The document outlines an agenda for a professional development session on setting Student Learning Objectives (SLOs). It includes introducing SLOs and the key steps to create them: selecting assessments, determining student starting points, writing objectives, tracking progress, and reviewing results. Teachers practice bucketing students into preparedness groups based on beginning of year data. They then work through setting a Mastery Objective by determining the appropriate number of students in each preparedness group expected to achieve mastery for distinguished, proficient, basic, and unsatisfactory ratings. The goal is for teachers to understand how to use student data to set meaningful learning goals and link teacher effectiveness to student outcomes.
This document outlines a new approach to teacher performance management and professional development at Feltham Community College. The approach aims to make performance management more meaningful and focused on teaching and learning. Teachers are organized into groups to identify an area for improving teaching practice. They research the topic and support each other through collaborative sessions. The goal is to ground performance management in classroom practice and foster collaboration and evidence-based development. Examples of topics teachers are exploring include feedback methods and differentiation strategies. The approach aims to better engage teachers with educational research and improve teaching and learning.
This document discusses effective lesson planning. It recommends starting with goals and assessments and then developing plans, known as "backwards planning." Templates can help with this by providing patterns for setting goals and assessments and sequencing lessons in an "I do, We do, You do" structure with openings and closings. Effective templates guide backwards planning and maximize student learning through this sequence. The document analyzes example templates and identifies characteristics of effective ones.
The teacher is working to improve their lesson planning and focus more on learning objectives and outcomes. Some progress has been made, such as sharing objectives with students and relating feedback to objectives, but objectives and outcomes are not yet an integral part of all lessons. Students have a varying understanding of the objectives, with some understanding what they are learning but others still unclear. The teacher is working to more clearly explain objectives to students and involve students more in tracking their own progress against objectives.
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
House Bill 5 changes graduation requirements for Texas high school students beginning with the class of 2018. It reduces the number of required STAAR end-of-course exams from 15 to 5, allows students to earn endorsements in specific fields to be displayed on their diplomas, and requires students to develop personalized graduation plans. The Houston Independent School District is implementing these changes by requiring most students to complete the 26-credit graduation plan with an endorsement in order to attain the distinguished level of achievement. Students, parents, counselors, and administrators must work together to ensure students make informed choices about their coursework and career goals every step of the way.
The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
This document outlines a new approach to teacher performance management and professional development at Feltham Community College. The approach aims to make performance management more meaningful and focused on teaching and learning. Teachers are organized into groups to identify an area for improving teaching practice. They research the topic and support each other through collaborative sessions. The goal is to ground performance management in classroom practice and foster collaboration and evidence-based development. Examples of topics teachers are exploring include feedback methods and differentiation strategies. The approach aims to better engage teachers with educational research and improve teaching and learning.
This document discusses effective lesson planning. It recommends starting with goals and assessments and then developing plans, known as "backwards planning." Templates can help with this by providing patterns for setting goals and assessments and sequencing lessons in an "I do, We do, You do" structure with openings and closings. Effective templates guide backwards planning and maximize student learning through this sequence. The document analyzes example templates and identifies characteristics of effective ones.
The teacher is working to improve their lesson planning and focus more on learning objectives and outcomes. Some progress has been made, such as sharing objectives with students and relating feedback to objectives, but objectives and outcomes are not yet an integral part of all lessons. Students have a varying understanding of the objectives, with some understanding what they are learning but others still unclear. The teacher is working to more clearly explain objectives to students and involve students more in tracking their own progress against objectives.
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
House Bill 5 changes graduation requirements for Texas high school students beginning with the class of 2018. It reduces the number of required STAAR end-of-course exams from 15 to 5, allows students to earn endorsements in specific fields to be displayed on their diplomas, and requires students to develop personalized graduation plans. The Houston Independent School District is implementing these changes by requiring most students to complete the 26-credit graduation plan with an endorsement in order to attain the distinguished level of achievement. Students, parents, counselors, and administrators must work together to ensure students make informed choices about their coursework and career goals every step of the way.
