This document outlines a course on curriculum, instruction, and assessment for general education teachers. The course will introduce teachers to the cyclical process of curriculum planning, teaching, assessing student work, and using analysis to guide instruction. Teachers will learn to develop lesson plans using standards and will gain understanding of formative and summative assessments. Assignments include observing a lesson, creating lesson plans, and reflections. The course aims to help teachers support all students, including English learners and those with special needs.
The Effect of Teacher Competency Training on High Order Thinking-Based LearningEvaniaYafie
Pembelajaran berbasis High Order Thinking (HOT) di lembaga PAUD mampu
meningkatkan keenam aspek perkembangan pada anak usia dini.
Berdasarkan observasi awal, fenomena yang terjadi di lingkungan pendidikan
anak usia dini (PAUD) banyak ditemukan bahwa rendahnya kemampuan guru
dalam melaksanakan pembelajaran berbasis HOT pada anak usia dini. Hal ini
disebabkan kurangnya pengetahuan guru dan minimnya pelatihan dalam
meningkatkan kompetensi guru. Maka dari itu peneliti melakukan perlakuan
dengan memberikan pelatihan peningkatan kompetensi guru dalam
pembelajaran HOT. Sasaran dari kegiatan ini yaitu guru TK dan SD awal di
Kota Selong Provinsi Nusa Tenggara Barat yang berjumlah 50 orang. Tujuan
dari penelitian ini adalah untuk mengukur pengaruh pelatihan
pengembangan kompetensi guru terhadap peningkatan pembelajaran
berbasis high order thinking di Kota Selong Lombok Timur. Hasil
menunjukkan bahwa nilai t-hitung (8,257) > t-tabel (7,745), artinya pelatihan
peningkatan kompetensi guru berpengaruh signifikan terhadap peningkatan
HOTS baik pengetahuan maupun implementasi guru TK Se Kota Selong.
The Effect of Teacher Competency Training on High Order Thinking-Based LearningEvaniaYafie
Pembelajaran berbasis High Order Thinking (HOT) di lembaga PAUD mampu
meningkatkan keenam aspek perkembangan pada anak usia dini.
Berdasarkan observasi awal, fenomena yang terjadi di lingkungan pendidikan
anak usia dini (PAUD) banyak ditemukan bahwa rendahnya kemampuan guru
dalam melaksanakan pembelajaran berbasis HOT pada anak usia dini. Hal ini
disebabkan kurangnya pengetahuan guru dan minimnya pelatihan dalam
meningkatkan kompetensi guru. Maka dari itu peneliti melakukan perlakuan
dengan memberikan pelatihan peningkatan kompetensi guru dalam
pembelajaran HOT. Sasaran dari kegiatan ini yaitu guru TK dan SD awal di
Kota Selong Provinsi Nusa Tenggara Barat yang berjumlah 50 orang. Tujuan
dari penelitian ini adalah untuk mengukur pengaruh pelatihan
pengembangan kompetensi guru terhadap peningkatan pembelajaran
berbasis high order thinking di Kota Selong Lombok Timur. Hasil
menunjukkan bahwa nilai t-hitung (8,257) > t-tabel (7,745), artinya pelatihan
peningkatan kompetensi guru berpengaruh signifikan terhadap peningkatan
HOTS baik pengetahuan maupun implementasi guru TK Se Kota Selong.
The Rural Secondary Program of SD#27 has been operating, growing and changing since 2009. This presentation will outline our solution to the challenge of keeping dispersed, varied and shrinking rural schools open and viable. Our program currently includes 6 public schools/programs and 2 Band schools we contract for, with approximately 60 students in grades 8-10. We use free and open source software and good, solid pedagogy to connect and engage participants. Declining enrollment continues to challenge us and the program will need to evolve in the future. We will look at potential changes to the program to continue to be viable.
