This document provides guidance on writing an effective Cover Profile for resources submitted to the SmarterBalanced library. It includes a video example of a 10th grade ELA lesson where students engage in a fishbowl discussion protocol, citing evidence from texts. The document reviews the different fields of a Cover Profile and provides examples of how to complete them to support review of the resource, including describing the resource, its use, alignment to standards, and how it engages students in formative assessment.
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
The "Clicker Training for Parrots" workshop is one of the many classes offered by Phoenix Landing.
Clicker training is a fun way to interact with your bird, but it's also a useful tool for addressing behavioral issues. Once you apply the principles of clicker training to your daily interactions, you will be amazed at how effectively you will be able to communicate with each other, how much faster you will build trust, and how quickly your parrot will learn tricks that delight and amaze. This interactive class will be an introduction to clicker training for birds, how it works, why it works, strategies for dealing with "problem" behaviors, ideas for getting started, and pitfalls to avoid. It includes an overview of basic training terminology and in-class exercises to drive home training techniques.
APPROVED CUP residential condo (57 units) development with 22,000 Sq.Ft. office, 136 structured parking spaces, downtown Carrboro,NC, 1 mile bike ride to UNC Chapel Hill campus.Approval expires April, 2013 .
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
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his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
Include both mainstream and language minority students.
Two observations must be in different grade levels and one observation must be in a Title 1 school.
Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
Monday: Oral language and vocabulary
Tuesday: Phonics, word patterns, and word analysis
Wednesday: Fluency
Thursday: Reading Comprehension
Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
Objective (linked to academic standards)
Materials (include copies of all materials to teach lesson)
Procedure (a step-by-step description of the lesson from beginning to end)
Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
A synopsis of your observations in the reading classrooms, and how they influenced your Language A ...
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docxtoddr4
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
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.
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
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.
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.
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!
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.
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.
3. Focus: Section B
Learning Target:
• I understand the components of an accurate and
effective Cover Profile.
Success Criterion:
• When contributing a resource, I can write
detailed responses in the Cover Profile fields to
support the review of the resource.
4. Let’s Get Started
• In preparation for walking through an effective
Cover Profile, you will need to watch the video
that is found on the next slide.
• You will need to click on the picture to open
up the video.
7. - Core Literacy
+ Using Evidence from informational and literary text
8. Does the resource clarify
intended learning to help
students and teachers
understand
the expectations and goals
(or “learning target”) for
their work together?
9. Does the resource elicit evidence
through interactions with
students, using appropriate
questioning strategies, focused
observations of students, or by
looking at student work and
analyzing it?
10. Does the resource help the
teacher interpret the evidence to
determine where students are in
relation to the learning target and
success criteria?
11. Does the resource help the teacher
provide feedback to students or make
adjustments to instruction to keep
learning on track?
12. - Student engagement in the formative assessment process is
clearly evident in the entire resource.
13. How does the resource enable or promote student
engagement in the formative assessment process?
14. + Student engagement in the formative assessment process is clearly
evident in the entire resource. One learning target the teacher employs
in the lesson promotes the students’ continuous involvement in self
and peer assessment. The students are owners of their work and
provide descriptive feedback to peers. The students discuss how the
next group of students can utilize the feedback to inform their work.
15. Does the resource focus
more on student
learning, educator
learning or both?
16. Hint: If you select
“Combination…,” evidence for both
must be shown in “Learning
Targets” and “Success Criteria” (to
be discussed shortly).
17. The owner of the resource may or may not be the same
as the author. For example, the resource you read earlier
entitled “Formative Assessment: An enabler of learning”
is written by Margaret Heritage but owned by the
National Center for Research on Evaluation, Standards
and Student Testing (CRESST).
18.
19.
20. Provide an “abstract.” Be specific and brief.
Avoid jargon.
Only the first 140 characters will show up in
the search.
21. This is a 10th grade ELA class focusing on citing evidence from informational and literary text. The
video shows snippets of a lesson with teacher commentary as students engage in a discussion using
the fishbowl protocol. The discussion focuses on two guiding questions: Why read? and What is a
world without books? The inner circle cites evidence from the two types of texts to support their
reasoning. At the same time, the teacher requires the outer circle to track the ideas presented as
evidence. After a set amount of time, the outer circle provides feedback to their peers. At the end
of the lesson, a debrief circle connects the intended learning to what occurred during the lesson.
23. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
How
24. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
Where
25. This resource can be used be used by a teacher to help implement the fishbowl protocol as a
tool to actively involve students in the formative assessment process. This resource is used
with a whole class but could be modified for use with small groups. This fishbowl protocol
could be used to support ongoing learning by having students act on the feedback given at
the next session.
When
26. The video highlights the interconnected nature of the ELA Common Core State Standards by
providing an example of the how the ELA strands of Speaking and Listening, Reading
Literature, and Reading Informational Text are combined in a lesson. The video shows a
teacher implementing the ELA instructional shifts in her classroom. Students are building
knowledge through complex text and content-rich non-fiction as well as citing specific
evidence from the texts to support their reasoning when speaking with their peers.
27. Elaborates on the “attributes” of the formative
assessment process (See page 1).
28. -The teacher emphasizes the intended learning of the activity, and the students consistently refer
back to the target throughout the lesson. Also, the teacher and students actively provide specific
feedback throughout the activity. The students utilize this feedback to adjust their presentation
when they enter the inner circle.
29. +The teacher clarifies the intended learning of the activity at each round in the discussion
protocol. Students track peer responses during the discussion and give clear, constructive
feedback at the end of each round. Subsequent groups are able to act on that feedback to
improve the quality of their responses. The end user is able to see examples of student
engagement in the formative assessment process. The teacher elicits evidence of learning at the
end of the lesson by asking what the takeaways were from using evidence to move the
discussion. The teacher ends by clarifying the learning for the next day.
30. The student will understand how to cite evidence during conversation from informational
and literary text to convey information and ideas clearly.
The student will understand how to provide clear and actionable feedback to peers.
The student can cite evidence during conversation from informational and literary text to
support their reasoning and keep a conversation flowing.
The student can give positive and constructive feedback while giving suggestions for
improvement.
The student can point out strengths and weaknesses in discussion points without evaluating
or judging.
31. - The fishbowl protocol was found in multiple lessons. For each of the lessons
reviewed, the students were actively engaged in the formative assessment process and
positive learning outcomes were achieved.
32. + I have implemented the fishbowl protocol in multiple lessons. In each of the lessons, the
students were actively engaged in the formative assessment process by providing feedback
to their peers and adjusting their learning based on peer- and teacher-feedback. Positive
learning outcomes were achieved with each lesson.
33. - The attention to text complexity, the use of informational text, and the combining of
reading, listening and speaking informs this resource. These instructional strategies highlight
CCSS English language arts shift.
34. + The attention to text complexity, the use of informational text, and the attention to speaking
and listening informs this resource. The instructional strategies used in this resource highlight the
three CCSS ELA instructional shifts. Fishbowl protocols are used to assess comprehension, to
assess group work, to encourage constructive peer assessment, to discuss issues in the
classroom, or to model specific techniques such as literature circles or Socratic Seminars.
Fishbowl protocols allow students to practice group discussion skills and provide a safe forum for
students to participate in a discussion about charged topics. This strategy for formal discussion
also allows the teacher to see what misconceptions students have and address them.
35.
36.
37.
38. Section B
Learning Target:
• I understand the components of an accurate and
effective Cover Profile.
Success Criterion:
• When contributing a resource, I can write
detailed responses in the Cover Profile fields to
support the review of the resource.
The Help Desk is an important resource to remember if you encounter any challenges with using the Digital Library. NOTE TO FACILITATOR:Share the Help Desk information with the participants.
NOTE TO FACILITATOR:Read the learning target and success criterion.
This is an example of an effective resource summary. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource context. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective resource connection to CCSS. (from “Participant Guide” Tab 7 Page 3)
This is an example of an effective Learning Target. (from “Participant Guide” Tab 8 Page 4)
NOTE TO FACILITATOR:Read the learning target and success criterion.
The Help Desk is an important resource to remember if you encounter any challenges with using the Digital Library. NOTE TO FACILITATOR:Share the Help Desk information with the participants.