Planning document

Apr 5, 2012Download as DOCX, PDF1 like278 views

This document outlines a planning activity that targets elementary students in grades 3-5 at Banks County Elementary School. It includes objectives for students to pursue personal growth through reading, making connections, and creative expression as outlined in AASL standard 4. Students will choose a book to read for pleasure, then create a character sketch identifying characteristics they share with a character. They will also dress as their character and participate in a Character/Vocabulary Parade. Finally, students will create an avatar of themselves to encourage others to read their chosen book.

The document summarizes a collaborative digital learning project at Hazelbrook Middle School aimed at closing the achievement gap between white and Latino students, particularly focusing on 6th grade Latino students who have limited English proficiency or receive special education. The team implemented instruction enhanced by iPads using the Sheltered Instruction Observational Protocol (SIOP) model. Initial assessment data indicates the program was successful in increasing reading scores, with Latino students exceeding a goal of 5-7 point gains on state tests and tripling growth on English language proficiency assessments from 5th to 6th grade. The team concludes their approach of viewing the technology as a means to strengthen SIOP-based teaching drove the student success.

Nature of Intelligence by Tim ThayneTim Thayne

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Howard Gardner identified seven original forms of intelligence, adding an eighth in the 1990s and considering a ninth. Robert Sternberg asserted that practical intelligence is important for dealing with everyday life contexts. Daniel Goleman argued that emotional intelligence, involving self and social awareness, is equally or more important than IQ. Culture influences intelligence through factors like positionality, privilege, context and power. No culture can be exclusive and still thrive.

Sj class Presentation Youth Studies Conference 5.2.14 UHSSocialJustice

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This document outlines the goals and preliminary findings of a Youth Participatory Action Research project conducted by a class of students. The students researched various social justice issues in their community and school. They split into groups to examine topics like college and career pathways, school and district funding, school rules and structures, and curriculum and instruction. Each group is analyzing data from surveys, interviews and current events. Their preliminary findings point to disparities along lines of race, socioeconomic status, gender identity and sexuality. The students plan to make recommendations to administrators to enact positive changes.

Re-imagining Education for Youth In and Beyond the Classroom: A Workshop for ...UHSSocialJustice

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This document describes a Youth Participatory Action Research (YPAR) project conducted by a class of students. The students researched various social issues in their community through surveys, interviews, and reading research. They selected topics democratically and focused on issues like college pathways, school funding, and curriculum. For each topic, they investigated preliminary findings and connections to adolescent development, language/literacy, gender/sexuality, and representation of marginalized identities. The overall purpose of the YPAR project was for students to research local injustices and make recommendations to educators to enact positive changes.

Diversity afante01

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This document provides goals and information for creating curriculum to meet the needs of a diverse population. It defines key terms like race, culture, ethnicity, and anti-bias. It discusses the changing racial demographics in the US and challenges like institutional racism. It emphasizes the importance of taking an anti-bias approach, focusing on the cultures represented in the classroom, and involving families. Teachers are encouraged to use books, activities, and lessons from resources like Teaching Tolerance to promote diversity and an inclusive classroom culture.

1.1 Understanding racial segregation in the classroom Lusted, Best-BryanEllen Lessner

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1) The study examined racial segregation in classroom group work through a staff-student collaborative research project. 2) Key findings showed that while allocation was often tutor-led, friendships and thus group formations tended to be ethnically aligned. Working with others of the same ethnicity was perceived as easier due to shared backgrounds and understanding. 3) Reflections on the collaboration emphasized the need for flexibility in defining partnership roles and getting honest student feedback, while being realistic about project goals.

SLuShuResume 15Sara W. Lu Shu

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Sara Lu Shu is a certified social studies teacher seeking a teaching position. She has over 10 years of experience working with students in various roles, including as a paraprofessional, literacy instructor, student teacher, tutor, and volunteer. Sara holds a Colorado teaching license and degrees from Metropolitan State University of Denver and Virginia Commonwealth University. She has a proven track record of improving student outcomes through innovative teaching strategies and individualized support.

