Presentation I made about the online STAAR. Includes some research based on our students' preferences and results as well as information regarding the PNPs available on the online assessment.
This document discusses terminology and concepts related to measuring value-added in education. It defines key terms like baseline score, value-added scores, standardized residuals, and confidence limits. It provides an example of how value-added is measured for students with low, average, and high ability. Graphs and scatter plots are used to identify patterns in student performance and understand how data can be used to identify over and underachievers.
The document provides an introduction and overview of CEM data and baseline measurements used to assess students. It discusses the computer adaptive test which adjusts question difficulty based on student ability. Key areas assessed include vocabulary, mathematics, non-verbal reasoning, skills, and an overall MidYIS score. Student results are provided on individual pupil reports which show nationally standardized scores to indicate performance levels compared to averages.
The document provides information about CEM data and the CEM baseline testing process. It discusses that the baseline test is administered early and results are sent to the CEM Centre. The CEM Centre then provides feedback to institutions including baseline test results and predictions. When public exam results are received, they are also sent to the CEM Centre to enable value-added analysis. The baseline test is computer adaptive and administered online to efficiently measure student ability across a wide range of levels. It assesses areas like vocabulary, mathematics, proof reading and perceptual skills. Following testing, institutions receive reports, graphs and predictions about student performance.
Forty years of polls on standardized tests in educationRichard P Phelps
This document summarizes public opinion polls on standardized testing conducted over 40 years. It finds that support for standardized testing is highest when there is a national testing proposal being considered, such as with Bush's No Child Left Behind Act. Respondents generally favor using tests to identify student needs but not to determine school funding or teacher pay. Both education providers and consumers have consistently supported using high-stakes testing for high school graduation and grade promotion by an average of 30-45 percentage points in the polls analyzed.
The document provides guidance on best practices for designing effective surveys. It discusses including open-ended and closed-ended questions, organizing the survey into sections, pilot testing questions, ensuring clear and unbiased wording, and remembering to keep the survey brief and easy for respondents to complete. Special attention should be given to question formatting, response options, and filtering questions to target the appropriate audience.
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
This document discusses terminology and concepts related to measuring value-added in education. It defines key terms like baseline score, value-added scores, standardized residuals, and confidence limits. It provides an example of how value-added is measured for students with low, average, and high ability. Graphs and scatter plots are used to identify patterns in student performance and understand how data can be used to identify over and underachievers.
The document provides an introduction and overview of CEM data and baseline measurements used to assess students. It discusses the computer adaptive test which adjusts question difficulty based on student ability. Key areas assessed include vocabulary, mathematics, non-verbal reasoning, skills, and an overall MidYIS score. Student results are provided on individual pupil reports which show nationally standardized scores to indicate performance levels compared to averages.
The document provides information about CEM data and the CEM baseline testing process. It discusses that the baseline test is administered early and results are sent to the CEM Centre. The CEM Centre then provides feedback to institutions including baseline test results and predictions. When public exam results are received, they are also sent to the CEM Centre to enable value-added analysis. The baseline test is computer adaptive and administered online to efficiently measure student ability across a wide range of levels. It assesses areas like vocabulary, mathematics, proof reading and perceptual skills. Following testing, institutions receive reports, graphs and predictions about student performance.
Forty years of polls on standardized tests in educationRichard P Phelps
This document summarizes public opinion polls on standardized testing conducted over 40 years. It finds that support for standardized testing is highest when there is a national testing proposal being considered, such as with Bush's No Child Left Behind Act. Respondents generally favor using tests to identify student needs but not to determine school funding or teacher pay. Both education providers and consumers have consistently supported using high-stakes testing for high school graduation and grade promotion by an average of 30-45 percentage points in the polls analyzed.
The document provides guidance on best practices for designing effective surveys. It discusses including open-ended and closed-ended questions, organizing the survey into sections, pilot testing questions, ensuring clear and unbiased wording, and remembering to keep the survey brief and easy for respondents to complete. Special attention should be given to question formatting, response options, and filtering questions to target the appropriate audience.
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
The document analyzes data from a Striving Readers program that provides literacy intervention for 94 7th grade and 100 8th grade students. Students were randomly assigned to either the intervention or control group. Assessment results show that 7th grade intervention students outperformed controls in 8 skill areas, while 8th grade intervention students outperformed in 5 areas. Key findings indicate that increasing reading frequency, teaching text structure, independent meaning-making, consistent literacy expectations, and use of process questions can improve adolescent literacy.
