This document provides an online module about creatively gifted students that covers their characteristics, identification, and support. It describes common traits like thinking differently, problem solving, and risk taking. The module recommends teachers use flexible rubrics and let students choose how to explore and present on assigned topics to best support creatively gifted learners.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
This document discusses facilitating student learning. It defines learning and outlines different types of learning including formal, informal, incidental, and situated. It also discusses multiple intelligences like verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, and intrapersonal. The role of the teacher in facilitating learning through effective teaching, communication, and instructional strategies is also described. These include demonstrating, lecturing, small group work, and active learning strategies that engage students. The document emphasizes exploring multiple intelligences and adjusting learning strategies to acquire important skills.
The document provides modern teaching ideas for primary school, including using audio-visual tools to supplement textbooks, bringing real-world experiences into the classroom, conducting outdoor classes and field trips, arranging role-playing sessions, using storyboarding, being open to new ideas, and introducing puzzles to make learning fun. It also includes information about the Asian College of Teachers, a leading international teacher training institute.
Validity refers to how well a test measures the characteristic it is intended to measure and whether test performance relates to job performance. A valid test provides meaningful scores that can predict job performance. Validity indicates how useful test scores are for making conclusions about an individual's likely job performance. Reliability ensures test scores are trustworthy but does not guarantee a test is valid for a given purpose. A test's validity is specific to the purpose for which it was designed. Common methods for establishing a test's validity include criterion-related validation by correlating test and job performance, content validation by ensuring the test covers important job tasks, and construct validation by showing the test measures an important job-related trait.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Differentiating Instruction For Gifted Learnersdrummosh
The document discusses strategies for differentiating instruction for gifted students in a regular classroom, including changing the pace, delivery, product, depth, and breadth of instruction. It provides examples of how each strategy could be implemented, such as compacting the curriculum based on pre-testing, allowing students to choose their own topics of study, and creating tiered assignments at different levels of complexity. The goal is to challenge gifted students and meet their needs through independent projects, choice, and focusing on higher-order thinking.
Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
This document discusses facilitating student learning. It defines learning and outlines different types of learning including formal, informal, incidental, and situated. It also discusses multiple intelligences like verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, and intrapersonal. The role of the teacher in facilitating learning through effective teaching, communication, and instructional strategies is also described. These include demonstrating, lecturing, small group work, and active learning strategies that engage students. The document emphasizes exploring multiple intelligences and adjusting learning strategies to acquire important skills.
The document provides modern teaching ideas for primary school, including using audio-visual tools to supplement textbooks, bringing real-world experiences into the classroom, conducting outdoor classes and field trips, arranging role-playing sessions, using storyboarding, being open to new ideas, and introducing puzzles to make learning fun. It also includes information about the Asian College of Teachers, a leading international teacher training institute.
Validity refers to how well a test measures the characteristic it is intended to measure and whether test performance relates to job performance. A valid test provides meaningful scores that can predict job performance. Validity indicates how useful test scores are for making conclusions about an individual's likely job performance. Reliability ensures test scores are trustworthy but does not guarantee a test is valid for a given purpose. A test's validity is specific to the purpose for which it was designed. Common methods for establishing a test's validity include criterion-related validation by correlating test and job performance, content validation by ensuring the test covers important job tasks, and construct validation by showing the test measures an important job-related trait.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Differentiating Instruction For Gifted Learnersdrummosh
The document discusses strategies for differentiating instruction for gifted students in a regular classroom, including changing the pace, delivery, product, depth, and breadth of instruction. It provides examples of how each strategy could be implemented, such as compacting the curriculum based on pre-testing, allowing students to choose their own topics of study, and creating tiered assignments at different levels of complexity. The goal is to challenge gifted students and meet their needs through independent projects, choice, and focusing on higher-order thinking.
Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
The document discusses the evolution of instructional goals and objectives from the 1920s to the 1980s. It notes that objectives used to be overly specific and focused on basic skills, but cognitive research showed higher-order thinking can be taught without first mastering basic skills. It recommends objectives should guide assessments but not be too specific or too broad. It also introduces Bloom's Taxonomy, which categorizes learning outcomes into cognitive, affective, and psychomotor domains to provide a framework for classifying objectives.
Learning objectives and learning outcomespoonam sharma
The document discusses learning objectives, learning outcomes, and the differences between them. Learning objectives are statements that define the expected goals of an educational activity and describe what a teacher hopes students will learn. Learning outcomes are formal statements that describe what a student will be able to do after learning a topic or concept and should be observable, measurable, and understood by all stakeholders.
