This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post-reading scaffolds are outlined, including K-W-L charts, key questions, note-taking methods, think-alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supports that are removed as skills develop.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Sequencing and structuring learning modules in instructional designDedi Yulianto
This document discusses using conceptual flow diagrams to develop the ideas of Ocean Literacy. Conceptual flow diagrams can help organize concepts from the Ocean Literacy Principles into a developmental scope and sequence. They differ from concept maps in that they address concepts within an instructional unit and show a hierarchy and sequence of ideas. The diagrams were developed for teacher professional development to improve content knowledge and instruction planning. They make key concepts and their relationships clear, and can guide curriculum and assessment development. The document outlines how to construct conceptual flow diagrams through a collaborative process to map important concepts, align them to standards and materials, and design an optimal instructional sequence.
This document provides a framework for a 9-day project-based learning module on exploring angles, lines, and triangles through building toothpick bridges. Students work in groups to research designs, build a bridge with limited supplies, and test their bridge. The project aligns with New York state geometry standards and incorporates collaboration, communication, and applying geometric concepts to solve design problems. Detailed instructions, rubrics, and handouts guide students through each stage of the project from introduction to testing.
The document discusses principles of lesson planning for English language teaching. It emphasizes the importance of planning for keeping students engaged and combining different activities. Key aspects of effective lesson planning include considering the learners, aims, teaching points, procedures, materials, timing, and classroom management. Lesson plans should specify learning outcomes, instructional elements like objectives and assessments, and include a logical sequence of teacher and learner activities.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Sequencing and structuring learning modules in instructional designDedi Yulianto
This document discusses using conceptual flow diagrams to develop the ideas of Ocean Literacy. Conceptual flow diagrams can help organize concepts from the Ocean Literacy Principles into a developmental scope and sequence. They differ from concept maps in that they address concepts within an instructional unit and show a hierarchy and sequence of ideas. The diagrams were developed for teacher professional development to improve content knowledge and instruction planning. They make key concepts and their relationships clear, and can guide curriculum and assessment development. The document outlines how to construct conceptual flow diagrams through a collaborative process to map important concepts, align them to standards and materials, and design an optimal instructional sequence.
This document provides a framework for a 9-day project-based learning module on exploring angles, lines, and triangles through building toothpick bridges. Students work in groups to research designs, build a bridge with limited supplies, and test their bridge. The project aligns with New York state geometry standards and incorporates collaboration, communication, and applying geometric concepts to solve design problems. Detailed instructions, rubrics, and handouts guide students through each stage of the project from introduction to testing.
The document discusses principles of lesson planning for English language teaching. It emphasizes the importance of planning for keeping students engaged and combining different activities. Key aspects of effective lesson planning include considering the learners, aims, teaching points, procedures, materials, timing, and classroom management. Lesson plans should specify learning outcomes, instructional elements like objectives and assessments, and include a logical sequence of teacher and learner activities.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Understanding by design teaching with the end in mind curriculum and planni...Laura Penney III
The document discusses Understanding by Design (UbD), a backwards design curriculum planning model developed by Wiggins and McTighe. UbD involves three stages: 1) identifying desired results such as standards, goals, and essential questions; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction. The document argues that UbD can be effectively combined with a learner-centered approach by involving students in deciding essential questions, allowing choice in assessments, and incorporating collaborative learning experiences. Using UbD with a learner-centered method enables students to take an active role in the learning process and apply their knowledge in personally meaningful ways.
The document provides guidance on designing the structure and navigation of online courses. It emphasizes using clear and consistent naming conventions for course modules and content areas. Locations for common course materials like the syllabus, assignments, and lectures should be intuitive and easy for students to find. The document also stresses writing learning objectives that are measurable and focus on what students will be able to do after instruction. Overall organization and chunking content into logical modules helps students learn effectively in online and blended course formats.