The document provides best practices for creating effective tests and surveys. It emphasizes that assessments should have clear relevance to learning objectives and use accurate questions aligned to the material. A variety of question types can be used but they should be clear, avoid bias, and follow a predictable sequence. Feedback is important to provide learning and should be timely, neutral, and explain both right and wrong answers. Results should be monitored and experts consulted to ensure quality.
This document outlines four types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, while diagnostic assessments follow up on students who perform poorly on screenings. Progress monitoring assessments determine the effectiveness of interventions by periodically assessing students. Outcome measurements are standardized, summative assessments often used for high-stakes testing to identify areas needing more emphasis and allow comparisons between schools.
Annette jordan creating an effective test or survey instrumentaljordan22
The document provides guidance on creating effective surveys and test instruments. It discusses planning the survey process, including defining goals and developing question types. It recommends starting with an introductory question, ordering questions logically, and ending with demographic questions. The document also covers feedback, processing survey results both quantitatively and qualitatively, and representing results visually. Effective surveys are designed to gather intended information through clear, unbiased questions understood by all respondents.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
This document provides guidance for directing student research in the classroom. It discusses incorporating student research into the curriculum to meet common core standards requiring students to ask questions, conduct research using multiple sources, and design experiments. It provides rubrics for students to develop research questions and hypotheses and outlines the components of an experimental design such as procedures, data collection, and materials. Resource links are included to support student research projects.
The document discusses using a Pareto diagram to analyze reasons why students bunk lectures. It introduces Pareto diagrams and their use in identifying the most significant problems or causes. A Pareto diagram is then presented analyzing the frequency of various reasons for students bunking lectures, including less attendance requirements, uninteresting syllabus or teaching methods, and an emphasis on theory over practical lessons. The most common reasons are identified to help address what issues need attention first to improve lecture attendance.
Math Lit & Pathways: 5 yrs later ORMATYC 2016kathleenalmy
This document summarizes the Math Lit & Pathways program at Rock Valley College over the past 5 years. It provides an overview of developmental math pathways programs, data on student outcomes at RVC, and lessons learned from implementing the Math Lit course. Key findings include that Math Lit outcomes are comparable to other pathways programs, most students complete Math Lit and their next math course within a year, and pathways courses can replace beginning algebra as a gateway to college-level math for many students. The document also outlines lessons related to course content, instruction, group work, technology use, assessment, and implementation.
This document provides an agenda for a dashboard design workshop. It will cover Gestalt principles of visual perception that inform effective dashboard design, such as proximity, closure, and similarity. It will also discuss key considerations for dashboard design like arranging data by importance, maintaining a high data-to-ink ratio, using appropriate display methods, and ensuring aesthetic appeal. Finally, it includes an exercise where participants will design a sample dashboard based on a given user objective and available data.
Blending in-class surveys with Moodle questionnaireHaidee Thomson
We all know that catering to student needs is important, in this presentation I outline an interactive task-based lesson where students worked in small groups to carry out an English learning needs analysis. In small groups students worked together to decipher the meaning of two provided survey questions and then asked those questions to classmates in other groups. They then re-grouped to combine their results and present their findings to the class. After the group presentation, students re-visited the survey questions through the Moodle questionnaire. After engaging with the questions and processing the concepts through the class activity, the language and concepts were revisited through the Moodle questionnaire. The follow-up use of Moodle questionnaire provided the teacher with easy to analyze data in order to inform further lesson planning. Moodle questionnaire is an optional add-on module for the Moodle Learner Management System.
Integrative Practical (Percentage with Percentage Bar)Muhammad Khuluq
The slides were addressed to a group of 6th graders in an International School in the Netherlands, to whom designs of percentage bar learning are implemented.
The slides were meant to give an overview to students of what we have done in their class (Integrative Practical and Teaching Implementation). The slides are associated with reporting research, as the students have learned about conducting research in their school
Math Literacy Course Syllabus Rock Valley Collegekathleenalmy
This document provides information about a course called Mathematical Literacy for College Students. The course is designed for non-math and non-science majors to develop conceptual and procedural tools to support key mathematical concepts. It integrates numeracy, proportional reasoning, algebraic reasoning, functions, and college success content. Upon completion, students may take other math courses. The course objectives are to apply numeracy, proportional reasoning, algebraic reasoning, functions, and develop critical thinking skills using mathematical tools. It covers topics like operations, measurement, proportional relationships, algebraic expressions, linear and quadratic functions. Students will be evaluated through exams, assignments, and online work.
