HAND SIGNALS Raise one finger – “I wish to speak”

Slides:

Advertisements

Similar presentations

How to Help Struggling Students Become Good Language Learners

Advertisements

Project-Based vs. Text-Based

Effective Assessment and Feedback

Engaged or GONE THEME – ENGAGING STUDENTS Building choice, interest, relevance Demo ways to engage learners at various phases of instruction. – Assessing.

Good Spirit School Division

Access Point One: Purpose and Modeling Access Point Two: Close and Scaffolded Reading Instruction Access Point Three: Collaborative Conversations Access.

Breakfast PL April, Teacher read-alouds are planned oral readings of a range of texts. They are a vital part of daily literacy instruction in all.

Current Comfort Level with Learning Targets

Course Reflection By: Miryam Christensen Autumn, 2014.

Creating Significant Learning Experiences L. Dee Fink.

“Fail to plan… plan to fail”

Non-Fiction Text Structures and Before, During, and After Reading Strategies.

Panorama High School Professional Development Teaching and Learning Framework January 10, 2013 California Standard for the Teaching Profession Engaging.

The Planning and Assessment Cycle

Digital Resources for Today’s Math Classrooms Grade 1 – 9 Resources ERLC Webinar Terri Reid

21 st Century Learning Environments at All Saints. Starting steps towards Personalised Learning in the Grade 1/2 Level.

A Framework for Inquiry-Based Instruction through

Wednesday, August 10 Good Morning, Homeroom! Using the Student Handbook (in the front section of your planner) answer all questions in the Scavenger Hunt.

The Power of the Recommended Text List Grades 6-8

Geography and Literacy. Learning outcomes: To develop strategies for raising achievement in Geography through improved literacy skills.

Behavior for entering and leaving the classroom Enter quietly with the materials they need. Write in your agenda. Continue with classroom procedure. Students.

Teacher-Librarian Supported Inquiry-Based Learning

LESSON JUSTIFICATION AND ANALYSIS (ALSO CALLED INSTRUCTIONAL COMMENTARY) WHAT DID WE DO? WHY DID WE DO IT THAT WAY?

Peer Assessment Slides Use the following slides to provide a platform for ‘assessment for learning’ in your classroom. This PowerPoint has was produced.

Who Own’s the Learning? Coaching and Leading the Learner Led Environment Pomaria Primary School 2013 Chic Foote Helix consulting

Educating engineers at a distance Mark Endean. Open or distant? learning governed by learnerprovider distance far near face to face distance learning.

Gradual Release of Responsibility

CHAMPs Expectations Teacher Directed Instruction.

ZU students as critical thinkers Preferred learning styles –Surface learning –Structured learning –Rote learning –Memorizing.

New Pathways to Academic Achievement for K-12 English Learners TESOL March 26, 2009 Anna Uhl Chamot The George Washington University.

Welcome Please find a seat with a group of 4 or 5 and take a symbol that represents the way you feel about this semester. Introduce yourself and explain.

Connecting the Characteristics Margaret Heritage UCLA/ CRESST Attributes of Other Characteristics of Effective Instruction and Assessment for Learning.

Intentional - Purposeful - Explicit NOT SCRIPT Don’t need more prescription but more precision. Precision requires: 1.Teachers know students 2.Teachers.

A.C.H.I.E.V.E. Ms. Rodriguez. How will A.C.H.I.E.V.E ? benefit YOU? Activity Conversation Help Integrity Effort Value Efficiency.

Lesson Plans the UWG way Block One. Components of a Lesson Lesson Title : Main Idea or focus of the lesson Content Standard : What standard(s) are most.

Explicit Instruction: “I Do, We Do, You Do” Frank Little Assistant Principal #157 Professional Development November 3, 2008.

Implementation Training

Then Now  Teaching as Art  Teachers and Teaching  Great teachers are born  How did I do?  Scholarship informs Teaching  Culture of Unexamined assumptions.

Learning Objectives By the end of this session you… MUST: have pretended to enjoy it. SHOULD: have stayed awake. COULD: even have got a couple of ideas.

Preschool Lead Teacher Melissa Dinnerstein. My name is Melissa Dinnerstein, I am 29 years old. I have a BA in Early Childhood Education Administrations.

Standard One: Engaging & Supporting All Students in Learning

ORAL LANGUAGE UNDERPINS ALL READING STRATEGIES AND ACTIVITIES

Identifying Your Learning Style

COMMON CORE FOR THE NOT-SO-COMMON LEARNER

Staff meeting Monday 20th February 2017

High School Social Studies

Jamie Hitchner Taneytown Elementary School Carroll County, Maryland

Analyzing and Documenting Your Teaching University of Virginia

A Strategy for Monitoring Comprehension

Exploring the Interactive Read-Aloud

Teachers-training workshop

Overview of on-going assessment in the MFL classroom

Think-Alouds Based on the text:

Collaborative Instructional Strategies Inquiry

Collaborative Instructional Strategies Inquiry

Room 303 Expectations & Procedures

How to design a competence based lesson

Maximizing Instructional Time

Developing a Differentiated Learning Plan

New Teacher Workshop PLE October 2010.

Classroom Procedures Because I said so..

Classroom Procedures & Expectations

Mapping the Assessment and Evaluation in a Unit

How to Teach TEXAS Style

Designing Your Performance Task Assessment

Cornell Notes with GBQs

LT - Today I will take a vocabulary pre-test to see if my word knowledge has improved and an ACCESS quiz to prepare for the ACCESS reading test. BR - Which.

Welcome to Computer Technology!

Presentation transcript:

HAND SIGNALS Raise one finger – “I wish to speak” Two fingers – “I wish to leave my seat” Three fingers – “I need your help”

GIVE ME FIVE PLAN! Eyes on Speaker Quiet Be still Hands free (putting things down) Listen

HEADING UP YOUR PAPERS Name Date Title

DESCRIPTIVE FEEDBACK What's working? What's not working? What's next?

IT’S ALL ABOUT THINKING!

AFL STRATEGIES 1. Learning Destination / Learning Outcomes 2. Criteria 3. Descriptive feedback What's working? What's not working? What's next? 4. Questioning 5. Self-assessment and peer assessment 6. Ownership

GRADUAL RELEASE OF RESPONSIBILITY - model - guided practice - independent practice - independent application

For YOU to see yourself as a THE GOAL For YOU to see yourself as a SUCCESSFUL LEARNER!

Ask Yourself: What am I able to do, considering the criteria for success? What is missing? or What do I need to learn? What is my plan for learning? Who can help me?

6 Well-Known Inclusive Teaching Practices assessment for learning open-ended strategies 3. gradual release of responsibility 4. cooperative learning 5. literature circles and information circles 6. inquiry

Key beliefs about teaching and learning: learning is both individual and social learning should be personally meaningful and authentic learning builds from prior experience and background knowledge

Key beliefs about teaching and learning: Students, grades 5-12: must learn to work with a range of different teachers who may use different instructional styles and may convey different messages must learn subject content and the subject-related thinking strategies to engage with, remember to connect to, process, and synthesize the content

BULLYING… IT’S NOT JUST THE MEAN THINGS IT’S THE NICE THINGS YOU NEVER DO