This survey asks a teacher about the subjects they teach, the grade level they work with, when they incorporate reading into their lessons, how they teach vocabulary, and how they work with English language learning (ESOL) students in their class.
This document asks questions about a teacher's classroom setting, subjects taught, grade level, use of reading and vocabulary instruction, and strategies for English language learners. It also inquires about the teacher's knowledge and implementation of differentiated instruction, which is an approach to teaching that aims to accommodate different learning needs in the same classroom.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and do math stations and homework assignments to practice and review for assessments. The class is 1 hour and 10 minutes long each day.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and do math stations and homework assignments for review and practice. The class is 1 hour and 10 minutes long each day.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and participate in math stations and games for review. Homework includes textbook pages, review sheets, studying, and online review websites.
We surveyed students in our class about their favorite school subjects, collecting data on Reading, Math, Science, and Writing. Math received the most votes at 15, while Writing received no votes. The subjects received different numbers of votes, with Math getting 10 more than the 5 votes for Science.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
Strategies that encourage motivation and engagementPeapod Ledesma
This document provides a list of strategies to encourage student motivation and engagement including KWL charts, exit slips, learning goals, progress monitoring, student interest inventories, rubrics, multiple intelligences surveys, student choice, peer tutoring, and cooperative learning strategies like think-pair-share, jigsaw, and find someone who. The strategies are designed to get students more involved in their learning, track their progress, and work collaboratively with peers.
This document asks questions about a teacher's classroom setting, subjects taught, grade level, use of reading and vocabulary instruction, and strategies for English language learners. It also inquires about the teacher's knowledge and implementation of differentiated instruction, which is an approach to teaching that aims to accommodate different learning needs in the same classroom.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and do math stations and homework assignments to practice and review for assessments. The class is 1 hour and 10 minutes long each day.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and do math stations and homework assignments for review and practice. The class is 1 hour and 10 minutes long each day.
Our 7th grade math class has three levels of math: algebra, pre-algebra, and 7th grade math. Students take tests and quizzes, work on projects occasionally, take notes daily which are reviewed before tests, and participate in math stations and games for review. Homework includes textbook pages, review sheets, studying, and online review websites.
We surveyed students in our class about their favorite school subjects, collecting data on Reading, Math, Science, and Writing. Math received the most votes at 15, while Writing received no votes. The subjects received different numbers of votes, with Math getting 10 more than the 5 votes for Science.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
Strategies that encourage motivation and engagementPeapod Ledesma
This document provides a list of strategies to encourage student motivation and engagement including KWL charts, exit slips, learning goals, progress monitoring, student interest inventories, rubrics, multiple intelligences surveys, student choice, peer tutoring, and cooperative learning strategies like think-pair-share, jigsaw, and find someone who. The strategies are designed to get students more involved in their learning, track their progress, and work collaboratively with peers.
The document discusses the sequence of introducing place value concepts and notations to students. It suggests starting with manipulatives like sticks and base ten blocks, then coins. The teacher would then introduce place value chart, expanded notation, number words, numerals, and tens and ones notation. It asks whether the place value chart or expanded notation should come first, and requests reasons for the suggested sequence.
These are the slides from the talk I delivered in IATEFL Birmingham 2016. It aimed to inform professional development co-ordinators and in-house trainers about the findings of an action research project on what made 20 observee teachers' attitudes and reactions to observations become less defensive and more positive.
Ja ja ja – challenging a question's askabilityLucas Seuren
Presented at the TABU Dag 2015 linguistics conference. Talk on repetition in interaction; why people respond with repetitions of yes/no particles to questions. Analysis presented based on recordings of Dutch conversation, but also some English and Swedish.
This document contains instructions and an agenda for a science lesson review session. It outlines that the session will last 5 minutes, be individual work with no discussions, and to raise hands for any questions. It mentions an upcoming exam on Lessons 1 and 2 and field trip. The document reviews content from the lessons and guides students through answering review questions. It provides expectations that students will work independently and quietly during the session.
This document contains the notes from a statistics lesson. It includes instructions for students to listen carefully, work individually, and raise their hand for questions. The lesson will cover summarizing bivariate categorical data using frequency tables and relative frequency tables. Students are reminded of classroom behavior expectations and homework policies. Exercises from the statistics package and Khan Academy skills will be used to reinforce the concepts.
The document provides instruction on using the present continuous tense in English. It discusses how to form the present continuous tense using the verbs "to be" and the "-ing" verb form. It provides examples of affirmative, negative, and interrogative sentences. It also discusses using the present continuous tense to describe actions happening now or regularly happening these days. The document includes exercises for students to practice forming and using the present continuous tense in questions and answers with a partner.