The document outlines the format and content of a two-day SAT prep session. Day one covers general test strategies, math review, and practice in specific sections. Day two involves taking a full practice SAT in the morning and reviewing performance in the afternoon. Key strategies are provided for managing anxiety, pacing oneself, process of elimination, guessing, and approaching different question types in reading, writing and math. The session aims to equip students with techniques to maximize their SAT scores.
Asl u3 session 1 judging and reportingacerelliottd
This document discusses assessment of student learning. It covers estimating student achievement through holistic and analytical ratings, collecting evidence through observations and recording methods, and systematically managing observations. Specific methods are examined, like rating scales, partial credit approaches, and categorizing student responses. Issues in making accurate estimates of achievement and ensuring evidence is sufficient are also addressed.
This document provides guidance on creating effective online survey instruments. It discusses the basic steps in the survey process, which include planning, designing the survey, distribution, feedback, and results processing. When designing surveys, goals should be established regarding what information is needed, from whom, why it is needed and how the results will be used. Effective survey design considers question types, wording, flow, and reliability/validity. Proper question writing avoids biases and ensures respondents understand. Closed-ended questions with structured responses are easier to analyze but limit insights. Feedback and results reporting are also important considerations.
This document appears to be a template for a student science fair project. It includes sections for the project title, student number, category, teacher, question, materials, procedure, research findings in bullet points, hypothesis, variables including a controlled variable and independent variable, data and observations in graph or table form, conclusion, works cited, and a judging sheet. The judging sheet lists criteria such as having a title page, question, materials, procedure, research findings, variables identified, hypothesis, data, conclusion, and works cited, as well as bonuses for technical merit and creativity. Judges are directed to score projects on a scale of 1 to 5 in each category.
The SAT is a standardized test that measures critical reading, mathematics, and writing skills. It takes 3 hours and 45 minutes to complete and tests skills developed in high school coursework. While it covers a broad range of math concepts, the difficulty level has not increased despite the test being longer. Students should prepare by taking challenging courses, reading and writing regularly, and familiarizing themselves with the SAT format and scoring.
Preparing Adult Learners for the Changing Landscape of High School EquivalencyPrepPath
With the increase in the number of High School Equivalency exam options (GED, TASC, HiSet) along with the transformation in education technology, educators need to adapt to help students achieve HSE success.
Toronto Berkshire Academy lesson plan templateMo FAIZALLA
This document contains a daily lesson plan template for a teacher at the Toronto Berkshire Academy. The template includes sections for subject, grade level, unit, topic, learning goals, success criteria, materials, lesson format/activities, introduction, development, consolidation, extension activities, ELL notes, cross-curricular links, assessment strategy, and lesson reflection. The development section lists possible hands-on activities like questioning, modeling, guided practice, and differentiation. The lesson plan template provides guidance for teachers to design engaging lessons that meet curriculum expectations and support diverse student needs.
The document analyzes data from a Striving Readers program that provides literacy intervention for 94 7th grade and 100 8th grade students. Students were randomly assigned to either the intervention or control group. Assessment results show that 7th grade intervention students outperformed controls in 8 skill areas, while 8th grade intervention students outperformed in 5 areas. Key findings indicate that increasing reading frequency, teaching text structure, independent meaning-making, consistent literacy expectations, and use of process questions can improve adolescent literacy.
The document provides best practices for creating effective tests and surveys. It emphasizes that assessments should have clear relevance to learning objectives and use accurate questions aligned to the material. A variety of question types can be used but they should be clear, avoid bias, and follow a predictable sequence. Feedback is important to provide learning and should be timely, neutral, and explain both right and wrong answers. Results should be monitored and experts consulted to ensure quality.
This document outlines four types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, while diagnostic assessments follow up on students who perform poorly on screenings. Progress monitoring assessments determine the effectiveness of interventions by periodically assessing students. Outcome measurements are standardized, summative assessments often used for high-stakes testing to identify areas needing more emphasis and allow comparisons between schools.