The document discusses the backward design model of curriculum planning. It involves three main stages: 1) identifying desired learning outcomes, 2) determining acceptable evidence that outcomes were achieved, and 3) planning learning experiences to help students achieve outcomes. Backward design starts with defining learning goals and aims to keep instruction focused on those goals. It challenges traditional methods where content is chosen first before defining goals. The document also discusses how backward design relates to curriculum design, instructional design, and other instructional models like ADDIE and the Dick and Carey model.
Standards of Mathematical Practice and Close Reading Dawn Little
This document discusses how questioning can help students comprehend math concepts. It begins by noting research showing teachers ask 300-400 questions per day, and that questioning structures the classroom environment and how students learn. The document then discusses how questioning supports the Common Core State Standards for reading and the standards for mathematical practice. It provides examples of "thick" and "thin" questions and an activity where students sort questions. The document also discusses using student discourse and metacognition to support questioning and problem solving. It concludes by asking teachers to identify next steps for applying these questioning strategies.
This document provides an overview of Susan Ferdon's instructional design project for an online GarageBand training course for general music teachers. The project will go through the ADDIE process of analyze, design, develop, implement, and evaluate. In the analyze phase, Ferdon will survey 6 target teachers in her district and 4 additional teachers to understand their needs, skills, and context related to using GarageBand software. She will use this data to design the goals, objectives, content and activities for the GarageBand training course. An expert music teacher will review the materials. The goal is for teachers to be able to record, edit and export audio files using GarageBand.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
The document discusses various achievement building strategies for Content and Language Integrated Learning (CLIL), including scaffolding, anchoring into previous learning, chunking, repackaging knowledge, creative thinking, and critical thinking. It provides examples of how each strategy can be implemented, such as using scaffolding to help students access prior knowledge and build new understanding incrementally, and chunking information into smaller pieces to aid absorption. The key strategies are presented as tools to help students learn content through a new language and be challenged outside their comfort zone.
Opening windows for personal achievement practicaiirobertagimenez_et
The document discusses various achievement building strategies for Content and Language Integrated Learning (CLIL), including scaffolding, anchoring into previous learning, chunking, repackaging knowledge, creative thinking, and critical thinking. It provides examples of how each strategy can be implemented, such as using scaffolding to help students access prior knowledge and build new understanding incrementally, and chunking information into smaller pieces to aid absorption. The key strategies are presented as tools to help students learn content through a new language and to step outside their comfort zones.
monroe_Science content day 1 & 2 power point 2012klmonroe
This document provides an agenda and notes for a two-day science instructional coaching session. Day 1 focuses on setting norms, learning objectives, culturally responsive pedagogy strategies, and developing mini-units. Participants shared best practices and gave peer feedback on mini-unit plans. Day 2 covers data use, formative assessments, classroom routines, and continuing work on mini-units with a focus on incorporating formative assessments and student feedback. The overall goal is to help educators improve science instruction and incorporate research-based culturally responsive strategies to increase student outcomes.
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
The document describes a lesson plan for a 12th grade English class on using Google Docs. The lesson was designed to teach students how to collaborate on research papers online by sharing documents through Google Docs. Students were put into groups to research and write a paper on one of three novels. The school librarian then gave a presentation introducing Google Docs and showed students how to create accounts and share documents for group work. Students used Google Docs to collaboratively write their research papers. After completing the project, students reflected on the online sharing and editing process in journals.
The document discusses Understanding by Design (UBD), a framework for designing curriculum and assessments. Some key points:
- UBD is based on backwards design - starting with the desired results and assessing if they were achieved before planning lessons.
- It focuses on developing students' deep understanding of key concepts and enduring understandings, rather than superficial coverage of content.
- Lessons and units are designed around essential questions to spark inquiry into big ideas.
- The framework emphasizes designing authentic performance tasks to assess if students achieved the desired understandings and skills.
- A template is provided to guide planning units using UBD in three stages: 1) identifying desired results, 2) determining acceptable evidence, and
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
The document summarizes two lesson planning models: the LEARN model and the Backwards Design model.