David Elkind was a developmental psychologist born in 1931 who received his Ph.D. from UCLA. He was influenced by Piaget and known for his theories on adolescent egocentrism, including the imaginary audience and personal fable. While some critics argued these were not forms of egocentrism, his theories were influential in understanding adolescent psychology and helped many parents and practitioners. He has published over 400 times and currently works at the University of Massachusetts.
The document outlines strengths and weaknesses of inquiry-based learning. Strengths include that inquiry emphasizes understanding over memorization, allows students to learn larger concepts, develops lifelong learning skills, and can engage students more than traditional lectures. Weaknesses are that not all topics may get covered in a school year, students initially may struggle asking questions, and teachers need to learn how to help students ask good questions.
There are different types of gifted students that have unique characteristics and needs. Gifted students learn differently than their peers and may struggle if these needs are not addressed. It can be difficult to identify gifted students, especially those from disadvantaged or culturally diverse backgrounds. Failure to identify gifted students can lead to problems, so it is important to have appropriate identification processes and differentiated curriculum that challenges gifted learners.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
Developing Metacognitive Skills In Your Studentsjanesutton48
The document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and help students connect new ideas to prior knowledge. Teachers should explain learning goals and have students self-assess their understanding. The document also suggests providing students with learning tools and techniques to help them organize and regulate their own learning.
Attributes of effective teachers: Personality and knowledgeenyscha
Effective teachers display several key attributes:
1. They are enthusiastic about their subject and convey this enthusiasm to students through their dynamic teaching style.
2. They show warmth towards students through positive relationships, friendliness, and interest in students' lives.
3. They establish credibility through their teaching credentials, clear delivery of content, and trustworthy behavior.
4. They hold high expectations for student success and believe that all students can master the material with the right support.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
This document discusses giftedness and characteristics of gifted children. It defines giftedness and different levels of gifted intelligence based on IQ scores. Some key characteristics of gifted children mentioned include advanced language ability, reading above grade level, subtle humor, intense interests in specific topics, creative thinking, and strong memory skills. The document also notes potential issues gifted children may face like perfectionism, underachievement, and anxiety. It provides strategies for teaching gifted students such as modifying content, allowing student preferences, and establishing flexible learning environments.
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
This document discusses action research and its various forms in education. Action research involves teachers identifying issues in their practice, gathering and analyzing data, and making changes to improve outcomes. It can be conducted individually or collaboratively at different levels from a single classroom to district-wide. Benefits include improved instruction, assessment, and policies informed by evidence. Support may be needed for coaching, technology assistance, substitutes or release time depending on the scope. Potential impacts range from changes in a teacher's curriculum to reforming organizational structures across a district.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
Three Purposes of the Instructional Design ProcessMichael Payne
The instructional design process has three main purposes: 1) to identify instructional outcomes, 2) to guide the development of instructional content, and 3) to establish how instructional effectiveness will be evaluated. It involves 8 stages: 1) defining instructional goals, 2) conducting an instructional analysis, 3) identifying learner characteristics, 4) developing performance objectives, 5) selecting instructional methods, 6) assembling instructional materials, 7) conducting formative evaluation, and 8) conducting summative evaluation. Performance objectives should include an action, relevant conditions, and performance standard to describe the desired learner behavior.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This document provides guidelines for identifying gifted, talented, and creative students. It outlines characteristics to look for including advanced learning, skills, curiosity, interests, reasoning, and leadership abilities. Teachers, parents, students, and administrators can refer students for identification. Identification requires evidence from academics, intellectual ability assessments, achievement tests, behavior ratings, and demonstrations of performance. A student needs at least fourteen points across these categories to qualify for gifted identification. The guidelines note that individual circumstances may be considered and identification is not determined solely by point totals.
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
The document discusses the evolution of instructional goals and objectives from the 1920s to the 1980s. It notes that objectives used to be overly specific and focused on basic skills, but cognitive research showed higher-order thinking can be taught without first mastering basic skills. It recommends objectives should guide assessments but not be too specific or too broad. It also introduces Bloom's Taxonomy, which categorizes learning outcomes into cognitive, affective, and psychomotor domains to provide a framework for classifying objectives.