This document summarizes interviews with two students, Onelia and Patricia, attending URBE university. Both students are in their first semester and year of study. Onelia's favorite subjects are English and geometry, and she is taking eight classes including mathematics, geometry, computation, methodology, English, computer science, language and orientation. Patricia's favorite subjects are orientation and computation, and her course load also consists of eight classes mirroring Onelia's.
You are a third grade teacher and you have introduced multiplication to your ...Feliciavaldez
The document discusses strategies for teaching various math concepts to different grade levels. It includes: assisting 3rd grade students struggling with multiplication tables; introducing algebra to 5th graders; teaching patterns to kindergartners; helping 4th graders with long division; and introducing negative numbers to 4th graders while differentiating for those having trouble.
This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
This document contains questions from a student survey about a reading test as part of the Texas Assessment of Knowledge and Skills (TAKS). The seven questions ask the student about their focus during the test, any distractions, strategies used, what content was easy or difficult, their predicted score, and any other thoughts on the test.
Why hiring a private expensive teacher? Between friends is better! Iron Math is a tool for anyone who wants to learn more, or share their math knowledge with their classmates. Numbers are now funnier; Iron Math offers students a network of video tutorials and tutoring made by their own classmates in real time, with some tools that will make teaching easier. Students and tutors get benefits, tutors can make video tutorials, and if they are good teaching they can earn money; if students learn more math, they will improve their academic performance and pass the university exams. “Friends teaching friends”.
The document discusses numerical illiteracy, which is the inability to use and understand mathematics. It presents intrinsic and extrinsic factors that can contribute to numerical illiteracy, such as learning difficulties like dyscalculia or a lack of conceptual understanding from teachers. The document also describes how numerical illiteracy can be identified in learners through behaviors like avoiding math or experiencing anxiety. Specific strategies are provided to support learners with mathematical anxiety or dyscalculia, such as breaking concepts into steps, using real-world examples, and encouraging a positive attitude.
The document provides information about the upcoming End-of-Grade (EOG) tests for grades 3-5 in Language Arts and Math. It notes the test dates in May and that the tests cover the Common Core State Standards taught during the school year. It provides details about the format, types of questions, and strategies for the Language Arts and Math sections. It also mentions some changes to this year's EOG tests, including fewer questions and the Math calculator sections being on the same day with no retest.
This document provides information about promoting a culture of professional learning and collaboration. It discusses establishing Professional Learning Support Teams (PLST) at schools to enhance educator effectiveness through deliberate practice and collective responsibility for student learning. PLSTs support the development and implementation of high-quality professional development plans. The document also outlines M-DCPS' journey over the past several years to shift from isolated "training events" to collaborative professional learning structures and cultures in schools. Statistics are provided about the impact of PLSTs in 2017-2018, and resources for teacher professional learning through online platforms like ASCD PD In Focus are highlighted.
This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
This document discusses building educator success through teamwork for new and early career teachers. It promotes deliberate practice, fostering professional learning cultures, communities of practice, peer-to-peer collaboration, and supporting teacher effectiveness through fall 2016. Key elements include engaging in deliberate practice, fostering professional learning cultures and communities of practice, promoting peer-to-peer collaboration, and supporting teacher effectiveness.
This document provides an overview of strategies for building educator success through teamwork and professional development. It discusses establishing professional learning cultures and communities of practice to promote peer collaboration and support teacher effectiveness. The document outlines an agenda for a professional development workshop that will define effective instructional practices, align learning to student achievement, and support deliberate practice growth targets using the ASCD PD In Focus program and resources.
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
The document provides an overview of MyLearningPlan, Miami-Dade County Public Schools' professional development management system. It defines professional development and outlines Florida's statutory requirements. It then reviews M-DCPS' evaluation of its professional development system and efforts to realign it with student achievement. The document instructs users on how to propose a course in MyLearningPlan, including selecting component templates, contact information, program/catalog, activity information, target audiences and focus areas, dates and locations.
The document discusses plans to redevelop the district's professional development system to better support student achievement. Key aspects of the redeveloped system include focusing resources on priority issues and needs, supporting collaborative learning cultures, ensuring actual implementation of new skills, and continuously evaluating professional development for improvement. It also describes how the MyLearningPlan system can help schools improve student growth by effectively managing educator professional learning and supporting linkage between professional development, learning outcomes, and performance evaluation.
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
This document provides a step-by-step guide for proposing and managing a course or activity on the MyLearningPlan (MLP) system in Miami-Dade County Public Schools. It outlines the various tabs and functions within MLP for drafting a proposal, setting up details like dates and locations, managing registration and rosters, and closing out an activity once complete. The guide also explains the review and approval process for activity proposals, as well as participant responsibilities for attending sessions, completing evaluations, and receiving credit.
