EV682 planning to teach and facilitate learning

Informal Formative Assessment that Works! Alyn Wharmby, Julie Hunter & Melissa Anderson Alexander Graham Middle School - Charlotte, NC Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.

The document discusses effective strategies for behavior management by teaching assistants, including establishing clear ground rules, using rewards and sanctions, addressing common issues like defiance and disruptive behavior, and ensuring teachers and assistants present a united front and shared responsibility in the classroom. It provides tips on topics like understanding triggers for misbehavior, effective communication techniques, documenting incidents, and partnering with teachers and other staff. The goal is to support students, teachers, the curriculum and the school through consistent and research-backed behavior management practices.

The term "Emotional Intelligence" was first explained by Peter Salovey and John Mayer in 1990, and was popularized by Daniel Goleman's 1995 book titled "Emotional Intelligence: Why it can matter more than IQ". Emotional Intelligence refers to one's ability to understand and manage emotions in oneself and in relationships with others. It is comprised of personal competence, including self-awareness and self-management skills, and social competence, which involves social awareness and relationship management abilities.

This document discusses key aspects of teaching and learning for early childhood education. It addresses questions like how children learn, the role of adults, and characteristics of effective learning. Effective learning involves playing, exploring, being actively engaged, motivated, and thinking critically. Teachers should facilitate learning through providing time, resources, responsive interactions, and understanding children's development. Both Piaget and Vygotsky emphasized the importance of social relationships and environments for learning. The document also discusses assessing learning, dispositions, cognitive and other types of development in young children.

This document discusses effective assessment for learning (AfL) techniques in physical education. It provides examples of asking students questions to encourage thinking during warm-up activities and providing specific, positive feedback focused on improving performance, rather than personal criticisms. The document also discusses the importance of self-assessment and peer assessment to promote active responsibility for learning and help peers improve.

Lesson planning is the art of combining a number of different elements into a coherent whole so that the lesson has an identity which students can recognize, work within and react to.

The document lists 12 active formative learning (AFL) strategies teachers can use to check student understanding, get feedback, and engage students in lessons. Some strategies include using traffic light cards to gauge comprehension, think-pair-share to discuss questions in pairs before sharing with the class, and numbered heads together where students within groups must agree on an answer for their number. The strategies aim to provide instant feedback to teachers and encourage peer interaction and reflection among students.

This study examined how different reflective tools used in supervision conversations affected the reflective practice of two pre-service teachers. It found that using reflective questions and having teachers rate their lessons on a transfer continuum generated some reflection. Stimulated video recall led to both teachers noticing aspects of their teaching and students' learning. However, using a state evaluation protocol focused conversations on assessment and led supervisors to provide more telling feedback rather than nurturing inquiry. The study suggests supervision should model productive noticing for teachers and see conferences as opportunities to reflect on both practice and student learning.

This document provides a challenge toolkit with 50 ways to intellectually challenge students across the curriculum. It includes ideas like presenting students with insoluble problems, ethical dilemmas, random words to connect, having students analyze poetry or news articles, and tasks involving perspective taking, analogies, ambiguity and more. The goal is to provide engaging extension activities that can be easily integrated into existing lesson plans.

The document discusses how to use the workshop model to scaffold instruction for project based learning. It describes a three part workshop structure of a mini-lesson, practice/application, and assessment for learning. Additionally, it provides an example of how a teacher implemented this workshop model in her middle school humanities classroom to scaffold a project analyzing a Supreme Court case.

1. The document discusses principles for effective professional learning and development for teachers. It emphasizes focusing on high impact areas like clear learning intentions, engaging tasks, success criteria, and feedback to improve student learning. 2. It recommends restricting the focus of professional development to just a few important areas and ignoring less impactful initiatives. Teacher learning communities should focus on subjects being taught through collaborative work rather than externally set agendas. 3. Feedback on teacher observations should focus on coaching teachers to reflect on their own practice rather than evaluations or judgments. Providing models and practicing techniques can initially make teachers feel less effective before skills are built up.

This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.

The document discusses different types of questions used in teaching including teaching questions which make learners think using prior knowledge, and testing questions which assess previously learned information. It also outlines techniques for asking questions such as directly, overhead, referral, and reversal, as well as how to respond when answers are incorrect, partially correct, or not answered at all.

The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.

This issue of the Lady Lumley's Teaching & Learning Journal discusses various methods of differentiation, peer assessment, and ensuring progress in lessons. It provides examples of differentiation by outcome, language, intervention, support materials, questioning, task, grouping, extension, feedback, and role. Different peer assessment structures are outlined such as find someone who, carousel feedback, simultaneous round table, timed pair share, and pairs compare. Key questions for planning for progress focus on understanding the purpose and prior knowledge, including challenging activities and assessments to demonstrate growth.

This document discusses methods for assessing young English language learners. It defines key terms like evaluation, assessment, and testing. It explains that assessment is important to monitor student progress, provide motivation, and inform parents and administrators. Key areas to assess include listening, speaking, reading, writing, and integrated skills, as well as attitudes and social behaviors. Suggested assessment methods include structured tasks, take-home assignments, portfolios, projects, self-assessment, peer assessment, tests, learner-developed tasks, observation, and conferencing. Feedback should be given promptly to help students improve. Language portfolios are highlighted as a way to individualize learning and assessment over time through samples of student work and reflections. Guidelines are provided for

The document discusses strategies to support disadvantaged students. It notes that consistent high-quality teaching, a focus on literacy and numeracy skills, targeted interventions monitored through data, and deploying effective staff are important. Individual barriers must be identified early and transition from primary school should address skills gaps. Disadvantaged students should have high profiles, opportunities to develop aspirations, and advice on pathways. Effective parent links should also be established. Funding must be strategically coordinated. There is no single solution and a range of evidence-based strategies tailored to individual schools and students are needed.

This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.