The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
This document provides an overview and schedule for a 5-day training course for police trainers on a new Problem-Based Learning (PBL) model for training recruits. The training covers adult learning techniques, the differences between the new PBL approach and traditional models, and how to implement specific aspects of the PBL program such as using problem-based learning exercises, evaluating trainees, and incorporating concepts like emotional intelligence. Trainees will learn how to utilize the new training resources and apply the PBL method with their own recruits.
The document provides guidance on writing effective learning targets, outlining a process for teachers to 1) identify the intended learning for a lesson, 2) define the essential thinking processes, 3) design assessments of understanding, and 4) write the learning target as an "I can" statement along with what students need to understand and how they will show their understanding. Sample learning targets are provided and teachers are instructed to work with colleagues to write and provide feedback on each other's learning targets.
This document introduces backwards planning and provides steps for applying it when planning lessons. Backwards planning involves identifying the goal first, then determining the actions to reach it. When planning lessons, teachers should (1) identify the learning destination and assessment, (2) determine students' starting points, and (3) create a plan to efficiently guide students from start to goal. Checks along the way and flexibility to adjust are also important to ensure goals are met. Common pitfalls include lacking checks, activities not aligning with goals, sub-goals not leading to the main goal, and activities lacking purpose.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
The document outlines a learning episode that explores the roles of teachers as curricularists. It discusses defining and discussing the roles teachers play in curriculum development and implementation. The student will reflect on how these roles affect the teaching and learning process by interviewing teachers, researching the topic, and completing learning activities.
Developing expertise to meet aspects of the teachers' standards ts learning ...Lee Hazeldine
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
Here are 3 statements for children to independently determine the truth of:
1. There is a relationship between the circumference of a circle and its diameter.
2. Exercise leads to a healthy lifestyle.
3. Little Red Riding Hood was innocent!
The document provides a long list of potential lesson starters and engagement activities for teachers. Some examples included are odd one out, show me the answer, what's the question, word fills, pictionary, freeze frames, bingo, 20 questions, name that tune, instructions, ridiculous arguments, what if scenarios, tell me three things, and get creative prompts. The document also includes some website links for additional starter ideas and resources.
This document discusses using learning intentions and success criteria to help pupils take more responsibility for their own learning. It defines learning intentions as what pupils will know or be able to do, and success criteria as how pupils will recognize success. Using learning intentions and success criteria benefits pupils by making them more focused, improving self-esteem, and empowering independent learning. It also benefits teachers by creating more effective planning and positive relationships with pupils.
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
This policy outlines the marking and feedback practices at Water Primary School. It states that feedback should involve students, identify successes and areas for improvement, and inform future planning. Feedback can be written, oral, immediate or reflective. Students should respond to feedback to improve their work. The policy also describes strategies for self-assessment, peer assessment, and different types of feedback prompts. Appendices provide examples of marking codes and self-evaluation prompts.
The document discusses the implementation of learning intentions at John Fawkner College. It formed a teaching and learning team to build a consistent approach using learning intentions in all classrooms. The team highlighted research showing that clear learning intentions improved student achievement. It surveyed staff and students, challenged resistance, supported teachers, and created accountability through observation and reviews. The goal was to establish clear, consistent, and explicit learning intentions as a whole-school approach based on research showing their educational benefits.
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
Cooperative learning and some kagan structuresHushamAlezzi1
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
Instructional rounds mount macedon primary schoolmhuggan
1. The document outlines the process of instructional rounds at Mount Macedon Primary School to address a problem of practice related to challenging students.
2. Teachers observe classrooms and collect data on what students and teachers are doing and saying. They analyze patterns and predict what students would know.
3. The next level of work involves brainstorming strategies teachers and the school need to better support student learning and engagement, which are then implemented and assessed.