Learning objectives and learning outcomespoonam sharma
The document discusses learning objectives, learning outcomes, and the differences between them. Learning objectives are statements that define the expected goals of an educational activity and describe what a teacher hopes students will learn. Learning outcomes are formal statements that describe what a student will be able to do after learning a topic or concept and should be observable, measurable, and understood by all stakeholders.
David Elkind was a developmental psychologist born in 1931 who received his Ph.D. from UCLA. He was influenced by Piaget and known for his theories on adolescent egocentrism, including the imaginary audience and personal fable. While some critics argued these were not forms of egocentrism, his theories were influential in understanding adolescent psychology and helped many parents and practitioners. He has published over 400 times and currently works at the University of Massachusetts.
The document outlines strengths and weaknesses of inquiry-based learning. Strengths include that inquiry emphasizes understanding over memorization, allows students to learn larger concepts, develops lifelong learning skills, and can engage students more than traditional lectures. Weaknesses are that not all topics may get covered in a school year, students initially may struggle asking questions, and teachers need to learn how to help students ask good questions.
There are different types of gifted students that have unique characteristics and needs. Gifted students learn differently than their peers and may struggle if these needs are not addressed. It can be difficult to identify gifted students, especially those from disadvantaged or culturally diverse backgrounds. Failure to identify gifted students can lead to problems, so it is important to have appropriate identification processes and differentiated curriculum that challenges gifted learners.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
Developing Metacognitive Skills In Your Studentsjanesutton48
The document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and help students connect new ideas to prior knowledge. Teachers should explain learning goals and have students self-assess their understanding. The document also suggests providing students with learning tools and techniques to help them organize and regulate their own learning.
Attributes of effective teachers: Personality and knowledgeenyscha
Effective teachers display several key attributes:
1. They are enthusiastic about their subject and convey this enthusiasm to students through their dynamic teaching style.
2. They show warmth towards students through positive relationships, friendliness, and interest in students' lives.
3. They establish credibility through their teaching credentials, clear delivery of content, and trustworthy behavior.
4. They hold high expectations for student success and believe that all students can master the material with the right support.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
This document discusses giftedness and characteristics of gifted children. It defines giftedness and different levels of gifted intelligence based on IQ scores. Some key characteristics of gifted children mentioned include advanced language ability, reading above grade level, subtle humor, intense interests in specific topics, creative thinking, and strong memory skills. The document also notes potential issues gifted children may face like perfectionism, underachievement, and anxiety. It provides strategies for teaching gifted students such as modifying content, allowing student preferences, and establishing flexible learning environments.
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
This document discusses action research and its various forms in education. Action research involves teachers identifying issues in their practice, gathering and analyzing data, and making changes to improve outcomes. It can be conducted individually or collaboratively at different levels from a single classroom to district-wide. Benefits include improved instruction, assessment, and policies informed by evidence. Support may be needed for coaching, technology assistance, substitutes or release time depending on the scope. Potential impacts range from changes in a teacher's curriculum to reforming organizational structures across a district.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
Three Purposes of the Instructional Design ProcessMichael Payne
The instructional design process has three main purposes: 1) to identify instructional outcomes, 2) to guide the development of instructional content, and 3) to establish how instructional effectiveness will be evaluated. It involves 8 stages: 1) defining instructional goals, 2) conducting an instructional analysis, 3) identifying learner characteristics, 4) developing performance objectives, 5) selecting instructional methods, 6) assembling instructional materials, 7) conducting formative evaluation, and 8) conducting summative evaluation. Performance objectives should include an action, relevant conditions, and performance standard to describe the desired learner behavior.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This document provides guidelines for identifying gifted, talented, and creative students. It outlines characteristics to look for including advanced learning, skills, curiosity, interests, reasoning, and leadership abilities. Teachers, parents, students, and administrators can refer students for identification. Identification requires evidence from academics, intellectual ability assessments, achievement tests, behavior ratings, and demonstrations of performance. A student needs at least fourteen points across these categories to qualify for gifted identification. The guidelines note that individual circumstances may be considered and identification is not determined solely by point totals.
The document discusses the characteristics, identification, and services for gifted and talented students. It notes that gifted students often learn quickly, work independently, have advanced problem-solving skills, and achieve above their peers. Schools use IQ and other cognitive ability tests to identify these students, though standards vary. Services may include curriculum modifications, part-time special classes, full-time gifted programs, and grade acceleration. The document also outlines one school's enrichment program for gifted third through fifth graders.