The LEARN model is a 5-step process for lesson planning that includes linking prior knowledge, engaging students through direct instruction, activating student learning through active learning strategies, reflecting on learning, and establishing next steps.
The Backwards Design model is a 3-step process that involves first establishing learning goals and essential questions, then determining assessments to measure student understanding, and finally planning learning activities. The model emphasizes starting with the desired results in mind and designing the lesson to achieve those results.
Talis Insight Europe 2017 - Reading Lists and course design - Oxford Brookes ...Talis
This document discusses a project to align reading lists with learning outcomes based on the theory of constructive alignment. The project team worked with module leaders to redesign two test case modules so that reading lists were activities rather than passive situations. For one business module, a survey found that less than half of students did the assigned reading and many struggled to explain how they would apply what they learned. A built environment module that paired readings with online forums saw low participation barriers. Future aims are to identify more test case modules, evaluate if new practices are embedded, create guidance for module leaders, and publish findings. Challenges include students' surface learning approaches and resources for large-scale redesign.
The document discusses how to develop learning outcomes to help students learn. It explains that learning outcomes should specify what students will be able to do by the end of a lesson, unit, or course. Good learning outcomes use action verbs to describe observable skills and begin with "By the end of this, you will be able to...". Developing clear learning outcomes helps both students and instructors by making expectations clear and guiding lesson planning and assessment.
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 outlines a daily lesson log for a science teacher. It includes objectives, content, learning resources, and procedures for lessons on chemical bonding delivered from November 14-25, 2022. The objectives are for students to understand how atoms bond through ionic and covalent bonding. Content includes the periodic table, Lewis structures, ionic bonding, covalent bonding, and metallic bonding. Learning resources listed are teacher guides, student materials, textbooks, and online videos. Procedures describe reviewing concepts, presenting new material, discussions, activities, and assessments to meet the objectives.
This document discusses characteristics and image formation using convex mirrors through ray tracing. It describes how a convex mirror's reflecting surface bulges outward and how objects appear smaller and virtual in convex mirrors. The major rays used in ray tracing - parallel, focal, and straight rays - are illustrated and used to locate the virtual upright image formed by a convex mirror. Applications of convex mirrors include makeup/shaving mirrors and wide-angle rearview mirrors in vehicles.
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Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Understanding by design teaching with the end in mind curriculum and planni...Laura Penney III
The document discusses Understanding by Design (UbD), a backwards design curriculum planning model developed by Wiggins and McTighe. UbD involves three stages: 1) identifying desired results such as standards, goals, and essential questions; 2) determining acceptable evidence of student learning through assessments; and 3) planning learning experiences and instruction. The document argues that UbD can be effectively combined with a learner-centered approach by involving students in deciding essential questions, allowing choice in assessments, and incorporating collaborative learning experiences. Using UbD with a learner-centered method enables students to take an active role in the learning process and apply their knowledge in personally meaningful ways.
The document provides guidance on designing the structure and navigation of online courses. It emphasizes using clear and consistent naming conventions for course modules and content areas. Locations for common course materials like the syllabus, assignments, and lectures should be intuitive and easy for students to find. The document also stresses writing learning objectives that are measurable and focus on what students will be able to do after instruction. Overall organization and chunking content into logical modules helps students learn effectively in online and blended course formats.
The document discusses the backward design model of curriculum planning. It involves three main stages: 1) identifying desired learning outcomes, 2) determining acceptable evidence that outcomes were achieved, and 3) planning learning experiences to help students achieve outcomes. Backward design starts with defining learning goals and aims to keep instruction focused on those goals. It challenges traditional methods where content is chosen first before defining goals. The document also discusses how backward design relates to curriculum design, instructional design, and other instructional models like ADDIE and the Dick and Carey model.
