February 28.  Unit plans feedback (that I have completed)  Expectations for reflections  Pre-Internship Expectations  Questions you always wanted.

Slides:



Advertisements
Similar presentations
Performance Assessment
Advertisements

Understanding by Design Stage 3
When Students Can’t Read…
Differentiated Learning Within Groups Cara Mulcahy.
PORTFOLIO.
Gradual Release of Responsibility & Feedback
Explicit Instruction.
How to Integrate Students with Diverse Learning Needs in a General Education Classroom By: Tammie McElaney.
Mathematics Framework: Instructional Strategies and Modeling June 26, :30-3:30.
WARNING: Making, carrying, or using overhead transparencies for every item in this training packet poses a significant physical and mental health hazard.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
Consistency of Assessment
Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.
FUNDAMENTALS OF EFFECTIVE LEARNING. Copyright Keith Morrison, 2004 CONSTRUCTIVISM Children construct their own knowledge of the world rather than it being.
Developmentally Appropriate Practices (DAP)
7/14/20151 Effective Teaching and Evaluation The Pathwise System By David M. Agnew Associate Professor Agricultural Education.
What should be the basis of
performance INDICATORs performance APPRAISAL RUBRIC
“Fail to plan… plan to fail”
Professional Growth= Teacher Growth
Technology and Motivation
Tier 1: Core, Instructional Interventions All Students, All Settings Preventive, proactive support (e.g. school-wide behavior support, high quality.
MYP Training Session 3 Design: Planning & Preparation
Principles of Assessment
Writing Assignments On the small sheet of paper write down the most fun or funniest summer memory. On the lined sheet of paper write your name and date.
Differentiating Instruction Shari Gallin Washburn Christy Lendman GUA, 2003.
The Planning and Assessment Cycle
Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.
Adapted from Growing Success (Ontario Schools) by K. Gibson
Review Planning in English The Australian Curriculum English rationale identifies the key role English plays in developing successful learners who use.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
DIFFERENTIATON is the key to success. Differentiation of instruction requires teachers to respond to learners’ needs through flexible grouping and individualized.
Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of.
Interstate New Teacher Assessment and Support Consortium (INTASC)
1 Differentiating Instruction. 2 K-W-L This is what I know about Differentiating Instruction (DI) This is what I want to know about DI This is what I.
The Framework for Teaching Domain 1 Planning and Preparation.
Let’s Get S.T.A.R.T.ed Standards Transformation and Realignment in Thompson.
EDU 385 EDUCATION ASSESSMENT IN THE CLASSROOM
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
FEBRUARY KNOWLEDGE BUILDING  Time for Learning – design schedules and practices that ensure engagement in meaningful learning  Focused Instruction.
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
DVC Essay #2. The Essay  Read the following six California Standards for Teachers.  Discuss each standard and the elements that follow them  Choose.
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
Reading Strategies To Improve Comprehension Empowering Gifted Children.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Marjorie Hall Haley, PhD - GMU1 Differentiating Instruction Marjorie Hall Haley, Ph.D. George Mason University.
Transformative Classroom Management Webinar #9 of 12 Instruction – Assessment – Management Connection Virginia Department of Education Office of School.
Candidate Assessment of Performance CAP The Evidence Binder.
TEACHING WITH A FOCUS ON LEARNERS One model of Differentiation: Sousa and Tomlinson (2011) Differentiation and The Brain. Purpose: Understanding Text Complexity.
The School Effectiveness Framework
Agenda What is “learner-centered”? ~Think of Time Activity ~ Learner-Centered: In Our Own Words Effective Instructional Strategies for the Learner- Centered.
Candidate Assessment of Performance CAP The Evidence Binder.
What is Differentiated Instruction? Differentiated instruction is the theory that allows teachers to face this challenge by taking diverse student factors.
1 Far West Teacher Center Network - NYS Teaching Standards: Your Path to Highly Effective Teaching 2013 Far West Teacher Center Network Teaching is the.
The Teacher- Child Interaction Linking Developmentally Appropriate Practices to the Characteristics of Effective Instruction.
ODE Javits Project: I-GET-GTEd Differentiation Strategy Explained: Centers/Stations.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
Defining & Aligning Local Curriculum. What is Curriculum? Individually consider your personal definition of the term curriculum What words do you think.
Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.
Growing Teachers to Grow Students: Part I October 9, 2015.
EHE 310 NOV. 15TH. TONIGHT’S VENTURE Presentations - questions? Hand out peer evaluations - Reminders * hand in both written and ed copies on day.
Observation System Kidderminster College January 2012.
Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.
UDL & DIFFERENTIATION (DI) Melody Murphy Week 4 Discussion.
UDL & DIFFERENTIATION Cynthia Eason EDU 673 Instruction, Strategy for Differentiated Teaching & Learning.
Dr. Christine Tom Griffith University School-based Assessment for and in Learning.
Assessing Learning Outcomes
Iowa Teaching Standards & Criteria
Teaching All Children: Planning and Assessment
Developmentally Appropriate Practices (DAP)
Presentation transcript:

February 28

 Unit plans feedback (that I have completed)  Expectations for reflections  Pre-Internship Expectations  Questions you always wanted to know  In-depth Interview questions – will likely continue on Thursday

