Training for ki ts
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Kids Into Thinking (KIT) provides differentiated extension activities for highly able K-3 students. Its mission is to design tasks that assist teachers in differentiating instruction and developing each student's potential. KIT objectives include developing language arts and math activities that extend state standards for grades K-3, ensuring activities are valid extensions for advanced students, and modeling differentiation strategies. KITs are independent task cards that provide integrated adventures to enhance state standards for advanced students. They include rubrics and teacher guides. KIT was created due to teacher and parent requests for quality extension materials and to provide models of advanced activities for early elementary grades.
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Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
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VSB.CSL.January 2019
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micds pbl 2011
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
Stage Iii Lp
The backward design model comprises three stages:
I. Identify desired results
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The document discusses the Understanding by Design framework for curriculum planning. It outlines the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. For stage 1, teachers are advised to establish goals, enduring understandings, and essential questions. For stage 2, the document discusses formative and summative assessments and aligning assessments to standards. Teachers are preparing a unit plan using the Understanding by Design process.
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A2 march 3 2014
This document contains notes from a teacher training course. It includes reminders about assignments due, a review of competencies around differentiating instruction and monitoring student progress. It also outlines the key points to be covered in the class, including explaining the components of a lesson plan, distinguishing between goals and objectives, and defining differentiation and its benefits for students.
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Curriculum presentation for Owen Elementary Project Arrow 13-14
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This document summarizes the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are determined by each school's AIG Plan and can include options like resource classes, team teaching, and electives. Students are identified for the AIG Program through screening, nominations, and evaluations of cognitive abilities and achievement test scores. If identified, students receive differentiated instruction through their Differentiated Education Plan.
Medical scientists tyler
Medical scientists study disease processes and investigate human diseases to find treatments and preventions. They create medical applications and samples to identify toxic substances and bacteria. Medical scientists work with health departments, physicians, and industry personnel to improve health safety standards and conduct research with funding from government proposals. Their goal is to help people through medical research while following safety protocols.
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Training for ki ts
- 1. KIDS INTO THINKING: A K-3 ADVENTURE The task ahead of you is never as great as the POWER behind you!
- 2. Our Mission Our mission is to design model extension tasks that will assist classroom teachers in effectively differentiating instruction for the highly able students in his/ her class. Additionally, KIT will develop each student's potential through active participation in the learning process.
- 3. Our Objectives To develop activities in LA & Math which extend the SCOS for grades K, 1, 2 and 3. To ensure that activities are valid extensions for students who are performing at least 1.5 - 2 years above their grade level. To model various and effective differentiation strategies for content, process, product, and learning environment. To empower classroom teachers to design differentiated tasks.
- 4. What is a KIT? Integrated adventures task cards designed to extend and enhance the SCOS for students performing at least 1.5 – 2 years above grade level. Independent activities Resource for K-3 classroom teachers Rubric Teacher guide & resource list Model of various differentiation strategies for content, process, product and learning environment.
- 5. Why Did We Do It? Teacher & parent requests for quality materials Provide models of quality activities for classroom teachers Few district-provided materials for lower elementary grades Few commercial products Develop each student’s potential through active participation in the learning process
- 6. How Did We Do IT? Established team Set goals to determine direction Essential Questions CURRICULUM, CURRICULUM, CURRICULUM Bloom’s taxonomy Products (driven by trigger words for higher level thinking) Designed layout/ look of each KIT Developed supporting materials – Copyright Issues
- 7. What Does It Look Like? Adventure 1 •Read stories about houses. Collect pictures of different houses in the US and around the world. •Create a Venn diagram to show how houses are alike and different. •Select at least one adult and some friends as your audience. Kids Share what you learned. Into Application/ Analysis WCPSS-AIG Thinking
- 8. Adventure Insufficient = 1 Criteria • Incomplet e • Lacks complexity Adventu re 1 Date: How Is It Evaluated? Progressing = 2 Proficient = 3 Exemplary = 4 • Seldom or rarely meets expectations. • Limited elaboration • Meets expectation • Understanda ble • Adequate complexity & elaboration • Exceeds expectations • High level of complexity & elaboration • Significant originality
- 9. What do Teachers Need? Goals / Adventures Objectives Science Goal 4: The learner will build an understanding of actions of objects. Observe the many ways in which things move such as straight, zigzag, round and round, back and forth, and fast and slow. Describe the motion of objects by tracing and measuring the motion over time. Adventure 4 Analysis Synthesis Adventure 5 Synthesis Materials Resources Paper, Pencil Crayons / markers Movement books Alphabet Notes/Comments Paper Pencil Crayons / markers chart Samples of concrete poetry
- 10. What Our Teachers Think “The activities encourage students to exercise and expand their minds intellectually and creatively.” AIG Teacher “The students really enjoyed designing their different tile shapes and working out the cost of the new kitchen.” Classroom Teacher “The possibilities are endless.” AIG Teacher
- 11. How to Reach Us If you have questions, comments or suggestions, please feel free to contact the AIG Teacher.