EdTPA Online Module 1. General Informationlhbaecher
The document provides an overview of the edTPA for teacher candidates in New York state. It states that the edTPA is a new teacher performance assessment required for initial licensure in New York as of Spring 2014. The edTPA focuses on authentic teaching practices and evaluates how teacher candidates plan, instruct, assess and analyze student learning and academic language development. It involves submitting a portfolio with artifacts and commentaries from a learning segment of 3-5 lessons for evaluation.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
A presentation I used to use on a seminar on using acting out in the primary esl classroom. The "broken" looking slide is actually a video, but slideshare doesn't support embedded videos.
This document outlines 10 ways to enhance distance learning using Zoom's unified cloud learning platform. It discusses features like borderless online learning combining asynchronous and real-time video, mobilized hybrid classrooms with mobile attendees, bringing in guest lectures from anywhere, virtual office hours, team meetings anywhere anytime, learning together through screen sharing and annotations, practicing languages and skills face-to-face, conducting interviews and getting career help, taking virtual field trips and remote training, and exploring possibilities with Zoom.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
This document provides an overview and schedule for a 5-day training course for police trainers on a new Problem-Based Learning (PBL) model for training recruits. The training covers adult learning techniques, the differences between the new PBL approach and traditional models, and how to implement specific aspects of the PBL program such as using problem-based learning exercises, evaluating trainees, and incorporating concepts like emotional intelligence. Trainees will learn how to utilize the new training resources and apply the PBL method with their own recruits.
The document provides guidance on writing effective learning targets, outlining a process for teachers to 1) identify the intended learning for a lesson, 2) define the essential thinking processes, 3) design assessments of understanding, and 4) write the learning target as an "I can" statement along with what students need to understand and how they will show their understanding. Sample learning targets are provided and teachers are instructed to work with colleagues to write and provide feedback on each other's learning targets.
This document introduces backwards planning and provides steps for applying it when planning lessons. Backwards planning involves identifying the goal first, then determining the actions to reach it. When planning lessons, teachers should (1) identify the learning destination and assessment, (2) determine students' starting points, and (3) create a plan to efficiently guide students from start to goal. Checks along the way and flexibility to adjust are also important to ensure goals are met. Common pitfalls include lacking checks, activities not aligning with goals, sub-goals not leading to the main goal, and activities lacking purpose.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
The document outlines a learning episode that explores the roles of teachers as curricularists. It discusses defining and discussing the roles teachers play in curriculum development and implementation. The student will reflect on how these roles affect the teaching and learning process by interviewing teachers, researching the topic, and completing learning activities.
Developing expertise to meet aspects of the teachers' standards ts learning ...Lee Hazeldine
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
Here are 3 statements for children to independently determine the truth of:
1. There is a relationship between the circumference of a circle and its diameter.
2. Exercise leads to a healthy lifestyle.
3. Little Red Riding Hood was innocent!
The document provides a long list of potential lesson starters and engagement activities for teachers. Some examples included are odd one out, show me the answer, what's the question, word fills, pictionary, freeze frames, bingo, 20 questions, name that tune, instructions, ridiculous arguments, what if scenarios, tell me three things, and get creative prompts. The document also includes some website links for additional starter ideas and resources.
This document discusses using learning intentions and success criteria to help pupils take more responsibility for their own learning. It defines learning intentions as what pupils will know or be able to do, and success criteria as how pupils will recognize success. Using learning intentions and success criteria benefits pupils by making them more focused, improving self-esteem, and empowering independent learning. It also benefits teachers by creating more effective planning and positive relationships with pupils.
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
This policy outlines the marking and feedback practices at Water Primary School. It states that feedback should involve students, identify successes and areas for improvement, and inform future planning. Feedback can be written, oral, immediate or reflective. Students should respond to feedback to improve their work. The policy also describes strategies for self-assessment, peer assessment, and different types of feedback prompts. Appendices provide examples of marking codes and self-evaluation prompts.
The document discusses the implementation of learning intentions at John Fawkner College. It formed a teaching and learning team to build a consistent approach using learning intentions in all classrooms. The team highlighted research showing that clear learning intentions improved student achievement. It surveyed staff and students, challenged resistance, supported teachers, and created accountability through observation and reviews. The goal was to establish clear, consistent, and explicit learning intentions as a whole-school approach based on research showing their educational benefits.
