...child's natural intelligences, and a student's knowledge outside the classroom. Children have diverse learning styles. The Tests only appeals to visual learners and discriminates again kinetic and auditory learners. Thirty-three pages of words...
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...Three Major Sins of Professional Development How Can We Make It Better? .Authors:VARELA, ALEJANDRA M..Source:Education Digest, Dec2012, Vol. 78 Issue 4, p17-20, 4p.Document Type:Article.Subject Terms:TEACHERS -- In-service training -- United States TEACHER development -- Methodology PROFESSIONAL education -- United States CAREER development TEACHERS -- Training of -- United States CLASSROOM management -- Study & teaching TEACHER participation in curriculum planning.Geographic Terms:UNITED States.Abstract:The article addresses flaws with teachers' professional development and in-service training programs in the U.S., particularly noting the lack of teacher input in professional development and curricula planning. It discusses the lack of practical demonstrations of concepts taught in professional development courses. It comments on the issues with treating all teachers and subjects the same, isolating in-service training from daily classroom practices, and ignoring follow-up. It notes the benefits of utilizing research-driven practices in classroom management and teacher training..Lexile:1240.ISSN:0013127X.Accession Number:83883062.Database: MasterFILE Premier.... Translate Full Text:. Choose Languageالإنجليزية/العربيةанглийски език/български英语/简体中文英語/繁體中文angličtina/češtinaEngelsk/danskEngels/DuitsAnglais/FrançaisEnglisch/DeutschΑγγλικά/ΕλληνικάEnglish/Hausaאנגלית/עבריתअंग्रेज़ी/हिंदीangol/magyarInggris/bahasa IndonesiaInglesi/Italiano英語/日本語영어/한국어Engelsk/Norskانگل...
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...Chapter #10: Developing a Collaborative Classroom How does school serve as a socializer to societal norms? What norms are being mostly socialized or imparted to the new generation? What norms do you see as ones that promote healthy social attitudes? Which norms promote unconstructive attitudes? How can the unhealthy norms be changed by schools? School serves as a socializer of societal norms through the roles displayed by teachers, administrators, and other adults as socialization agents. This process socializes mainstream American values. One of the most prevalent norms being socialized or imparted to the new generation is gender role stereotypes and sexuality. Gender role stereotyping is most often “the belief that boys and men are (and should...
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...been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when the standards movement was launched, the National Council for Education Standards and Testing, a team of experts in education, assessment and policy, reminded our nation of the different purposes for assessment— from public accountability to creating individualizing instructional plans for children. They also cautioned us to use multiple measures to fit these purposes including standardized...
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...Dictionary defines a team as “a number of persons associated in some joint action” and teamwork as “cooperative effort on the part of a group of persons acting together as a team or in the interests of a common cause”.1 Teamwork in a classroom teaches students the fundamental skills associated with working as a collective unit toward a common goal. When students are required to work in teams it introduces a variety of skills that will be valuable for students later in the workforce, such as communication, compromise and collective effort. In any type of group work, students must agree about who will handle various components of a project and collaborate using one another’s strengths to accomplish assigned tasks.2 Which often teaches time management, resource allocation and communication skills. Teamwork can push people to expand their skills and learn from one another in ways that might have never occurred had they not be placed on the same team. Teamwork can encourage members to learn to respect and appreciate each other as well as promote a sense of belonging.3 Working on a team forces team members to spread knowledge and to do things in a way that other people on the team can pick up if necessary. Teamwork also increases accountability. Pressure from peers is a powerful force. Particularly if you are working with people whom you respect and do not want to let down, the motivation to help your team succeed can override the lack in motivation that you encounter on days...
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...of an organization as well as offering training that helps grow the business, employers began implementing these new technological learning opportunities when offering employees both company-centric and legally required training. Noe (2010) tell us that, “Recognizing the value of human, social, and structural knowledge, many companies are attempting to become learning organizations and to manage knowledge in order to develop better products and improve customer service.” Therefore, as companies proceed into the 21st century and modify their approach to training on a global scale, technology provides additional options for meeting the training needs of the organization when adhering to legal training obligations to increase employee accountability, and driving success of the business with efficiencies that technology offers the training arena. Policies and Law Noe (2010) states that, “Behavior-based programs focus on changing the organizational policies and...
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...[pic] Reading Program Action Plan John Rhine Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful...
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...address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for all students by engaging them in activities that respond to particular learning needs, strengths, and preferences. The goals of differentiated learning are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). Instructional activities are flexible and based and evaluated on content, process and product. Teachers respond to students’ readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. In a nutshell, a differentiated learning classroom is a learner-responsive, teacher-facilitated classrooms where all students have the opportunity to meet curriculum foundational objectives." Source: Wikipedia. Cooperative Learning, NOT Group Work, is the Key to a Successful Future Apr 26th 2007 Teachers learn a variety of different skills and strategies throughout their college education. Once employed, teachers hone their skills by finding out what really works in the classroom for them. Many teachers also further their education by attending graduate school or other professional development workshops and seminars. In so doing, teachers keep abreast of the most effective teaching strategies. The most recent trend among teachers of all kinds is Cooperative Learning...
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...1. Leadership- plays a vital role in the education community because the structure of schools works from the top down. a. Administrators take care of the technical aspects of keeping a school functioning, and supervise teachers to insure standards are being met. b. Teachers are responsible for implementing classroom instruction to help students gather the information they need to be successful in life. In most cases this instruction is focused on specific topics in which the teacher is the expert. c. “Invitational Leadership” by John Novak 1. “School leaders are like long distance runners. Neither wants to run out of steam, head in the wrong direction or face obstacles they cannot handle.” (44) 2. Invitational leadership seeks to invite all people to bring forth their own strengths and abilities to reach their highest potential. 3. Invitational leadership relies on: (45 &46) * Foundations- made up of democratic ethos, self-concept theory, perceptual tradition, and the goal of educational living. * Assumptions- must include respect, trust, care, optimism, and intentionality. 4. The 6 C’s- Leaders are to keep these in mind when trying to facilitate invitational leadership and seek change. (54) 1. Concern- It is important to recognize the difference between a preference and a concern. A preference is something you would like to see happen. A concern is focused on a specific element that needs to be changed. 2. Confer- It is important for the individual...
