The document outlines the goals and activities of the ELUES learning team over the past year. Their goals included implementing research-based instructional strategies like the 6+1 writing model, examining key vocabulary, and understanding 21st century learners. Throughout the year, the team shared practices using these strategies and found value in collaborating. Staff presented at professional development days on strategies like questioning techniques, pre-assessing students, and using rubrics and exemplars. The learning team's work focused on clear outcomes, introducing new knowledge, and designing opportunities for students to deepen understanding.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
BCPVPAconnecting leaders oct 22 2010 siteslater_45
The document summarizes the journey of several schools in British Columbia in developing networks to improve student achievement through teacher collaboration and inquiry. It discusses initiatives like the Healthy Schools Network, Aboriginal Enhancement Schools Network, and Network of Performance Based Schools that involved over 200, 150, and 400 schools respectively. It then describes specific initiatives at individual schools around literacy, engaging boys, peer assessment, and international networking to share best practices.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
The document provides an overview of a presentation on leadership in inclusive schools with a focus on literacy. The learning intentions of the presentation include understanding leadership of literacy learning, assessment for learning practices, implementing class reviews, effective literacy practices, and supporting inclusion. It discusses key topics like the class review process, assessment for learning, effective pedagogical practices, and resources for supporting literacy and inclusion.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the 2017 USNH Academic Technology Institute. This was presented at the 2018 Open Ed Conference in Niagara, NY.
Active learning and the Internet and Reflections - University of Memphis, Cel...Celia Pruitt
The document discusses various teaching methods and assignments used in a classroom including generative learning, collaborative learning, project based learning, problem based learning, and anchored instruction. Generative learning and collaborative learning are identified as most beneficial as they allow students to organize knowledge and learn from peers. The teacher wants to incorporate more inquiry learning by allowing student groups to observe a subject, record responses, compare answers, and develop questions. Technology could be used more by having students complete online activities and utilizing websites, blogs, and multimedia to present projects and stories.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
This document discusses cooperative or co-teaching between two teachers in a classroom. It states that for co-teaching to be successful, the teachers must (1) share a common goal for student success, (2) have a strong personal belief in the co-teaching model, and (3) respect each other and their different strengths. It also identifies key factors for effective co-teaching such as planning time, shared philosophies, and evaluating student outcomes. Barriers like lack of time, uncoordinated grading, and teacher/student readiness must also be addressed.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
BCPVPAconnecting leaders oct 22 2010 siteslater_45
The document summarizes the journey of several schools in British Columbia in developing networks to improve student achievement through teacher collaboration and inquiry. It discusses initiatives like the Healthy Schools Network, Aboriginal Enhancement Schools Network, and Network of Performance Based Schools that involved over 200, 150, and 400 schools respectively. It then describes specific initiatives at individual schools around literacy, engaging boys, peer assessment, and international networking to share best practices.
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
The document provides an overview of a presentation on leadership in inclusive schools with a focus on literacy. The learning intentions of the presentation include understanding leadership of literacy learning, assessment for learning practices, implementing class reviews, effective literacy practices, and supporting inclusion. It discusses key topics like the class review process, assessment for learning, effective pedagogical practices, and resources for supporting literacy and inclusion.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the 2017 USNH Academic Technology Institute. This was presented at the 2018 Open Ed Conference in Niagara, NY.
Active learning and the Internet and Reflections - University of Memphis, Cel...Celia Pruitt
The document discusses various teaching methods and assignments used in a classroom including generative learning, collaborative learning, project based learning, problem based learning, and anchored instruction. Generative learning and collaborative learning are identified as most beneficial as they allow students to organize knowledge and learn from peers. The teacher wants to incorporate more inquiry learning by allowing student groups to observe a subject, record responses, compare answers, and develop questions. Technology could be used more by having students complete online activities and utilizing websites, blogs, and multimedia to present projects and stories.
Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
This document discusses cooperative or co-teaching between two teachers in a classroom. It states that for co-teaching to be successful, the teachers must (1) share a common goal for student success, (2) have a strong personal belief in the co-teaching model, and (3) respect each other and their different strengths. It also identifies key factors for effective co-teaching such as planning time, shared philosophies, and evaluating student outcomes. Barriers like lack of time, uncoordinated grading, and teacher/student readiness must also be addressed.
The unit plan analyzes a "Meet the Bears" unit for grades K-2. It focuses on comparing bears and humans. Students research bear characteristics, needs, and sizes. They create graphs and a brochure comparing bears and humans. Assessment includes questions, observations, and a rubric-scored brochure. The unit incorporates hands-on learning, technology, and collaboration between students and 5th graders.
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.
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.
This document outlines the agenda for a professional learning day focused on redesigning curriculum for inclusive classrooms. The day includes keynotes, breakout sessions, and lunch. Sessions will address learning about students, essential curriculum components, assessment for learning, and instructional approaches. Examples are provided of ways teachers can support student self-assessment of core competencies through strength-based approaches and collection of evidence over time. The document models instructional strategies like in-class writing, collaboration, and infusing core competencies into lessons.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document summarizes presentations from several teachers on interweaving curriculum, instruction, and assessment. It describes how teachers used frameworks like Universal Design for Learning and Backwards Design to plan lessons incorporating strategies such as formative assessment, gradual release of responsibility, inquiry-based learning, and thinking routines. Examples are given of lessons from various subject areas where teachers activated prior knowledge, engaged students in hands-on activities, and had students reflect on and share their learning.
John Hattie's research synthesizes over 800 meta-analyses relating to influences on student achievement. Key findings include that teachers have a significant impact on student learning through clear learning goals, feedback, and adopting the role of learner. Visible teaching and learning occurs when teachers understand students' perspectives and students see teaching as key to their learning. The most influential factors are quality of teaching, teacher-student relationships, feedback, prior achievement, and self-reported grades.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
The document discusses an educational startup called Learning2Innovate that promotes inquiry and project-based learning in afterschool programs. Their mission is to engage kids in deeper learning through team-based activities and projects focused on STEM topics. The programs are designed to help kids develop 21st century skills like collaboration, critical thinking, and innovation. Coaches facilitate the learning process through questioning rather than direct instruction to help kids discover concepts on their own.
This document discusses cooperative learning and its use with computers. It defines cooperative learning as learning in small groups where students actively research, discuss, and make group decisions on a common task. The computer can facilitate cooperative learning by providing a shared resource for groups to cluster around and help each other with. For cooperative learning to be effective, teachers must intentionally design lessons with elements like common goals, interdependence, interaction, individual accountability and social skills. Cooperative learning has benefits like improved learning outcomes, language development, and personal relationships between students.
Guided reading should be implemented in prekindergarten through first grade classrooms to provide differentiated instruction and allow students to read at their instructional level. It gives teachers opportunities to scaffold, prompt strategies, and assess students. Guided reading supports curriculum goals and helps students develop reading skills. A professional development plan is outlined to address teacher needs through classroom support, study sessions, and monthly meetings to ensure successful guided reading implementation.
The document summarizes a class called "Focus on Success" that teaches 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class meets during a 35-minute advisory period each day except Thursday. It uses tools like binder checks and grade reports to encourage organization and accountability. The goal is to promote a college-going culture and close achievement gaps by directly teaching skills needed for academic success.
Developing Student Confidence In Speaking English At Primary Level Bysyeda Ka...Pakistan
This document presents an action research study conducted to develop student confidence in speaking English at the primary level. The study aimed to identify reasons for student shyness and strategies to develop self-confidence in shy students. The sample consisted of 3 students and their class teacher from a government school. Qualitative research methods were used, including classroom observations pre-and post-intervention using checklists. The findings showed that after interventions, students' shyness reduced and they spoke more confidently in class. It is important for teachers to understand students' different levels and problems to make teaching effective and help develop students' self-confidence.
