What should we expect from 2 nd year students? A realistic approach. Tuesday 25 th February 2014 Tutor CPD Seminar.

Slides:

Advertisements

Similar presentations

Progression in geography

Advertisements

LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE

International Baccalaureate Programmes

California Standards for the Teaching Profession

Middle Years Programme

Training Module for Cooperating Teachers and Supervising Faculty

SUNY Cortland Conceptual Framework … our shared vision for preparing candidates to work in P-12 schools.

Developmentally Appropriate Practices (DAP)

DED 101 Educational Psychology, Guidance And Counseling

7/14/20151 Effective Teaching and Evaluation The Pathwise System By David M. Agnew Associate Professor Agricultural Education.

Introduction to Workshop 10 Choosing Learning and Teaching Approaches and Strategies.

Rationale for CI 2300 Teaching and Learning in the Digital Age.

Planning, Instruction, and Technology

INACOL National Standards for Quality Online Teaching, Version 2.

What should be the basis of

Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.

performance INDICATORs performance APPRAISAL RUBRIC

Basics of Lesson Planning

“Fail to plan… plan to fail”

Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.

CPD4k Skills Competitions, CIF & PS

Lesson Appraisal Guidelines (LAG). Criteria for the LAGs Coherence and Quality of Planning Management of Learning Environment Subject and Procedural Knowledge.

School Innovation in Science Formerly Science in Schools An overview of the SIS Model & supporting research Russell Tytler Faculty of Education, Deakin.

Meeting SB 290 District Evaluation Requirements

Standards for Education and Rehabilitation of Students who are Blind and Visually Impaired A general overview of accepted standards for Teachers of the.

Curriculum for Excellence Aberdeenshire November 2008.

DIFFERENTIATON is the key to success. Differentiation of instruction requires teachers to respond to learners’ needs through flexible grouping and individualized.

“Knowledge” Do Now: As a teacher, what does this statement make think about or feel: “He Who Can Does He Who cannot Teaches” George Bernard Shaw.

What should teachers do in order to maximize learning outcomes for their students?

Interstate New Teacher Assessment and Support Consortium (INTASC)

Curriculum Review origins: The National Debate  Support for: – flexibility, breadth and balance – the comprehensive principle  Desire to address: –

A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.

Thomas College Name Major Expected date of graduation address

Improving relevant standards. Aims and objectives Familiarize ourselves with best practice standards of teaching To think about how we can implement the.

NCATE Standard 3: Field Experiences & Clinical Practice Monica Y. Minor, NCATE Jeri A. Carroll, BOE Chair Professor, Wichita State University.

Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.

FEBRUARY KNOWLEDGE BUILDING  Time for Learning – design schedules and practices that ensure engagement in meaningful learning  Focused Instruction.

ATL’s in the Personal Project

Pedagogy for the 21 st Century LSS Retreat, November, 2010.

Understanding Teachers Standards. Objectives of the session To develop an understanding of the teachers standards To start thinking about the relevant.

The PYP Exhibition Mentor Information. What is it?  The Exhibition is:  An individual, group or whole class inquiry  An inquiry that starts from personal.

Standard 1: Teachers demonstrate leadership s. Element a: Teachers lead in their classrooms. What does Globally Competitive mean in your classroom? How.

CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL.

Student Name Student Number ePortfolio Demonstrating my achievement of the NSW Institute of Teachers Graduate Teacher Stage of the Professional Teacher.

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

Christine Yang March 17, As a teacher it is critical for me to demonstrate mastery of technology teacher standards. ISTE-NETS Teacher Standards.

LEARNER CENTERED APPROACH

DPASII Criterion Rubrics for Teachers. Component 1: Planning and Preparation Criterion 1a: Selecting Instructional Goals ELEMENT Value, sequence and alignment.

Valley View Secondary School The content of the Research Project comprises the:  Capabilities  Research framework.  In the Research Project students.

IB ARTS La Paz Community School. IB learner profile Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry.

Curriculum and Instruction: Management of the Learning Environment

DIFFERENTIATED INSTRUCTION Ideas taken from: Student Success DIFFERENTIATED INSTRUCTION EDUCATOR’S GUIDE (2010) REACH EVERY STUDENT.

21 st Century Skills Jason McLaughlin Kean University EMSE

International Baccalaureate Middle Years Programme IB MYP.

Middle Years Programme The unique benefits of the MYP.

National Science Education Standards. Outline what students need to know, understand, and be able to do to be scientifically literate at different grade.

Copyright © May 2014, Montessori Centre International.

Assessment of EPQ What is assessed? AO1 Managing the project AO2 Use resources Where’s the evidence? Production log – aims of project, detailed project.