The Rural Secondary Program of SD#27 has been operating, growing and changing since 2009. This presentation will outline our solution to the challenge of keeping dispersed, varied and shrinking rural schools open and viable. Our program currently includes 6 public schools/programs and 2 Band schools we contract for, with approximately 60 students in grades 8-10. We use free and open source software and good, solid pedagogy to connect and engage participants. Declining enrollment continues to challenge us and the program will need to evolve in the future. We will look at potential changes to the program to continue to be viable.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Teachers College of San Joaquin/SJCOE CURR122: Curriculum, Instruction & Assess in Gen Ed
10/13
CURR122: Pre-Service: Curriculum, Instruction and Assessment in General Education
(1 unit)
Instructor:
Email:
Phone:
Dates of Course:
Times:
Josh Brigham MA ED/Tim Welsh MA Ed
jbrigham@sjcoe.net/timwelsh@sjcoe.net
Emergency only, prefer email (209)-406-9691
Tuesday's 4/09, 4/16, 4/23, 4/30, 5/10
4:30-7:30pm
TPEs: A.1, B.2,3, C.4,5,6,7, D.8,9, E.10,11
Alignment with CTC A-K: A,B,C,D,E,F,H,I,J,K
Mission of Teachers College of San Joaquin (TCSJ)
To develop a workforce of teachers and school leaders that are comfortable with collaboration,
understand the need to prepare students for both work and higher education, and have the skills to
develop, implement and sustain innovative educational ideas.
TCSJ’s Program Learning Outcomes
TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are
relationship-driven and incorporate reflection for professional growth.
TCSJ’s Core Learning Outcomes
1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates
design systems for effective leadership in the classroom, campus, and educational community to
ensure the success of all students.
2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum.
Graduates implement systems for effective leadership in the classroom, campus, and
educational community to ensure the success of all students.
3. TCSJ graduates sustain a practice of innovation and reform.
4. TCSJ graduates understand the power of research. They critically analyze and synthesize
findings to support the development and implementation of rigorous and relevant curriculum
and plans. Graduates develop and implement research to contribute to the wider body of
knowledge as well as to reflect on and inform personal practice.
5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing
rigorous, relevant, and innovative educational experiences for all students.
Course Description
Candidates are introduced to the cyclical process of curricular planning, teaching, assessing, and
analyzing student work to guide instruction for both short-term and long-term instructional goals.
Candidates learn and practice developing the elements of effective lesson design (learning
objectives, anticipatory set, instruction, progress monitoring, closure and assessment) utilizing CA
Academic Content Standards (Common Core, Next Generation Science Standards) and the
standards for career readiness. Candidates gain an understanding of how to monitor student
progress and become familiar with a variety of assessment tools, including rubrics. Issues of
diversity and teaching English Learners and students with special needs are addressed as they
relate to curriculum planning, instruction and assessment practices.
Student Learning Outcomes
2. Teachers College of San Joaquin/SJCOE Page 2 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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Candidates successfully completing this course will demonstrate knowledge and understanding of:
1. the elements of the IMPACT lesson plan format to create appropriate, integrated lessons
that meet the needs of all learners, including ELs and special needs students
2. how to develop short and long term instructional plans
3. a variety of instructional strategies appropriate for effective lesson design
4. the relationship between curriculum, instruction and assessment practices
5. formative and summative assessment strategies, types of assessment, rubrics and how
assessment can guide instruction
6. proper accommodations for English Learners and special populations
Attendance and Tardy Policy
As a community of learners, every student’s insight and reflection are needed contributions to this
class. Therefore, attendance at all class (no tardies or leaving early) sessions is required to receive
a grade of an A. A combination of two tardies up to 15 minutes or leaving class up to 15 minutes
early is the equivalent of an absence. If a student is more than 15 minutes late or leaves more than
15 minutes early it will be considered an absence. If a student must miss a class session it is the
student’s responsibility to notify the instructor in advance. In addition, it is the student’s
responsibility to find out what he or she missed and any assignments due for the next class session.
If a student misses class and doesn’t make these arrangements or has two or more absence, he/she
will be required to repeat the course.
Student Responsibilities and Expectations
• Be an active listener and participant
• Complete required readings and assignments
• Be prepared to participate in class discussions and activities
• Self-monitor participation in group discussions, including using the Norms of Collaboration
(pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and
others, presuming positive intentions, pursuing a balance between advocacy and inquiry)
• Cell phones should be silenced during class.
