What is formative assessment?
... “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (Broadfoot et al., 2002 pp. 2-3) Assessment for learning is any assessment for whi ...
... “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (Broadfoot et al., 2002 pp. 2-3) Assessment for learning is any assessment for whi ...
Literacy in Adult Population
... when he is unable to work through a problem. Reassure him that that it is normal to have trouble with new information and that he is doing well, and encourage him to keep trying. – Build in coordination of procedures. Simplify information by using the principles of tailoring and cuing to facilitate ...
... when he is unable to work through a problem. Reassure him that that it is normal to have trouble with new information and that he is doing well, and encourage him to keep trying. – Build in coordination of procedures. Simplify information by using the principles of tailoring and cuing to facilitate ...
Prepping for the Praxis
... language helps to organize thought ◦ Students use language to learn as well as communicate. ...
... language helps to organize thought ◦ Students use language to learn as well as communicate. ...
Teaching Arguments: Rhetorical Comprehension, Critique, and Re
... Jennifer Fletcher’s Teaching Arguments: Rhetorical Comprehension, Critique, and Response is intended to empower its audience—high school language arts teachers and those who train them—to help students develop a distinctly rhetorical perspective on reading and writing arguments. Rhetorical training, ...
... Jennifer Fletcher’s Teaching Arguments: Rhetorical Comprehension, Critique, and Response is intended to empower its audience—high school language arts teachers and those who train them—to help students develop a distinctly rhetorical perspective on reading and writing arguments. Rhetorical training, ...
(SIPPS®) as a Multisensory Program
... teach and review the syllables. Definitions, which aid in both decoding and comprehension, are provided for some syllables. Syllables are introduced in Lessons 4 through 33 and are reviewed thereafter. Some sight syllables are labeled irregular and are underlined on the Sight-Syllable cards and in t ...
... teach and review the syllables. Definitions, which aid in both decoding and comprehension, are provided for some syllables. Syllables are introduced in Lessons 4 through 33 and are reviewed thereafter. Some sight syllables are labeled irregular and are underlined on the Sight-Syllable cards and in t ...
nmsa vocab - Chester School District
... • The use of a dictionary for word learning is an independent strategy. • However, researchers have found that using dictionary definitions as an instructional technique is a limiting practice because definitions provide a superficial level of word knowledge. For example: – One student wrote, “I was ...
... • The use of a dictionary for word learning is an independent strategy. • However, researchers have found that using dictionary definitions as an instructional technique is a limiting practice because definitions provide a superficial level of word knowledge. For example: – One student wrote, “I was ...
Vocabulary
... New words are learned through speaking, listening, reading, and writing. They provide labels for our ideas and emotions. We know from research and from our own experience that children's interactions with others in the early years impact their language growth. In particular, the word base children b ...
... New words are learned through speaking, listening, reading, and writing. They provide labels for our ideas and emotions. We know from research and from our own experience that children's interactions with others in the early years impact their language growth. In particular, the word base children b ...
The Importance of Language
... in the learning. Several teachers made use of questioning to set a fast pace. In one class, students were required to describe a number line, and, in response to the students’ descriptions, the teacher intentionally drew the number line incorrectly on the board. She then used a fast series of questi ...
... in the learning. Several teachers made use of questioning to set a fast pace. In one class, students were required to describe a number line, and, in response to the students’ descriptions, the teacher intentionally drew the number line incorrectly on the board. She then used a fast series of questi ...
Listening to students read. - NRPPortfolio-LD
... http://www.auburn.edu/~murraba/fluency.html (Reading Fluency Norms) • www.balancedreading.com/fluency.html ...
... http://www.auburn.edu/~murraba/fluency.html (Reading Fluency Norms) • www.balancedreading.com/fluency.html ...
Reading Response Journal Rubric Responding to a Text A (90-100) Self-Directed
... current events or societal issues. Shares relevant research/readings to address questions/connections to historical context, the author, allusions. ...
... current events or societal issues. Shares relevant research/readings to address questions/connections to historical context, the author, allusions. ...
Theme: Implementation Issues Addressed: Benefits, Implementation
... by reflective statements, depth and sophistication of artifacts, etc.) of their licensure portfolios? Does the instructional scaffolding strategy and sequence matter? 4. What can be learned about best practices in e-portfolio development and program implementation as a result of this study? The stud ...
... by reflective statements, depth and sophistication of artifacts, etc.) of their licensure portfolios? Does the instructional scaffolding strategy and sequence matter? 4. What can be learned about best practices in e-portfolio development and program implementation as a result of this study? The stud ...
Genre Study: Teaching with Fiction and Nonfiction Books (K–8)
... • A strong character who overcame adversity and made a contribution to the world, to society • The story can tell about the whole life or a part of the life • The subject of the story is inspirational • There are people of all cultures who have made contributions • The stories of others take you to ...