Annette jordan creating an effective test or survey instrumentaljordan22
The document provides guidance on creating effective surveys and test instruments. It discusses planning the survey process, including defining goals and developing question types. It recommends starting with an introductory question, ordering questions logically, and ending with demographic questions. The document also covers feedback, processing survey results both quantitatively and qualitatively, and representing results visually. Effective surveys are designed to gather intended information through clear, unbiased questions understood by all respondents.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
This document provides guidance for directing student research in the classroom. It discusses incorporating student research into the curriculum to meet common core standards requiring students to ask questions, conduct research using multiple sources, and design experiments. It provides rubrics for students to develop research questions and hypotheses and outlines the components of an experimental design such as procedures, data collection, and materials. Resource links are included to support student research projects.
The document discusses using a Pareto diagram to analyze reasons why students bunk lectures. It introduces Pareto diagrams and their use in identifying the most significant problems or causes. A Pareto diagram is then presented analyzing the frequency of various reasons for students bunking lectures, including less attendance requirements, uninteresting syllabus or teaching methods, and an emphasis on theory over practical lessons. The most common reasons are identified to help address what issues need attention first to improve lecture attendance.
Math Lit & Pathways: 5 yrs later ORMATYC 2016kathleenalmy
This document summarizes the Math Lit & Pathways program at Rock Valley College over the past 5 years. It provides an overview of developmental math pathways programs, data on student outcomes at RVC, and lessons learned from implementing the Math Lit course. Key findings include that Math Lit outcomes are comparable to other pathways programs, most students complete Math Lit and their next math course within a year, and pathways courses can replace beginning algebra as a gateway to college-level math for many students. The document also outlines lessons related to course content, instruction, group work, technology use, assessment, and implementation.
This document provides an agenda for a dashboard design workshop. It will cover Gestalt principles of visual perception that inform effective dashboard design, such as proximity, closure, and similarity. It will also discuss key considerations for dashboard design like arranging data by importance, maintaining a high data-to-ink ratio, using appropriate display methods, and ensuring aesthetic appeal. Finally, it includes an exercise where participants will design a sample dashboard based on a given user objective and available data.
Blending in-class surveys with Moodle questionnaireHaidee Thomson
We all know that catering to student needs is important, in this presentation I outline an interactive task-based lesson where students worked in small groups to carry out an English learning needs analysis. In small groups students worked together to decipher the meaning of two provided survey questions and then asked those questions to classmates in other groups. They then re-grouped to combine their results and present their findings to the class. After the group presentation, students re-visited the survey questions through the Moodle questionnaire. After engaging with the questions and processing the concepts through the class activity, the language and concepts were revisited through the Moodle questionnaire. The follow-up use of Moodle questionnaire provided the teacher with easy to analyze data in order to inform further lesson planning. Moodle questionnaire is an optional add-on module for the Moodle Learner Management System.
Integrative Practical (Percentage with Percentage Bar)Muhammad Khuluq
The slides were addressed to a group of 6th graders in an International School in the Netherlands, to whom designs of percentage bar learning are implemented.
The slides were meant to give an overview to students of what we have done in their class (Integrative Practical and Teaching Implementation). The slides are associated with reporting research, as the students have learned about conducting research in their school
Math Literacy Course Syllabus Rock Valley Collegekathleenalmy
This document provides information about a course called Mathematical Literacy for College Students. The course is designed for non-math and non-science majors to develop conceptual and procedural tools to support key mathematical concepts. It integrates numeracy, proportional reasoning, algebraic reasoning, functions, and college success content. Upon completion, students may take other math courses. The course objectives are to apply numeracy, proportional reasoning, algebraic reasoning, functions, and develop critical thinking skills using mathematical tools. It covers topics like operations, measurement, proportional relationships, algebraic expressions, linear and quadratic functions. Students will be evaluated through exams, assignments, and online work.
The document outlines the format and content of a two-day SAT prep session. Day one covers general test strategies, math review, and practice in specific sections. Day two involves taking a full practice SAT in the morning and reviewing performance in the afternoon. Key strategies are provided for managing anxiety, pacing oneself, process of elimination, guessing, and approaching different question types in reading, writing and math. The session aims to equip students with techniques to maximize their SAT scores.
