A Teachers Guide: Student Choice in the ClassroomAbigailMontesi
Abigail Montesi
Capstone Original Contribution
American College of Education
This presentation was given to 11 elementary school teachers using google classroom. The teachers completed an evaluation afterwards to share their thoughts and opinions on student choice in the classroom.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
A Teachers Guide: Student Choice in the ClassroomAbigailMontesi
Abigail Montesi
Capstone Original Contribution
American College of Education
This presentation was given to 11 elementary school teachers using google classroom. The teachers completed an evaluation afterwards to share their thoughts and opinions on student choice in the classroom.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
SPND456 TEC Powerpoint
Graham and Perin's suggested elements for writing curriculum and connections to neuroscience. Suggestion of tools and resources.
Slide deck from the presentation for the workshop delivered at the Distance Teaching & Learning Conference in August 2016 at the University of Wisconsin-Madison. Facilitators representing Quality Matters were Kay Shattuck and Bethany Simunich.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
SPND456 TEC Powerpoint
Graham and Perin's suggested elements for writing curriculum and connections to neuroscience. Suggestion of tools and resources.
Slide deck from the presentation for the workshop delivered at the Distance Teaching & Learning Conference in August 2016 at the University of Wisconsin-Madison. Facilitators representing Quality Matters were Kay Shattuck and Bethany Simunich.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
SUN MEI BUTTON ENTERPRISE CO., LTD is a specialized one-step supplier of acrylic rhinestone and button based in Taiwan. Our main products are acrylic rhinestone, sew on rhinestone, rhinestone button, acrylic button, plastic button, nylon button and other accessories. We offer a wide range of styles including designs, shapes, sizes, and colors. They can be used on garments, shoes, bags, clothing, wedding gowns, hair accessories, decorations and etc.
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. 1
Unit/Lesson Planning Guide: Key Questions to Consider While Planning
Following is a guide to unit and lesson planning; it is based on approaches to unit and
lesson planning introduced in TE 401 and used more extensively in TE 402. Note that
teachers rarely plan in a linear fashion by completing one step before starting another.
The questions are designed to help interns and CTs consider the range of questions that
need to be addressed, and may be worked on in any order. Following the series of
planning questions is a reproducible sample outline for developing a plan for a single
lesson. This same form can be used to plan a series of lessons that could launch or
introduce an idea or concept. The second lesson may provide children with a chance to
conduct an exploration of that idea or concept with particular materials. The final
activity (or culminating project) may offer students an opportunity for reflection on what
they have learned.
Figuring out the “big picture” and worthwhile goals
Based on consultation with the CT, standards documents, and district objectives,
etc., what will be the main idea for the unit, and the learning objectives?
What do I know about this content and what do I need to learn in order to teach it?
What are the “big ideas” that I want students to learn? What are key skills and
strategies needed to learn these big ideas (e.g., reading, writing, oral language
skills and strategies)?
How are these big ideas connected to each other (draw a concept map)?
How does this content connect with students? What do different students already
know about this? How does it enter their lives? What is their proficiency in using
skills and strategies (e.g., reading, writing, oral language skills and strategies)
needed to learn the content? How can I find out?
Based on the above, how can I tailor the objectives and main ideas for the unit to
match my teaching situation?
What central problem or question will connect all the lessons in this unit? What
is the desired student response to this question?
Why is the selected content important for students to learn?
What resources (books, audiovisuals, magazines, museums, computer programs,
web sites, etc.) are available to support my teaching and students’ learning? How
good are they?
Instructional Plan
What are some activities/tasks that I can engage students in that will promote their
learning and growth (e.g., conceptual change, in-depth understanding of key
concepts, strategic use of skills and strategies)?
Which activities are likely to have the most impact on my students’ understanding
and provide necessary support throughout the learning process?
How do the activities I am considering match up to the unit objectives? Do I
address each objective in multiple lessons/activities to give students adequate time
and support to really understand?
2. 2
What sequence of activities will best support students in undergoing significant
change in their knowledge and understanding? (Consider a conceptual change
instructional model for some subject matter areas: elicit students’ ideas to the
central question, let students explore their own ideas, provide activities to
challenge students to change and expand their initial ideas, explain new ideas,
give students multiple chances to apply and use new ideas, engage students in
reflecting on their learning and growth.)
Designing daily lesson plans
What, specifically, do I want students to learn from this lesson that will
contribute to the students’ understanding of the unit’s main ideas and objectives?
Is the lesson developmentally appropriate?
How can I help students see the links between this activity and other lessons?
Does the activity clearly link to previous and future activities?
What will be easy or hard for students? How will I accommodate and provide
support for individual differences? (See sections below on "Providing Academic,
Social, and Language Support for All Learners" and "Putting it Together" and
companion document “Designing Lessons for Diverse Learners.”
How will I engage students in learning?
How will I start?
What teaching strategies will I use?
What activities will students engage in? Why?
How much time will be devoted to different parts of the lesson?
What directions will I need to give, and how should I present them?
What materials are needed and when will I prepare and organize
them?
What questions should I be prepared to ask? How might students
respond?
How will students represent their learning?
What classroom management issues do I need to consider and plan
for (organization of groups, procedures, transitions, handling student
lack of cooperation, etc.)?