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
Cooperative learning and some kagan structuresHushamAlezzi1
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
Instructional rounds mount macedon primary schoolmhuggan
1. The document outlines the process of instructional rounds at Mount Macedon Primary School to address a problem of practice related to challenging students.
2. Teachers observe classrooms and collect data on what students and teachers are doing and saying. They analyze patterns and predict what students would know.
3. The next level of work involves brainstorming strategies teachers and the school need to better support student learning and engagement, which are then implemented and assessed.
EdTPA Online Module 1. General Informationlhbaecher
The document provides an overview of the edTPA for teacher candidates in New York state. It states that the edTPA is a new teacher performance assessment required for initial licensure in New York as of Spring 2014. The edTPA focuses on authentic teaching practices and evaluates how teacher candidates plan, instruct, assess and analyze student learning and academic language development. It involves submitting a portfolio with artifacts and commentaries from a learning segment of 3-5 lessons for evaluation.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
A presentation I used to use on a seminar on using acting out in the primary esl classroom. The "broken" looking slide is actually a video, but slideshare doesn't support embedded videos.
This document outlines 10 ways to enhance distance learning using Zoom's unified cloud learning platform. It discusses features like borderless online learning combining asynchronous and real-time video, mobilized hybrid classrooms with mobile attendees, bringing in guest lectures from anywhere, virtual office hours, team meetings anywhere anytime, learning together through screen sharing and annotations, practicing languages and skills face-to-face, conducting interviews and getting career help, taking virtual field trips and remote training, and exploring possibilities with Zoom.
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
This document provides guidance on modifying K-12 lesson plans for English language learners (ELLs). It outlines a 4-step process: 1) select and evaluate a lesson plan, 2) modify the lesson plan, 3) modify the follow-up/assessment, and 4) use ESOL modification checklists. For step 2, it describes how to modify the objectives, identify relevant standards, and describe procedures with ESOL modifications. It provides examples of questioning techniques, strategies for different content areas, and overall strategies to support ELLs at different language proficiency levels.
This document discusses effective practices for setting learning intentions and success criteria to support student learning. It defines learning intentions as describing what students will know, understand, or be able to do by the end of a lesson. Success criteria should focus on describing the learning process rather than just the end product. Effective success criteria are specific, discussed with students, and used to guide self-assessment and feedback. The document provides examples of strong versus weak learning intentions and process-focused versus product-focused success criteria.
A lesson plan (LP) outlines the objectives, materials, procedures, and assessments for a classroom lesson. It provides guidance for teachers on how to structure class time to effectively teach the intended concepts. A good LP has clear progression between steps, balances different skills, connects to previous/future lessons, and allows teachers to check student learning. The LP guides the teacher and helps students understand the structured lesson.
This document discusses the evolution of education from a one-size-fits-all approach to a more differentiated and student-centered one. It notes that while teachers once taught the whole class the same material in the same way, it is now recognized that students learn differently and have different needs, interests, and abilities. The document advocates giving students ownership over their learning by connecting lessons to their interests and passions, encouraging self-assessment, and allowing students to demonstrate learning in multiple ways. It provides examples of using diagnostic assessments, individualized online tasks, student portfolios and blogs, peer assessment, and reflection to help teachers understand each student's strengths and needs and help students track their own progress and growth.
This document provides an overview of key concepts related to understanding the Language Arts and Multiliteracies Curriculum (LAMC) framework. It discusses how the LAMC is composed of five intertwined sub-strands (listening, speaking, reading, writing, and viewing) that serve to help students make meaning and communicate effectively. It also outlines how language skills are taught and revisited at increasing levels of complexity. The document then aligns the language and literacy domains to the five sub-strands and shows how the domains are funneled across grades K-12. Finally, it discusses the concepts of holistic assessment, including its proximity to actual language use, viewing language holistically, taking an integrative
This document provides an agenda and overview for a teacher training session for LCNV's Spring 2010 classroom programs. It covers administrative components, curriculum, lesson planning, assessments, and using the All-Star textbook. Teachers learn about class positions, paperwork, holidays, weather closures, and first week lessons. The spring curriculum focuses on finance, workplace, and lifelong learning topics. Effective lesson planning incorporates warm-ups, presentations, practice activities, application, evaluation, and homework assignments.