The document discusses electric vehicles (EVs) and challenges with EV charging in condominium buildings. It proposes a solution called ParkPlug Power that would install and maintain EV charging stations for condo buildings without requiring upfront capital costs. ParkPlug would partner with interested condo boards and individual owners to add charging capabilities over time as EVs become more common. Their business model aims to make EV ownership accessible for condo residents through a monthly user fee system.
La señora explica que ha estado viajando en cruceros de Princess Cruises durante los últimos 4 viajes de ida y vuelta porque le resulta más barato que vivir en un asilo para ancianos en Estados Unidos. Los cruceros le ofrecen alojamiento, comidas, entretenimiento y servicios médicos a un costo diario de $65, mucho menos que el promedio de $200 por día que cuesta un asilo. Además, puede conocer nuevos lugares y personas en cada viaje, y prefiere esto a estar confinada en un asilo o hospital.
Yl2013media 02 Starcom MediaVest Group tym1YoungLionsCZ
The document discusses convincing Czech people to donate to Transparency International rather than other charities. It notes that people are more motivated to donate when they feel they will get a "good, warm feeling", but they don't think their donations can impact corruption. The proposal is to package TI's successes and reasons to donate inside a wine box, a symbol of corruption, to generate curiosity and humor. Distributing these widely using PR and members will show donors how their donation benefits society and the less fortunate.
This document discusses economic concepts including economic systems, economic agents, and market operations. It describes how economic systems address fundamental economic problems of production, consumption, and distribution. Market economies are driven by individuals and private property, while planned economies maximize collective welfare. The document also outlines market operations involving supply and demand analysis. Demand curves can shift due to changes in income, prices of substitutes or complements, and tastes. Supply is determined by production companies seeking to maximize advantage. Competitive market equilibrium occurs when no agent can influence prices due to many buyers and sellers trading homogeneous products without barriers.
The unit plan analyzes a "Meet the Bears" unit for grades K-2. It focuses on comparing bears and humans. Students research bear characteristics, needs, and sizes. They create graphs and a brochure comparing bears and humans. Assessment includes questions, observations, and a rubric-scored brochure. The unit incorporates hands-on learning, technology, and collaboration between students and 5th graders.
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.
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.
This document outlines the agenda for a professional learning day focused on redesigning curriculum for inclusive classrooms. The day includes keynotes, breakout sessions, and lunch. Sessions will address learning about students, essential curriculum components, assessment for learning, and instructional approaches. Examples are provided of ways teachers can support student self-assessment of core competencies through strength-based approaches and collection of evidence over time. The document models instructional strategies like in-class writing, collaboration, and infusing core competencies into lessons.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document summarizes presentations from several teachers on interweaving curriculum, instruction, and assessment. It describes how teachers used frameworks like Universal Design for Learning and Backwards Design to plan lessons incorporating strategies such as formative assessment, gradual release of responsibility, inquiry-based learning, and thinking routines. Examples are given of lessons from various subject areas where teachers activated prior knowledge, engaged students in hands-on activities, and had students reflect on and share their learning.
John Hattie's research synthesizes over 800 meta-analyses relating to influences on student achievement. Key findings include that teachers have a significant impact on student learning through clear learning goals, feedback, and adopting the role of learner. Visible teaching and learning occurs when teachers understand students' perspectives and students see teaching as key to their learning. The most influential factors are quality of teaching, teacher-student relationships, feedback, prior achievement, and self-reported grades.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
The document discusses an educational startup called Learning2Innovate that promotes inquiry and project-based learning in afterschool programs. Their mission is to engage kids in deeper learning through team-based activities and projects focused on STEM topics. The programs are designed to help kids develop 21st century skills like collaboration, critical thinking, and innovation. Coaches facilitate the learning process through questioning rather than direct instruction to help kids discover concepts on their own.