Using Leadership to Eliminate the GapsWSU Cougars

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This document discusses student achievement data in Washington State. It provides statistics on student dropout rates by ethnicity and notes that 16,415 students dropped out in the state last year. Specific dropout numbers are given for various ethnic groups. The document then discusses factors that influence student outcomes like special student populations, educator quality, family engagement, student support, and school transitions. It stresses the importance of using data to improve conditions for students and educating the whole child.

CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdfJenniferOestar3

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This document provides the syllabus for an adolescent literature course at Loyola University Chicago. The course will introduce students to the relevance of incorporating adolescent literature in middle and secondary classrooms. Key topics covered include evaluating and selecting adolescent literature, contemporary realistic fiction, graphic novels, censorship of banned books, and award-winning titles. Assignments include literacy autobiographies, reader response papers on assigned texts, an op-ed on challenging banned books, interviewing a teenager about reading habits, and developing an interdisciplinary thematic unit with a teaching team. The course aims to develop teachers who can foster social justice and critical thinking skills in students through the use of diverse adolescent literature.

Career Exploration Course Spring 2014Ricardo Trevino

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This document outlines the syllabus for an undergraduate career exploration course. The course aims to help students gain an understanding of their personal strengths, interests, and values as they relate to career possibilities and majors. It will expose students to multiple career paths and have them explore a career path of interest. Key assignments include a best self reflection paper, a career research paper and presentation on a selected career cluster, and a final career portfolio. The course is discussion-based and emphasizes active participation, attendance, timeliness, and academic integrity.

Literacy training fall 2019Geneva2020

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This document provides an overview of America Reads tutor training topics, including: - Paperwork requirements and timesheet procedures - The history and mission of America Reads literacy programs - Expectations for tutors including attendance, appropriate relationships with students, and behavior management - Key factors that can impact student literacy like poverty, home environment, and language barriers - The five essentials of reading: word recognition, vocabulary, fluency, comprehension, and writing - Strategies for tutoring sessions including pre-reading, during reading and post-reading activities - Resources for tutors like Dolch sight words and reading level definitions

Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith

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This document provides information about an introductory special education course at Queens College including: 1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum. 2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices. 3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam. 4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.

IntroductionThroughout this course, the breadth and depth of you.docxdoylymaura

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Introduction Throughout this course, the breadth and depth of your knowledge with regard to aspects of culture and diversity—race, economic level, social class, family background, language, gender, sexual orientation, abilities—has grown. However, it is the role of professionals in the early childhood field to not only understand and respect the diversity of children and families with whom they work, but also to help build a community of people who recognize and respect each others' cultures and diversity as well. This week, your study will focus on powerful learning resources that offer information, insights, and practical advice about creating such a community through multicultural education. You will consider the role of significant adults in children's lives and contemplate the influence that you can have as a professional working to help foster understanding and counteract bias. And you will have the opportunity to reflect on what you have learned in this course—the attitudes and perceptions you had when you began, the insights and knowledge you have gained, and the ways you will use what you have learned in your work as an early childhood professional. Learning Objectives Students will: Reflect on what they have learned and experienced in the course, explain new insights, and apply new knowledge Reflection Reflective Journal: Final Course Entry Throughout this course, you have completed journal entries that were both introspective and autobiographical in nature. Reread your entries for Weeks 1–4. Reflect on how well you were able to describe who you are and the ways that you are growing with respect to your understanding of race, social class, gender, sexual orientation, cultural and linguistic diversity, and abilities and disabilities. Your fifth and final journal entry asks you to reflect on the personal and professional insights you have gained throughout the course and respond to at least two of the following questions: How will this greater awareness of yourself and your strengths, challenges, and comfort levels influence your life and help you relate to and work with children and families of all backgrounds, cultures, influences, preferences, and readiness levels? What kinds of professional development will you seek to help you continue to grow in your personal and professional knowledge of issues related to race, social class, gender, sexual orientation, culture, language, and abilities and disabilities? What considerations will you need to keep in mind during your ongoing quest to understand children as unique individuals and foster not only their healthy development but also take an active part in creating caring, responsive, and collaborative communities in your future professional setting? Assignment length: 1–2 pages .