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...Skills / Prof. Masud EDF 4430/Spring 2013 MDCC Cooperative Learning: A Successful Approach Learning constantly takes place in the real world all around us. Social interaction is the key element that plays an enormous role in our daily knowledge acquisition. Not surprisingly, intrapersonal relations the one factor being currently used to promote learning in school classrooms. Not just any kind of social interaction, but a ‘cooperative’ one. Interestingly, John Dewey described education “as a vehicle for teaching citizens to live cooperatively in a social democracy” (Cooper, Robinson, McKinney). And to live in just that kind of society requires cooperative learning at a younger age. In just the right circumstances, cooperative learning inside our classrooms today contributes to an even better education for our children tomorrow. In Cooperative Learning, students learn from each other in small groups through a variety of techniques towards a common goal (Dahley, 1994). Given the appropriate maturity level, students can thrive in this learning environment because they take advantages from each other’s strengths and knowledge to gain insight. In fact, Cooperative Learning is proven to produce increased academic results when compared to traditional, more individualized teaching styles (Dahley, 1994). According to Slavin, there was a 63% rise in achievement from the cooperative learning groups studied (Dahley, 1994). This evidence lends to the fact that low scoring students...
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...[pic] | | | | |SCHOOL DIRECT | | | | | | | | | | | |INDUCTION TASKS | | | | | | | |JULY-SEPTEMBER 2014 | | | | ...
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...Professional Portfolio: The Importance of a Professional Portfolio to Teachers Polly Anne Bell Grand Canyon University: SPE-529N August 13, 2014 Professional Portfolio: The Importance of a Professional Portfolio to Teachers A professional portfolio is a valuable tool for use by teachers as a reflective instrument to plan and chart professional growth. It is an equally valuable tool for teachers as they engage in job searching (Campbell, Melenyzer, Nettles & Wynan, 2014). A well developed portfolio can help present the teacher as being professional, organized, and a serious member of the teaching profession (Hom, 1997). A Personal Growth Tool When used for personal growth, the portfolio can provide the teacher with a schematic design for structuring, implementing, and advancing professional development. It can help her to link her professional goals to requirements of school districts, state and national standards (Hom, 1997). Additionally, by capturing her experiences in the portfolio, the teacher is better-able to self-evaluate her academic growth, professional development and teaching experiences (Hom, 1997). An Interview Tool A professional portfolio is also valuable in ensuring a smoother and less stressed interview (Campbell et al., 2014). With the portfolio in hand, the teacher is readily able to refer to talking points. When the interviewer poses questions about the teacher’s knowledge, experiences, or how she approaches teaching a certain concept,...
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...“The relationship between Differentiated Instruction and Standardized Testing Outcomes” Tiffany R. Williams Argosy University June 14, 2012 Theoretical Framework Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed. Literature Review Introduction Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how...
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...values, characteristics, and developmental tasks as a foundation for developing leadership skills and competencies. PRIMARY INSTRUCTOR Charles Beard Instructor School of Human Resource Education and Workforce Development Louisiana State University Office: 287 Coates Hall Office hours: By Appointment e-mail: hre2723@lsu.edu In addition, I will have a staff of teaching assistants who will be actively involved in the course and with whom you will also interact frequently. They will be announced soon. COURSE GOALS This course is applicable in any discipline. The goal is 1) to enable students to gain an introductory understanding of leadership and leadership development and 2) gain a personal understanding of their leadership strengths and how to develop themselves as leaders. GENERAL COURSE OBJECTIVES Upon completion of this course, students will be able to: 1. 2. 3. 4. 5. 6. Describe the dynamic nature of leadership. Describe foundational leadership concepts. Describe foundational characteristics of effective leadership. Describe the development and current status of his/her current view of effective leadership. Describe personal traits, values, and characteristics that relate to the phenomenon of leadership. Describe personal traits, values, and characteristics or other factors that need to be developed in order to become a more effective leader. 7. Learn how to learn from feedback. 8. Learn how to plan for personal leadership development. PREREQUISITES ...
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...Edit Article | Posted: May 11, 2007 The decades-long quest to transfer what is learned in the classroom to improved performance in the workplace has been a confounding one. For one thing, it isn't easy to change behavior patterns, because they've been ingrained over time. To correct performance issues, new behaviors have to be introduced and consistently reinforced over the long term. This means following up programs with enough continued learning, feedback, coaching and accountability to stimulate the growth of new neuronal connections that eventually take the place of old ones. Unaware of this reality, organizations have wasted billions of dollars annually investing in learning programs that fail to change behavior. The greater challenge of the quest for this "Holy Grail" is that the solution doesn't involve fixing just one thing. A myriad of variables within an organization influence whether learning is reinforced until new behavior patterns are established. A process I call Train-to-Ingrain was designed to achieve permanent, measurable improvements in performance by optimizing aspects of training and development that impact on learning transfer: - COMMITMENT - Support follow-up reinforcement - COACHING - Prepare direct managers for their development role - FOLLOW-UP - Integrate reinforcement programs with assessment and training programs - ACCOUNTABILITY - Measure performance improvement and calculate ROI - TRAINING FOR TRANSFER - Incorporate learning...
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