Asl u3 session 1 judging and reportingacerelliottd
This document discusses assessment of student learning. It covers estimating student achievement through holistic and analytical ratings, collecting evidence through observations and recording methods, and systematically managing observations. Specific methods are examined, like rating scales, partial credit approaches, and categorizing student responses. Issues in making accurate estimates of achievement and ensuring evidence is sufficient are also addressed.
This document provides guidance on creating effective online survey instruments. It discusses the basic steps in the survey process, which include planning, designing the survey, distribution, feedback, and results processing. When designing surveys, goals should be established regarding what information is needed, from whom, why it is needed and how the results will be used. Effective survey design considers question types, wording, flow, and reliability/validity. Proper question writing avoids biases and ensures respondents understand. Closed-ended questions with structured responses are easier to analyze but limit insights. Feedback and results reporting are also important considerations.
This document appears to be a template for a student science fair project. It includes sections for the project title, student number, category, teacher, question, materials, procedure, research findings in bullet points, hypothesis, variables including a controlled variable and independent variable, data and observations in graph or table form, conclusion, works cited, and a judging sheet. The judging sheet lists criteria such as having a title page, question, materials, procedure, research findings, variables identified, hypothesis, data, conclusion, and works cited, as well as bonuses for technical merit and creativity. Judges are directed to score projects on a scale of 1 to 5 in each category.
The SAT is a standardized test that measures critical reading, mathematics, and writing skills. It takes 3 hours and 45 minutes to complete and tests skills developed in high school coursework. While it covers a broad range of math concepts, the difficulty level has not increased despite the test being longer. Students should prepare by taking challenging courses, reading and writing regularly, and familiarizing themselves with the SAT format and scoring.
Preparing Adult Learners for the Changing Landscape of High School EquivalencyPrepPath
With the increase in the number of High School Equivalency exam options (GED, TASC, HiSet) along with the transformation in education technology, educators need to adapt to help students achieve HSE success.
Toronto Berkshire Academy lesson plan templateMo FAIZALLA
This document contains a daily lesson plan template for a teacher at the Toronto Berkshire Academy. The template includes sections for subject, grade level, unit, topic, learning goals, success criteria, materials, lesson format/activities, introduction, development, consolidation, extension activities, ELL notes, cross-curricular links, assessment strategy, and lesson reflection. The development section lists possible hands-on activities like questioning, modeling, guided practice, and differentiation. The lesson plan template provides guidance for teachers to design engaging lessons that meet curriculum expectations and support diverse student needs.
Using technology to enhance classroom learningBrandiNB
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers guidance on using PowerPoint effectively through design, presentation techniques, and interactive elements. Tips are also provided for assembling web-based materials, maintaining websites, and delivering content online to students. The importance of recognizing the audience, balancing technology with other teaching methods, and engaging students through interactivity is emphasized.
Using technology to enhance classroom learningBurtonBN
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers best practices for using PowerPoint, such as limiting text and animations, and tips for designing effective website content like considering the audience and bandwidth. The goal is to engage students and balance technology with other teaching methods.
Using technology to enhance classroom learningeescamilla
The document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and their preferences as digital natives. Some key points covered include using technology interactively, focusing on content over presentation style, varying teaching methods, and recognizing that effective learning combines technology with active engagement and reflection.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
The document provides guidance for teachers on preparing students for NAPLAN numeracy testing through various strategies. It discusses key actions like becoming familiar with test formats and using practice questions. It also provides tips for interpreting test questions, supporting English as a second language learners, teaching problem-solving approaches, and analyzing errors. Suggestions are given for using test materials in classroom games and activities linked to the curriculum.
The document provides multiple-choice test-taking strategies and tips for using graphics in test questions. It recommends reading questions carefully, eliminating incorrect answers, pacing yourself, and not second-guessing obvious answers. For questions with graphics, the document advises reading titles, labels and keys carefully to understand the graphic and looking at details as well as the big picture.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
5th grade curriculum chatfinal for slidesharehollysouthworth
This document provides an overview and agenda for a blended curriculum chat for Ms. Capelli and Ms. Southworth's 5th grade class. It includes introductions from the two teachers, as well as information about communication, the daily schedule, technology use, grading policies, and an overview of the content areas that will be covered including English/Language Arts, Math, Science, and Social Studies. Details are provided about topics, standards, assessments and resources that will be used in each subject area over the course of the school year. The purpose of the document is to inform students and parents about the curriculum and expectations for the 5th grade blended classroom.
