Presentation by Dr. Gale Stewart, Director of Assessment for Student Affairs and Research Associate Lauren Ratliff from the Office of the President. Explains SERU and importance of student participation.
by Kevin Li, Dean of Instruction at City Colleges of Chicago's Wilbur Wright College
This modularized, accelerated developmental mathematics program was awarded funding from Next Generation Learning Challenges (NGLC) to scale the program.
On Thursday 23rd March, we hosted our first Ryedale School Parents’ Forum. The evening was well attended with over 30 parents involved. The feedback received was overwhelmingly positive and having the opportunity to hear from the leadership team on the rationale behind key school decisions was welcomed by those in attendance. The date for next term’s forum will be published within the Easter newsletter. Please see below the powerpoint presentation from the evening.
Find out more about the Beijing Royal School: the distance learning program (BRS teachers educating students via satellite around the world), interactive mobile tablet initiatives, and our facilities such as our state-of-the-art labs, brand new gym, and outdoor track. In the past year, BRS has built a new front gate in the style of an ancient emperor palace as well as new classrooms and updated hallways. Become a part of our international community! Apply today! teach.meiguola.com
Presentation by Dr. Gale Stewart, Director of Assessment for Student Affairs and Research Associate Lauren Ratliff from the Office of the President. Explains SERU and importance of student participation.
by Kevin Li, Dean of Instruction at City Colleges of Chicago's Wilbur Wright College
This modularized, accelerated developmental mathematics program was awarded funding from Next Generation Learning Challenges (NGLC) to scale the program.
On Thursday 23rd March, we hosted our first Ryedale School Parents’ Forum. The evening was well attended with over 30 parents involved. The feedback received was overwhelmingly positive and having the opportunity to hear from the leadership team on the rationale behind key school decisions was welcomed by those in attendance. The date for next term’s forum will be published within the Easter newsletter. Please see below the powerpoint presentation from the evening.
Find out more about the Beijing Royal School: the distance learning program (BRS teachers educating students via satellite around the world), interactive mobile tablet initiatives, and our facilities such as our state-of-the-art labs, brand new gym, and outdoor track. In the past year, BRS has built a new front gate in the style of an ancient emperor palace as well as new classrooms and updated hallways. Become a part of our international community! Apply today! teach.meiguola.com
Key stage 3: the wasted years? Key findings and recommendationsOfsted
A presentation summarising the Ofsted report: 'Key stage 3: the wasted years?' https://www.gov.uk/government/publications/key-stage-3-the-wasted-years
It includes key findings, recommendations and good practice case studies.
Implementation of a RTI Model with ELLs: An Urban Case StudyClaudia Rinaldi
This session present the implementation of a RTI model in urban education. Student achievement in reading and teacher perceptions of adoption are presented. Practical implications provided.
Implementation of a RTI for ELLs: A Case Study in Urban SchoolsClaudia Rinaldi
This session presented at TESOL 2010 provides information regarding implementation of a RTI model in urban settings schools with large percentages of ELL students. Student reading achievement and teacher perceptions of adoption are presented.
Implementing a RTI Model for ELLs: An Urban Case StudyClaudia Rinaldi
RTI in Urban ELementary Schools with large percentage of ELL. Teacher perceptions and student achievement in reading is presented. Practical implications provided.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
K martin - Assignment 2 Hot Topic - Article reviewKim Martin
EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Assignment 2 - Hot Topic
Presentation also supported by Easy English, Transcript and You Tube clip of this presentation.
All images have alternative text in original presentation format.
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
Most able students: key findings and recommendations Ofsted
A presentation to complement the Ofsted report: 'The most able students: an update on progress since June 2013' https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
Similar to Progression At Pupil, School And National Levels (20)
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
This national study forms part of the series, 'Building Effective Research', edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London. It comprises a review of relevant literature and five case studies of practice, as well as outcomes of workshops, where the findings were tested with people working in the sector.
Evaluation of the Communication Aids Project (CAP) DFES (2004) Rr580Mike Blamires
This resource is an 'Evaluation of the Communication Aids Project (CAP)' carried out by the Department of Human Communication Science, University College London in collaboration with the Centre of Health Economics, University of York, between July 2003 and April 2004.
The Public, the Personal and National Curricula: Reform in England 1988 to 2010Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium entitled 'Curriculum Reform in Four Nations': a home international perspective: A network 23 symposium .This focuses on England and is presented by Dominic Wyse of Cambridge University
The School Curriculum in Wales and Devolution: Evidence Informed PolicyMike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University of Wales Institute Cardiff
Education reform in Scotland: engagement, consultation and the politics of ch...Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium on UK curriculum development across the different nations. This focuses on Scotland. By Vivienne Baumfield, Louise Hayward, Moira Hulme, Kay Livingston and Ian Menter
Policy, Politics and Curriculum and Assessment Change in Northern IrelandMike Blamires
Presentation by Carmel Gallagher and Ruth Leitch, Queen's University Belfast at ECER 2010. : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010
2. What the Data Tells Us Tanya McCormack Schools Analysis and Research Division, DCSF
3. Pupil Progress Rates Vary by Prior Attainment… Percentage of pupils progressing from average level at Key Stage 2 to GCSE thresholds Percentage of pupils making 3 levels of progress in English and Maths from KS2 to KS4 Source: SARD; 2008 KS4 data
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5. Ethnic Groups with a lower proportion of FSM pupils generally achieve higher thresholds Source: SARD; 2008 KS4 data
6. White FSM Boys Make the Least Progress Source: SARD; 2008 KS4 data
7. Risky Behaviours have an Increasingly Detrimental Effect on Progress Percentage of pupils making 3 levels of Progress in Mathematics from Key Stage 2 to Key Stage 4, by Risk Factors Risky behaviours include: (i) being a frequent smoker; (ii) drinking alcohol 3 or more times a month; (iii) playing truant within the previous 12 months; (iv) trying cannabis; (v) graffitiing on walls; (vi) vandalising public property, (vii) shoplifting and; (viii) taking part in fighting or public disturbances.
