Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
My presentation from the ND Education Academy.
Many people think that we have a student learning problem in schools. I believe we have an adult learning problem. To truly increase student achievement it must start with the adults in the building. We must develop a culture of learning that begins with teachers and trickles down to students. In this session I will provide practical ideas that will help your district create a focus on learning.
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
My presentation from the ND Education Academy.
Many people think that we have a student learning problem in schools. I believe we have an adult learning problem. To truly increase student achievement it must start with the adults in the building. We must develop a culture of learning that begins with teachers and trickles down to students. In this session I will provide practical ideas that will help your district create a focus on learning.
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
A half day conversation on the research on assessment for learning strategies, the 6 strategies, examples of these strategies, and their impact on student learning.
First of a 3 day series with teacher facilitators - K-7: Quality Teaching in Inclusive Classrooms and Schools. Setting the stage with Kinsey Reports, frameworks for learning, AFL, 2 sequences.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Gravelly Hill Middle School has initiated a teacher-designed advisory program, whose intent is to create positive relationships between students and teacher advocates. See how you can engage students in a well-structured myriad of activities relating to character education, college and career readiness, goal setting, tracking academic progress, and building relationships.
Presenter(s): Eric Yarbrough, Catherine Stanley, Stephanie Pinkin, Sharon Moyer, Heidi Snedden, Sandy McGuire and Nicole Marchick
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
A day's session on fiction and non-fiction reading, K-7 with Queen Elizabeth and General Gordon staffs. Every Child, Every Day; small group instruction, whole group instruction.
EARCOS Weekend Workshop at Brent International School, Manila, for educators in grades 6-12. Focus on the weaving together of learning, formative and summative assessment.
Stetson & Associates, Inc. Step-by-Step for Inclusive Schools: Training Sampl...TriciaWillms
The Step-by-Step team training emphasizes the importance of individual student-centered decisions for assigning supports and services. Each participating school will create an action plan and identify criteria for determining successful implementation of effective practices. This action plan addresses six of the critical themes covered in the Step by Step training:
1. Instructional Setting
2. Collaboration
3. Instruction
4. In-Class Support
5. Peer and Family Relationships
6. Effective Use of Personnel
Participating teams will learn:
- A clear definition of inclusive education
- Instructional strategies to meet the needs of diverse learners in the general education classroom
- Three distinct staffing models to assure that students and teachers receive the support they need
- A process for scheduling that makes the best use of resources, and many more practical strategies
- Five strategies to improve the quality and impact of paraeducator services
- An effective peer assistance and peer tutoring program
3rd half day session with a focus on the redesigned curriculum. This session highlights core competencies, some considerations of levelled text, and teaching vocabulary decoding skills in context.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A half day conversation on the research on assessment for learning strategies, the 6 strategies, examples of these strategies, and their impact on student learning.
First of a 3 day series with teacher facilitators - K-7: Quality Teaching in Inclusive Classrooms and Schools. Setting the stage with Kinsey Reports, frameworks for learning, AFL, 2 sequences.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Gravelly Hill Middle School has initiated a teacher-designed advisory program, whose intent is to create positive relationships between students and teacher advocates. See how you can engage students in a well-structured myriad of activities relating to character education, college and career readiness, goal setting, tracking academic progress, and building relationships.
Presenter(s): Eric Yarbrough, Catherine Stanley, Stephanie Pinkin, Sharon Moyer, Heidi Snedden, Sandy McGuire and Nicole Marchick
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
A day's session on fiction and non-fiction reading, K-7 with Queen Elizabeth and General Gordon staffs. Every Child, Every Day; small group instruction, whole group instruction.
EARCOS Weekend Workshop at Brent International School, Manila, for educators in grades 6-12. Focus on the weaving together of learning, formative and summative assessment.
Stetson & Associates, Inc. Step-by-Step for Inclusive Schools: Training Sampl...TriciaWillms
The Step-by-Step team training emphasizes the importance of individual student-centered decisions for assigning supports and services. Each participating school will create an action plan and identify criteria for determining successful implementation of effective practices. This action plan addresses six of the critical themes covered in the Step by Step training:
1. Instructional Setting
2. Collaboration
3. Instruction
4. In-Class Support
5. Peer and Family Relationships
6. Effective Use of Personnel
Participating teams will learn:
- A clear definition of inclusive education
- Instructional strategies to meet the needs of diverse learners in the general education classroom
- Three distinct staffing models to assure that students and teachers receive the support they need
- A process for scheduling that makes the best use of resources, and many more practical strategies
- Five strategies to improve the quality and impact of paraeducator services
- An effective peer assistance and peer tutoring program
3rd half day session with a focus on the redesigned curriculum. This session highlights core competencies, some considerations of levelled text, and teaching vocabulary decoding skills in context.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
The Education Team at Dulwich College International shared data from over 4,000 student interviews conducted across nine Dulwich College International schools at this year’s IB Global Conference in Hong Kong. Read thought leadership articles from our Education Team on https://www.dulwich.org/careers/thought-leadership
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
RETSD.MY.2018
1. Continuing the Class Profile
Conversation: growing our
practice
RETSD
November 7 & 8, 2018
Faye Brownlie
Slideshare.net/fayebrownlie.retsd.MY.2018
2. Learning Intentions
• I have reviewed the class profile process and better understand how
to make our class profiles more effective
• I have an action plan to use the information gathered from our class
profiles
• I have begun to formulate a co-planning, co-teaching plan for my
class/school
• I better understand how to move to school profiles from class profiles
3. • Inclusion is not a special education initiative, rather it belongs to
general education and is a reflection of the society we want.
4. Reviewing our reviewsJ
• What worked?
• What didn’t work as well? How did you make it
better?
• What’s next? What do you wonder?
7. Rationale
By sharing our collective knowledge about
our classes of students and developing a
plan of action based on this, we can better
meet the needs of all students.
8. A Key Belief
Intervention is focused on classroom support. Classroom-based
intervention does NOT mean that all specialists have to be in the
classroom all the time. Instead, the RESULTS of their work have to
show up in the classroom.
11. I want to focus on …
• Each learner as an individual and a community member
• Tasks that are worthwhile and meaningful
• Individual, personalized feedback during the learning
• Balance in the programming:
• Whole class, small group, individual
• Multiple ways of learning
• Time for collaboration:
• Co-planning
• Co-teaching
• Maintaining a firm, research-based, pedagogical foundation
13. The Class Review
What are the strengths
of the class?
What are your concerns
about the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?
15. • It is critical to focus on the class plan, aiming for the active inclusion
of ALL students.
• Who are our students?
• What is the goal?
• How will we work together to achieve this goal?
• Who has what role?
• How will we know that what we are doing is working?
• What are the range of supports we are providing for the students in this
class?
17. Designing Inclusive Activities
Does every student have an entry point?
Can every student
access the curriculum in some way?
stretch themselves?
help others?
experience success?
18. Example: Dave Dunnigan (Gr 6/7)
At the beginning of the year, Dave
and his students go through a
visioning process to create their
learning community.
He asks students:
what makes a great classroom?
How are the students learning?
How is the teacher teaching?
How does everyone treat each
other and interact with each other?
What routines and expectations
help us in our learning?
19. Questions to Guide Co-Teaching
• What are the strengths of your class?
• What areas are you wanting to strengthen?
• What is the curriculum/topic/skill/strategy goal for this lesson?
• What students will need to be specifically considered for inclusion in
this lesson?
• What roles shall we each play?
21. Participation Structures:
What kinds of
routines and
expectations do
we set up in
classrooms?
Do students
"own"
them?
Do all
students know
what they are?
Do all students know how
to participate effectively?