This resource provides teachers with guidance on integrating information literacy and ICT into classroom instruction. It outlines the key stages of an information process model: immersion and ignition, wondering and questioning, planning and search strategy, discovering and interpreting, creating and communicating, and celebrating and evaluating. At each stage, examples are given of how teachers can incorporate various digital tools and resources to support students' learning. The overall goal is to help teachers make stronger connections between teaching information literacy skills and the use of educational technology.
Using Technology To Enhance Classroom LearningAdriana Edmond
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using PowerPoint effectively, such as organizing content, using visuals and graphics, and making presentations interactive. PowerPoint should be used to supplement in-person lectures rather than overload students. When placing PowerPoint online, some features may not translate well so alternatives should be considered. Overall, the key is finding the right balance of technology and other teaching methods to engage today's students.
Using technology to enhance classroom learningamberogden
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using these tools effectively, including organizing content for the audience, using visuals and graphics, engaging students interactively, and balancing active and reflective learning experiences. PowerPoint tips include using design templates, outlining lectures, minimizing text and overuse of animations/transitions. Tips for websites include enhancing online learning without overusing technology and specifying what students should look for on multimedia clips. The overall message is that technology should be used judiciously to focus on content and engage students, not overshadow the learning experience.
Spnd 456 second weekend simmons december 2010KarenJan
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
This document discusses assistive technology and high incidence disabilities. It notes that around 5-8% of students have math disabilities, and that the technology to support math learning is less developed than for reading and writing. Some common difficulties students face include problems with math calculations, identifying signs and meanings, fact recall, and word problems. Low-tech options to support math learning are discussed such as number lines, calculators, and graph paper. Various assistive technology tools are also presented including digitized textbooks, math casts, screencasts, and software like IntelliTools Classroom Suite 4. The importance of metacognition, executive function, strategies, memory, organization and notetaking are discussed. Overall the document provides an overview
Student Conceptions of group work: Drawing the groupPamela McKinney
Presentation delivered at the University of Sheffield Learning and Teaching conference 7th January 2016. Preliminary results from a research project using the "Draw and write technique" to understand student opinions of and conceptions of group work carried out in a University context.
The document provides information about the dual credit program offered at GHS, including over 900 college credit hours being earned by students. It outlines the benefits of dual credit like saving time and money on college, as well as the potential downfalls to consider. Course offerings, eligibility requirements, the application and registration process, and other details are covered to help students determine if dual credit is right for them.
The document discusses various academic opportunities and requirements for students. It notes that transcripts are updated each semester to track credits and progress towards graduation requirements. It encourages students to use PSAT and ACT/SAT prep resources and explains the benefits of dual credit, AP, and UIL programs including earning college credits. Registration for the following school year begins in February and good attendance is emphasized.
David took his own life after being continuously cyberbullied. His family worked with lawmakers to pass "David's Law" to strengthen protections against cyberbullying. The law expands the definition of bullying, requires schools to address cyberbullying, allows for greater investigation of off-campus incidents, enables anonymous reporting, mandates parental notification, increases disciplinary actions, allows for law enforcement involvement, makes cyberbullying a criminal offense, and provides for counseling support. The goal is to prevent other families from experiencing the pain of losing a child to bullying.
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
Louisiana State University is located in Baton Rouge, Louisiana. Its mascot is Mike the Tiger, a live Bengal tiger housed on campus. Some of LSU's traditions include wearing pajamas to football games, an annual Christmas tree lighting at the Memorial Tower clock tower, and using the rally cry "Geaux Tigers" which is Cajun French for "Go Tigers." LSU is known for its successful athletics programs and notable alumni like NBA star Shaquille O'Neal.
Lamar University is located in Beaumont, Texas. It was named after Mirabeau B. Lamar, the second president of the Republic of Texas who advocated for the establishment of public schools and universities in Texas. Lamar University's official colors are white and red and its mascot is Big Red, an angry cardinal bird. The university has five academic colleges and is known for its 'L' yell tradition performed at football games.
Blinn College is a two-year junior college located in Bryan, Texas near College Station. The majority of Blinn's students attend the Bryan campus and many transfer to Texas A&M University. Blinn has award-winning sports teams and offers academic classes for transfer as well as technical programs in fields like nursing, law enforcement, and business. A former student said Blinn prepared her well for Texas A&M through smaller class sizes and more difficult coursework compared to other community colleges.
