The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
This document provides guidance on writing effective learning objectives. It discusses the importance of learning objectives, workshop objectives on writing objectives, the basics of objectives, levels of objectives, and the ABCDS (audience, behavior, condition, degree) of objectives. It covers Bloom's taxonomy, problematic words to avoid, characteristics of good versus bad objectives, and how to assess objectives. Examples are provided throughout to illustrate good and bad objectives. The document concludes with tips and contact information for its author.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
This document discusses differentiated assessment strategies for teachers to use to account for differences among students. It recommends that teachers gather data through multiple assessments before, during and after instruction to identify student needs and strengths. Teachers should choose from various formal and informal assessment tools to plan instruction tailored to each student. The goal is to use differentiated assessment to ensure all students improve and are supported in meeting learning objectives.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document provides information about differentiated instruction through tiering. It defines differentiation as responsive teaching that varies approaches based on student needs, learning styles, and abilities. Tiering is described as providing parallel tasks at varied levels of complexity, depth, and abstractness to accommodate differences in student readiness and performance levels. Examples are given of how to tier graphic organizers, resources, and tasks to meet the range of student needs in a classroom. The goal of tiering is to challenge all students at their appropriate level and encourage continued growth.
Gagne's Nine Instructional Events- ExampleManjeet Yadav
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
This document provides guidance on writing effective learning objectives. It discusses the importance of learning objectives, workshop objectives on writing objectives, the basics of objectives, levels of objectives, and the ABCDS (audience, behavior, condition, degree) of objectives. It covers Bloom's taxonomy, problematic words to avoid, characteristics of good versus bad objectives, and how to assess objectives. Examples are provided throughout to illustrate good and bad objectives. The document concludes with tips and contact information for its author.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
This document discusses differentiated assessment strategies for teachers to use to account for differences among students. It recommends that teachers gather data through multiple assessments before, during and after instruction to identify student needs and strengths. Teachers should choose from various formal and informal assessment tools to plan instruction tailored to each student. The goal is to use differentiated assessment to ensure all students improve and are supported in meeting learning objectives.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document provides information about differentiated instruction through tiering. It defines differentiation as responsive teaching that varies approaches based on student needs, learning styles, and abilities. Tiering is described as providing parallel tasks at varied levels of complexity, depth, and abstractness to accommodate differences in student readiness and performance levels. Examples are given of how to tier graphic organizers, resources, and tasks to meet the range of student needs in a classroom. The goal of tiering is to challenge all students at their appropriate level and encourage continued growth.
Gagne's Nine Instructional Events- ExampleManjeet Yadav
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
The document discusses the Utah Academy of Teachers and frameworks for quality teaching and student learning. It emphasizes that quality teaching is the most important factor in student achievement, and outlines four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. It also discusses the backward design process of understanding by design curriculum development which begins with identifying desired learning outcomes and aligning standards, curriculum, instruction and assessment.
The document outlines best practices for teachers when planning and delivering lessons, including:
1. Explicitly teaching subject-specific vocabulary and clearly displaying and stating the lesson focus.
2. Using hooks like visuals or props to grab student attention at the start of lessons.
3. Activating prior knowledge by asking questions to draw out what students already know before beginning new topics.
4. Reviewing the learning focus at the end of lessons and having students reflect on what they learned.
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Differentiated instruction is a framework that involves providing different learning approaches to students in the same classroom based on their individual needs, abilities, and interests. This allows all students to effectively learn content regardless of their differences. A differentiated classroom uses various instructional strategies, flexible time, and individual and group goals tailored to each student. The teacher understands students' backgrounds and designs personalized instruction to ensure all children can learn.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses effective techniques for opening (setting) and closing lessons. It provides examples of opening scenarios and asks teachers to evaluate them using red/green cards. Effective openings activate prior knowledge, connect new content to real-world examples, and review prerequisite skills. Closings should re-emphasize learning targets and check for understanding through methods like question-and-answer, exit cards, or T-charts. The document encourages teachers to develop openings and closings for upcoming lessons that engage students and reinforce the day's objectives.