Standards of Mathematical Practice and Close Reading Dawn Little
This document discusses how questioning can help students comprehend math concepts. It begins by noting research showing teachers ask 300-400 questions per day, and that questioning structures the classroom environment and how students learn. The document then discusses how questioning supports the Common Core State Standards for reading and the standards for mathematical practice. It provides examples of "thick" and "thin" questions and an activity where students sort questions. The document also discusses using student discourse and metacognition to support questioning and problem solving. It concludes by asking teachers to identify next steps for applying these questioning strategies.
This document provides an overview of Susan Ferdon's instructional design project for an online GarageBand training course for general music teachers. The project will go through the ADDIE process of analyze, design, develop, implement, and evaluate. In the analyze phase, Ferdon will survey 6 target teachers in her district and 4 additional teachers to understand their needs, skills, and context related to using GarageBand software. She will use this data to design the goals, objectives, content and activities for the GarageBand training course. An expert music teacher will review the materials. The goal is for teachers to be able to record, edit and export audio files using GarageBand.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
The document discusses various achievement building strategies for Content and Language Integrated Learning (CLIL), including scaffolding, anchoring into previous learning, chunking, repackaging knowledge, creative thinking, and critical thinking. It provides examples of how each strategy can be implemented, such as using scaffolding to help students access prior knowledge and build new understanding incrementally, and chunking information into smaller pieces to aid absorption. The key strategies are presented as tools to help students learn content through a new language and be challenged outside their comfort zone.
Opening windows for personal achievement practicaiirobertagimenez_et
The document discusses various achievement building strategies for Content and Language Integrated Learning (CLIL), including scaffolding, anchoring into previous learning, chunking, repackaging knowledge, creative thinking, and critical thinking. It provides examples of how each strategy can be implemented, such as using scaffolding to help students access prior knowledge and build new understanding incrementally, and chunking information into smaller pieces to aid absorption. The key strategies are presented as tools to help students learn content through a new language and to step outside their comfort zones.
monroe_Science content day 1 & 2 power point 2012klmonroe
This document provides an agenda and notes for a two-day science instructional coaching session. Day 1 focuses on setting norms, learning objectives, culturally responsive pedagogy strategies, and developing mini-units. Participants shared best practices and gave peer feedback on mini-unit plans. Day 2 covers data use, formative assessments, classroom routines, and continuing work on mini-units with a focus on incorporating formative assessments and student feedback. The overall goal is to help educators improve science instruction and incorporate research-based culturally responsive strategies to increase student outcomes.
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
The document describes a lesson plan for a 12th grade English class on using Google Docs. The lesson was designed to teach students how to collaborate on research papers online by sharing documents through Google Docs. Students were put into groups to research and write a paper on one of three novels. The school librarian then gave a presentation introducing Google Docs and showed students how to create accounts and share documents for group work. Students used Google Docs to collaboratively write their research papers. After completing the project, students reflected on the online sharing and editing process in journals.
The document discusses Understanding by Design (UBD), a framework for designing curriculum and assessments. Some key points:
- UBD is based on backwards design - starting with the desired results and assessing if they were achieved before planning lessons.
- It focuses on developing students' deep understanding of key concepts and enduring understandings, rather than superficial coverage of content.
- Lessons and units are designed around essential questions to spark inquiry into big ideas.
- The framework emphasizes designing authentic performance tasks to assess if students achieved the desired understandings and skills.
- A template is provided to guide planning units using UBD in three stages: 1) identifying desired results, 2) determining acceptable evidence, and
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
The document summarizes two lesson planning models: the LEARN model and the Backwards Design model.
The LEARN model is a 5-step process for lesson planning that includes linking prior knowledge, engaging students through direct instruction, activating student learning through active learning strategies, reflecting on learning, and establishing next steps.
The Backwards Design model is a 3-step process that involves first establishing learning goals and essential questions, then determining assessments to measure student understanding, and finally planning learning activities. The model emphasizes starting with the desired results in mind and designing the lesson to achieve those results.
