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A. Overarching Objectives. Curriculum Design. Curriculum Planning. Planning. Objectives. Learning Experiences. Assessment. Personal Relationship Building. Class Climate. Motivation. Expectations. Instruction Strategies. Principles of Learning. Models of Teaching. Clarity.

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Presentation Transcript
slide1

A

Overarching

Objectives

Curriculum

Design

Curriculum Planning

Planning

Objectives

Learning

Experiences

Assessment

Personal Relationship Building

Class Climate

Motivation

Expectations

Instruction

Strategies

Principles of

Learning

Models of

Teaching

Clarity

Space

Time

Routines

Management

Attention

Momentum

Discipline

Foundation of Essential Beliefs

Studying Skillful Teaching: Using Data Day to Day

1

slide2

Framing the Day

Essential Question

Areas of Performance

Objectives

Itinerary

2

2

essential question
Essential Question

What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student?

3

3

slide4

Overarching

Objectives

Curriculum

Design

Planning

Objectives

Learning

Experiences

Assessment

Personal Relationship Building

Class Climate

Expectations

Principles of

Learning

Models of

Teaching

Clarity

Space

Time

Routines

Attention

Momentum

Discipline

Foundation of Essential Beliefs

Areas of Performance

Assessment

4

objectives for today
Objectives for Today

By the end of today, you will be able to…

Use pre-assessment tools to learn about the cultural, academic, metacognitive, and personal traits of your learners

5

slide6

Itinerary

  • Framing the Day
  • Community Builder: It’s All About Me
  • Sharing Experiment #7
  • Pre-assessment
  •  What? Why? How? When?
  •  Study and Sharing of Tools

6

slide7

B-245

It's All About Me

7

descriptive graphic organizer1
Descriptive Graphic Organizer

B-245

Teacher

Husband

Father

White

College

Educated

Peter

Middle Class

Liberal

Male

10

causes influences graphic organizer1
Causes/Influences Graphic Organizer

B-245

Catholic School

Family

Peter

Mentors

ETHS

Students

11

slide12

It’s All About Me

  • Directions
  • Take 5 minutes to fill out both GOs. Be sure to include details about cultures with which you identify.

2. Take two minutes each to introduce yourselves, using whatever information from your GOs you wish.

Processing

Talk together at your tables about how you might use this pre-assessment/ community builder with your students.

12

slide13

Sharing Experiment #7:

Student Self-Assessment

Group 1Group 2Group 3Group 4

Jerry Evelyn Nichole Sunny

Margi Mina Alex Mike

Andy Grace Ganae Sachin

Adie Levy Corey Matt

13

slide14

Experiment #7: Materials Needed

B-55-56

Please take out these materials:

  • The student self-assessment tool you created
  • The record of student performance before and after academic feedback (criteria #6 and #9)
  • Reflections on your learning from this experiment (criterion #12)

14

slide15

Experiment #7: Directions for Sharing

B-29-30

Please share the following…

The self-assessment tools you developed

The data displays

Reflections on student achievement and motivation that you have drawn from the data and observations

15

slide16

Experiment #7: What to Submit

Please turn in the following typed pages, paper-clipped or stapled, starting with the top page:

1. Criteria for Success Worksheet (B-56), with Self-Assessment marked

Data Display and Analysis Tool (B-56a)

Reflections on your learning

16

16

animal school
Animal School
  • You are the parent of the animal from the clip “Animal School”. What would you say?
  • “ It just seems that you didn’t take time to find out __________ about my child and now ___________”

17

my students
My Students

Who are my students?

- Their learning styles?

- Their personal interests?

- Their cultural backgrounds?

- Their first languages?

- Their current knowledge and skills

related to what I am about to teach?

How can I find out about them?

How can I use the data I gather to inform my teaching so all of them will be successful?

20

c a m p
C.A.M.P.

B-231

22

sharing pre assessment tools directions
Sharing Pre-assessment Tools: Directions

Think of a pre-assessment tool that you have used

and determine which domain it represents.

Share at least one tool each with your table groups.

B-232-246

23

dipsticking pre assessment
Dipsticking Pre-assessment

The science teacher administers a background probe to uncover students’ misconceptions about force and motion. The data are used to address the misconceptions.

1

Academic

Cultural/Linguistic

Academic

Metacognitive

Personal

24

dipsticking pre assessment1
Dipsticking Pre-assessment

Students take a survey about their multiple intelligence. The teacher uses the surveys to make sure that she designs lessons that build on students’ strengths and stretch them into other areas.

2

Personal

Cultural/Linguistic

Academic

Metacognitive

Personal

25

dipsticking pre assessment2
Dipsticking Pre-assessment

Each week students self-assess their progress relative to the goals they are working on in the course. The teacher reviews their self-assessments to determine the students’ level of self-assessment skill. She then provides individual feedback to students on how well they are doing with the skill of self-assessment.

Cultural/Linguistic

Academic

Metacognitive

Personal

3

Metacognitive

26

dipsticking pre assessment3
Dipsticking Pre-assessment

The teacher interviews students to find out about the languages spoken at home, their interests and out-of-school activities, and their perceptions about the school and community.

Cultural/Linguistic

4

Personal

Cultural/Linguistic

Academic

Metacognitive

Personal

27

c a m p pre assessment
C.A.M.P. Pre-assessment

Who are our learners?

Cultural/linguistic

Academic

Metacognitive

Personal

28

slide29

Experiment #2:

Pre-Assessment (C.A.M.P.)

An Explanation

B-29-30

29