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
Effective questioning and reacting techniquesPauline Abordo
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
Assessment for Learning in an Elementary Math Classroom presentationtbraybrook
This document outlines the objectives and content of a workshop on assessment for learning in mathematics. The workshop will discuss what assessment for learning is and research in the area. It will explore assessment tasks, rubrics, and record keeping. Presentation materials will cover assessment strategies including setting learning targets, examples of strong/weak work, descriptive feedback, self-assessment, focusing on one quality at a time, revision, and self-reflection. The overall goal is for learners to implement a new assessment strategy in their math class within 4 weeks.
Assessment for learning at UK client forum in Birmingham - June 2012Morten Fahlvik
My presentation at the UK itslearning client forum June 12th 2012 in Birmingham. The presentation gave a brief overview of the concept of assessment for learning (afl) and demonstrated how itslearing can support it. I talked about the potential of combining physical and online classrooms and presented the work behind the itslearning whitepaper on assessment for learning. The whitepaper can be downloaded at http://www.itslearning.eu/assessment-for-learning
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Strategic teaching uses literacy strategies before, during, and after reading to maximize student understanding and retention of content. It is necessary because student performance declines in middle and high school without explicit comprehension instruction. The strategic teacher plans engaging lessons with clear outcomes in mind and uses strategies like activating background knowledge, questioning, summarizing, and graphic organizers. Some example strategies discussed are quick writes, exit slips, marking texts, and partner discussions to connect with texts. The goal is to benefit all students through purposeful planning and use of multiple strategies.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
T&l using self & peer assessment strategiescaldiesschool
This document discusses the importance and benefits of using self and peer assessment strategies in the classroom. It outlines that self and peer assessment allows students to take responsibility for their own learning, identify their strengths and weaknesses, and guide their future progress. The document also provides key requirements for developing self and peer assessment skills, such as establishing clear success criteria and modeling the assessment process. Suggested self and peer assessment strategies and examples are also included.
The document provides guidance on developing clear learning objectives from academic standards. It outlines a process for "deconstructing" standards by identifying verbs and nouns to create measurable learning objectives. Clear objectives stated in student-friendly language help focus learning, assessment, and feedback. Examples show how to transform broad standards into specific objectives students can understand and work towards. Overall the document emphasizes that clear objectives are necessary to effectively plan instruction and evaluate student learning.
This document summarizes Melinda Bratton's analysis of literacy assessments and instruction for beginning readers from pre-K to 3rd grade. It discusses the importance of teachers getting to know individual students' strengths and needs through assessments in order to better support their literacy development. A variety of assessment types are explored including cognitive assessments, observations, interviews and inventories to gather information about students' reading abilities and interests. The document also addresses selecting appropriate texts for students based on factors like readability and interest level. Overall it emphasizes using assessment data and interactive instructional strategies to meet students' literacy needs and foster their development as independent readers.
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
The document discusses the Utah Academy of Teachers and frameworks for quality teaching and student learning. It emphasizes that quality teaching is the most important factor in student achievement, and outlines four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. It also discusses the backward design process of understanding by design curriculum development which begins with identifying desired learning outcomes and aligning standards, curriculum, instruction and assessment.
The document outlines best practices for teachers when planning and delivering lessons, including:
1. Explicitly teaching subject-specific vocabulary and clearly displaying and stating the lesson focus.
2. Using hooks like visuals or props to grab student attention at the start of lessons.
3. Activating prior knowledge by asking questions to draw out what students already know before beginning new topics.
4. Reviewing the learning focus at the end of lessons and having students reflect on what they learned.
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Differentiated instruction is a framework that involves providing different learning approaches to students in the same classroom based on their individual needs, abilities, and interests. This allows all students to effectively learn content regardless of their differences. A differentiated classroom uses various instructional strategies, flexible time, and individual and group goals tailored to each student. The teacher understands students' backgrounds and designs personalized instruction to ensure all children can learn.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses effective techniques for opening (setting) and closing lessons. It provides examples of opening scenarios and asks teachers to evaluate them using red/green cards. Effective openings activate prior knowledge, connect new content to real-world examples, and review prerequisite skills. Closings should re-emphasize learning targets and check for understanding through methods like question-and-answer, exit cards, or T-charts. The document encourages teachers to develop openings and closings for upcoming lessons that engage students and reinforce the day's objectives.
