Waaoo And The Little Pigs
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This is my presentation I used to make analogy that explains how SOLO taxonomy. For more information visit www.pedagogicalpurposes.blogspot.com
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The Amazing APA Race: "Flipping" Passive into Active Learning - OLA 2014
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Similar to Waaoo And The Little Pigs
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Here are the steps to change the check-up activity to suit different learning styles:
1. Students work in groups of 3-4. One student from each group comes up to act out the pictures without speaking, while the other group members try to guess what they are doing.
2. The pictures are shuffled and passed around so each student gets a turn to act it out for their group.
3. Once all groups have finished, the teacher checks the answers by having one student from each group say the answers out loud.
This adapts the activity to a guessing game format done in groups, suiting kinesthetic and auditory learning styles.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
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Chapter Seven - Standards Alignment
Previous section
Next section
“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being tau.
Interviewing 2013
This document provides advice from an assistant superintendent on getting a teaching job. It discusses the importance of networking, having specialized skills like dual certification, preparing for interviews, and asking the right questions in interviews. Sample interview questions are also provided covering topics like curriculum development, classroom management, and professional growth. The document emphasizes fit over just technical answers. It stresses communicating, following expectations, and getting involved once hired to maintain standing and educate students. Recommended books on teaching success are also listed.
Interviewing 2013
This document provides advice from an assistant superintendent on getting a teaching job. It discusses the importance of networking, having specialized skills like dual certification, preparing for interviews, and asking the right questions in interviews. Sample interview questions are also provided covering topics like curriculum development, classroom management, and professional growth. The document emphasizes fit over just technical answers. It concludes by advising that to keep a teaching job, educators should focus on student education, follow directives, demonstrate commitment to growth, and get involved in the school through committees or leadership roles. Recommended books on teaching and leadership are also listed.
Chapter Seven - Standards Alignment xIt takes less time to .docx
Chapter Seven - Standards Alignment
x
“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being taught with every lesson on their whiteboard each day, but is that a result of a conscious effort to let the stan ...
Interview skills
This document provides tips for improving interview skills. It discusses preparing for interviews by researching the organization and anticipating common questions. Common questions may include telling about yourself, strengths/weaknesses, and fit for the role. It's important to relax and be yourself during interviews. Answers should emphasize how you present yourself, not just what you say. Practicing interviews and learning language skills can improve performance. Marketing yourself during interviews by providing information, developing positive impressions, and stimulating interest in selecting you is also discussed.
Supportive observations in English Language Teaching
Observations should be supportive not just evaluative. Here is why we should use evaluations for professional development purposes.
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Descriptive Review
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1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
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SOLO (Structure of Observed Learning Outcomes) is a model that helps teachers and students understand the learning process through a common language. It describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract - that represent increasing complexity in learning from surface to deep understanding. SOLO provides a simple framework for assessing student work, giving feedback, and pushing learning to a deeper level. When implemented school-wide, it can help students recognize their own progress in learning across subjects.
How to plan a presentation
This document provides a rubric for evaluating student presentations on the topic of rainforests. The rubric evaluates presentations based on organization, subject knowledge, use of graphics, mechanics, eye contact, elocution, and total points. Organization examines how logically the information is presented. Subject knowledge evaluates the student's grasp of the topic and ability to answer questions. Graphics assesses how visual aids are used. Mechanics examines spelling and grammar. Eye contact, elocution, and total points provide additional criteria for evaluation. The document also includes supporting web resources and credits for teaching about rainforests.
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This document discusses feedback in education. It explains that students learn best when they understand expectations, how they are progressing towards goals, and what they can do to improve. Good feedback directly relates to learning objectives, identifies strengths and provides specific strategies for improvement. Bad feedback is vague, focuses on personal attributes rather than work, or provides only scores without context. The document provides examples of effective and ineffective feedback and encourages giving feedback that students can apply to enhance their learning.
Inset May 2013 solo SLL
This document introduces SOLO (Structure of Observed Learning Outcomes), a taxonomy for understanding the stages of learning. It describes the five levels of the SOLO taxonomy from prestructural to extended abstract. With SOLO, teachers can design learning intentions, success criteria, and provide feedback to students to help them progress from surface to deep understanding. While similar to Bloom's Taxonomy, SOLO focuses more on describing the learning outcome itself rather than knowledge. The document provides examples of how to introduce SOLO to students and tips for getting started with implementing it.
Powerful Learning Presentation
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
Mentoring at work
This document discusses the importance of mentoring in the workplace for learning. It notes that learning is now a three-way partnership between the teacher, learner, and employer. The employer plays an important role in coaching and mentoring the learner at work, where learning becomes work-based and skills-focused. Mentoring provides benefits to both the learner and business by allowing the learner to apply their knowledge, practice skills, and receive feedback, while the business gains a more skilled worker. A learning agreement formalizes responsibilities between learner and employer to support the learner's development goals. The learner's progress is evidenced through a portfolio collecting work samples, observations, and assessments, with the mentor assisting by providing feedback, guidance, and validating compet
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- 9. Enumerate Classify Combine Sequence
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