Talis Insight Europe 2017 - Reading Lists and course design - Oxford Brookes ...Talis
This document discusses a project to align reading lists with learning outcomes based on the theory of constructive alignment. The project team worked with module leaders to redesign two test case modules so that reading lists were activities rather than passive situations. For one business module, a survey found that less than half of students did the assigned reading and many struggled to explain how they would apply what they learned. A built environment module that paired readings with online forums saw low participation barriers. Future aims are to identify more test case modules, evaluate if new practices are embedded, create guidance for module leaders, and publish findings. Challenges include students' surface learning approaches and resources for large-scale redesign.
The document discusses how to develop learning outcomes to help students learn. It explains that learning outcomes should specify what students will be able to do by the end of a lesson, unit, or course. Good learning outcomes use action verbs to describe observable skills and begin with "By the end of this, you will be able to...". Developing clear learning outcomes helps both students and instructors by making expectations clear and guiding lesson planning and assessment.
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.
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This document discusses characteristics and image formation using convex mirrors through ray tracing. It describes how a convex mirror's reflecting surface bulges outward and how objects appear smaller and virtual in convex mirrors. The major rays used in ray tracing - parallel, focal, and straight rays - are illustrated and used to locate the virtual upright image formed by a convex mirror. Applications of convex mirrors include makeup/shaving mirrors and wide-angle rearview mirrors in vehicles.
Continental drift theory proposed that the continents were once joined together and have since drifted apart. Evidence for this includes matching rock formations and fossil records across continents. The theory of seafloor spreading was developed after sonar technology discovered the Mid-Atlantic Ridge, revealing new rock being formed as the seafloor spreads from the ridge. The Earth's surface consists of lithospheric plates that float on the asthenosphere and move independently from one another, pushing continents apart over time. Major earthquake and volcanic zones occur at plate boundaries.
This document outlines a science lesson plan for a 10th grade class covering plate tectonics. The objectives are for students to understand the relationship between volcanoes, earthquakes, and mountains, and learn ways to prepare for disasters. The lesson covers evidence that supports plate tectonics theory, including continental drift theory, seafloor spreading, and calculating spreading rates. Students perform hands-on activities and present their work. They also complete a performance task to design an information campaign about earthquake and volcanic eruption risks and preparedness for local communities.
This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post reading scaffolds are outlined, including K-W-L charts, key questions, note taking methods, think alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supported activities that are gradually removed as skills develop.
This document discusses scaffolding instruction strategies to assist reading comprehension. It describes scaffolds as temporary supports to help students learn independently. Several pre, during, and post reading scaffolds are outlined, including K-W-L charts, key questions, note taking methods, think alouds, and writing exercises. The purpose of scaffolding is to engage students with text and enhance understanding through supported activities that are gradually removed as skills develop.
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.
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at Integral University, Lucknow, 06.06.2024
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Scaffolding Workshop Powerpoint_0 (1).ppt
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Scaffolding
Instruction
Assisting Reading Performance
Workshop 2
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What Is a Scaffold?
A scaffold is a temporary learning aid
designed to help the student grow in
independence as a learner.
Once the skill the scaffold is intended to
help has been mastered, the scaffold
should be withdrawn.
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What Is Scaffolding Instruction?
A set of pre-reading, during-reading, and
post-reading activities specifically
designed to assist a particular group of
students in successfully reading,
understanding, learning from, and
enjoying a reading passage.
(Graves & Graves, 2003)
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Why Use Scaffolding Instruction?
Scaffolding a reading passage offers the
teacher a flexible plan that takes into
consideration:
1. The particular group of students
2. The text they are reading
3. The purpose for reading the text
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Why Use Scaffolding Instruction?
Scaffolding a reading experience also
provides:
1. Temporary support for students to use in
understanding and discussing the reading
selection.
2. Methods to enhance student engagement
with the text, allowing for deeper
understanding of knowledge.