Ken Robinson argues that schools stifle creativity in students. He notes that while young children take risks and are not afraid of being wrong, most lose this quality as they grow up and become educated. The hierarchy of subjects in all education systems globally places arts subjects at the bottom, despite evidence that creative skills are as important as academic ones. Robinson asserts that the current education model, with its focus on university entrance requirements, discourages creative thinking and many talented students do not recognize their creative abilities because those skills were not valued in school.
The document describes various characteristics of gifted and talented students. It discusses positive characteristics like intellectual ability, academic ability, creative ability, artistic talent, and leadership ability. It also discusses negative characteristics that can conceal giftedness, such as questionable humor, obsession with unusual interests, frustration with academic skills, and disruptive classroom behavior. The document provides examples of how gifted students may differ from high-achieving students and notes that gifted students are not always "teacher pleasers" and may not turn in homework.
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
Essay Grading Rubric CriteriaLevels of AchievementContent 5.docxaryan532920
Essay Grading Rubric
Criteria
Levels of Achievement
Content 54
Advanced
Proficient
Developing
Not present
Content of Essay
49– 54 points
Addressed everything in module essay topic
Appropriate introduction and conclusion to essay
Well-established thesis statement based on essay topic
Used empirical evidence to support thesis statement
Word count (600 words minimum) met
45 - 48 points
Addressed everything in module essay topic
Appropriate introduction or conclusion to essay
Appropriate thesis statement
Some evidence to support thesis statement
Word count between 400-599
1 - 44 points
Addressed some of points in module essay topic
Missing introduction and conclusion.
No clear thesis statement
Lack of evidence to support thesis statement
Word count between 1-399
0 points
Not discussed.
Structure 21
Advanced
Proficient
Developing
Not present
Mechanics
6 - 7 points
No grammar, spelling, or punctuation errors are present. Voice and person are used correctly and consistently. Writing is precise. Word choice is appropriate.
5 points
Few grammar, spelling, or punctuation errors are present. Voice and person are used correctly. Writing style is sufficient. Word choice is adequate.
1 - 4 points
Several grammar, spelling, or punctuation errors are present. Voice and person are used inconsistently. Writing style is understandable but could be improved. Word choice is generally good.
0 points
Numerous spelling, grammar, or punctuation errors are present. Voice and person are misused. Writing style is difficult to understand. Word choice is poor.
APA Format Elements
6 - 7 points
Citations and format are in current APA style. Cover page, Citations, Running head, and References are correctly formatted. Paper is double-spaced with 1-inch margins and written in 12 point Times New Roman font. An Abstract is not needed
5 points
Citations and format are in current APA style with few errors. Cover page, Citations, Running head, and References are present with few errors. Paper is double-spaced with 1-inch margins and written in 12 point Times New Roman font.
1 - 4 points
Citations and format are in current APA style though several errors are present. Cover page, Citations, Running head, and References are included though several errors are present. Paper is double-spaced, but margins or fonts are incorrect.
0 points
Citations are not formatted correctly. Cover page, Running head, and References are not included or not formatted correctly. Paper is not double-spaced, margins are incorrect, or font is incorrect.
Research Elements
6 - 7 points
Major points are supported by the module’s readings and presentation.Arguments are correctly supported with research. A complete and accurate Reference page is provided.
5 points
Major points are supported by the module’s readings and presentation.Arguments are generally correctly supported with research. A complete and accurate Reference page is provided.
1 - 4 points
Major points are not properly supported by the ...
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
Portfolio Resource for EBDIntroductionTeachers are often co.docxChantellPantoja184
Portfolio: Resource for EBD
Introduction
Teachers are often considered some of the most influential people in an individual's life. Teachers can have a profound effect on their students, both academically and personally. A teacher's warmth, encouragement, and caring approach demonstrate respect for students. Students remember their teacher's compassion or lack of compassion throughout their lives. Students may perceive teachers as unfair, controlling or mean, even to the point of intentionally embarrassing each student. It is this type of teacher that makes students vow that they will never treat someone else like that, especially a child.
Teachers take all their prior experiences and beliefs into their classrooms (Pajares, 1992). According to Dilts (1999), beliefs are "judgments and evaluations made about oneself, others, and the world." These beliefs are generalizations one takes to the classroom about the causation or the meaning of student learning, behaviors, and social skills. Teachers must be aware of their beliefs before they enter the classroom, as beliefs influence classroom management, student evaluations, and teaching performance (Pajares). Beliefs and generalizations provide the underpinnings of how teachers view their classrooms and the role they will play within the educational environment. Teachers need to enter the classroom with a belief that all students learn differently, at different rates, and in different timeframes. Some students will be interested in some topics while others will not. Patience and the belief that all students can learn in their own personal ways and timeframes will help teachers stay engaged and encouraged in the classroom.
