TED 453 session 5
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This document summarizes the key points from a seminar session on teaching practices. It provides advice from an experienced teacher, including to learn the fundamentals, understand and appreciate students and their families, have high expectations for all learners, and address biases and social injustices. It instructs pre-service teachers to rate themselves on program expectations and share with an accountability partner to discuss readiness to meet with a mentor. The next session will provide mini-PACT instruction.
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Training the clil_trainer
This document provides an agenda for a training on training CLIL teachers online. It discusses the differences between face-to-face and online learning, the role of the online tutor, skills for effective online tutoring, and using the Moodle learning platform. The training will cover discussing experiences as online learners and trainers, the online learning community, challenges of online teaching, qualities of successful online trainers, tutor competencies, communication strategies, assessment tools in Moodle, and copyright issues with online materials. Trainees will participate in an online CLIL course and potentially tutor online CLIL courses in the future.
Teaching and Learning Strategies for Differentiated Instruction (1).ppt
The document provides information on differentiated instruction strategies for meeting the needs of diverse learners. It discusses tiered instruction, RAFT (role-audience-format-topic), and think-tac-toe strategies. Tiered instruction involves assigning different tasks at varying levels of difficulty. RAFT encourages writing across the curriculum by having students assume a role, consider their audience, and write about a topic in a particular format. Think-tac-toe gives students alternative ways to explore key ideas through completing tasks in a game-like grid format.
Excellence in engineering education in india part 1
With mushrooming Engineering colleges spread over entire country produces around 18 Lakhs engineer every year . But gap between what is coming out from colleges and those desired must be bridged and action initiated
How to tell about your skills and expertise
This document provides guidance on identifying and communicating skills and expertise. It discusses the concepts of competence, expertise, and skills needed in various careers. It encourages self-reflection to identify formal, non-formal and informal learning that has contributed to one's skills. Examples of skills needed in future careers include social intelligence, computational thinking, and virtual collaboration. Employers value competence, fit within a work community, and potential. The document provides tips for identifying an individual's strengths, describing skills with examples, using the right terminology, creating competence-based CVs and elevator pitches, and understanding that skills develop over time through experiences.
How to tell about your skills and expertise
The document provides guidance on identifying skills and expertise. It discusses that competence comes from formal education, work experience, hobbies and informal learning. Employers value competence, fit within a work community and potential. Key skills needed include problem solving, communication, and learning ability. Self-reflection exercises can help identify strengths across experiences. These skills should be expressed concisely in interviews, resumes and online profiles by providing examples and industry-specific terminology. Networking and maintaining openness to new opportunities are also emphasized.
How to tell about your skills and expertise
This document provides guidance on identifying and communicating skills and expertise. It discusses the concepts of competence, expertise, and skills needed in various careers. It encourages self-reflection to identify formal, non-formal and informal learning that has contributed to one's skills. Examples of skills needed in future careers include social intelligence, computational thinking, and virtual collaboration. Employers value competence, fit within a work community, and potential. The document provides tips for identifying an individual's strengths, describing skills with examples, using the right terminology, creating competence-based CVs and elevator pitches, and understanding that skills develop over time through experiences.
First principles of brilliant teaching
This document outlines key principles of brilliant teaching based on a workshop. It discusses 5 principles: 1) knowing your subject matter, 2) selecting and structuring content, 3) connecting to prior knowledge, 4) using metaphors and examples, and 5) having high expectations. It provides examples of how to apply each principle, such as using formative blogging to engage students in challenging readings and reducing overly full curriculums that promote surface learning. The document also discusses teaching approaches like using art and emotions to connect with students and morphing disciplinary "signature pedagogies" to be more transferable.
Leading adult professional development
Presentation for discussion of leading successful adult professional development, especially for educators
Team Building Presentation
This document discusses team building and the stages of team development. It describes the forming, storming, norming, and performing stages. In the forming stage, teams define roles and develop trust. The storming stage involves conflict as teams realize tasks are difficult. During norming, teams accept each other and work cooperatively. In performing, teams have insight into processes and work well together. Successful teams have commitment, defined roles, effective processes, and good relationships.
Group discussion
The document provides information about group discussions, including the definition, prerequisites, benefits, features, and dos and don'ts. A group discussion involves 8-12 members discussing a topic for 20-30 minutes, allowing evaluators to assess participants' communication skills, knowledge, leadership abilities, and more. Key aspects include actively listening, supporting arguments with facts, avoiding interruptions or changing opinions, and accepting criticism politely. Common group discussion topics center around current social, economic, and technological issues of importance in India and globally.
Group discussion
The document provides information about group discussions, including the definition, prerequisites, benefits, features, and dos and don'ts. A group discussion involves 8-12 members discussing a topic for 20-30 minutes, allowing evaluators to assess participants' communication skills, knowledge, leadership abilities, and more. Key aspects include actively listening, supporting arguments with facts, avoiding interruptions or changing opinions, and accepting criticism politely. Common group discussion topics center around current social, economic, and technological issues of importance in India and globally.
Teacher as a collaborator presentation
A presentation showing how teachers can be collaborators in education, and tips on how to create culturally responsive communications with students.
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TSR Sheltered Instruction Observation Protocol
The Sheltered Instruction Observation Protocol (SIOP) is an approach for teaching content to English learners. It focuses on preparing lessons with clear language and content objectives and using strategies like building background knowledge, providing comprehensible input, and promoting interaction. Lessons follow the elements of preparation, instruction, practice/application, and review/assessment to help students learn while developing English proficiency.
Cooperative Learning in the Classroom
The document discusses the benefits of cooperative learning in the classroom. It notes that according to education researchers, classroom success is predicted by interactions between students and instructors and interactions between students. It outlines Vygotsky's theory that all learning first occurs through social interactions before being internalized individually. The document advocates for using cooperative learning strategies to support students assisting each other's learning.