MYP and DP Korean Community (Nov 13, 2014)ben10prem
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma Programme (DP) offered at Prem International School. It outlines the key components and requirements of the MYP and DP, including subject groups, assessment criteria, the extended essay, theory of knowledge and creativity, action, service requirements. It also addresses frequently asked questions from the Korean community about Prem's IB results, grade predictions, academic support for students, and standardized testing requirements for US universities.
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
This document discusses national standards and assessment in New Zealand schools. It provides 5 reasons for national standards, including identifying struggling students early and making teachers aware of how their lesson plans and tasks impact student learning. It also notes some debates around national standards, such as whether they or quality teaching have a bigger impact on achievement. The document outlines how teachers will use ongoing assessment to make overall judgements about each student's progress and set goals. It emphasizes building students' assessment capabilities so they can take more control of their own learning.
Direct Instruction: Methods for Closure and Evaluationmlegan31
The document discusses closure and assessment in direct instruction lessons. It defines closure as wrapping up a lesson by reviewing what was learned. Effective closure involves students summarizing the lesson and reflecting on its importance. Formative assessment occurs during lessons to check understanding and guide instruction, while summative assessment evaluates learning after a unit. Balancing formative and summative assessments provides a clear picture of student progress toward standards.
- Participants will create name tags with their name and school role. New staff should put a star by their title.
- The session will focus on deliberate practice, including reading about a swim coach example and developing a growth plan.
- Participants will understand deliberate practice and be able to execute it in schools by setting goals, engaging in focused practice, receiving feedback, and observing teaching.
- Groups will brainstorm a support plan for teachers using deliberate practice throughout the year.
This document summarizes a pedagogical morning held at Ag Adghar Brahim High School in Ankouf, Tamanrasset, Algeria on assessment. The morning included icebreaker activities to reflect on assessment experiences, tasks to classify different types of assessment and strategies used, and a group activity to suggest formative assessment strategies for speaking. The goal was to help teachers effectively assess student learning through various tasks and provide feedback to support improvement.
New SP- Assessment of Teaching & Learning & the Continuum for Teaching PracticeSanJoseBTSA
The document summarizes a training for new support providers on the Formative Assessment for California Teachers (FACT) program. The goals of the training are to understand assessment of teaching and learning processes, develop mentoring skills like observation and coaching, and use the Continuum of Teaching and Learning. The training covers the context and assessment of teaching and learning, observation skills, mentoring language, self-assessment using the continuum, and identifying areas for growth through a closure conversation.
This document summarizes discussions from a staff meeting about assessing student progress. It was noted that accurate assessment is important to identify student strengths and weaknesses so interventions can be provided. Departments discussed how they structure assessments in their subjects throughout the year and use the Go4Schools system to record results. Formative and summative assessments in various formats are used to build skills for exams. Moderation between teachers and years is emphasized to ensure accuracy in grading.
Faculty Presentation on Block Schedulingmrsross228
Teachers attended a retreat to prepare for upcoming changes to block scheduling and Common Core instruction. They discussed the connections between the instructional shifts required by Common Core and block scheduling. Teachers examined advantages and disadvantages of block scheduling and began planning how to maximize strengths and minimize weaknesses. The next day, teachers would collaborate to create 90-minute lesson plans to teach the following week when block scheduling is implemented.
The document describes a field study experience of a student teacher evaluating a teacher's competencies based on the National Competency-Based Teacher Standards (NCBTS).
The student teacher observed that the teacher had fair ratings across most NCBTS domains, indicating room for improvement to meet global standards. While the teacher met some requirements, most descriptions were only "developing" which would not be sufficient to compete globally.
The student reflected that with continued learning and developing 21st century skills, they could potentially meet the challenges of being a global teacher in the future through practices like integrating ICT and thinking more globally in their teaching.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
IT Career Hacks Navigate the Tech Jungle with a RoadmapBase Camp
Feeling overwhelmed by IT options? This presentation unlocks your personalized roadmap! Learn key skills, explore career paths & build your IT dream job strategy. Visit now & navigate the tech world with confidence! Visit https://www.basecamp.com.sg for more details.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
Leadership Ambassador club Adventist modulekakomaeric00
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Pd investing teachers in sl os
1. Ideas - from our discussion
● Possible agenda:
a. ARLENE: Introduction - role plays to show teachers talking about who they’re focusing on
in the classroom
■ OR - think pair share (teachers) about who do you focus on in the
classroom? (write a quick reflection)
■ Then Arlene talks about: a student who came high/low and who
she focused on and what the results were.
■ Purpose of thePD/SLOs - to move ALL students
b. KEVIN: What is an SLO? What is a Mastery objective? TAKE OUT THE TARGETED
GROWTH OBJECTIVE (slide 8)
c. KEVIN: The five steps for creating SLOs (slide 10) - maybe pull this out so that we
understand that there are substeps within steps 2 and 3
d. CATHERINE: How to bucket/figure out student starting points
■ Give clear directions for the activity
■ Give teachers a chance to practice with sample data (modify the
F&P data to make it more clear cut - but include one manageable
grey area: make 1 student demonstrate summer slide). Break
down the task - first, with a partner, bucket your highly prepared.
What did you choose? Etc.
■ Norm briefly
2. Notes from our Discussion - Page 2
● Agenda (part 2)
e. LAUREN:
What does it mean to be distinguished, proficient, basic, and unsatisfactory
Poster about what many, most and few means:
Almost all = all but 1
Most = 80%
Many = 70%
Few = less than 50%
If this was our class, which numbers would we need to be distinguished? (do this
together)
With a partner, figure out what proficient, basic, unsatisfactory looks like
f. Conclusion, Q&A - KEVIN
5. Objectives
Teachers will be able to:
Articulate the purpose for measuring their impact on
student outcomes using Student Learning
Objectives.
Explain the key steps to setting Student Learning
Objectives.
Practice setting Mastery Objectives.
6. Agenda
I. Warm up activity
II. Introduction - What is the purpose of a Student
Learning Objective?
III. What is an SLO?
IV.Steps for Creating an SLO
V. Practice: Identify Student Starting Points
VI.Practice: Designing SLOs
VII.Questions
7. Reflection
Think about a student you have helped reach
Proficiency or Advanced in the past.
1. Where did the student come to you
academically?
2. What steps did you two take to get him to
reach proficiency?
3. What type of data did you use to support your
work?
8. What does success look like? All means
all.
Improved Student
Outcomes
Data
Driven
Teacher
Practice
Teachers
and Leaders
Set Clear
Goals
9. Student Learning Objectives at
Mastery
What are SLOs? Student Learning Objectives are goals for student achievement
set at the start of the school year that link teacher effectiveness to student
outcomes. They are: specific and measurable, based on available prior student
learning data, aligned to core content standards and based on growth and
mastery. Student performance is used for the purpose of teacher evaluation.
A Mastery Objective reflects the bar for
what students should know and be able to
do by the end of a course. Typically
mastery objectives are assessed using
Common Core/grade-level aligned content
assessments at planned benchmarks and
end of the year.
A Targeted Growth Objective motivates
and measures growth for a select set of 5
students beginning the class at a low level
of preparedness. Targeted growth
objectives can be measured using skills
assessments that track progress on
gateway skills for the content captured by
the mastery objective.
10. How do the goals influence my work as a
Teacher?
The “bar” is the “bar”!
Is this lesson sufficiently
rigorous?
I have to make sure my kids who
need this most are successful. Are
all of my kids’ needs being met?
11. There are 5 steps for setting Student Learning Objectives at
Mastery.
Select Quality Assessments
Determine Students’ Starting Points
Write Student Learning Objectives
Track Progress and Refine Instruction
Review Results and Score
1
2
3
4
5
12. There are 5 steps for setting Student Learning Objectives at
Mastery
Select Quality Assessments
Determine Students’ Starting Points
Write Student Learning Objectives
Track Progress and Refine Instruction
Review Results and Score
1
2
3
4
5
13. Our first step is to “bucket” or group
students according to these categories:
• Underprepared: Students who have yet to
master pre-requisite knowledge or skills needed
for this course.
• Prepared: Students who are appropriately
prepared to meet the demands of the course.
• Highly Prepared: Students who start the course
having already mastered some key knowledge
or skills.
14. /
Let’s practice!
Using the sample F&P reading data in front
of you, bucket students into 3 groups –
Highly Prepared, Prepared, Underprepared.
Remember -
• Underprepared: Students who have yet to
master pre-requisite knowledge or skills
needed for this course.
• Prepared: Students who are appropriately
prepared to meet the demands of the
course.
• Highly Prepared: Students who start the
course having already mastered some key
knowledge or skills.
15. /
Practice: Using beginning of the year data to determine student
starting points for a 5th grade Social Studies class.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S
16. /
Norming our Ratings
Form a triad, and discuss:
○ Did you come up with the
same ratings?
○ Why/why not?
○ Come to an agreement for the
three groups as a triad.
17. /
Practice: Using beginning of the year data to determine student
starting points for a 5th grade Social Studies class.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S
18. /
Results: The following students have been bucketed into three
categories, underprepared, prepared, and highly prepared.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S
19. /
Now that we know where are our students are entering the
year, we can determine how far we need to go.
20. Mastery Objectives
To set the Mastery Objective, a teacher must only decide the appropriate
proportion of students who will achieve mastery for each performance
level. These proportions are based on students’ starting points. Though
teachers and Residents must use professional judgment when determining
the appropriate proportions, there are recommended guidelines to
consider.
21. Understanding Teacher Ratings
o To be considered a Distinguished teacher, all students in the
high and medium levels of preparedness and most of the
underprepared students achieve content mastery (they’re in
the mastery boat!
o To be considered Proficient teacher, all students in the high
level and all students in the medium level and many of the
students in the low level achieve content mastery and join you
in the mastery boat.
o A teacher will receive a Basic rating if most students who are
HP and P achieve mastery and few students in the UP level
achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no
students achieve content mastery.
22. Definitions for the purposes of this PD:
o All = All in the mastery
o Almost All = All but one
o Most = 80% or more in the
o Many = 70% or more in the
o Few = Less than 50% in the
23. Performance Levels
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
Highly Prepared 2
Prepared 4
Underprepared 9
Dist.
All of HP and P groups
+ Most of U group
? students
Pro.
All of HP and P groups
+ Many of U group
? students
Basic
Most of HP and P groups
+ Few of U group
? students
Un.
Few of HP and P groups
+ Few of U group
? students
Levels of
Preparedness
24. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P#:
U#:
HP #:
P#:
U#:
HP #:
P#:
U#:
HP #:
P#:
U#:
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
25. Who’s in the Mastery boat of a
DISTINGUISHED teacher?
MASTERY
26. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
27. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
28. Who’s in the Mastery boat of a
PROFICIENT teacher?
MASTERY
29. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
30. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
31. Who’s in the Mastery boat of a BASIC
teacher?
MASTERY
32. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
33. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #: 2
P #: 2 or 3
U #: 4
Not in the boat: 8 or 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
34. Who’s in the Mastery boat of an
UNSATISFACTORY teacher?
MASTERY
35. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #: 2
P #: 2 or 3
U #: 4
Not in the boat: 8 or 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
36. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #: 1
P #: 1
U #: 1
Not in the boat: < 9
HP #: 2
P #: 3
U #: 4
Not in the boat: 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.
37. Questions & Answers
• Brainstorm a list of 3-5 questions about the SLO process.
• Draw a star next to the most essential questions.
• In triads discuss questions and possible answers.
Share out with the group.