Activity 1. Think Back to Activity 1 (Imagine you are having a practical exam) You will complete an independent, timed activity for a grade. Once you.

Slides:

Advertisements

Similar presentations

Inquiry-Based Instruction

Advertisements

Draw a picture of Acheta domesticus include details.

Purpose : To create a fail-safe system of literacy so that all students have equal access to a standards based curriculum Result: Joyful, independent readers,

Transition to Grade 3.

Transition to Grade 3. Third Graders as Learners Making the transition from concrete to abstract thinking *Distinguish between fact and opinion *Think.

Teaching English Reading in a Bilingual Classroom.

The New English Curriculum

COSIA 2010 Communicating Ocean Sciences to Informal Audiences Week 5: Constructing knowledge, Building understanding.

Increased Rigor in the Standards of Learning: Setting a New Trendline for Virginia Schools Dr. Linda Wallinger Assistant Superintendent for Instruction.

Investigations in Number, Data, and Space: Teaching Philosophy.

The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities.

The Learning Cycle Lesson

Science Inquiry Minds-on Hands-on.

Big Ideas and Problem Solving in Junior Math Instruction

Interactive Science Notebooks: Putting the Next Generation Practices into Action

Ryann Kramer EDU Prof. R. Moroney Summer 2010.

Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.

ELL Students What do they need?.

Learning Strategies.

Pedagogical Approaches to Science Instruction ~Defining Inquiry~ Bay Area Science Oakland Unified School District POSIT ~ 2007.

We would like to take this opportunity to welcome you to our primary classrooms. We will give you a general overview of the program. For a more extensive.

Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction Orientation Phase October 2011.

Teaching Through Problem Solving Part 2 – Bermuda Framework for Teaching Mathematics Gilbert Institute Ongoing PD commencing the week of March 3, 2014.

ENGLISH LANGUAGE ARTS AND READING K-5 Curriculum Overview.

Southern Regional Education Board Welcome What Does Academic Integration Really Mean in the Career-Technical Classroom? Nancy Headrick, Director State.

Interstate New Teacher Assessment and Support Consortium (INTASC)

A Framework for Inquiry-Based Instruction through

Content Area Reading Strategies Before, During, and After Reading.

Chapter 11 Helping Students Construct Usable Knowledge.

Standards For Teacher Preparation. What do you see in the previous slide? Students who are ready to answer the question? Students who are listening and.

Appalachian Teacher Partners Appalachian Math Science Partnership September 23, 2009 We will begin at 9:01.

Problem-Based Learning. Process of PBL Students confront a problem. In groups, students organize prior knowledge and attempt to identify the nature of.

PRINCIPAL SESSION 2012 EEA Day 1. Agenda Session TimesEvents 1:00 – 4:00 (1- 45 min. Session or as often as needed) Elementary STEM Power Point Presentation.

8 th Grade Integers Natalie Menuau EDU Prof. R. Moroney Summer 2010.

Curriculum Report Card Implementation Presentations

M ULTIPLE R ESPONSE S TRATEGIES By Euranie Patin Campus Instructional Coach Martin Weiss Elementary School An Approach To Student Engagement.

CFN 204 · Diane Foley · Network Leader CMP3 Professional Development Presented by: Simi Minhas Math Achievement Coach CFN204 1.

UTeach Step 1- Class 7 (& 8)  Please sign in  Pick up your folders (No computers yet)  Be sure that I have given you a card  Initially, we will sit.

MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D 2014.

 All of these standards depend on student's development of their academic language. Language plays a central role in the common core.  Many of the demanding.

PROBLEM SOLVING What is the role of the teacher?.

ABC’S OF DIFFERENTIATION By Taylor Queen. A IS FOR Anchor activities can be completed independently by students when they finish an assignment before.

Assessment. Why do we assess? –To assist student learning –To identify students’ strengths and weaknesses –To assess the effectiveness of a particular.

Problem-Solving Approach of Allied Health Learning Community.

A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.

How to Teach English Language Learners Tips and Strategies

Introduction to STEM Integrating Science, Technology, Engineering, and Math.

Better Learning Through Structured Teaching Douglas Fisher www

1. 2  Share with your tablemates how you spent your $100.  After everyone has shared, have a discussion about the importance learners’ interests play.

Inclusion and the Differentiated Classroom By Jennifer Cucinotta.

 Together, my Co-Teaching partner and I have 32 first grade students. All of the students listed below are either 6 or 7 years old.  One child has.

The 5 E Instructional Model. Concepts of Science Science Content Process Skills of Science.

Laura Machuca 2013 Training. 1. and products 2.Brain-based Learning and 5E Model 3.Sheltered Instruction Strategies 1. and products 2.Brain-based Learning.

SDAIE Session 2 Universal Access/SDAIE Lesson Design Template

INQUIRY BASED TEACHING. What do you understand by the term ‘Inquiry’?