• Electronics will be used to access materials needed for course content only
• Notify instructor if you will be absent from class
Course Materials
Assorted research articles and internet resources related to curriculum, instruction and assessment
CA Common Core Standards, Next Generation Science Standards, Career Readiness Standards
Instructional text materials for a variety of grade levels and content areas
Assignments
Title and Description of Assignment Point Value
Due Dates
•
• In-Class Assignments
• Interview/Observation: Students will interview or observe a lesson and record
instructional and assessment strategies, as well as curriculum ideas and write a 2-
page reflection describing the strategies/activities observed, their
appropriateness and effectiveness (be sure to provide rationale – why), and any
observed modifications made for English Learners or special populations.
20 points
5th class session
Unit Plan Brainstorm Outline: Choose a grade level and content area to create a 15 points
3. Teachers College of San Joaquin/SJCOE Page 3 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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unit plan. Use a graphic organizer to develop the big ideas of the unit plan and
include standards, sample activities, instructional strategies, career readiness
standards, differentiation instruction for English Learners and special needs
students, and assessment points throughout the unit. (sample will be provided).
Due: 5th
class session
• Attendance/Participation in Classroom Discussions: All candidates are
expected to participate in whole group and small group discussions and activities.
10 points per
session
•
• Out of Classroom Assignments
• Reflections: Written reflections are short, one-page responses to various topics
and readings. They must address the three components below; a paragraph for
each is sufficient.
ü Key elements of reading/discussion - What key points were presented in the
reading/discussion? What points did you find interesting and why?
ü Connections- What points did you connect with and why?
ü Specific Application- How can the reading/discussion relate to your role as an
educator?
10 points
(5 points each x
2 reflections)
#1 Due 2nd class
session
#2 Due:
3rd/Finalsession
• 5E Lesson Plan – Engagement Focus
• From your Unit Brainstorm use the 5E Lesson plan template to create an
engagement plan for a lesson related to a grade level/content area that you
would like to teach. Include time frames, curricular materials, teacher actions
(instructional strategies, questions), student actions for the engagement part
only.
20 points
Due 5th class
session
Grading Scale
Grades Minimum Score Grade-Point
Equivalent
A 93% 4.0
A- 90% 3.7
B+ 87% 3.3
B 83% 3.0
B- 80% 2.7
C+ 77% 2.3
C 73% 2.0
C- 70% 1.7
D+ 67% 1.3
4. Teachers College of San Joaquin/SJCOE Page 4 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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D 63% 1.0
D- 60% 0.7
F 0% 0.0
Special Considerations Policy
Any student in this course who has a disability that prevents the fullest expression of his/her
abilities should contact the instructor as soon as possible so that reasonable accommodations can
be made.
Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success of
the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or
reflects bias of any kind. All members of this learning community agree to maintain personal and
academic integrity including refraining from plagiarism.
Course Plan
Session
Time
Instructor Does Candidate Does Alignment
with SLO
Session 1 Welcome and Introductions
Shares and Celebrations
Distribute table talk prompts
Share and Chart ideas
(Also begin to chart strategies
modeled throughout the course –
bring each session)
Review Goals of the course (ppt)
Review Course Description and
Student Learning Outcomes
Explain quick write
(Put quick write aside and come back
to it at the end of the course)
Distribute How People Learn Executive
Summary (Bransford, et al, Editors,
2000)
In table groups, chart key ideas
Review three key findings and relate
to Curriculum, Instruction, and
Assessment Practices (also, novice to
expert connections)
Examine prior assumptions
about planning for effective
teaching. Think back to a lesson
you participated in as a student
or adult in a classroom setting.
What was effective? What was
not? How did the teacher
sequence the lesson? What
materials did the teacher use to
help you learn the content?
How did the teacher know you
learned the content?
Respond to prompt in writing.
Define, to the best of your
knowledge, these terms -
Curriculum, Lesson Plan,
Instructional Strategy and
Assessment
Read HPL Executive Summary
SLO 1,3,4,5
5. Teachers College of San Joaquin/SJCOE Page 5 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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Share out and post charts.
(Keep for future reference)
Group discussion. Chart responses.
Review IMPACT Lesson Design chart,
components, rationale, and how to fill
in. Distribute examples of teacher
lesson plans and rubric of quality
lesson design.
Provide lessons from several
textbooks for different grade levels
and content areas.
Share out what was found in examples.
Point out areas in lesson specific to
meeting the needs of EL and special
populations. How do the lessons
connect with prior learnings in
coursework (Reading class, EL,
Access). How do the examples relate to
original thinking of what goes into a
quality lesson?