... • A strong character who overcame adversity and made a contribution to the world, to society • The story can tell about the whole life or a part of the life • The subject of the story is inspirational • There are people of all cultures who have made contributions • The stories of others take you to ...
A closer look: Closing the Performance Gap
... Instructional coherence. One of the greatest challenges that struggling adolescents and their teachers face in secondary schools is the problem of “fragmentation.” That is, because the school day is structured around class periods and each student having multiple teachers, they generally experience ...
... Instructional coherence. One of the greatest challenges that struggling adolescents and their teachers face in secondary schools is the problem of “fragmentation.” That is, because the school day is structured around class periods and each student having multiple teachers, they generally experience ...
Author - Princeton ISD
... Activity 1 - Students use individual readers turn to pg. 60-61. Read story Mole and Baby Bird. Preview and predict story by a picture walk and chart responses on the board. Set a purpose and read using guided reading skills, promoting comprehension by using pictures. Follow with questions. Student ...
... Activity 1 - Students use individual readers turn to pg. 60-61. Read story Mole and Baby Bird. Preview and predict story by a picture walk and chart responses on the board. Set a purpose and read using guided reading skills, promoting comprehension by using pictures. Follow with questions. Student ...
New paradigms in learning and teaching
... We could ask the question how far have we traveled in the last 5 years? This is often a difficult question to answer as each change that is implemented can be small at the time but over a period of time the accumulated effect can be quite dramatic. Certainly our syllabus was more conservative 5 year ...
... We could ask the question how far have we traveled in the last 5 years? This is often a difficult question to answer as each change that is implemented can be small at the time but over a period of time the accumulated effect can be quite dramatic. Certainly our syllabus was more conservative 5 year ...
Glossary: Lesson Segment Addressing Content
... Informal fallacies: An argument in which the stated premises fails to support their proposed conclusion. Instructional Strategy: Techniques used by teachers to facilitate students’ independence using new knowledge. For example: previewing content by scanning a text, activating prior knowledge. For e ...
... Informal fallacies: An argument in which the stated premises fails to support their proposed conclusion. Instructional Strategy: Techniques used by teachers to facilitate students’ independence using new knowledge. For example: previewing content by scanning a text, activating prior knowledge. For e ...
Citation: http://kms.sdcoe.net/getvocal/73
... teaching academic language and vocabulary that are useful in many contexts across the curriculum. Students need to be able to understand the teacher’s explanations, discuss what is being learned, read for different purposes, and write about their learning. We call this type of language academic lang ...
... teaching academic language and vocabulary that are useful in many contexts across the curriculum. Students need to be able to understand the teacher’s explanations, discuss what is being learned, read for different purposes, and write about their learning. We call this type of language academic lang ...
Teaching and Learning in Chinese Schools: Core Values and
... always trump the teacher-student ratio, whatever its size. There are other considerations which contribute to this contrasting cultural mix. China is not just a differently disciplined society to my own, but also a greater listening and patient one, which means its students are not averse to the ide ...
... always trump the teacher-student ratio, whatever its size. There are other considerations which contribute to this contrasting cultural mix. China is not just a differently disciplined society to my own, but also a greater listening and patient one, which means its students are not averse to the ide ...
The K-12 Literacy Model and You
... or changed your mind – Ask what more you might need to know on this subject and talk about where you would find the information – Revisit what you thought was important and rate it – EXPLAIN WHY!!!! ...
... or changed your mind – Ask what more you might need to know on this subject and talk about where you would find the information – Revisit what you thought was important and rate it – EXPLAIN WHY!!!! ...
Hey, Teach! `Lo Learner!
... Communication in T-L Process T-L closely parallels communication process. Depends in part on effective interpersonal communication. The learning objective describes what the learner will be able to accomplish after instruction is given. ...
... Communication in T-L Process T-L closely parallels communication process. Depends in part on effective interpersonal communication. The learning objective describes what the learner will be able to accomplish after instruction is given. ...
Problem-Based Learning: an example of constructive alignment
... In PBL the coach/facilitator brings out the best from the group by: • asking leading and open-ended questions • helping students reflect on the experiences they are having • monitoring progress • challenging their thinking • raising issues that need to be considered • stimulating, encouraging and cr ...
... In PBL the coach/facilitator brings out the best from the group by: • asking leading and open-ended questions • helping students reflect on the experiences they are having • monitoring progress • challenging their thinking • raising issues that need to be considered • stimulating, encouraging and cr ...
Reading Part 2
... talk about what happened in a story, TV show, or movie. Use details! (e.g. “The characters in the story are… “This character does/says…). ...
... talk about what happened in a story, TV show, or movie. Use details! (e.g. “The characters in the story are… “This character does/says…). ...