Developing Performance Assessment(s)
How will I assess student learning throughout the unit and in some kind of
culminating activity (pre and post tests, projects, assignments)? How will students
demonstrate their learning?
Does my assessment match the objectives and central problem or question? How
will I document and analyze the students’ responses to these assessment
strategies?
How will they show that they have acquired the knowledge and/or skills I am
trying to teach?
3. 3
How will I know that the students have achieved the desired learning outcomes?
What evidence will I accept that students have learned?
Reflecting while teaching
What are different students learning or misunderstanding? What evidence do I
have?
What kind of records should I keep to help me assess student learning throughout
the unit/lesson?
Where do we go next? What are some of the alternatives and what reasons do I
have for choosing a particular course of action?
How can I take into account differences among students and promote genuine
learning for all?
In what ways can I better engage students who are not functioning members of the
learning community? What can I learn about them that will help me help them
become more successful?
Reflecting after teaching a unit
How can I best analyze my students’ learning from this unit?
What did I learn about my students, content, and myself as a teacher?
What went well? What were the surprises?
What would I do differently and why?
What do I need to learn more about?
Providing Academic, Social and Language Support for All Learners
Before you can make decisions about adapting curriculum and teaching methods,
you need to have a basic understanding of the nature of specific disabilities,
learning styles and knowledge of your students' cultural and linguistic
backgrounds. Be sure you take time to get to know each learner well enough to
become aware of his/her particular needs, and be sure to let your CT or field
instructor know if you need more information.
It is essential that you be clear about your lesson objectives before you begin
thinking about providing particular types of support.
You need to determine what tasks, skills, background knowledge are necessary
for the completion of the lesson: psychomotor, cognitive, affective, cultural, and
linguistic.
There are different areas where various types of support can be considered. The
teacher can make changes in the way the lesson is taught, the materials that are
used, the structure of the classroom, and the way the objectives are demonstrated
to meet the needs of students with disabilities, different learning styles and/or
different cultural or linguistic backgrounds.
4. 4
Putting It Together: Essential Questions for Academic, Social and Linguistic
Support
Based on the items above, a teacher who is thinking about providing academic, social and
linguistic support can use the questions below to address these issues:
What are the academic demands of this lesson? What components of this lesson
need to be adapted while still maintaining high expectations? How will I know
whether each student is able to meet the lesson objective?
o What do I want the students to learn and be able to demonstrate upon
completion of this lesson?
o What are the tasks/skills/background knowledge needed for the completion of
this lesson?
o What are the student's strengths and weaknesses? What are the student's
preferred learning styles and ways of communicating?
o What tasks/skills/background knowledge will be challenging for the student?
o How can the student make use of his/her strengths?
o What scaffolding and explicit instruction is needed (e.g., Think Sheets to help
organize ideas; Editing and Revising guides; visual organizers to help children
understand where they are in the process of completing the task)?
o When and how can I make supports optional (e.g., when are they no longer
needed) so control of activities is transferred to the learner?
What are the social demands of this lesson (e.g., cooperation, listening, sharing,
following directions)? How can I help each learner meet these demands?
o Do I have major routines in place that help learners know what is expected?
o Have I provided modeling, thinking aloud, and rubrics that help learners
understand the particular task to be done and how it is to be done?
o Have I provided language (helper words) and modeled when/how to use them
(e.g., who, what, when; sentence starters)?
o Have I provided visual cues (e.g., lists of expected behaviors) as reminders to
all students and to reduce demands on those with memory processing
problems?
What are the linguistic demands of this lesson? How can I help each learner
meet these demands?
o Does my lesson employ multiple strategies, lots of student input, and a range
of learning options (e.g., listening, speaking, reading and writing)?
o Do all students have multiple opportunities to speak, make mistakes, and rely
on the success of communication to develop their linguistic capacities?
o Am I careful to avoid the use of slang, idioms and phrasal verbs (e.g., get
over, get by, get through, get around) that are confusing to those whose first
language is not English?
o Do I use ample non-verbal cues (e.g., gestures, pictures, concrete objects) to
assist in comprehension?
5. 5
o Am I aware of each student’s cultural preferences and traditions for
communicating (e.g., eye contact; language routines; what to be called;
humor)?
o Are objects in my classroom labeled in multiple languages to acknowledge the
first language of each learner?
o Since all language acquisition is literacy development, do students whose first
language is not English have opportunities to use their first language?
Sample Outline for a Daily Lesson Plan
Date:
Overall lesson topic/title and purpose (What do I want students to learn?)
Rationale (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)
Goals/Objectives for today’s lesson:
Materials & supplies needed:
Procedures and approximate time allocated for each event
• Introduction to the lesson (What will I say to help children understand the
purpose of the lesson? How will I help them make connections to prior lessons or
experiences? How will I motivate them to become engaged in the lesson?) (_ minutes)
• OUTLINE of key events during the lesson (Include specific details
about how I will begin and end activities; what discussion questions I will use; how I will
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) (___ minutes)
• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (___ minutes)
Academic, Social and Linguistic
Support during each event (see p.
67 and “Designing Lessons for
Diverse Learners” available on the
LAET website):
6. 6
• Transition to next learning activity
Assessment (How will I gauge the students’ learning as I implement the lesson plan and
once the lesson is completed? Specifically, what will I look for? How will I use what I am
learning to inform my next steps?
Academic, Social, and Linguistic
Support during assessment
6/24/10