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Training 1 (Session 3, Part B )

Training 1 (Session 3, Part B ). Overview of the Cover Profile. October 8 and 9, 2013. Agenda ( Training 1, Session 3, Part B). Welcome Overview of the Cover Profile. Housekeeping . T ype in any questions you have into the Q & A panel at any time.

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Training 1 (Session 3, Part B )

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  1. Training 1 (Session 3, Part B) Overview of the Cover Profile October 8 and 9, 2013

  2. Agenda (Training 1, Session 3, Part B) • Welcome • Overview of the Cover Profile Page 2

  3. Housekeeping • Type in any questions you have into the Q & A panel at any time. • There will be breaks in the presentation for the presenters to collect and address questions. Some questions may be answered by the moderator. • Presenters will try to answer as many questions as possible. If your question is not answered, or if you have questions after the presentation, please contact your SLT member. • Most users will be able to access the audio from their computer. If you are having trouble with your audio, try accessing through the call-in audio bridge. This number is available in the Event Info tab of the WebEx interface. • Participant microphones will be muted during the presentation. • Utilize Yes/No Feedback Tools by selecting the icon, located on the bottom of the Participant Panel. • When asked, use the Chat panel. Page 3

  4. Educator Learning Objectivesfor Session 3, Part B #1. I understand the components of an accurate and effective Cover Profile. #2. I understand how to complete a Cover Profile in the Digital Library – Includes General Tab, Materials Tab, Summary Tab, Tags Tab Page 4

  5. Session 3, Part B • Success criteria: • When contributing a resource, I can write detailed responses in the Cover Profile fields to support the review of the resource. Page 5

  6. Review the components of the Cover Profile and apply each to the exemplar informational text lesson:Lou Gehrig’s Farewell Speech on July 4, 1939 Cover Profile • Cover Profile Guide Page 6

  7. Tab 1—General: Title Page 7

  8. Tab 1—General: Title (Sample Entry) Page 8

  9. Tab 1─General:Attributes Page 9

  10. Tab 1─General:Attributes (Sample Entry) Page 10

  11. Tab 1─General: Student Engagement Page 11

  12. Tab 1─General: Student Engagement(Sample Entry) Page 12

  13. Tab 1─General: Resource Type Page 13

  14. Tab 1─General: Resource Type (Sample Entry) Page 14

  15. Question Break Do you have any unanswered questions about Tab 1? Page 15

  16. Tab 2─Materials: Author / Owner Page 16

  17. Tab 2─Materials: Author / Owner (Sample Entry) Page 17

  18. Tab 2─Materials: License Information Page 18

  19. Tab 2─Materials: License Information(Sample Entry) Page 19

  20. Tab 2─Materials:Student Information Page 20

  21. Tab 2─Materials:Student Information (Sample Entry) Page 21

  22. Question Break Do you have any unanswered questions about Tab 2? Page 22

  23. Tab 3─Summary: Summary Page 23

  24. Tab 3─Summary: Summary (Sample Entry) Through the informational text, Lou Gehrig’s Farewell Speech on July 4, 1939, students determine the main idea (Reading Standard for Informational Text grade 3 Standard 2) and demonstrate understanding of word relationships and nuances in word meanings (Language Grade 3 Standard 5). This resource can be used with students in 3rd grade and also may be used as a resource for remediation in higher grades. Page 24

  25. Tab 3─Summary: Context Page 25

  26. Tab 3─Summary: Context (Sample Entry) Through the informational text, Lou Gehrig’s Farewell Speech on July 4, 1939, students determine the main idea (Reading Standard for Informational Text grade 3 Standard 2) and demonstrate understanding of word relationships and nuances in word meanings (Language Grade 3 Standard 5). This resource can be used with students in 3rd grade and also may be used as a resource for remediation in higher grades. The instructional resource is designed to be a whole class lesson with small group opportunities that integrate formative assessment practices. Page 26

  27. Tab 3─Summary: Connections to CCSS and the Formative Assessment Process Page 27

  28. Tab 3─Summary: Connections to CCSS (Sample Entry) Through the informational text, Lou Gehrig’s Farewell Speech on July 4, 1939, students determine the main idea (Reading Standard for Informational Text grade 3 Standard 2) and demonstrate understanding of word relationships and nuances in word meanings (Language Grade 3 Standard 5). This resource can be used with students in 3rd grade and also may be used as a resource for remediation in higher grades. The instructional resource is designed to be a whole class lesson with small group opportunities that integrate formative assessment practices. Through informational text, students determine the main idea (RI.3.2) and demonstrate understanding of word relationships and nuances in word meanings (L.3.5). Page 28

  29. Tab 3─Summary: Connections to the Formative Assessment Process (Sample Entry) Through the informational text, Lou Gehrig’s Farewell Speech on July 4, 1939, students determine the main idea (Reading Standard for Informational Text grade 3 Standard 2) and demonstrate understanding of word relationships and nuances in word meanings (Language Grade 3 Standard 5). This resource can be used with students in 3rd grade and also may be used as a resource for remediation in higher grades. The instructional resource is designed to be a whole class lesson with small group opportunities that integrate formative assessment practices. Through informational text, students determine the main idea (RI.3.2) and demonstrate understanding of word relationships and nuances in word meanings (L.3.5). This lesson provides multiple point for a teacher to assess student learning and adjust or adapt instruction as determined. Page 29

  30. Tab 3─Summary: Learning Objectives Page 30

  31. Tab 3─Summary: Learning Objectives(Sample Entry) Page 31

  32. Tab 3─Summary: Learning Objectives(Sample Entry) Page 32

  33. Tab 3─Summary: Supporting Evidence Page 33

  34. Tab 3─Summary: Supporting Evidence(Sample Entry) Page 34

  35. Tab 3─Summary: Supporting Evidence(Sample Entry) Page 35

  36. Question Break Do you have any unanswered questions about Tab 3? Page 36

  37. Tab 4─Tags: Subjects and Domains Page 37

  38. Tab 4─Tags: Subjects and Domains (Sample Entry) Page 38

  39. Tab 4─Tags: Grades and Intended Users (Sample Entry) Page 39

  40. Tab 4─Tags: Selected Media Type(s) (Sample Entry) Page 40

  41. Tab 4─Tags: Selected Educational Use and Technology(Sample Entry) Page 41

  42. Tab 4─Tags: CCSS (Sample Entry) Page 42

  43. Revisiting the Success Criteria How confident are you that you can . . . • Explain the purpose and structure of the Cover Profile? • Explain why each component of the Cover Profile is critical to the Digital Library? • Write detailed responses in the Cover Profile fields to support the review of the resource when contributing a resource? Page 43

  44. Overview of Training Series 1 Session 3.5 Gatekeeping Criteria Page 44

  45. Session 3.5: Gatekeeping Criteria • Prerecorded 30 minute Webinar • Link will be sent to you by your SLT after this training • Topics: • Review Gatekeeping Criteria • Review resource type identification • Determine whether a resource passes the criteria Page 45

  46. Homework Prior to this presentation, you may have found a professional development or instructional resource • Prepare a rough draft of a Cover Profile for your resource • View the prerecorded presentation on Session 3.5 entitled Gatekeeping Criteria that will be sent to you soon. • Review and make appropriate edits to your Cover Profile and Gatekeeping Criteria • By mid November, be prepared to send your Cover Profile, Gatekeeping Criteria and resource to your SLT. Page 46

  47. Feedback Please complete the online session evaluation so we can learn from your feedback. _________________________________ Thank you! Page 47

  48. Thank You! You have completed (most of)Session 3. We appreciate your participation in this unprecedented effort to support teaching and learning! Page 48

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