Differences
There is a common misconception in educational settings that people learn best by teachers simply providing information and students writing the information down with paper and pencil. Today, there is a plethora of research that disputes this belief because knowledge is a constructive process (Hegland & Andre, 1992). Learning is about many more things than just academics. Classrooms are social environments where students take part in experiential learning, knowledge exchange, and rote memorization. Teachers have a diverse set of skills, information, and knowledge, but the many demands of the educational environment leave them pressed for time. Teachers today cannot always wait for individuals to process information in their own time. Differences should be celebrated, but too many times people are stigmatized and segregated due to these differences.
Teams
The more severe students with EBD may have to be separated from the mainstream more often in order to help ensure their safety and the safety of others. However, the goal needs to be for them to learn how to survive in society without being segregated. The earlier the special education team can use interventions, the better the prognosis for success and eventual independence for the student. When a team develops an .
Presentation given by Mark Parkinson, Director, Shri Ram Schools on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
This document outlines a rubric for evaluating student contributions and participation in a group project. It includes categories for contributions, problem-solving, attitude, focus, instructional goals and objectives, instructional strategies, assessment methods, reading activities, listening activities, organization, word choice and grammar usage, and mechanics. The rubric provides ratings from 1 to 4, with 4 being the highest or most positive rating.
The document discusses various elicitation procedures used to obtain language samples from informants, including interviews, questionnaires, production tasks, and combining methods. Common elicitation techniques involve structured, semi-structured, and unstructured interviews, as well as discourse completion tasks, role plays, and picture description tasks. Elicitation aims to explore informants' backgrounds, behaviors, opinions, and language development in a naturalistic manner.
Lesson 17 Assessment in constructivist technology-supported learninghannalou dadang
This document discusses assessment in a constructivist learning environment that utilizes technology. It describes how traditional testing is inadequate for measuring higher-order thinking skills. Authentic assessment involving real-world tasks that demonstrate skills like collaboration is emphasized. Examples of rubrics for multimedia projects and performances are provided. The document also discusses different forms of assessment for construction, cooperation, authenticity, problem-solving, and goal-setting in a constructivist classroom.
Lesson17 ; Assessment in a Constructivist Technology-Supported Learningrenalyn espinola
This document discusses assessment in a constructivist learning environment that utilizes technology. It describes how traditional assessments that rely on memorization and getting the right answer are not aligned with constructivist pedagogy. Instead, it advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation and creation through tasks that mimic real-world problems. Examples of authentic assessments provided include multimedia projects, performances and collaborative work that are scored using rubrics. The document also contains rubrics for assessing different skills and provides questions to reflect on how well an environment fosters skills like problem-finding, cooperation and intentionally pursuing goals.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
This document appears to be a student report card containing assessments of a student's progress in various subject areas. It includes sections on intellectual development, physical development, social/emotional development, numeracy, writing, and reading. For each subject, the student's performance is rated against expectations and standards for their grade level. Overall, the student is reported to be meeting widely held expectations for their age in most subject areas.
Administrators look for rigor when visiting classrooms by examining several factors: how learning objectives are communicated and reinforced; whether students are actively engaged in work that requires applying the intended concepts; how teachers assess and track student learning through formative and summative assessments; and how teachers support students who are struggling. Specifically, they look for evidence that students are challenged to think deeply and apply concepts in multiple contexts, have opportunities to explain and teach new ideas to others, and receive scaffolding until they can demonstrate independent mastery. Rigor is demonstrated through high-level questioning techniques, open-ended assessments, and revision-focused assignments rather than worksheets.
Using rubrics to assess student work provides several benefits:
1) Rubrics specify clear criteria for evaluating student performance on learning outcomes, guiding subjective judgments of student work.
2) Rubrics can be used to provide students with formative feedback to improve, as well as to assign grades.
3) Rubrics evaluate student work based on pre-defined criteria and standards rather than comparing students to each other.