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
Effective questioning and reacting techniquesPauline Abordo
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
Assessment for Learning in an Elementary Math Classroom presentationtbraybrook
This document outlines the objectives and content of a workshop on assessment for learning in mathematics. The workshop will discuss what assessment for learning is and research in the area. It will explore assessment tasks, rubrics, and record keeping. Presentation materials will cover assessment strategies including setting learning targets, examples of strong/weak work, descriptive feedback, self-assessment, focusing on one quality at a time, revision, and self-reflection. The overall goal is for learners to implement a new assessment strategy in their math class within 4 weeks.
Assessment for learning at UK client forum in Birmingham - June 2012Morten Fahlvik
My presentation at the UK itslearning client forum June 12th 2012 in Birmingham. The presentation gave a brief overview of the concept of assessment for learning (afl) and demonstrated how itslearing can support it. I talked about the potential of combining physical and online classrooms and presented the work behind the itslearning whitepaper on assessment for learning. The whitepaper can be downloaded at http://www.itslearning.eu/assessment-for-learning
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Strategic teaching uses literacy strategies before, during, and after reading to maximize student understanding and retention of content. It is necessary because student performance declines in middle and high school without explicit comprehension instruction. The strategic teacher plans engaging lessons with clear outcomes in mind and uses strategies like activating background knowledge, questioning, summarizing, and graphic organizers. Some example strategies discussed are quick writes, exit slips, marking texts, and partner discussions to connect with texts. The goal is to benefit all students through purposeful planning and use of multiple strategies.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
T&l using self & peer assessment strategiescaldiesschool
This document discusses the importance and benefits of using self and peer assessment strategies in the classroom. It outlines that self and peer assessment allows students to take responsibility for their own learning, identify their strengths and weaknesses, and guide their future progress. The document also provides key requirements for developing self and peer assessment skills, such as establishing clear success criteria and modeling the assessment process. Suggested self and peer assessment strategies and examples are also included.
The document provides guidance on developing clear learning objectives from academic standards. It outlines a process for "deconstructing" standards by identifying verbs and nouns to create measurable learning objectives. Clear objectives stated in student-friendly language help focus learning, assessment, and feedback. Examples show how to transform broad standards into specific objectives students can understand and work towards. Overall the document emphasizes that clear objectives are necessary to effectively plan instruction and evaluate student learning.
This document summarizes Melinda Bratton's analysis of literacy assessments and instruction for beginning readers from pre-K to 3rd grade. It discusses the importance of teachers getting to know individual students' strengths and needs through assessments in order to better support their literacy development. A variety of assessment types are explored including cognitive assessments, observations, interviews and inventories to gather information about students' reading abilities and interests. The document also addresses selecting appropriate texts for students based on factors like readability and interest level. Overall it emphasizes using assessment data and interactive instructional strategies to meet students' literacy needs and foster their development as independent readers.
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
Eastview exemplary reading program award ira poster presentationjenniferplucker
The document summarizes a study on Eastview High School's Academic Literacy 9 course, an intensive literacy intervention program for struggling 9th grade readers. The study examined reading growth for students in the program compared to a control group and general student population. Results showed that students in the Academic Literacy 9 course accelerated their reading growth over one year at three times the rate of their peers. The program implemented research-backed strategies like independent reading, formative assessment, and student engagement to improve struggling readers' literacy skills.
This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
This document summarizes Jessica Thomas's literacy analysis presentation for a class. It discusses key aspects of literacy like definitions, assessments, choosing appropriate texts, and instructional perspectives. The presentation covered interactive, critical, and response perspectives. It emphasized getting to know students, modeling strategies, and using assessment to guide instruction so students reach their full literacy potential.
Students talk back: Opportunities for growth lie in student perceptionsLearning Forward
Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Read several tips that help teachers capture and use student input to improve practice.
The document discusses literacy instruction and assessment strategies for elementary students. It outlines three perspectives of literacy development: interactive, critical, and response. It also lists the five pillars of literacy: phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document provides examples of cognitive and non-cognitive assessment strategies teachers can use to get to know students as readers, such as observing oral reading, timed writing samples, and attitude surveys. Teachers can use assessment data to select appropriate texts and activities tailored to students' ability levels and interests.