14 15 ge parent presentationKris Happe, M.Ed

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This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.

spec-item1-�ݺ�ߣs.pptxAldrinApon2

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This document summarizes a board meeting on social and emotional learning (SEL). It includes presentations from experts on defining SEL, the research supporting SEL, economic benefits of SEL programs, and teacher and student perceptions of SEL. SEL is defined as developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows SEL programs improve academic achievement, behavior, and well-being. Cost-benefit analyses find SEL programs yield an average return of $11 for every $1 invested. Teachers and students believe SEL prepares students for school, careers, and life. The meeting discusses implementing free-standing SEL standards and measuring factors like growth mind

Fy ssp 15Har1982

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This document outlines the syllabus for a First Year Seminar course at Marshall University. The course, taught by Dr. Harold Blanco, meets MWF and focuses on developing critical thinking skills through discussion, problem solving, writing and reflection. The theme of the course is "Learning to Think, Thinking to Learn" and will examine different domains of critical thinking. Students will complete activities involving attending cultural events on campus, a sporting event, and debates around technology and ethics. They will also write a research paper developing a question and proposal. Grades are determined on a standard A-F scale based on points earned. The attendance policy allows excused absences for university activities, illness, or family emergencies.

APA FormatAbstract PageProject Selection and Competency Self-Ass.docxemelyvalg9

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This document provides instructions for a course project involving analyzing a cultural conflict scenario and developing culturally competent intervention strategies. Students are asked to: 1) Identify a real or fictional work-related cultural conflict scenario that will be the basis for their project. They must describe the conflict, relevant cultural factors, and its significance. 2) Reflect on their own cultural competencies based on a reading. 3) Conduct a literature review on their topic, analyzing relevant cultural theories, challenges, and intervention strategies. 4) For their final project, further analyze the issues in their scenario and apply cultural theories to develop intervention recommendations demonstrating their cultural awareness competencies.

Young Scholars Model: Finding & Nurturing Advanced Academic Potential from Hi...Center for Talent Development at Northwestern University

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The document describes Fairfax County Public Schools' Young Scholars program, which aims to identify and nurture gifted potential in students who may otherwise go unrecognized, particularly those from underrepresented groups. The program uses various screening methods to identify students for enrichment opportunities from kindergarten through high school. It provides professional development to help teachers meet these students' needs. Students in the program report gains in confidence and preparation for advanced coursework as a result of the opportunities provided by Young Scholars.

Creating a literate environmentkskasie

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A literate environment is important for creating successful and motivated readers and writers. It lays the foundation for reading and writing skills, which are important for future academic success. The document discusses assessing students' reading levels, selecting engaging texts matched to their levels, and using a variety of literacy strategies and perspectives to provide effective literacy instruction. These include interactive, critical, and response perspectives to help students learn to read and interact with texts.

Seysl 704 literature across the curriculum fall 2012John Smith

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This online course syllabus provides an overview of the course on literature across the curriculum. The course will explore young adult literature from diverse authors and about diverse populations. Students will read a variety of texts and develop interdisciplinary units focused on themes in the literature. The course objectives are to familiarize students with major authors and awards in children's literature and to help students select literature for classroom use. Requirements include weekly reading responses, a core text synthesis, a digital book group project, and a final paper applying concepts from the core text.

Success from the inside out betaJosh Parker

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This document provides guidance for creating a thriving culture for males of color. It emphasizes reflection on one's beliefs and practices regarding educating males of color, reframing challenges as opportunities, and reviewing impact. For reflection, it suggests examining influences and attributions of student performance. Reframing involves defining success and viewing challenges as professional opportunities. Reviewing determines how culture has shifted by collecting data from students. The goal is supporting the social, academic, and emotional needs of males of color.

Instructional Design Plan KadeMoore325

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The document provides information on identifying a learning problem and target audience for an instructional plan. It discusses a problem identified by teachers at Harlem Middle School, where many 6th-8th grade students are reading below grade level. Two online reading programs will be used to help students increase their Lexile scores, which measure reading ability, and improve their reading comprehension. The instructional goals are to provide opportunities for students to increase their Lexile scores, learn reading strategies, and boost comprehension in all subjects.