Show examples of types of curriculum,
scope & sequence and curricular plans
(& ppt).
Review in-class and out-of class
assignments.
Give time for reflection writing.
Chart with table group
Based on prior experience,
coursework in the program,
and your own assumptions of
what goes into a quality lesson,
how would you design a lesson
– what goes into making a
quality lesson?
Table talk and then share out.
Use rubric to sort lesson
examples. Be ready to provide
rationale for sort (High,
Medium, Low)
Choose a few lessons in the
text. Use rubric to discuss
quality of lesson design.
Session 2 Opener: Powerful learning
experiences
Give an example, e.g. learning to drive
a car, ride a bike, make tortillas from
grandmother.
Share out. Connect to How People
Learn and three key findings.
Review goals for the session.
…”how to think like a teacher”
View video of a classroom lesson
(provided) with a partner.
Quickwrite-Recall a powerful
learning experience. What did
you learn? What made it
powerful? How do you know
you learned?
Record strategies, progress
monitoring activities, and a
reflection describing the
strategies/activities observed,
their appropriateness and
effectiveness (be sure to
provide rationale – why), and
any observed modifications
made for English Learners or
SLO 1,2,3,6
6. Teachers College of San Joaquin/SJCOE Page 6 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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Introduce the Career Readiness
Standards
Effective questioning -
Review information from Session 1
lesson design related to effective
questioning. Distribute strips of
questions. Debrief sorting.
Distribute text materials of different
content areas and grade levels.
Model how to develop an integrated
unit plan…planning with the end in
mind. Share examples.
Review SDAIE, literacy strategies
learned, EL strategies, how to meet the
needs of special populations. Use
appropriate standards.
special populations.
Discuss how these standards
help prepare students for their
future.
Sort types of questions into
levels.
Review questions in text
materials and level them.
Work in teams of 3-4 and
begin unit plan. Use materials
from prior coursework to
embed appropriate
instructional strategies.
Session 3 Opener: CTE Introduction
information related to assessment.
Read article on formative assessment,
Working Inside the Black Box.
Model salmon simulation. Discuss
purpose of assessment, and
accommodations made in assessing
students, e.g. ELs and special needs.
Share information on Smarter Balance
assessment system. Share examples of
ELA and math assessments.
Continue work on unit plan. Add
assessment points throughout unit
Table talk what the statements
mean to them, how they relate
to their own experiences on
assessments they have taken.
Jigsaw and discuss. Chart key
ideas.
Participate in assessment
activities.
Discuss what students need to
know and be able to do to
complete these types of
assessments.
Work in unit plan groups.
Consider the needs of ELs and
SLO
1,2,3,4,5,6
7. Teachers College of San Joaquin/SJCOE Page 7 of 8 CURR122: Curriculum, Instruction & Assess in Gen Ed
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and determine appropriate
assessment tools students would need
to do to demonstrate understanding.
special populations and
include in unit plan.
Discuss what needs to be done
for the individual lesson plan
assignment.
Session 4 Opener: Working inside the box
Carousel activity.
Authentic Assessment activity and
presentation.
Productive Talk in the classroom.
Share articles on assessment with
table (from assignment).
Provide time for finishing touches on
unit plan. Carousel the unit plans and
lesson plans for everyone to view.
Review goals of science
activity and score student
work using the rubric. Discuss
characteristics of high,
medium and low
understanding based on
student statements.
Discuss assessment articles
and how the information will
assist them in a classroom.
Take post-its and provide
feedback on unit plans around
the room.
SLO
1,2,3,4,5,6
Session 5
Defense of Mastery
Presentation & Assessment.
Introduce the flipped classroom. Watch video
of flipped classroom case study.
Table talk group prompts associated with
flipped classroom case study.
Authentic Assessment workshop
Session 5
Assess different critical
thinking rubrics as well as grade Defense of
Mastery presentation on the presentation
rubric.
Candidates decide on flipped classroom case
study and apply principles to their own
formative assessments and traditional
assessments.
Candidates complete their authentic
assessment and 5e lesson plans.
8. Teachers College of San Joaquin/SJCOE Page 8 of 8 CURR122: Curriculum, Instruction & Assess in Gen
Ed
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