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What Advantages Does
Scaffolding Instruction Offer?
A temporary support structure to assist the
student’s comprehension of text.
A support structure that allows students to
complete tasks and gain knowledge.
Activities which can be used to self-monitor and
internalize reading skills.
Activities which provide ways for students to
discuss and write about reading passages.
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What Advantages Does
Scaffolding Instruction Offer?
Scaffolding provides for a plan to develop
independent readers
Scaffolding is a temporary support plan
which should be removed when the leaner
reaches an independent reading level and
can self-monitor their reading.
Scaffolding includes an instructional
framework.
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What Are the Components of an
Instructional Framework Scaffold?
Initiating students toward reading at
independent levels.
Constructing meaning from the text.
Utilizing text meanings to apply or act
upon the meanings students have
constructed.
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Initiating Component
Teachers should:
Introduce content
Assess prior knowledge
Identify purpose for
reading
Stimulate curiosity
Develop a strategic plan
Students should:
Preview the content
Assess prior knowledge
Build upon prior knowledge
Determine purposes
Raise questions/issues
Recognize a need to know
Develop a strategic reading
plan
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Constructing Component
Teachers should
consider:
Class size
Needs of students
Diverse learning styles
Complexity of subject
matter
Time spent on a reading
assignment
Students should :
Engage
Interact
Process information
Associate with life
experiences
Organize
Think about the
passage
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Utilizing Component
Teachers should:
Explain
Clarify
Model
Demonstrate
Guide the student using
the scaffold activity
selected
Students should:
Write ideas
Synthesize information
Clarify and organize
ideas
Refine concepts
Move toward
independence from
using the scaffold
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How Are Scaffolding Instruction
Activities Sequenced?
Before Reading Scaffolds
During Reading Scaffolds
After Reading Scaffolds
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Two Minute Preview Description
Provides students with an overview of the
selection
Helps students develop a plan for reading
a selection
Previewing a reading passage can help
students become active and engaged with
the text.
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Two Minute Preview Procedures
Can be used with pairs or whole class
Good scaffold for predicting text structure
and organization of content
Teacher leads the class in discussion of
preview findings
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Two Minute Preview Guide
What is the author talking about?
What are the heading and subheading topics?
Can I interpret graphs, charts, tables and maps?
Are there any margin notes?
Is there a passage overview and summary ?
Do questions cover the major ideas in the
reading?
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K-W-L Scaffold
A widely used strategy to foster active
reading, consists of three steps:
K- What do I already know?
W-What do I want to find out?
L-What did I learn, and still need to learn?
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Why Use the K-W-L Scaffold?
Provides a structure which:
Activates prior knowledge
Builds upon prior knowledge
Elicits student input
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Sample K-W-L Scaffold Chart
K
W
L
K: What do I
already know?
W: What do I
want to find out?
L: What did I
learn?
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During Reading Scaffolds
Key Questions
Note Taking: Do it Yourself
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The Key Questions Scaffold
This scaffold strategy is designed to help
students process the basic elements of of
( Who? What? When? Where? And How?)
of what they read.
Students use this scaffold to note and
present information to a small group or
whole class.
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Why Use the Key Questions
Scaffold?
This scaffold is used:
When working with readers who have
trouble comprehending at the literal level.
To present the new information helps
integrate it into existing schemata.
When teachers need a quick,informal
assessment tool to judge student reading
performance on a text passage.
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The Key Questions Procedure
Teacher models five key questions in a selection
Students read and record information to answer the five
key questions using the key questions worksheet.
Students may design a flipchart of notes.
Students present the information orally to the class
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The Key Questions Scaffold:
Student Worksheet
Use the key questions scaffold below with the reading assignment.
Who ? What ? When ? Where? How?
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Note Taking: Do It Yourself
Effective note taking is one of the most
important skills students can develop.
Real value in note taking is revisiting the notes
and reacting, organizing, and using them in
some way.