8. Progress by School Deprivation Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School FSM-band Source: SARD, 2008 data Least Deprived Schools Most Deprived Schools
9. Progress by School Type Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School Type and Deprivation
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11. For Every Combination of Prior Attainment, FSM Pupils are Less Likely to Meet 5A*-C E&M Percentage of pupils getting to the 5A*-C English and Maths threshold from each combination of Key Stage 1 & 2 prior attainment, by FSM Source: SARD; 2008 data Key Stage 1 attainment Key Stage 2 attainment Below Level 3 Level 4 Level 5 Not FSM FSM Not FSM FSM Not FSM FSM Not FSM FSM Below *** *** 1 1 13 13 *** *** Level 1 *** *** 2 2 20 14 69 63 Level 2C *** *** 3 2 29 19 81 81 Level 2B *** *** 4 3 42 28 87 75 Level 2A *** *** 5 4 57 38 91 79 Level 3+ *** *** 10 *** 71 52 95 85
13. Teaching for Progression Progress for all End Making Good Progress Progression premium Progression targets Single level tests Assessment and tracking Individual tuition
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17. 2009 KS2 attainment of pupils in MGP schools eligible for FSM and receiving one-to-one tuition in English
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Editor's Notes
This is the slide which describes the parts of MGP
Tuition has a dual focus. Partly it is about addressing the needs of those pupils who are already below national expectations when they enter the key stage, partly it is about the needs of the pupils defined by the Making Good Progress investigations as being ‘stuck’ or ‘slow moving’. Tuition in the first part of the key stage could focus on the former, while in years 5, 6 or 9 it might be expected to focus on the latter. It is important to recognise that tuition is not about enabling pupils to catch-up: it’s about early intervention to ensure that they can keep-up. As part of the focus on closing the gap, some tuition has been directed towards looked after children who would particularly benefit from this support. However, this has to be carefully monitored as these children often have other forms of support and tuition at particular times could be counter productive. Many children and young people in care do not receive a successful learning experience. They are more likely to have Special Educational Needs: 28% have a statement of SEN compared to 3% of all children. Their average attainment is far worse than that of their peers. At Key Stage 2, they are significantly less likely to reach level 4 or above in English or mathematics. In 2008 only 46% of looked after children achieved level 4 in English and 44% level 4 in mathematics. By contrast, 81% of all pupils obtained this level in English and 79% in mathematics. As pupils progress through the key stages so the attainment gap increases. In 2008 just 14% of looked after children achieved at least 5 A* – C grade GCSEs, compared with 65% of all pupils. We also know that some specific groups including boys, children that have one or both parents of African Caribbean or African heritage , disabled children and those from lower socio-economic groups are over-represented in care. It is for these reasons that looked after children have been specifically identified as a group who would benefit from one-to-one tuition. This comes from the LAC document which is available in June But within schools and LAs there will be other high priority groups. We know that 121 tuition can have a particularly beneficial effect for children eligible for FSM, schools will want to consider how this can support them to deliver against other priorities, such as narrowing the gaps. The LA has a strategic role in identifying and selecting the most appropriate pupils for tuition, and there will be opportunities today to explore with colleagues how you are drawing on the expertise of your data teams and the knowledge/information from your SIPs about where tuition can have greatest impact in improving pupils’ progress . Need to ensure that this linked to target getting and the focus on progression. SiPs will be crucial here Reference the Making Good Progress Investigations …handout in the pack. These were the criteria that were used in the MGP pilot and we will refer to some of the findings as the day progresses .
Briefly recap the parameters of one-to-one tuition including the flexible delivery during the day. The agreed targets are one of the distinct differences between tuition in the pilot and much of the private tuition which takes place. Tuition focuses on the specific barriers to progress faced by the pupil. Tuition is not designed, nor funded, to replace existing intervention. Integration of tuition into overall provision for intervention has been challenging, especially where provision has not previously been mapped. There was an initial surge, not unexpectedly, to focus on pre-SATs support, but schools quickly recognised the need for earlier intervention and moved tuition into other year groups. A number of schools have also begun to apply the processes they use to evaluate tuition to other interventions, recognising that in the past they have not evaluated the impact of intervention. Parameters are the same for ECAW Focus on two bottom points Need to keep an eye on not replacing and who should be responsible for monitoring this? Flexibility during school day needs to be promoted. Fits with extended school agenda. It is not last resort because it is a benefit to the child to be re-engaged with learning across the curriculum. You need to be developing a long term vision of where tuition fits in to curriculum reform and associated developments = models emerging (esp secondary). Design of curriculum should not compromise provision but ,for example, some pupils remain outside of lessons for long periods (in corridors etc). This is an opportunity for real innovation of the curriculum (esp secondary)
This slide demonstrates the impact that tuition has on pupils who are on FSM. The data is taken from the MGP pilotetter chance of getting to level 4 or attaining two levels of progress than those We can see from this slide that pupils on FSM who enter the key stage below national expectations and have tuition are more likely to reach level 4 and are more likely to make two levels progress than those who don’t have tuition. The data in the middle of the graph demonstrates that those pupils on FSM who are likely to fall behind are enabled to keep up through tuition.