This document outlines Mae Guerra's educational background and teaching experience, and summarizes two studies she conducted on improving student writing. It describes how one study used computer technology and feedback to help 7th graders at Place Middle School improve essay writing. The other used immediate feedback to motivate 4th graders at Valverde Elementary to write more effectively. Both schools served low-income populations and saw writing score gains after the interventions.
This document summarizes a study that examines the effectiveness of the Students Team-Achievement Division (STAD) teaching method compared to direct instruction on students' reading ability, considering students' reading anxiety levels. It provides background on reading skills, STAD and direct instruction methods, and reading anxiety. The study aims to determine if reading achievement differs between the two teaching methods and between high and low reading anxiety students. It also examines potential interactions between method and anxiety. The methodology section describes the study site, research design, sampling, data collection/analysis, and hypotheses to be tested.
This article summarizes a study conducted by the author on cultivating a vision for teaching literacy. The author adopted a self-study methodology, collecting data through student interviews and a reflective journal. The study found that by structuring classroom activities according to her vision of empowering students and engaging them in real-world literacy tasks, students developed confidence in their literacy skills and enjoyed participating in reading activities. However, the study was limited by potential biases and only spanning one year. Future research could incorporate parental feedback to gain a more holistic understanding of how teachers' visions impact students.
To establish a literate environment, the document discusses three key aspects from the Framework for Literacy Instruction: learners, texts, and instructional practices. For learners, it is important to understand their affective and cognitive aspects through assessments. For texts, a variety of structures, types, genres and difficulty levels should be matched to learners' needs and goals. For instructional practices, interactive, critical, and response perspectives should be used through developmentally appropriate strategies to facilitate literacy development. Specific activities like surveys, assessments, and compare/contrast lessons are discussed.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document discusses strategies for understanding literacy learners in PreK-3, including non-cognitive and cognitive assessments. It also addresses selecting appropriate texts using the Literary Matrix model and balancing the "Big 5" areas of literacy - phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document outlines the Interactive, Critical, and Response perspectives for literacy instruction and how they develop strategic and analytical thinking in students. Feedback from colleagues and families is solicited on insights gained about literacy development and supporting student literacy.
Effect Of Subject Matter Knowledge Of Prospective Teacher At The Academic Pe...Pakistan
This document outlines the contents of 3 chapters for a study. The introduction provides background on reading as a cognitive skill. The objectives are to explore teacher strategies to motivate student reading and analyze effective methods. The research question examines how to measure student motivation and implement strategies to increase it. The scope covers students, teachers, administrators and others related to children's education. The purpose is to find barriers to reading motivation and awareness in teachers, and motivate children through activities. The limitations are conducting the study in one primary school. The literature review covers authors and statements on reading motivation. The methodology uses qualitative research with observation, data collection and analysis. The design is deductive and cross-sectional. Data collection uses tools like surveys, activities and workshops
Impact on Student Learning and InstructionDr. James Lake
This document discusses factors that impact student learning and identifies teacher effectiveness as having the greatest impact. It summarizes a study that tracked students over 2 years in different school and teacher environments. The study found that students taught by ineffective teachers for 2 years dropped from the 50th to 3rd percentile, while those with effective teachers rose to the 96th percentile. The document provides research supporting direct instruction models and instructional strategies proven to improve student achievement, such as setting clear learning objectives and checking for understanding. It emphasizes the importance of recruiting and retaining effective teachers to provide students with an exceptional learning environment.
Similar to Specific learning goals in literacy (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
15. Mr. Low Ms. Medium Ms. High Before Had read from 2 genres. Passage Rate: 4:16 Short, infrequent connections while reading After Expanded to a total of 8 genres. Passage Rate: 3:20 Thoughtful written responses relating to the book.
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19. Rubric 1- Broke a tooth on it. 2- Piece of Candy. 3- Candy Bar. 4- Candy Store. Explanation of the candidate’s academic inquiry. Vague outline of academic inquiry. Sketchy explanation of academic inquiry. Complete explanation of academic inquiry. Informative and thoughtful explanation of academic inquiry. /5 Results of the candidate’s academic inquiry. Didn’t have any examples. Didn’t have ample examples. Data evidence of student growth over time. Specific data evidence of student growth over time relating to academic inquiry process (research was relevant to student results. /5 Impact on K-12 student learning. It was all about you and not the students. Unclear explanation of impact on student learning. Explains impact on student learning. Shows and explains impact on student learning (in the classroom). /5 Engaging and timely presentation. The presentation was way too long and not informative. The presentation was informative. The presentation was compelling and informative. The presentation was in the moment, compelling and informative. /5 Total /20
Editor's Notes
Many times when teachers are instructing the students are unaware of what the learning goal is. Our target was to support students in setting their own learning goals and gain knowledge of how monitor themselves as they progress.