The document discusses the sequence of introducing place value concepts and notations to students. It suggests starting with manipulatives like sticks and base ten blocks, then coins. The teacher would then introduce place value chart, expanded notation, number words, numerals, and tens and ones notation. It asks whether the place value chart or expanded notation should come first, and requests reasons for the suggested sequence.
These are the slides from the talk I delivered in IATEFL Birmingham 2016. It aimed to inform professional development co-ordinators and in-house trainers about the findings of an action research project on what made 20 observee teachers' attitudes and reactions to observations become less defensive and more positive.
Ja ja ja – challenging a question's askabilityLucas Seuren
Presented at the TABU Dag 2015 linguistics conference. Talk on repetition in interaction; why people respond with repetitions of yes/no particles to questions. Analysis presented based on recordings of Dutch conversation, but also some English and Swedish.
This document contains instructions and an agenda for a science lesson review session. It outlines that the session will last 5 minutes, be individual work with no discussions, and to raise hands for any questions. It mentions an upcoming exam on Lessons 1 and 2 and field trip. The document reviews content from the lessons and guides students through answering review questions. It provides expectations that students will work independently and quietly during the session.
This document contains the notes from a statistics lesson. It includes instructions for students to listen carefully, work individually, and raise their hand for questions. The lesson will cover summarizing bivariate categorical data using frequency tables and relative frequency tables. Students are reminded of classroom behavior expectations and homework policies. Exercises from the statistics package and Khan Academy skills will be used to reinforce the concepts.
The document provides instruction on using the present continuous tense in English. It discusses how to form the present continuous tense using the verbs "to be" and the "-ing" verb form. It provides examples of affirmative, negative, and interrogative sentences. It also discusses using the present continuous tense to describe actions happening now or regularly happening these days. The document includes exercises for students to practice forming and using the present continuous tense in questions and answers with a partner.
This document summarizes interviews with two students, Onelia and Patricia, attending URBE university. Both students are in their first semester and year of study. Onelia's favorite subjects are English and geometry, and she is taking eight classes including mathematics, geometry, computation, methodology, English, computer science, language and orientation. Patricia's favorite subjects are orientation and computation, and her course load also consists of eight classes mirroring Onelia's.
You are a third grade teacher and you have introduced multiplication to your ...Feliciavaldez
The document discusses strategies for teaching various math concepts to different grade levels. It includes: assisting 3rd grade students struggling with multiplication tables; introducing algebra to 5th graders; teaching patterns to kindergartners; helping 4th graders with long division; and introducing negative numbers to 4th graders while differentiating for those having trouble.
This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
This document contains questions from a student survey about a reading test as part of the Texas Assessment of Knowledge and Skills (TAKS). The seven questions ask the student about their focus during the test, any distractions, strategies used, what content was easy or difficult, their predicted score, and any other thoughts on the test.
Why hiring a private expensive teacher? Between friends is better! Iron Math is a tool for anyone who wants to learn more, or share their math knowledge with their classmates. Numbers are now funnier; Iron Math offers students a network of video tutorials and tutoring made by their own classmates in real time, with some tools that will make teaching easier. Students and tutors get benefits, tutors can make video tutorials, and if they are good teaching they can earn money; if students learn more math, they will improve their academic performance and pass the university exams. “Friends teaching friends”.
The document discusses numerical illiteracy, which is the inability to use and understand mathematics. It presents intrinsic and extrinsic factors that can contribute to numerical illiteracy, such as learning difficulties like dyscalculia or a lack of conceptual understanding from teachers. The document also describes how numerical illiteracy can be identified in learners through behaviors like avoiding math or experiencing anxiety. Specific strategies are provided to support learners with mathematical anxiety or dyscalculia, such as breaking concepts into steps, using real-world examples, and encouraging a positive attitude.
The document provides information about the upcoming End-of-Grade (EOG) tests for grades 3-5 in Language Arts and Math. It notes the test dates in May and that the tests cover the Common Core State Standards taught during the school year. It provides details about the format, types of questions, and strategies for the Language Arts and Math sections. It also mentions some changes to this year's EOG tests, including fewer questions and the Math calculator sections being on the same day with no retest.
This document provides information about promoting a culture of professional learning and collaboration. It discusses establishing Professional Learning Support Teams (PLST) at schools to enhance educator effectiveness through deliberate practice and collective responsibility for student learning. PLSTs support the development and implementation of high-quality professional development plans. The document also outlines M-DCPS' journey over the past several years to shift from isolated "training events" to collaborative professional learning structures and cultures in schools. Statistics are provided about the impact of PLSTs in 2017-2018, and resources for teacher professional learning through online platforms like ASCD PD In Focus are highlighted.