This document discusses feedback from doctoral reviewers and examiners. It provides examples of what constitutes acceptable, good, or outstanding doctoral work. It also discusses common critiques and areas for improvement in doctoral dissertations. The document offers advice on developing internal consistency, specificity, validity of analysis, and properly interpreting the role of research. It suggests that doctoral candidates receive coaching to support the decisions of their supervisors and provide timely feedback in a supportive environment.
This document provides a sample rubric for teachers to assess students' oral presentations. The rubric contains criteria in several areas: introduction of topic, development of topic, ability to engage audience, voice, vocabulary/grammar, pronunciation, use of visual aids, and conclusion. Performance is scored on a scale of below expected level, at expected level, or above expected level for each criteria based on descriptors of student performance. The rubric is designed to integrate into a grading sheet and the criteria can be altered to suit specific course requirements.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. This is an online module connected to the
research study Understanding Creatively Gifted
Students: Pre-Service Teachers’ Understandings
and Professors’ Practices.
This module will cover characteristics of
creatively gifted students, identification of
creatively gifted students, and how to support
creatively gifted students.
There will be a short scenario of a potential
student.
A brief quiz will be given at the end of this
module in order for the participate to assess
their own learning.
4. Remember: Not all students are alike. These
are just a few common characteristics of
creatively gifted students.
Notall of the following characteristics will
be present in each child.
Youmust observe each student with a new
view and understanding because of this.
5. Creatively gifted students . . .
Think in different ways
An example of this is thinking in terms of fantasy and
reality.
Think about their work in more than one way
This means that they are able to critique their own
work and defend it at the same time.
Talented at solving problems with what is around
them
If a student needs to fix a broken shelf they can find
a way to do so with the limited about of supplies in
the classroom.
6. Gifted students . . .
Are very aware of events going on around them
Enjoy observing their surroundings
Can be perceived as inattentive
They work better on their own schedule, when they
can focus and not be distracted by their surroundings.
Are risk takers
They like to push boundaries in order to create new
things.
7. Gifted students . . .
Are not boastful about accomplishments
Thrive on encouragement
If too many rewards are used with these types of
students they will become disinterested in
school.
Aremotivated to learn through own
accomplishments
The knowledge that they can improve in an area
is what pushes them to learn more.
9. Standardized test scores should not be the
only criteria used to identify these students.
Teachersmust be able to observe a student’s
behavior, work ethic, outcomes of work, and
preferences. Analyzing these elements will
help a teacher recognize a creatively gifted
student.
Teachers need to interact with students to
help in identifying creatively gifted students.
10. When observing a student, a teacher must
complete more than one observation. Several
factors can affect a student’s work on any given
day.
Environmental Factors (classmates, location, etc.)
Student Health
Student Attitude
Assignments
Teachers should be sure to refer to their
counties policies on identifying students for
more information.
12. Justlike all student types, creatively gifted
students should be offered appropriate
support in the classroom.
Creatively gifted students are not all alike.
One student may demonstrate creativity in
abstract problem solving, while another
students excels at artistic tasks.
Itis important to note the differences
between the students so that they can
receive the appropriate support.
13. The ways in which students are trained to
solve problems, even in elementary
classrooms, directly relate to how they will
solve them in adulthood.
Thereforestarting today, creatively gifted
students must be prepared to be the creative
problem solvers the world needs. American
classrooms are not doing an effective job on
this.
14. The “textbook” way of solving problems,
which American classrooms focus on, does
not leave room for discovering “new” ways
to solve the problems, look at situations, or
even find new problems.
When creative assignments are assigned,
they are typically just extra activities and
often times they are not required.
15. Slight adjustments to regular teaching
strategies, such as the ones listed below, can be
used with creatively gifted students.
Teachers can use flexible rubrics.
Rubric identifies the content to be covered
Depth of information expected
Other professional criteria (ex. neatness)
Means of presenting the information is up to the
student!
Teachers set the standards for classroom learning
Teachers set the goal of WHAT to learn, students can
develop HOW to learn it
16. Poor Average Above Average
1-2 points 2.5-3.5 points 4-5 points
Spelling and Grammar There are more than 5 There are 3-5 spelling and There are less than 3 spelling
spelling and grammar errors grammar errors present. and/or grammar errors
present. present.
Neatness The project appears to be There are some stray marks, There are no stray marks,
unprofessional, handwriting handwriting has room for handwriting is neat, looks
is poor, there are stray marks improvement, organization is professional, and is well
visible, and the project lacks acceptable, and the project organized.
organization. looks semi-professional.