Supporting Your Child in the IB MYP and Diploma Programme.

Good teaching for diverse learners

Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that the review will relate directly to three different.

Fitting It All In Incorporating phonics and other word study work into reading instruction Michelle Fitzsimmons.

Subject specialist teaching

Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that students should have provided their TP files and.

Chapter Six What Makes a Teacher Effective?

Learning and Teaching Principles

NJCU College of Education

Target Setting for Student Progress

Presentation transcript:

What should we expect from 2 nd year students? A realistic approach. Tuesday 25 th February 2014 Tutor CPD Seminar

Learning Outcomes! 1.Programmatic expectations – what 2 nd years have covered to date in each subject area. 2.Schemes of work and lesson plans. 3.Investigating the LAGs – what are we looking for when grading 2 nd year students. 4.Discussion time and Q&As

Programme Content The hand-out outlines each of the areas covered by 2 nd year students to date in each of the subject disciplines. -Awareness of appropriate topics -Educational application -Planning and preparation -Expectation of what they should be capable of

Planning Students have been provided with templates and outlines to guide their planning of schemes of work and lesson plans. Lesson plans can lack practical application – they are aspirational and often lack organisation and fluency. WORLD CAFÉ: Group work

LAGs Coherence and Quality of Planning Lesson plan available and contains essential detail. Planning for classroom management, teaching, learning and assessment. Aims and objectives to guide teaching and learning Coherence of schemes and lesson plans. Balance between teacher activities and learner activities. Resources and use of technology. Planning for diﬀerentiation * Management of Learning Environment Communication of learning expectations. Communication of classroom rules, procedures and sanctions. Personal enthusiasm. Motivation of learners. Organisation of resources. Safe working environment. Supervision of the lesson. Promotion of learner responsibility *

LAGs Subject and Procedural Knowledge Knowledge and understanding of topic(s) taught. Student teacher understanding and development of activity, topic and concept. Appropriateness of learning to learner age and ability. Logical sequencing/progression within and between lessons. Mastery of the procedures relevant to discipline. Discipline specific teaching strategies (e.g. use of target language, safe working procedures, eﬀective demonstration procedures, skill/knowledge development with learners). Eﬀectiveness of Teaching Strategies Appropriate use of a range of teaching strategies. Balance between teacher activities and learner activities. Explanations and instructions. Probing, redirection of questions and feedback. Going beyond information to concepts, attitudes and principles. Use of higher order questioning (application, analysis, synthesis and evaluation). High expectations of self and learners. Forges cross-curricular links * Application to relevant local and global development issues, e.g. sustainability, social justice, poverty *

LAGs Teaching in Diverse Settings Awareness of diverse learners (gender, ethnicity, culture, ability, etc). Creative learning experiences for all learners * Provision for mixed-ability learners * Ability to respond to and challenge all learners * Coherence of Lesson Linkage between parts of the lesson. Linkage between lessons. Transition within the lesson. Pacing of tasks and activities.

LAGs Integration of Literacy and Numeracy Literacy / Numeracy. Integration of literacy and numeracy within the lesson. Responsiveness to literacy/numeracy issues. Quality Assessment of / for Learning Evidence of assessment of learning in relation to a wide range of outcomes including skill acquisition, concept acquisition and attitudes. Evidence of assessment for learning in relation to a wide range of outcomes including skill acquisition, concept acquisition and attitudes. Variety of assessment instruments (criteria -referenced practicals, multiple-choice theory, profiling, etc.)

LAGs Quality of Relationships Evidence of caring attitude toward all learners. The nature of teacher- learner and learner-teacher relationships. Encourages learner- learner interaction. Learners’ enjoyment of learning. Use of learners 'names. Professional relationships with learners. Professional Conduct and Practice Respect for learners and all members of the school community. Exercise of duty of care. Ownership and responsibility for decisions. Evidence of maturity and confidence.

Reflections Reflective Practice Identification of strengths and deficiencies. Realistic responses to problems experienced. Willingness to pursue particular issues and/or problems over a series of lessons and draw meaningful conclusions. Learning from good practice of others. Response to tutor(s). Responsibility for own professional development* Critical reflection supported with literature * Requirements: -2 mid week reflections ( words) -End of week reflection ( words) End of week 1&2 themes: Week 1: Building relationships & establishing a positive learning environment. Week 2: Motivating a diverse group of learners.

Peer Support ObservationFeedbackConfidenceReflections Critical Analysis Students have been supplied with a peer observation booklet with a variety of feedback tools. Please encourage students to use these tools during their six week placements.