The document is a teacher reflection form from the Department of Education in the Philippines. It contains 9 objectives for teachers to reflect on and rate themselves on maintaining responsive learning environments, regularly reviewing teaching practice using laws and regulations, and upholding the dignity of teaching by exhibiting caring attitudes, respect and integrity. Teachers are to write specific experiences and reflections in response to prompts to demonstrate how they exhibited each objective, limiting responses to 10 sentences maximum. Evaluators then rate each teacher's response as exemplary, fully acceptable, or not fully acceptable.
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docxbrownliecarmella
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docxrafbolet0
SPE-226 Educating the Exceptional Learner
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (InTASC 2; CEC 3, 4, 5)
Assessment Tool Selected
Project
0. Accommodations and Modification of Lesson Plan
0. Report - Reflective Analysis
Specific Performance/Task(s)
Implement lesson plans. (InTASC 2a)
Select and utilize best practice implementation strategies appropriate to different developmental levels. (CEC 5.1)
Implement differentiated strategies that address diverse learners. (CEC 3.2)
Adapt instruction based on student needs. (InTASC 2b)
Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 5.0)
Select, adapt, and use techniques to modify learning environments. (CEC 5.5)
Design instruction to meet student needs. (InTASC 2f)
Select, adapt, create, and use curricular materials. (CEC 3http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf.2)
Relevancy of Task to Teacher Candidate
Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities.
Assessment: Student Prompts/Teacher Directions
1. Individual: Teaching for Exceptionalities (Benchmark Assessment)
1. General Practicum information:
1. Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course.
1. Benchmark Assessment:
2. Contact a school, identify yourself as a GCU student, and request an opportunity to observe and participate in two different educational settings/grade levels that serve students with mild to moderate disabilities. Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Of the total 15 hours required schedule to spend a minimum of 5 hours with the student during this practicum experience in one of the educational settings.
2. Spend a total of 15 hours, approximately 7.5 hours in two different grade levels. Each setting needs to serve students with mild to moderate disabilities.
2. During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses.
2. Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable).
2. Write an Accommodation/L.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
EDUC 554Lesson Plan Grading Rubric (for edTPA preparation)CritEvonCanales257
EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Preliminary Information
5 points
All sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
4 points
Three of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
1 to 3 points
One or 2 of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
0 points
Not present
Content Standards
5 points
Lesson plan accurately includes standards, including state and national standards.
Standards are relevant to the grade level of the lesson and skill level based on the chart.
4 points
Lesson plan accurately includes standards, including state or national standards.
Standards are relevant to the grade level of the lesson or skill level based on the chart.
1 to 3 points
Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.
0 points
Not present
Learning Objective
5 points
The objective(s) meets all of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
4 points
The objective(s) meets 2 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Written in paragr ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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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.
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.
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!
1. Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
TEACHER REFLECTION FORM (TRF)
APPLICATION CODE OF TEACHER APPLICANT:______________________________________________________ DATE:_______________________________
Directions: Share how you were able to exhibit the objectives by writing specific situations from your experience/s as a teacher, as a practicum
student, or in any other related instances. Be guided by the questions/prompts provided. Limit your response to a maximum of 10 sentences.
Non-classroom
observable
objective
Narrative and Reflection
OBJECTIVE 6
Maintain learning
environments that
are responsive to
community contexts.
Comments from the Evaluator:
Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)
2. Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
.
Non-classroom
observable
objective
Narrative and Reflection
OBJECTIVE 7
Review regularly
personal teaching
practice using
existing laws and
regulations that
apply to the
teaching profession
and the
responsibilities
specific in the
Code of Ethics for
Professional Teachers.
Comments from the Evaluator:
Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)
3. Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
Non-classroom
observable
objective
Narrative and Reflection
OBJECTIVE 8
Adopt practices that
uphold the dignity of
teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect and
integrity
Comments from the Evaluator:
Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)
4. Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
.
Non-classroom
observable
objective
Narrative and Reflection
OBJECTIVE 9
Comments from the Evaluator:
Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)