Session 15
The document discusses the importance of reflection for teachers. It states that reflection is a deliberate and purposeful process of linking theory to practice to learn, change, and develop. Reflection involves reprocessing existing knowledge and understanding to gain insight. The document presents models of reflective practice, including stages from unconscious incompetence to unconscious competence. Reflective teachers critically examine their work to improve their skills over time.
TED 453 Session 7
The document summarizes notes from a TED session on November 13th. It includes notes on providing feedback to students, an overview of student teaching requirements, and how grades will be determined. Students must enroll in student teaching by December 15th and complete seminar attendance, observation documentation, journals, debriefing notes, teaching analysis papers, and a Mini-PACT project to receive a grade. All materials are due by November 20th or 30th.
TED 453 Session 8
The document provides guidance for students completing the Mini-PACT assessment and reflection. It instructs students to plan an individual assessment to include in the assessment section using actual student scores and identifying a cut point on the rubric. For the reflection, students should cite what they learned from daily reflections and instruction/assessment analyses, properly cite research, and be specific about next steps. It also includes instructions for a self-assessment where students should work quietly and honestly assess themselves, noting any questions.
TED 453 Session 6
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
453 session 4
The document provides feedback on a teaching seminar assignment and advice for student teachers. Key points include:
1) The feedback suggests focusing responses to assignment prompts, using indentation or spacing between paragraphs, judging lesson success against the stated objective, and providing evidence.
2) Advice includes that students read teacher energy, teach behavior expectations, provide scaffolds for projects, avoid taking feedback personally, and plan lessons thoroughly.
3) Examples are given of effective co-teaching and assessing students against learning objectives using a rubric.
Data Analysis
The document discusses analyzing demographic data to identify patterns and questions raised by the data. It focuses on assessment of the analysis and generating a report on demographic patterns identified and open questions that require further exploration. The analysis aims to provide high-level insights in a concise report format.
453 session3
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
TED 453 session 2
This document summarizes key points from a teaching seminar session:
- It advises teachers not to gossip or be arrogant, and to visit other classrooms to see different teaching styles.
- It discusses the "I do, we do, you do" model of gradually releasing responsibility to students. A modified version was presented that includes independent practice and reflection.
- It lists several assignments due for the course, including the Teaching Performance Assessment materials and the quarterly review due by September 15th. Teachers are instructed to prepare for discussing the Teaching Assessment and Practice Profile for the next session.
Session 3 Reading Assessment
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
453 session 1, 9/4/13
This document outlines the agenda for an 8-week teaching practices seminar. It provides logistical details such as the course number, title, meeting times, and instructor contact information. The document then lists several discussion topics and activities that will take place during seminar meetings, including sharing teaching metaphors, reviewing cohort personality descriptions, discussing challenges of the teaching profession, and planning for the upcoming school year by identifying strategies students want to adopt. Students are instructed to actively participate in discussions and activities without electronics. The document concludes with reminders about assignments and questions from students.
Iri
This document appears to be an informal reading inventory, which is typically used by teachers to assess a student's reading level and comprehension abilities. An informal reading inventory involves having a student read passages aloud and answering questions to demonstrate their understanding. The results are then used by teachers to determine reading strengths and weaknesses to help guide instruction and reading progress.
What does NAEP say?
The National Assessment of Educational Progress (NAEP) measures reading achievement levels of students in the United States. It found that between 1992 and 2008, there was an increase in 4th and 8th grade reading scores but no significant change in 12th grade reading scores. The 2011 NAEP results showed that about two-thirds of students at selected grade levels performed at or above the basic achievement level in reading.
Reading definitions
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
Accommodations for SWD
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
Midterm review
The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Reading Assessment in the Content Area
The document discusses different types of student assessments and their purposes. It emphasizes that teacher-made assessments are most useful for gathering information about students' knowledge, skills, interests, and needs in order to optimize instruction. Various assessments mentioned include formal and informal, summative and formative, standardized, criterion-referenced, and cloze tests which can identify students' independent, instructional, and frustration reading levels.
Text sets
This document discusses how using unexpected texts such as images, maps, videos, and comic books can increase student interest and comprehension in school reading. It suggests introducing such multimedia texts related to course content and having students analyze and make inferences about the texts to build literacy skills. Examples provided include having students hypothesize what a historical map means, what patterns it shows, when it was made, and who its intended audience was.
Introduction to Special Education
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
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TED 453 session 5
- 1. TED 453 Teaching Practices Seminar Seminar Session 5 10/16/13
- 2. TAP 3 & 4 Feedback… (nearly) Everyone has demonstrated Writing Competence (Everyone can… and will… hang in there.)
- 4. • Being talented does not make you good • Ask the Dodgers… • You must learn and practice the fundamentals… always
- 5. • Know, understand and appreciate your students and their families • • Approach learners with patience, empathy and fairness Have high expectations for all learners, especially those in high-need schools • Regard diversity as an asset, and be willing to dialogue about differences • Show commitment to identifying and reducing educational and social disparities and injustice
- 6. • Reflect on your own biases, strengths, challenges, learning and goals • • Collaborate and interact effectively with other professionals Solve problems through appropriate and professional interactions with peers, faculty, staff, and school personnel • Seek knowledge, information, and perspective on the world as lifelong learners • Hold yourselves to high ethical and professional standards, and show pride in your profession
- 9. First … Rate yourself from 1-4 on each item on Program Expectations and Fieldwork Progress… Then, share with your Accountability Partner… Discuss. What more do you need in order to be ready to discuss this reflection with your Mentor?
- 10. • PACT Teaching Event Handbook • Assessment Task Overview • For Next Time… (2 weeks– 10/30/13) • Mini-PACT Instruction