We wanted to make sure that we were not only teaching them how to set their own learning goals, but also how to assess themselves. This could be achieved by sitting down with the students during one-on-one student-teacher conferences.
All of our collective research pointed to the same belief that students feel a greater sense of ownership when they set their own learning goals and are a part of the assessment process. However, an interesting opinion was shared during a conversation with a parent who was interviewed during our research. She stated that she believed that students would have a difficult time with self-assessment because they would not feel comfortable rating themselves poorly.
To begin the intervention students had to define their individual goals. They needed to identify where they would work on their goals, who would help them reach their goals, when they would achieve their goals, why their goal was important to them and how they will reach their goals. During the weekly meetings students would be expected to provide evidence and reflect on their growth. At the end of the intervention they were guided in reviewing their data and determining where they were in terms of their goal.
Each student began the intervention by completing a goal organizer. We were focusing on three students from high, medium and low academic levels. We referred to these students as “Ms. High”, “Ms. Medium”, and “Mr. Low”. We’ll begin by sharing Ms. High’s data starting with her goal organizer.
Ms. High and the teacher worked on revising her plan on how she would meet her goal, as she had stated in her organizer that she would record a connection or a prediction on a sticky note on every page. With teacher guidance she decided that that might be an unrealistic goal and changed that to one per chapter.
This is an example of the work that she was completing the first week of the intervention. As you can see she was writing more than the main idea on the sticky note. Therefore, she was having a difficult time journaling about it because she’d already written so much on a sticky note.
Teacher worked with Ms. High to develop a rubric to assess her journal entries. The audio in this slide is from a part of the student-teacher conference during the creation of the rubric. Student is expressing that she a good journal entry should be based on one short sticky note that she writes on during her reading.
As you can see, after she began using the rubric to self-assess she was able to write short thoughts on the sticky note while reading and expand upon them later in her journal.
During the creation of Ms. Medium’s goal, the teacher asked her to define fluency. This helped both the teacher and the student to clarify the intent of the goal.
The teacher supported Ms. Medium in defining what she needed in order to reach her goal. A “good fit book” is what this classroom calls a book that is at each student’s individual reading level. It is not too challenging, but not too easy. This level is determined by the DRA reading assessment.
Mr. Low is reading at a 1.5 reading level. He expressed that he often only reads fantasy fiction and realistic fiction and he would like to have more experience with nonfiction texts. He said that this goal was important to him because it would “help him read better”.
This graph shows the variety of genres from he read. Although it hard to see, the darker boxes indicate books he had read before the intervention (two fantasy books and six realistic fiction books). The lighter boxes show books he read during the course of the intervention.
This slide shows a table of the progress and growth that was made over the course of the intervention of one month. Before the intervention Mr. Low had read from two genres that trimester, during the intervention he increased that total to eight. Before the intervention Ms. Medium read a passage from a book at second grade level in four minutes and sixteen seconds. At the end of the intervention she could read that same passage in three minutes and twenty seconds. Before the intervention Ms. High made short and infrequent connections while she read, making it challenging to complete quality reading journal entries. At the end of the intervention, using her rubric, she was able to make thoughtful responses to her book.
Because each of the goals was unique the method of assessment was different for each student. It was very easy to assess Mr. Low and Ms. Medium because the assessment was factual (Mr. Low read more genres that were charted, and Ms. Medium read the same passage at a faster rate). However, Ms. High’s assessment was based more heavily on student-voice.
Based on our research we came to conclusion that goal setting is a positive cycle of setting an academic goal, assessing oneself, and determining a new goal. Moving forward these students could use their self-assessment to set new learning goals. For example, Ms. Medium increased her reading rate, but realized after listening to a recording of herself that she was skipping punctuation. She expressed that this was something that she would need to concentrate on in the future, therefore she had already set her next goal.