 Fabulous!! Well thought out lessons.  Target Feedback sheets ◦ How do you collect your data for your target? ◦ Examples  Be ready to change lessons if needed  Watching your planned lessons unfold is wonderful – go with the flow. Enjoy.  “asses” ◦ >>assess  Make some notes to include for your reflections as you go

 5 areas to respond to: ◦ 1. Unit Plan Reflections:  How did your unit plan go? What would you change? ◦ 2. PDP/Targets/Feedback:  What feedback made you recognize your strengths? What would you like to carry over to internship to focus on? ◦ 3. Assessment:  How well did you tools work? Did your assessment tell you what you needed to know? ◦ 4. Relationships with Kids  What did you learn about relating to kids? Any fun or challenging stories? ◦ 5. Overall  What are you most proud of? What challenged you? Did you experience any extra-curricular or supervision?

 Learning to Plan  Learning to Teach  Learning to Review, Reflect and Self-Evaluate  Learning to Relate  What areas do you feel strong about?  What areas do you know you need to target?  Do you want to talk to your co-op about any of these at the beginning to clarify?  Check in at the end of the first week.

 Stress ◦ You can be stressed thinking about being stressed. Expect to be calm. Live what you want to be. ◦ Wipe your feet at the door. ◦ Explore ways to relieve stress. ◦ Think about what is a reasonable amount of time to spend on work? ◦ Don’t go it alone – advice from colleagues, other students, instructors, your advisor, administration  Others?

- Co-managing the learning environment - Instructional Skills - Curriculum Content - Instructional Repertoire Based on “Environmental Model” My experience RPS division

 Inclusion  Diversity  Indian and Metis examples/practices  Technology  Inquiry  Relationships with Students  Circle of Courage/Reclaiming Environments

 Co-Managing refers to all that teachers do to organize the tasks, procedures, routines, structure, and relationships in the learning environment while acknowledging that none of this will be successful without students’ consent, and co-participation.  - Reflective Style  - Reclaiming Relationships  - Consistent Structure

 Can you tell me what you do to address individualized student needs?  Can you tell me what you do to address diversity in your classroom?

 What do you do to build relationships with kids?  Talk to me about your classroom management strategies.  Give an example of how you have incorporated Indian/Metis practices into your classroom.

 Instructional skills refer to specific instructional actions of teachers that enhance learning, and in combination, help to generate a powerful repertoire of instructional strategies.  - Student engagement  - Feedback  - Meaningful conversation  - Questioning

 How do you engage or motivate students?  How do you deal with a class with a wide range of skills?

 What questioning techniques/strategies do you use in your classroom?

 Curriculum goals and learning outcomes clearly identify what students will know and understand, be able to do and be like as a result of their learning experience. Indicators for each learning outcome describe the criteria for success. Value- added assessments and formative assessments provide ongoing feedback to monitor student progress, inform instruction and guide students in learning.  - Curriculum outcomes and indicators  - Assessment 

 How do you use curricular outcomes to develop unit and lesson plans?  How do assessment, instruction and intervention connect to one another?

 Can you give me examples of how you have identified areas of student performance?  How do you use data for assessment purposes?

 The various teaching strategies and activities that provide plans for addressing three key teacher questions:  What kind of structure will help students learn the intended outcomes?  What role will the teacher play in achieving this purpose?  What role will students play in achieving this purpose?  The structure, roles and script work like an open-ended script to support teachers and students in moving through a sequence of steps or a series of related concepts toward learning goals. They are open to teachers’ adaptive expertise and improvisation in pursuit of particular learning outcomes.

 Authentic Tasks: Students actively engage in learning and exploring of content through relevant, rich and open-ended tasks to achieve outcomes  Adaptive Dimension: makes adjustments to accommodate diversity in student learning  Assessments For/As/Of Learning: Use a variety of assessment processes and tools continuously for the purpose of making instructional decisions, to provide feedback to learners, and for reporting purposes  Explicit Instruction: Model and explain concepts/strategies, and check for understanding in response to individual learners’ needs, preferences and interests  Differentiated Practice: Content is being differentiated by interest, the process is being differentiated by readiness (complexity of thinking skills required) and the product is being differentiated by student learning preference and environment

 Inquiry Learning: A student centered, instructional model developing content area knowledge and skill. It is an extended task that promotes student inquiry and authentic demonstrations of learning  Cooperative Learning: To have students actively involved in their learning by grouping students in pairs and small groups. i.e. Reciprocal teaching – students become the teacher, Jigsaw, Think-Pair-Share  Concept Attainment: To help students think about related concept to help make meaning, own it; to think and be creative with it  Graphic Organizers: Help students think about, visualize, and arrange their knowledge. i.e.  concept maps, sequencing activities, classroom charts – T charts and Venn Diagrams  Interview Question:  - Talk about instructional strategies you have used.

 What are your greatest strengths?  What do you think will be the most challenging aspect of teaching?  How do you use technology in the classroom?  How do you communicate to parents?  If a parent came to you with a concern, how would you handle that?  What extra-curricular activities do you want to get involved in?  What experience do you have with collaboration?  Last word?