This document discusses cooperative learning and its use with computers. It defines cooperative learning as learning in small groups where students actively research, discuss, and make group decisions on a common task. The computer can facilitate cooperative learning by providing a shared resource for groups to cluster around and help each other with. For cooperative learning to be effective, teachers must intentionally design lessons with elements like common goals, interdependence, interaction, individual accountability and social skills. Cooperative learning has benefits like improved learning outcomes, language development, and personal relationships between students.
Guided reading should be implemented in prekindergarten through first grade classrooms to provide differentiated instruction and allow students to read at their instructional level. It gives teachers opportunities to scaffold, prompt strategies, and assess students. Guided reading supports curriculum goals and helps students develop reading skills. A professional development plan is outlined to address teacher needs through classroom support, study sessions, and monthly meetings to ensure successful guided reading implementation.
The document summarizes a class called "Focus on Success" that teaches 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class meets during a 35-minute advisory period each day except Thursday. It uses tools like binder checks and grade reports to encourage organization and accountability. The goal is to promote a college-going culture and close achievement gaps by directly teaching skills needed for academic success.
Developing Student Confidence In Speaking English At Primary Level Bysyeda Ka...Pakistan
This document presents an action research study conducted to develop student confidence in speaking English at the primary level. The study aimed to identify reasons for student shyness and strategies to develop self-confidence in shy students. The sample consisted of 3 students and their class teacher from a government school. Qualitative research methods were used, including classroom observations pre-and post-intervention using checklists. The findings showed that after interventions, students' shyness reduced and they spoke more confidently in class. It is important for teachers to understand students' different levels and problems to make teaching effective and help develop students' self-confidence.
The document discusses electric vehicles (EVs) and challenges with EV charging in condominium buildings. It proposes a solution called ParkPlug Power that would install and maintain EV charging stations for condo buildings without requiring upfront capital costs. ParkPlug would partner with interested condo boards and individual owners to add charging capabilities over time as EVs become more common. Their business model aims to make EV ownership accessible for condo residents through a monthly user fee system.
La señora explica que ha estado viajando en cruceros de Princess Cruises durante los últimos 4 viajes de ida y vuelta porque le resulta más barato que vivir en un asilo para ancianos en Estados Unidos. Los cruceros le ofrecen alojamiento, comidas, entretenimiento y servicios médicos a un costo diario de $65, mucho menos que el promedio de $200 por día que cuesta un asilo. Además, puede conocer nuevos lugares y personas en cada viaje, y prefiere esto a estar confinada en un asilo o hospital.
Yl2013media 02 Starcom MediaVest Group tym1YoungLionsCZ
The document discusses convincing Czech people to donate to Transparency International rather than other charities. It notes that people are more motivated to donate when they feel they will get a "good, warm feeling", but they don't think their donations can impact corruption. The proposal is to package TI's successes and reasons to donate inside a wine box, a symbol of corruption, to generate curiosity and humor. Distributing these widely using PR and members will show donors how their donation benefits society and the less fortunate.
This document discusses economic concepts including economic systems, economic agents, and market operations. It describes how economic systems address fundamental economic problems of production, consumption, and distribution. Market economies are driven by individuals and private property, while planned economies maximize collective welfare. The document also outlines market operations involving supply and demand analysis. Demand curves can shift due to changes in income, prices of substitutes or complements, and tastes. Supply is determined by production companies seeking to maximize advantage. Competitive market equilibrium occurs when no agent can influence prices due to many buyers and sellers trading homogeneous products without barriers.
El documento describe diferentes programas de Microsoft Office 2013, incluyendo Word, PowerPoint y la nube. Word es un programa de procesamiento de texto que permite crear, editar y dar formato a documentos. PowerPoint permite crear presentaciones interactivas utilizando gráficos, imágenes y herramientas. La nube ofrece almacenamiento en la nube y la capacidad de acceder a programas de Microsoft sin instalarlos localmente.