This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
This document discusses building educator success through teamwork for new and early career teachers. It promotes deliberate practice, fostering professional learning cultures, communities of practice, peer-to-peer collaboration, and supporting teacher effectiveness through fall 2016. Key elements include engaging in deliberate practice, fostering professional learning cultures and communities of practice, promoting peer-to-peer collaboration, and supporting teacher effectiveness.
This document provides an overview of strategies for building educator success through teamwork and professional development. It discusses establishing professional learning cultures and communities of practice to promote peer collaboration and support teacher effectiveness. The document outlines an agenda for a professional development workshop that will define effective instructional practices, align learning to student achievement, and support deliberate practice growth targets using the ASCD PD In Focus program and resources.
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
The document provides an overview of MyLearningPlan, Miami-Dade County Public Schools' professional development management system. It defines professional development and outlines Florida's statutory requirements. It then reviews M-DCPS' evaluation of its professional development system and efforts to realign it with student achievement. The document instructs users on how to propose a course in MyLearningPlan, including selecting component templates, contact information, program/catalog, activity information, target audiences and focus areas, dates and locations.
The document discusses plans to redevelop the district's professional development system to better support student achievement. Key aspects of the redeveloped system include focusing resources on priority issues and needs, supporting collaborative learning cultures, ensuring actual implementation of new skills, and continuously evaluating professional development for improvement. It also describes how the MyLearningPlan system can help schools improve student growth by effectively managing educator professional learning and supporting linkage between professional development, learning outcomes, and performance evaluation.
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
This document provides a step-by-step guide for proposing and managing a course or activity on the MyLearningPlan (MLP) system in Miami-Dade County Public Schools. It outlines the various tabs and functions within MLP for drafting a proposal, setting up details like dates and locations, managing registration and rosters, and closing out an activity once complete. The guide also explains the review and approval process for activity proposals, as well as participant responsibilities for attending sessions, completing evaluations, and receiving credit.
The document discusses assessing reading fluency and finding a statement from the article that defines fluency. It provides criteria for successfully completing the follow up activity, which is directly quoting one statement from the article that defines fluency.
The document discusses several topics related to decoding skills and assessing students' mastery of various phonics concepts and reading skills. It addresses how to identify issues with blends, digraphs, and diphthongs; the importance of reinforcement activities; assessing structural analysis abilities; strategies for teaching English language learners; and methods for evaluating students' understanding of context clues and contractions. A variety of activities are proposed to teach and reinforce these critical early reading skills.
The document discusses reading assessment. It provides definitions of key terms like system and working system. It identifies the working systems according to the National Reading Panel and discusses a model of reading as a process. It discusses the purposes of assessment as screening, progress monitoring, diagnosis, and outcome measurement. It also discusses different types of reading tests like norm-referenced, criterion-referenced, survey tests, and diagnostic tools.
The document discusses a training session on assessment foundations. It covers defining assessment, using data effectively, developing a shared vocabulary, principles of literacy assessment, and the five critical areas of reading according to the National Reading Panel. Participants will complete assignments to develop an assessment kit, case study, and group presentation on assessing and teaching a reading skill.
Assessments are valuable tools that provide insight for both teachers and students. From a teacher's perspective, assessments inform differentiated instruction to meet varied student needs. For students, assessments impact their learning by allowing them to understand their strengths and areas for growth.
This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
The document discusses strategies for improving literacy skills in adolescents, including vocabulary instruction, comprehension strategy instruction, discussion of texts, increasing student motivation, and interventions for struggling readers. It provides recommendations and examples of techniques for each strategy, such as direct instruction of difficult words, teaching comprehension strategies like summarizing and questioning, engaging students through choice and interesting texts, and multi-syllabic word reading instruction.
1) The document discusses competencies four and five of differentiating instruction, which focus on managing a differentiated classroom.
2) It provides learning outcomes related to identifying and solving management issues, developing routines and procedures, and reflecting on professional growth in addressing student diversity.
3) The document also includes quotes from teachers about the benefits and challenges of differentiating instruction.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
Give participants index cards, collect at the end of the activity. Have participants work individually to answer the questions on the slide. Then, group up participants based on levels (elem, middle, high) Participants will discuss their responses in small groups. As you walk around, remind them that although they are in different settings, they are facing the same struggles. Encourage them to “steal” ideas from their peers which they can apply in their classroom. Then, have each group create a concept web showing how they teach reading in their setting. Time: 20 minutes