Baylor University is located in Waco, Texas and was established in 1845, making it the oldest university in Texas. It was named after Judge R.E.B. Baylor, who worked for many years to establish a Baptist college in Texas while it was still part of Mexico. Baylor has several colleges and schools including Arts & Sciences, Business, Law, Nursing, and Education. The campus is considered one of the most beautiful in the state and features a live bear habitat with two bears named Judge Joy and Judge Lady.
Angelo State University (ASU) is located in San Angelo, Texas. It has a low student-to-professor ratio and many students are first-generation college students who receive financial aid. ASU's mascot is Dominic the Rambouillet Ram, representing the sheep industry in San Angelo. Students participate in traditions like leaving gum on the gum tree for luck and using hand signals to form a ram's head. The university offers programs in agriculture, nursing, education, biology, and physics.
Abilene Christian University is a private Christian university located in Abilene, Texas. It offers over 70 undergraduate majors and programs to help students develop intellectually, spiritually, and prepare for meaningful careers by addressing challenges from a Christian worldview. Notable facts about ACU include that it was founded in 1906 and requires daily chapel attendance and Bible courses. Its mascot is Willie the Wildcat and one notable alumnus is Dr. Kent Brantly who contracted and survived Ebola while serving in Liberia.
This document discusses personality types and how to design lessons based on different learning styles. It begins by listing activities that will not be part of the workshop, such as dancing or pretending to be an animal. It then lists things participants will have to do, such as thinking about their personality and how it affects learning. The document goes on to explain four dichotomies that make up different personality types: extraversion vs introversion, sensing vs intuition, thinking vs feeling, and judging vs perceiving. It provides descriptions of each personality preference and suggestions for lesson planning and activities to engage students with different preferences.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. Do Students like online STAAR?
89% Preferred online testing over paper
Would like more opportunities for online STAAR
Used Online Tools71%
Felt they did better on the paper test6%
95%
66% Of students improved scores in online vs. paper
4. Improvement by subject area.
# of students who improved
# of students who showed no
improvement
5. Benefits to online testing?
Cheating is more difficult
Eliminates the “test bucket” of secure books
Allows for addition of multimedia
No difference in reading
speed/comprehension
Less naps/more engagement (my observation)
6. Disadvantages to online testing?
Wishful clicking. (Close your eyes and click. It
will all work out.)
You are banking on the internet
Students must have exposure/training
No teacher pacing with TTS
Upfront prep
7. Online STAAR Tools for Everyone
Change background/text color
X Eliminator
Highlighter
Sticky Notes
Pencil
Bookmark
Embedded Graph Paper
Embedded calculators (basic, graphing, scientific)
Reading Blank Place Marker
10. ● TTS allows a student to select and
change his or her level of reading
support.
● A student must take an online test if he
or she is eligible for an oral admin of a
writing test since TTS will read aloud
the revising passages.
● TTS will also read the embedded
supports such as the pop-ups and
rollovers.
Text-to-Speech
11. Content, Language & Vocabulary Supports
● Pop-ups:
○ define/clarify words, phrases, sentences in plain language,
synonyms, definitions, examples.
○ provide visual representation with graphics, photos, or
animations
● Rollovers:
○ reword complex questions or answers to condense text.
○ Reorganize and simplify historical excerpts
● Pre-reads offer text prior to the selection on reading, writing and
English tests
12. Content, Lang/Vocab Supports
● Rollovers bullet or separate steps in a process (multistep problem, sequence of events.)
● Supplementary Materials include blank Punnett squares (biology only)
● Pop-ups:
○ Isolate specific information in a question that corresponds to each answer choice.
○ Isolates specific text/info in a selection that is referenced in QorA
○ Define literary terms
○ Apply an allowable supplemental aid (graphic organizer, place value chart, t-chart,
scientific concept, timeline, map) to a specific QorA
○ Include the formula from the reference materials when the Q specifies the measure or
conversion to be performed.
○ Direct student attention to parts of the reference materials.
○ Provide clarifying information for a graphic organizer, political cartoon, or map.
○ Provide a visual representation in the selection, question, answer choices, or in the
writing prompt by adding graphics, photos, or animations.
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21. Spelling Assistance
● 504 or SE Only
● “Disability so severe that he/she cannot apply basic spelling rules or word
patterns to written responses.”