El autor agradece a Dios por todo lo que ha recibido durante el año, incluyendo la salud, el bienestar, las alegrías, la esperanza y el consuelo, así como la enfermedad y el sufrimiento. Sobre todo, agradece a Dios por la fe que tiene en Él, la cual le ha iluminado en las tinieblas y levantado en las caídas.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
This document provides a guide for teachers to consider key questions when planning units and lessons. It includes questions about determining learning objectives and big ideas, connecting content to students' lives, selecting instructional activities, designing daily lessons, assessing student learning, providing academic and language support for all students, and reflecting on teaching. The guide is intended to help teachers consider all relevant factors in planning without needing to complete steps linearly.
This document outlines an instructional design for an online course. It discusses the instructional design process including performing a needs analysis, identifying instructional goals and tasks, writing assessments, choosing teaching strategies and media, and evaluating the instruction. The needs analysis involves understanding students' academic levels. Goals are based on required content and individual student skills. Assessments include pre-tests, quizzes and tests from developed programs. Teaching uses online interactive lessons and media. Evaluation gets feedback to improve future lessons.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The author's ideological stance is that of a warm demander who believes in students and insists they do more than they think they are capable of. Their pedagogy is based in social cognitive and constructivist learning theories and includes strategies such as modeling, scaffolding reading complex texts, incorporating student interests, and using graphic organizers. The author aims to promote equity through building relationships, code-switching instruction, monitoring progress, and understanding students' home lives.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
Action research presentation posters 280618shaikh1111
The researchers investigated techniques to embed independent learning in students. They experimented with several strategies including setting assignments on Google Classroom with success criteria and timelines. Students had to complete video feedback and attitude tests. In history classes, students were given essay questions that allowed for variety to encourage independent research. The goal was to test if engagement and marks would improve with less teacher input. One approach involved setting a biology assignment on Google Classroom with targets and assessments. Students provided video feedback on their progress weekly. Attitude tests were given before and after. The researchers aimed to determine if their students could work independently and if it promoted success. They also considered what effective independent learning looks like.
This document provides an overview of the content to be covered on day two of an art center information literacy and curriculum development workshop. It includes recapping day one, curriculum mapping, understanding learners, significant learning experiences, teaching styles, lesson planning, and assessment. Faculty will apply what they have learned by developing curriculum maps and lesson plans. The goal is to help faculty design effective instruction that engages students and assesses learning outcomes.
Childcentered teaching and interactive teaching methods for a better and effe...Ester Shehu
If you tell me I forget, if you show me I remember, if you involve me I understand. Active learning strategies are more effective than passive learning as they allow students to participate directly in the learning process through activities like group work, discussion, problem-solving and peer teaching. For formative teaching to be most impactful, teachers should use feedback and questioning to diagnose challenges, involve students in assessing their own and peers' work, and encourage continued practice and explanation of concepts to support long-term retention.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
This document summarizes a teacher's philosophy and teaching principles. It discusses developing teaching techniques through reflection on practice and theoretical knowledge. The teacher emphasizes creating a friendly learning environment and involving students in the learning process. Blended learning approaches are discussed, including using technology and online resources to customize learning to individual students and allow digital assignment submissions.
The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.
The document discusses alternatives to traditional assessment methods for 21st century learning environments. It notes research showing that traditional assessments do not adequately address social justice, learner agency, multimodal skills, authentic contexts, or student development. Alternative methods mentioned include online portfolios, journals, maps of student inquiries, and self and peer assessments. These alternatives are said to make assessment a more interactive, reflective process that places central importance on student responsibility and metacognition.
An outstanding lesson is characterized by the following:
1) All students are challenged at their ability level and make good progress, while those lacking confidence also make progress.
2) Enthusiasm and enjoyment pervade the classroom. Teaching methods engage students through stimulating resources or other adults.
