This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
A Strategic Approach: GenAI in EducationPeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Learning Intentions/Essential
Questions
• What does the research say about authentic,
strengths-based assessment and its impact on
teaching strategies and learning?
• How can teachers make an instructional plan
that includes authentic ways to assess student
learning?
• How can teachers plan for and monitor the
learning students do in terms of skills,
processes and understandings?
3. • What will you try?
• With whom will you work?
• What student(s) will you keep in mind as you
try something new to gauge the impact of
your actions?
4. Themes Tonight
• The power of feedback
• Making learning visible
• Student voice and student agency
• Teaching with big ideas
• Ongoing communication with families
5. Feedback
• The purpose of feedback is to improve future
performance.
• …most of the time the focus of feedback
should be on changing the student rather than
changing the work…
– Dylan Wiliam, April 2016
6. Students taught by teachers who used
assessment for learning achieved in six or
seven months what would otherwise have
taken a year.
-Black & Wiliam (1998).
8. Feedback
• Where am I going?
– Feed up (give the targets in advance)
• How am I going?
– Feed back (reference the targets)
• Where to next?
– Feed forward (develop self-regulation, clarity and
understanding about what they know and don’t
know)
– Hattie & Timperley, 2007
12. • Does your assessment inform your decisions in
teaching?
13. Major shifts in curriculum and
assessment
• Competency-driven curriculum
– focus on doing
– curricular competencies
• skills, strategies, processes
• Focus on classroom assessment
– Focus on learning standards (formerly learning
outcomes)
– Documented with formative assessment
• Do (curricular competencies)
• Know (content)
14. Key Questions: from teacher to
student
• Where is the student now?
– Criterion-referenced
• What does the student need to improve?
ê
• What can I currently do?
– Criterion-referenced
• What is my next goal?
16. What is my job? -K
Lauren Maclean and
April Pikkarainen, Richmond
(Coquitlam)
Critical thinking
Communication
Personal awareness and responsibility
How do I know I’m doing a green light job?
seed – sprout - flower
21. • Developing metacognitive
strategies through peer
documentation and dialogue
Students share their drawing/story, and ask
peers to give feedback or ask question.
Teacher writes student feedback on a post-
it.
Post-it feedback
& questions
22. Narrative Writing – Gr 2/3
with Marnie Manners, Burnaby
• Students have been reading and retelling Lars, the polar
bear stories by Hans de Beer
• The story plot is that Lars, the polar bear, is bored/lonely in
his home at the North Pole. Something unexpected
happens (an iceberg floats away, he gets caught in a fishing
net/trap and travels by boat/plane/train) and is taken to
another place (jungle/city). He meets another animal in the
new setting. The new friend takes him to meet another
animal who helps him to get home by some sort of
transportation. Lars safely arrives home, is reunited with his
family and tells them about his adventure.
23. • Goal: move beyond retelling to create a story following his
recipe
• Class had identified the recipe
• Review recipe
• Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each
chunk
• Model, with their help, the writing
• Students leave the carpet, having identified:
– The new animal
– The new setting
– The method of transportation
24. • After writing:
• Voice: Provide evidence of how your writing sounds
like you
• PPCI: How did you keep on writing? What did you say
or do to show such stamina?
• Circle 2 words that are unique or specialized in your
writing
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37. Deeper Thinking with Visual Literacy
- Joanna Fournier and Christy Rollo,
5/6
• Very diverse classes
• Collaborate on almost everything
• Include in-class LA support as much as possible,
working on in-class ELL
• Opening the curriculum to embed the core
competencies throughout the day
• Focus on feedback frames and student self-assessment
38. Why visual literacy?
• We interpret our world largely through the sense of
sight.
• Provides an opportunity to interpret, negotiate, make
meaning and share in a visual format.
• Pairing oral language and visuals helps students
develop their communication and comprehension.
• Provides all learners with an entry point (accesses their
background knowledge and gives them an opportunity
to listen to others’ ideas and share).
• Develops deeper thinking (making inferences,
metaphorical language, using symbolism).
39. Loose Parts and Materials
• A way for students to show their thinking, and understanding; very
powerful.
• Springboard for oral stories: picture books, a big idea, or a theme.
• Introduce an open ended question to provoke thinking (a
provocation).
• Build a setting, a pattern, an image (2D or 3D), using natural or
found materials.
• Partner or group talk time and reflection makes thinking visible.
• Formative and summative assessment of student understanding of
concepts and big ideas.
• Partner with digital tools such as the camera app and Shadow
Puppet (screen casting) to record thinking.
40.
41. Japanese-Canadian Internment
❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the
safety of all?
❖ How would you live and feel separated from your
family? Your connection to home?
45. Homework Journals
• Ideas and samples from Cedar Stream,
grades 3-6, Whonnock Elementary,
Maple Ridge
• Multi-age, place-based, co-taught classes
• Spend 90 minutes/day ‘beyond the fence’ in the
local forest
• Teachers:
– Heather Chapman
– Renae Pennell
46.
47. Bear entry – based on
The Six Cedar Trees
• I can statements:
– I can celebrate when I’ve done something I am
proud of
– I can listen to my feelings no matter how I am
feeling
– I can use calm down strategies to help me when
I’m upset
48. • Provocation: What can we learn from Bear?
• Week 1
• Youtube video: Black Bears – Yosemite Nature
Notes
– We relate to bears as we are so similar to them.
– How many ideas will you record from the video?
(light, medium, dark roast)
49. • Week 2
• Connect Bear to
– Listening to our intuition
– Acknowledging our feelings
– Taking breaks when we need them
– Being proud of whom we are
When in the forest we listen to our inner Bear when
engaged in risky play and ensure we only do what feels
right to us.
62. How to get started?
• explore on your own before going “live”
• you don’t need to go all , you can:
– start with one subject area
– think of adding one sample per month/term
– start with one student
• consider what your purpose will be
• use the documenting AS your assessment and
planning, not as an extra
Start SLOW Start SMALL
63. Tips
• keep your smartphone, digital camera or iPad handy during
learning activities
• video recordings are great for quickly capturing student
observations, questions and comments
• if you use an iPad/iPhone/Android to take photos you can
upload photos directly to the FreshGrade app
• you can upload work from 30 Hands, Pic Collage to
FreshGrade
64. Teachers can include guiding
questions for parents to use
when spending time with their
child
Can you find frost in
your back yard?
What happens when
you bring frost inside?
What happens when
the sun hits the frost?
65. Parents develop an awareness of
the way children are practicing skills
and can possibly repeat at home.
During some literacy and
letter play, Levi experiments
with making the letters in his
name with loose parts, play
dough and craft sticks.
66. Highlights the process of
learning rather than simply
focusing on products.
This term Div. 9 is exploring
the question, “How are the
living things in our community
connected to one another?”
We will be looking closely at
the living things in our
classroom, school yard and
beyond.
Here, Neil uses his sense of
touch and sight to look closely
at a variety of seeds.
He says, “I can see little tiny
pieces, I think it is corn. I know
plants need dirt and rain and
sun and then they grow up in
the air. I wonder, which
animals like seeds?
68. • Use the content to report on the curricular
competencies because the competencies
show depth.
– How do you know that your learners are getting
better?
• Where are they now (their strengths)?
• Where do you want them to grow (their stretch)?
• How will we work toward this (the plan)?
• Report on what counts! What is most
important in what you have been teaching?
69. • What will you try?
• With whom will you work?
• What student(s) will you keep in mind as you
try something new to gauge the impact of
your actions?
• How will you use this learning experience to
document student learning?
• How will you increase students in being
owners of their learning?