Accuracy There is inaccurate N/A The information presented is
information presented. accurate.
Appropriate Presentation The information is not N/A The information is presented
Method presented in a Power Point. in a Power Point.
Appropriate Topic The information does not There is some correlation The information strongly
support the topic (The between the information and supports the topic (The
History of Tryon Palace). the topic. History of Tryon Palace).
17. Poor Average Above Average
1-2 points 2.5-3.5 points 4-5 points
Spelling and Grammar There are more than 5 There are 3-5 spelling and There are less than 3 spelling
spelling and grammar errors grammar errors present. and/or grammar errors
present. present.
Neatness The project appears to be There are some stray marks, When appropriate, there are
unprofessional, handwriting handwriting has room for no stray marks, handwriting
is poor, there are stray marks improvement, organization is is neat, looks professional,
visible, and the project lacks acceptable, and the project and is well organized.
organization. looks semi-professional.
Accuracy There is inaccurate N/A The information presented is
information presented. accurate.
Appropriate Presentation The presentation method The presentation method The presentation method
Method takes away from the offers some support to the used supports the
information being given and information being given. information being given.
causes confusion. There is room for
improvement.
Appropriate Topic The topic chosen by the There is some correlation The topic chosen by the
student does not relate to between the topic chosen and student strongly relates to
North Carolina History. North Carolina History. North Carolina History.
18. Non-Flexible Rubric Flexible Rubric
The specific topic was The students were given
given to the students. a general topic and
(History of the Tryon then allowed to choose
Palace) a more specific
concept. (NC History)
The method of
presenting the The students were
information was given allowed to pick a
to the students. (Power presentation method
Point) they felt was
appropriate for the
information.
19. Theteacher determines what content needs
to be covered in the classroom
Example- Cell Wall Permeability
Theteacher develops a few ways to help
students explore the content
Examples- An experiment with eggs, articles to
read, options to complete their own research
The student gets to pick the path they feel
will be the most supportive of their learning
Students can share their findings with their
classmates who completed different pathways.
21. Emma is a student in a 7th grade classroom.
Her teacher has noticed that Emma is always
concerned about what is going on around her.
Emma likes to watch her classmates and seems
to have a hard time paying attention during
parts of the day. Emma noticed that her
schoolmates wasted large amounts of paper
each day. She developed the idea that each
classroom in the school could have a separate
container for paper waste. With the help of
the school art teacher, they collected the waste
and created new art paper that students made
flowers with. They then displayed the flowers
around the school in order to beautify the
school and raise awareness about recycling.
Upon reflection, Emma decided she should have
created a handout to give to the classrooms to
explain more about the project. When Emma
recognizes an area in which she needs
improvement, she is intrinsically motivated to
learn more. However, her test scores do not
qualify her for AIG support.
22. Would you identify Emma as a creatively
student? Why or why not?
If you would identify her as a creatively
gifted student, how would you help her
succeed in English? Math? Social Studies?
Science?
Would you do anything to help address the
fact that she seems inattentive in class?
What would you do?
Would you use these adjustments for all
students in your class or just Emma?
23. Please follow this link to take
the quiz associated with this
module.
http://www.surveymonkey.com/s.aspx?PREVIE
W_MODE=DO_NOT_USE_THIS_LINK_FOR_COL
LECTION&sm=JZmO88uCjdqHDtEMccGmc9lf
WgX%2f%2fCTE4PVE7hHL1lY%3d
24. Csikszentmihalyi, M. (1997). Creativity: Flow and
the psychology of discovery and invention. New
York, New York: Harper Perennial.
Davis, G. A. (2000). Creativity is forever (4th ed.).
Dubuque, IA: Kendall Hunt Publishers.
Hennessey, B.A. (2004). Developing creativity in
gifted children: the central importance of
motivation and classroom climate. The National
Research Center on the Gifted and Talented
(RM04202).
Smutny, J. F., & von Fremd, S. E. (2009). Igniting
creativity in gifted learners, k-6. Thousand
Oaks, CA: Corwin Press.
25. Imageof “Emma” retrieved from
http://realdealphotography.smugmug.com/M
odels/Andrena-Hilstock/RDP5810-
01web/127435429_EeoSV-L.jpg
26. As the researcher, I would just like to thank
you for taking part in this study. I hope you
have learned something through your
participation and that you will take this new
found knowledge with you into your
classrooms. Good luck to you all!
Best wishes,
Maria Avery