3) All students are actively involved and contribute during the lesson. Assessment is used to provide regular, helpful feedback to support student progress.
This document provides guidance on developing application materials for academic jobs, including a teaching philosophy statement and research statement. It discusses key components of these statements such as explaining your teaching approach and methods, research accomplishments and future plans. Examples of effective teaching and research statements are provided that address questions about why and how the author teaches, their teaching style, and research goals. The document concludes with tips for strengthening an application, such as gaining teaching experience, publishing, networking, and practicing presentations.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
Similar to Year 2 celebration powerpoint elues start the year 2011 (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
2. This Year’s Goals included: We can commit to actively participate on a learning team which will focus on action research. We can continue our commitment to the implementation of the 6+1 Writing Traits into our LA programs. We can commit to researching, discussing and experimenting with the research based “promising practices”. We can commit to examining Key Vocabulary and developing grade level list addressing Math and Social. We can commit to developing our grade books to track learner outcomes. We can commit to understanding the research surrounding 21st century learners and the implications this has for teachers and students. What will be the effect on Student Achievement if WCPS systemically implements researched based “Promising Practices” in instructional design?”
4. “I think that we are very lucky to have embedded Learning Team times. I find this time very valuable. As a teacher, I took many ideas and incorporated them into my classroom instructional design. We at ELUES are doing many great things and it is very valuable for us to have this time to have such rich conversations and are able to “show case” our learning and share with others.” “I really enjoyed this goal. This was an opportunity for me to really analyze my teaching practices. Moreover, it was a chance for me to add to my teaching toolbox. The video we created as a class really helped reinforce the variety of teaching practices that take place in my classroom. I enjoyed researching learning strategies such as: organizers, questioning techniques, cooperative learning and journaling. I plan on continuing the use of these strategies and exploring new ones next year. I am really interested in merging these strategies with Web 2.0 programs.” “I LOVED the staff presentations! What an awesome way to bring the learning team focus areas to life! The presentations were outstanding!” Staff Collaboration is a strength Learning teams and embedded meeting times proved to be very successful again this year!
5. What does good learning look like? (Rubrics and exemplars) Where are students relative to the outcoe…a pre-assessment phase? Revisit outcomes to think about Instructional design. (Learning styles, complexity) Selection of initial input structure for new knowledge What evidence will show that students have met the outcomes? The12 Componentsof an Excellent Learning Environment Student opportunity to interact and practice with new knowledge to develop fluency Outcomes are clear to the student. Classroom structure, peer relationships, culture of school and student strategies. Studentopportunity to experiment with or use new knowledge more deeply Plan to assist students when the outcome is not being met… a new course of action Constant assessment feedback so students can modify learning efforts. Final evaluation on authentic compilation of assessment devices
9. Connections to Real lifeOutcomes are posted, accessible and referenced regularly. “I CANS are now on all of the assignments that I pass out and on all of my tests. They are posted in my classroom and I talk about them with my students. I feel that I am much more aware of the curriculum and probably a better teacher because of that. I CANS are recorded in my mark book for each individual student for math and LA and are then transferred to their portfolio at the end of the year. I also put a covered sheet of I CANS for each science unit in their portfolio that shows exactly how they scored on a particular outcome when it was assessed.”
23. Differentiation“I found myself checking and counting more with wait time and using different strategies to pick students to respond to questions.” “Being aware of wait time, I have had this be a focus most of the year. I use whiteboard approach and most recently introduced the ‘countdown bomb’ strategy from learning team presentations.” Commercials this year
24. Six – Introduction of New Knowledge November 16, 17, 18 – Learning Team Focus Research Based Strategy: Cues, Questions and Advance organizers Focus Questions: What does “I help students preview content in a variety of ways (advance organizers, KWL, preview questions)” look like in your classroom? When learners are previewing content, it looks like………….? How/where does previewing content fit into your units of study (provide examples)? January 31 – PD Day Sharing “I help students preview content in a variety of ways”: Brenda and Nicole Cathy, Wendy and Rob Ian May 6 – PD Day Research Based Strategy: Student Engagement Focus Questions: What does “I present unusual or intriguing information to “hook” the students” look like in you classroom? When learners are presented with unusual or intriguing information it looks like…..? How/where does this strategy fit into your math or social units? Nellie McClung Jacqueline Guest The key this year was quick transitions and life-applicable hooks (“Have you ever seen/done/been to…?) where students could talk about their personal experiences.” “Inquiry questions are often used to introduce a topic and visual displays, videos, clips from You Tube, pictures help to build interest in the students and cue them as to what is going to be studied in the unit.” “Having two Cree, two Metis and one Korean student in the class made study of cultural groups and their unique heritage and contributions an important and personal way to start the study of Alberta. It also helped support the learning during our author visit with Jacqueline Guest.”
25. SEVEN –Student opportunity to interact with, or practice the new knowledge January 11, 12, 13 Learning Team Focus Research Based Strategy: Non linguistic Representations, Summarizing and Note taking Focus Questions: What does “I teach students how to record and represent knowledge (summarizing, note taking or non linguistic representation) look like in your classroom? When learners are recording and representing knowledge, it looks like….? How/where does recording and representing knowledge fit into your units of study (provide examples)? February – PD Day Sharing ideas Sharing “ I teach students how to record and represent knowledge”: Marlene, Leslie and Alana Shannon and Shelly
26. EIGHT – Designing learning opportunities for students to deepen their understanding of new knowledge April 15 -PD Day Research Based Strategy: Collaborative Learning Focus Questions: What does “I strategically organize students to practice and deepen knowledge (groups designed to review or practice skills) look like in your classroom? When learners are working in groups it looks like…..? How/where does this strategy fit into your math or social units “I have managed to keep this goal in mind when forming groups throughout the year. I have used the SMART tools Group Generator many times this year ahead of time and reshuffled the groups to get the groups I want. I have tried to mix groups randomly, mix kids who work well together and avoid those who don’t ‘mix’. I have created some leveled groups for some reading activities and many times in math, allowing for enrichment and remediated activities.”
27. EIGHT – Academic VocabularySpecifically focused on Math and Social “I really felt that the focus on academic vocab was super important, especially in French Immersion where the majority of vocab was new to students with each unit.”
33. “I learned lots of new words like renaming, levers and some more.”
34. “She helped me learn new science and math words by saying them a lot.”
35. “I loved the vocabulary sheet because I’m not good at memorizing what things mean so I could just look it up.” “Academic vocabulary was very much a focus for me this year.”
36. PD days Smart boards Blogging Parent Council EIGHT – Digital Citizenship and Web 2.0 “I think one of the biggest changes in my teaching this year was incorporating my smart board. It was amazing how the students that didn’t usually participate much in class jumped at the chance to come up and use the board.” “…the focus seemingly shifted through the year to Digital Citizenship.” “was more aware of Internet safety discussions that needed to happen with students, completed an Internet safety mini unit in Health.” “I think I finally woke up to discover that I am living in the 21st century and it is about time that I start accepting and working with technology instead of avoiding it….what I lack is time to explore these possibilities.” “Having the Smart board in the classroom added an interesting element and gave new life to my lesson plans as it became a teaching/learning tool that certainly engaged the students.”
55. Additional PD Opportunities Smartboards Middle Years Conference Coaching Leading and Learning Impact of Domestic Violence on Student Learning Michelle Bourba Western Admin Conference Still covering most of our PD in house!
56.
57.
58. Where are weheaded? Goals to addressfor This Year: Commitment to integrating digital citizenship outcomes for all students. Commitment to experimenting with and integrating Web 2.0 as an Instructional tool. Commitment to familiarize staff with WCPS Excellent Learning Environments framework. Commitment to learning about Inclusive Education Framework.