Revisiting notes and using them in classroom
instruction leads to deeper understanding and
integration into one’s schema.
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Note Taking: Do It Yourself
There are many types of note taking
systems.
Any note-taking system should present
information in an organized manner that
can be adapted for verbal and visual
presentations.
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Note Taking Using the R3 System
Students perform the following actions:
Read the text passage
Record important notes
Respond to the notes by writing questions and
answering those questions
React by writing a summary about what they are
learning.
Make associations to learn new material by
linking to existing knowledge
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Note Taking Using the R3 System
Use the R3 note taking scaffold below.
Notes: Questions
and
Answers:
Reaction Summary:
Associations:
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After Reading Scaffolds
Think Aloud Strategy
Writing to Learn Strategy
The Last Word
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Think Aloud Strategy
This scaffold helps students understand
the thinking required by a specific task.
The teacher models the thinking process
as she/he reads aloud.
Students see how the teacher constructs
meaning from unfamiliar vocabulary, and
new text content.
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Think Aloud Strategy Scaffolding
Includes the following activities:
Reading aloud
Developing questions
Verbalizing thoughts
Making predictions as you read
Explaining how one connects new content
with prior knowledge.
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Think Aloud Activities
Coping strategies you can model include:
Making predictions
Forming a hypothesis
Creating analogies
Verbalizing Fix-Up Strategies
Using retelling to review a process or
procedure
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Think Aloud Guide Sheet
Make predictions
Form mental pictures
Connect to prior
Knowledge
Create Analogies
Verbalize Confusing
points
Use fix-up strategy
None A Little Most of Always
the time
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Writing To Learn Strategy
Can be incorporated across the curriculum
Helps students personalize learning
Encourages high-level thinking skills
Assists in helping students construct
meaning from the text
Writing activities are brief
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Writing To Learn Strategy Steps
1.Select the concept you want students to
explore.
2. Assign the Writing to learn activity
any time during the class.
3. Give students three to five minutes think
time to consider a response
4. Have students write five minutes on the
topic.
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Writing To Learn Strategy
Writing to learn discussion can be
centered on the written response
Writing to learn helps students reflect on
information under discussion.
Writing to learn can be effect in helping
Students construct summaries of their
reading assignment.
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The Last Word Strategy
The Last Word is a writing to learn activity
used at the end of a discussion or reading.
Students spend the last ten minutes of class
completing the Last Word Writing guide.
In the guide, students write the teacher a brief
letter about information they do not understand,
need clarified, or reviewed.
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The Last Word Strategy Guide
The Last Word
Name _________, Date____, Class______
Today, I understood:__________.
Today, I did not understand:________.
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Writing to Learn: Guidelines
1. Identify appropriate topic and writing
activity.
2. Keep content the central focus.
3. Provided sufficient writing time.
4. Design the writing activity to review,
question and summarize knowledge
5. Provide time to students to discuss their
written responses.
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Scaffolding Instruction Review
In this program, we have presented:
1. A rationale for scaffolding.
2. A reading frame work for using
scaffolding: before, during and after the
reading process
3. Six scaffolding activities teachers can
integrate with their content reading
assignments.
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Resources Used in This Program
Billmeyer, Rachel & Barton, Mary Lee. ( 1998) Teaching Reading in
the Content Areas: If Not Me, Then Who?, McREL, Aurora, CO.
Brozo, W.G., & Simpson, M.L. (1999) Readers, Teachers and
Learners: Expanding Literacy Across the Content Areas, Prentice
Hall: Upper Saddle River, NJ.
Graves, Michael & Graves, Bonnie. ( 2003) Scaffolding Reading
Experiences: Designs for Student Success, Christopher-Gordon
Publishers: Norwood, MA.
Stephens, Elaine & Brown, Jean. (2000) A Handbook of Content
Literacy Strategies: 75 Practical Reading and Writing Ideas,
Christopher-Gordon Publishers: Norwood, MA.