE):
3
Lesson Plan seen? Yes No
Scheme of Work seen? Yes No
Subject Sector Area (eg SSA1 if Health, Public
Services & Care, SSA9 if Arts, Media & Publishing, etc – refer
to key on page 4):
SSA6 – Information and Communication
Technology
Group Profile seen? Yes No
Date of Observation:
27th
March 2014
Time of Observation:
9.00-10.00am
Type of lesson (tick appropriate box)
Functional
Skills/GCSE
Practical Theory Mixture:
(Practical/Theory)
Group
Tutorial
Assessment/
1:1 Feedback
OVERALL GRADE: 1 OUTSTANDING
(Grade 1 = Outstanding, Grade 2 = Good
Grade 3 = Requires Improvement, Grade 4 = Inadequate)
Signature of Observer: ……………………………………………………..
Date signed: ………………………………………………………………….
Action by Observer Date completed
Electronic copy sent to TLDM who will then upload it onto
Performance Review Area
Copy of signed form sent to Observee
Original of signed form sent to TLDM for retention
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Weaknesses/Areas for Development
Identify a maximum of 5 key weaknesses/areas for development from the session that has
been observed.
1.
2.
3.
4.
5.
The overall grade for the lesson is judged on the quality of learning of the students. This will
take into account the impact that teaching has on learning, and is informed by the identified
key strengths and areas for development.
Good Practice to disseminate
Excellent range of questioning and use of Synchronise package to access learning for all
Strengths
Identify a maximum of 5 key strengths from the session that has been observed.
1. Excellent planning and preparation of activities, leading to good direction of learning
with targeted learning activities throughout the session.
2. Excellent pace set and maintained throughout the session, thus ensuring all learners
engaged and being stretched and challenged at individual pace.
3. Excellent range of questioning techniques used to elicit information from learners
during creating excellent checks on learning both as a group and individually throught
the session.
4. Excellent use of learners to demonstrate code and loop movements, engaging all
learners in learning throughout the duration of the lesson.
5. Good one to one support checking and assessing learning for each individual in
group and individual task activities.
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Lesson Observation Evidence Form (Please write clearly)
(Comments on this page should take into consideration the quality of, and factors affecting,
learning by the students, their progress and achievement. Any comments on teaching should
reflect its impact on these factors. Judgements should always be backed up by evidence that may
include not only observation of the lesson but also student/teacher comments/interviews, student
written work, and any teacher documentation. There should be a short summary at the top or
bottom of this evidence page/form that sums up the overall judgement. The wording of this should
reflect those used for the grade on the previous page. Judgement and grading is based overall on
the quality of student learning. If a Learning Assistant was present please comment on their
deployment. Avoid naming the observee in your narrative to ensure anonymity during
moderation process.
Background:
The class consisted of 11 students on register of which 10 attended the session, consisting of 8
male, 2 female. The session topic was to understand how Event Driven Systems are created and
used.
Preparation and Planning:
Excellent evidence of planning and preparation with a range of well planned activities that broke the
subject down into incremental steps of learning, aiding the learners in development and learning
throughout the session. The teacher had prepared a presentation that was played through the
power point and use of Synchronise in the classroom, thus ensuring accessibility for all. The
presentation included a range of activities, which supported the input from the tutor.
Learning was well designed and clearly took into account the learning abilities of the learners as
defined in the group profile. Independent learning skills were used whilst learners worked on
checking existing and previous work for the use of Event Driven Systems allowing the learners to
reflect and create.
Teaching Methods:
The teacher had prepared an excellent presentation that was used to support the learners on an
incremental journey throughout the session. Excellent questioning and assessment was used to
monitor and evaluate learning and to stretch learners abilities with the next step. For one activity
the teacher used three volunteers to demonstrate how event driven systems work with one being
the event, one the code and one the button. Learners clearly enjoyed this aspect and activity. The
teacher reminded the learners of the terminology they were to develop and outlined how this would
be deployed in the assignment. Learners reflected on previous work packages to identify and
develop event driven systems. This was excellent practice generating moments of self and peer
assessment, with learners encouraged to show and support each other.
Throughout the session the tutor was calm and controlled, ensuring learners were focused on the
tasks set. Very good use of vocational scenario and everyday appliances that are event driven,
with focus to presentations created by the learners and consider effect of event driven timings.
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Management of Learning (include Equality & Diversity, Health & Safety, and deployment of
Learning Support):
The planned activities ensured that the learning environment was well managed throughout the
session with learning in incremental steps. The tutor gave excellent one to one support to each
learner, giving good opportunities to check on learning. Excellent management of the learning
process ensured that learners were engaged in the tasks at all times with ongoing assessment by
the tutor as well as self and peer.
Assessment and Feedback:
There was an excellent amount of on-going observed assessment of learning taking place
throughout the session, with feedback from the teacher and learner alike. Feedback was
constructive with the tutor asking probing questions to elicit information in both group feedback and
individual feedback. Learners were given good opportunity to self reflect and peer support by
reviewing existing work to identify where event driven systems were are in existence and could be
improved. Learners were encouraged to peer support and assess.
Impact on Learners (include differentiation, stretch, E&D, and H&S):
Learners were engaged in learning throughout the session and worked confidently on tasks set.
Students were treated fairly and equally throughout the observed session, and the use of
Synchronise to show the presentation on each individual screen gave excellent accessibility for all.
The teacher identified to learners how the information was to be used by giving prompting language
towards the assignment production. Of excellent practice was the use of prior learning and existing
work to identify event driven systems, with encouragement of learners to not only self assess but
also peer assess. This was highly effective.
Summary:
This was an excellent lesson characterised by excellent preparation and planning leading to
delivery of a good range of teaching methods, clearly planned into incremental learning steps.
As a result all learners were highly engaged and being stretched and challenged throughout the
session.
Many congratulations and keep up the good work.
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Match of Subject Sector Areas (SSA) to Northbrook College Departments
SSA LSC-defined subject
sector areas
Northbrook College Departments during 2012/13
1 Health, public services
and care
Care & Salon Services Department (C&SS)
Counselling - part of Business, Computing, Professional & Hospitality
Department (BCPH)
2 Science and
mathematics
Community Learning Department
3 Agriculture,
horticulture and
animal care
4 Engineering and
manufacturing
technologies
Aeronautical, Engineering and Automotive Engineering – all part of
Technology Department
5 Construction, planning
and the built
environment
Technology Department
6 Information and
communication
technology
BCPH
7 Retail and commercial
enterprise
C&SS
8 Leisure, travel and
tourism
BCPH
9 Arts , media, and
publishing
Art, Design & Media Department
Music, Performance and Theatre Department
10 History, philosophy
and theology
11 Social sciences C&SS
12 Languages, literature
and culture
Community Learning Department
13 Education and training BCPH
14 Preparation for life
and work
Community Learning Department
14-19 Department
15 Business
administration and law
BCPH
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APPENDIX 1 - INDIVIDUAL ACTION PLAN FOR STAFF TEACHING 6 HOURS OR MORE A
WEEK
NAME OF TEACHER Helen Ward
Issue for development
(to be completed by
Observer from key
weaknesses in the
Observation Report)
Actions to achieve objective – to
be completed by Observee in
discussion with TLDM
Timescales Progress/Comments
Other actions relating to
factors affecting learning
that are beyond the control
of the Observee
Observee’s
Signature
Date:
Name of TLDM: Sarah Keith
Signature of TLDM to
confirm approval of
objectives Date:
Date all actions
completed: