TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Student Teaching Evaluation of Performance (STEP) Templa.docxdeanmtaylor1545
Student Teaching Evaluation of Performance (STEP) TemplateTable of Contents
Student Teaching Evaluation of Performance (STEP) Template 1
Table of Contents 2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal 5
STEP Standard 3 - Assessment and Data Literacy 6
STEP Standard 4 - Unit and Lesson Planning 7
STEP Standard 5 - Implementation of Instructional Unit 10
STEP Standard 6 - Analysis of Student Learning 11
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Click here to enter text.
Unit Title: Click here to enter text.
National or State Academic Content Standards
Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.
Learning Goal
Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?
Measurable Objectives
List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.
Copy and paste, or insert a picture of the pre-assessment.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De .
Consentimiento participación en investigación “La visualización con WxMaxima en el curso de álgebra y su efecto en la motivación, entendimiento y aprovechamiento académico del estudiante”
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Planificación 8vo
1. POLÍTICA PÚBLICA SOBRE LA PLANIFICACIÓN DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL DOCENTE
PÁGINA 32
Weekly Plan (Regular Teacher)
Anejo 10
Teacher name: Elvis Perez Feliciano Date: March 24th, 2020 to March 27th,2020
Grade: 8th Grade Subject / Course: English 8th
Theme: Point of View, Characters, Open-Closed Questions, Moral
Values, Transition Words, and Event Sequences
Unit: 8.4 Personal Texts, Essays and Beliefs
Elements Monday Tuesday Wednesday Thursday Friday
Standards
Listening Listening Speaking Writing and Speaking Writing and Speaking
Expectations or
indicators
8.R.6L 8.L1.b 8.S2b 8.W.3, 8.W.8, 8.S.6 8.W.3, 8.W.8, 8.S.6
Objectives
The student will analyze
how the authordevelops and
contrast the points of view
of different characters or
narrators in a literary text.
The student will listen and
respond to complex
instructions or statements
to answer and formulate
closed and open–ended
questions.
The student will describe
with details information to
express self on moral
values.
The student will write
literary texts using
transitional words and other
cohesive devices to better
organize writing that
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
The student will write literary
texts using transitional words
and othercohesive devices to
better organize writing that
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
Sequence of learning activities
Initial Take out sentences from a
text and model how to infer
who characters are. These
characters can be identified
as first, second orthird
person singular or plural
point of view.
The student will be
introduced to the theme
using brainstorming
The student will be asked
how open and closed
questions can be answered.
The teacher will review
previous class.
Shares stories of particular
beliefs.
Write list of personalbeliefs.
Developmental
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook. Read
a provided text and infer
who the character or point of
view is.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook. The student
will answer assessment
activities based on open
and ended questions.
The student will answer
exercises from the
Remedial Module or the
META Exercises
Handbook. The student
reads/listens to a
list of beliefs or values and
checks “A” for agree or
“D” for disagree.
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook. Oral
discussion with personal
beliefs presented to the class
by the students. The student
will answer assessment
activities based on
transitional words.
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook. Have
students create a small
poster4x5 with his/her
personal belief. Create a
mural in class. The student
will answer assessment
activities based on event
sequences.
2. Closing
Review and discuss the
importance of the character
and point of view in the
story.Look at key words or
imagery that the authoruses.
Have an oral discussion on
the impact of the activity
and recognize similarities
and differences.
Discuss the list orally. Overview the taskand have
students reviewing and
discussing the activities.
Have students explain his or
her beliefs and the event
sequence activities.
Integration with
others subjects
The student will be using
their knowledge from
Spanish in order that he or
she can identify the point of
view in English.
The student will be using
their knowledge from
Spanish in order that he or
she can identify the point
of view in English.
The student will be using
their knowledge from
Spanish in order that he or
she can identify the point
of view in English.
The student will be using
their knowledge from
Spanish in order that he or
she can identify the point of
view in English.
The student will be using
their knowledge from Spanish
in order that he or she can
identify the point of view in
English.
Initiative or
Innovative Projec t
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
The student will answer
exercises from the
Remedial Module or the
META Exercises.
Handbook
The student will answer
exercises from the
Remedial Module or the
META Exercises.
Handbook
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
The student will answer
exercises from the Remedial
Module or the META
Exercises Handbook.
Evaluation
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic: √
☐Formative:
☐Summative:
☐ Diagnostic:
☐Formative: √
☐Summative:
Reaso nable
accommodations or
Curric ular
Accom m odatio ns
… Special Education
… LSP and Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and
Immigrant
… 504:
… Gifted
… Special Education
… LSP and Immigrant
… 504:
… Gifted
3. POLÍTICA PÚBLICA SOBRE LA PLANIFICACIÓN DEL PROCESO DE ENSEÑANZA Y APRENDIZAJE DEL DOCENTE
PÁGINA 33
Elements Monday Tuesday Wednesday Thursday Friday
(Specify according
to subgroup)
Special Education Students Special Education Students Special Education StudentsSpecial Education Students Special Education Students
Differentiated
Instruction
The Special Education
Students will be given
additional time in order that
they complete their work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order
that they complete their
work.
The Special Education
Students will be given
additional time in order that
they complete their work.
Materials META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
META Review Handbook,
Remedial Module, Piece of
papers
Lesson Reflec tions
or Observa tions:
Where the goals of
the day achieve d?
Where the students
motivated and
participated actively
in class?
Recom m enda tions
or changes :
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
I hope that the students
will be able to download
and answer the Remedial
Module exercises correctly.
I hope that the students
will be able to download
and answer the Remedial
Module exercises correctly.
I hope that the students will
be able to download and
answer the Remedial
Module exercises correctly.
School Improvement
Modes of instru ction
to promote the
student's active
response
Record of comm on
experienc es
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
… Directed by the
teacher
… The group led by
the teacher
… Group (s) led by
the student
… Guided practice
… Individual practice
The lesson includes:
… Active response of
the student
response
… Learning
verification activity
Record of common
experiences
I called several student
parents in order that they
understand and were able to
answer the exercises. Also,
the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able
to answer the exercises.
Also, the module and the
activities are available on
Mrs. Padilla blogspot.
I called several student
parents in order that they
understand and were able to
answer the exercises. Also,
the module and the
activities are available on
Mrs. Padilla blogspot.I
called several student