Disrupted Futures 2023 | Wisconsin's career guidance projectEduSkills OECD

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This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos. Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/

Secondary AIGThe ECU Gifted Team

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This document provides information on serving academically and intellectually gifted (AIG) secondary students. It discusses the benefits and pressures of Advanced Placement (AP) courses, and suggests that while AP courses may be challenging, they do not always meet the needs of gifted students. The document advocates providing guidance for future planning, support for personal and emotional development, and instruction in self-regulation skills to better serve gifted adolescents. Specific strategies mentioned include mentorship, peer support, bibliotherapy, self-reflection, goal setting and developing self-efficacy.

America Reads Literacy training fall 2018Katie Scollin Flowers

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This document provides an overview and agenda for an America Reads tutor training session. It covers topics like paperwork, expectations, literacy challenges, and strategies for tutoring. Risk factors for low literacy are discussed. Sample lesson plans are provided that include components like instructional reading, word study, writing, and independent reading. Reading levels, essential skills, and strategies are defined. Resources for tutors like online materials and behavior management techniques are also outlined. The overall goal is to prepare tutors to effectively support students' literacy development.

Differentiation Case StudyMountain Meadows is a public high AlyciaGold776

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Differentiation Case Study Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school. Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too. You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before - underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented. After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process. 1. What can you do to help Chen overcome his underachieving perfectionism in your class? 2. What strategies can you implement to engage Chen in your class? 3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment? 4. How will you engage Chen to monitor his progress and take ownership of his ow ...

EDUCARNIVAL 2014@ IIT Delhi- Unpacking the cognitive and ethical dimensions o...Eduexcellence

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This document summarizes a presentation on unpacking the cognitive and ethical dimensions of high achieving schools. It discusses findings from studies on the social attitudes and values as well as cognitive learning outcomes of students in top schools in India. Regarding attitudes, many students held views against gender equality, diversity, and acceptance of differently abled persons. Cognitive skills like problem solving and applying concepts were also found to be weak. The presentation focused on the need for high achieving schools to develop these dimensions from an early age through conscious efforts and improving teaching methods to reduce rote learning and strengthen skills.

Arlington Reads-New Volunteer OrientationArlington Public Library

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Web 2.0Banks County

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The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.

Ubd lesson planBanks County

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This summary provides the essential information about the unit plan in 3 sentences: The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.

Planning document

1. Tiffani Thomas Planning Activity AASL standard 4: Pursue personal and aesthetic growth Indicators 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.8 Use creative and artistic formats to express personal learning. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest. Target Audience: The target audience includes elementary students in grades 3-5 at Banks County Elementary School. This group of students range in age from 8-12 years old. Banks County Elementary School is a Title I school in a rural low socioeconomic community. The school has approximately 725 students. The racial breakdown of the school is 89.1%=622 white, 1.8%=13 Multi-racial, less than .5%=1 American Indian, 5.7%=40 Hispanic, 1.8%=13 African American, 1.2%=9 Asian. Currently, 57% of the students at Banks County Elementary School receive free and reduced lunch. Amongst these students, a combination of auditory, visual and kinesthetic learning styles can be identified. Their education levels range in ability from 55% reading on grade level, 20% reading above grade level, and 25% reading below grade level. Motivating this group of students will require age appropriate activities for both males and females, stimulating rewards that are cool, realistic goals for success that are in reach for all ability levels, and recognition of success school wide. Objectives: After reading a book of their choice for pleasure (condition), participants in grades 3-5 (audience) will create a character sketch from a character in their book (behavior)with at least3 characteristic vocabulary connections that they share with that character (degree). After creating their character sketch using the provided template (condition), participants in grades 3-5 (audience) will express their learning creatively (behavior) by dressing up like their character in a Character /Vocabulary Parade (degree). In addition (degree), participants (audience) will use technology to express their learning and interests (condition) by creating and presenting their own avatar that depicts themselves and encourages others to read their chosen book (behavior).

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