COSEE California Communicating Ocean Sciences Session 5: Constructing Knowledge, Building Understanding.

We believe that children's engineering can and should be integrated into the material that is already being taught in the elementary classroom -it does.

Best Practices in ELL Instruction: Multimodal Presentation Professional Development by: Heather Thomson T3 845.

1 Far West Teacher Center Network - NYS Teaching Standards: Your Path to Highly Effective Teaching 2013 Far West Teacher Center Network Teaching is the.

Constructivism The 5 E's Lesson Plan ( Internet Resource from slidesare.net adapted for the session )

5 E’s Science Instructional Delivery Model. 5 E’s Science Instructional Model for Multiple-day Lessons Engage Explore Extend Evaluate Explain.

Northwest Georgia RESA Mathematics Academy According to Wagner, seven survival skills are imperative to our students’ success in the new world of work.

4:00 – 4:05pm Welcome and Introductions 4:05 – 4:20pm Ice Breaker 4:20-4:30 pm Norms 4:30 – 5:00pm Journaling 5:00 – 5:30 pm Enquiry activity stations.

SIOP Review Sheltered Instruction Observation Protocol.

Differentiation through 4MAT

COMPREHENSION STRATEGIES

Inquiry-Based Instruction

We believe that children's engineering can and should be integrated into the material that is already being taught in the elementary classroom -it does.

Helping English Learners Be Successful!

Teaching Science for Understanding

Presentation transcript:

Activity 1

Think Back to Activity 1 (Imagine you are having a practical exam) You will complete an independent, timed activity for a grade. Once you receive the written instructions, you may not ask any questions of the instructor or peers. Each person is to complete the assignment according to instructions SILENTLY and individually. You will have TEN minutes to complete the activity. Are you ready to open your instructions?

Activity 1: Reflections What was frustrating about this activity? What modified needs might teachers encounter in the students that they instruct?

Activity 1: Reflections What was frustrating about this activity? What modified needs might teachers encounter in the students that they instruct? Good Teaching for ALL students: 1. Context: Have MT help with translations and management (She knows her students best!) 1. Speak slowly, distinctly, & write down key terms 2. [Pre-make these] Use Graphic Organizers, Visuals, Charts, Graphs 3. Think-Pair-Share activities (Individual & Group work) 4. Word Walls (Key terms in multiple languages) 5. Pairing students

Activity 2 What points did we learn from Activity 1? What do you suspect the picture on your card designates?

Activity 2: Instructions (Your job card will determine your role during the entire activity. Every student must complete the activity!) Ear -wear headphones and listen to music loud enough to seriously inhibit hearing conversation, but not so loud as to damage your own hearing Hand -wear large gloves Eye -Wear blindfold Book - Reader 1) You may guide the blindfolded person’s hand but may not help them build, make, or complete anything. 2) Monitor the materials that replicate the modifications to make sure they stay intact during entire activity. 3) Read instructions in a normal voice-Do NOT repeat the instructions, speak loudly, or give visual clues.

Activity 2: Reflections (Group discussion) o What specific parts of the activity were most hindered by the modified needs you simulated? o How were those specific parts of the activity affected? (If you were the reader in the group activity, use the modified needs for reading as the basis of your answer) o At what point in the activity (as the reader or student) was your personal frustration level at its highest? o If you were a reader, how could you have adapted the activity to reduce the frustration level at that point? (What might your group members have done to help?) o If you were a student with modified needs, how could the activity have been adapted to reduce your frustration level?

Activity 2, Part 2 Now that you have initially experienced a lesson with simulated modified needs, continue with the lesson, and incorporate your modifications. Think to yourself: How can I modify my lesson, yet keep true to the goals? (Do not simplify your goals.) Suggestions for modified needs: VisualMuscularHearingNo modified needs

Science is Engaging Elementary Science involves all students in exploring their natural world. Students think critically, inquire fully, and communicate effectively. Teachers engage students in various modalities using the 5-E lesson cycle: Engage students with a discrepant event, guiding question, soliciting prior knowledge, etc.; Explore with hands-on experiences through inquiry; Explain through processing and communicating their thinking orally, in writing, and through reading; Elaborate/Extend by applying the concept to relevant, real world experiences; Evaluate by informal or formal, formative or summative questioning and assessments, or by student products such as the Interactive Notebooks.

Mathematics We [AISD] believe: Our curriculum supports learning through exploration and solving real-world problems across all grade levels and allows students to construct meaning and make sense of learning mathematics. Our students are challenged to explain their solutions and make connections that allow them to own and value learning mathematics. Our classrooms are safe and engage students in learning mathematics through discussion and sharing ideas. As teachers, we engage students using resources, tools, and technology to solve mathematically rich, real-world problems that meet the needs of a diverse population of learners.