'Planning instruction' diaporamas de présentation

Lynn Radicello

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Reflection

Reflection. Welcome Back!. How might I use what I learned or reaffirmed yesterday regarding millennial students to increase learning?. The Process of Reflection. Objectives Use a set of guiding questions to determine the effectiveness of a unit or lesson.

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Taxonomic Levels And Rubrics

Taxonomic Levels And Rubrics. Desired Outcomes. An awareness of taxonomic levels and its purpose An awareness of the relationship of HCPS III benchmarks and taxonomic levels An opportunity to match benchmarks and tasks to the taxonomic levels

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QIM 501E: INSTRUCTIONAL DESIGN & DELIVERY JERROLD KEMP INSTRUCTIONAL DESIGN MODEL

QIM 501E: INSTRUCTIONAL DESIGN & DELIVERY JERROLD KEMP INSTRUCTIONAL DESIGN MODEL. by: SITI NOR JANNAH AHMAD (P-QM0030/10) Lecturer: DR. BALAKRISHNAN MUNIANDY. BIOGRAPHY. MODEL.

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Travelers : Donna Hanby (WSU) Katie -Kinnucan-Welsch (UD)

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Domain 1: Planning and Preparation

Domain 1: Planning and Preparation. 1b: Demonstrating Knowledge of Students. The Framework for Teaching Charlotte Danielson. Objectives 1b: Demonstrating Knowledge of Students. Understand the elements of 1b Distinguish the difference in Levels of Performance

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Improving Access to General Curriculum for All Students Through Co-Teaching

Improving Access to General Curriculum for All Students Through Co-Teaching. Some Information from The Access Center: Improving Outcomes for All Students US Department of Education http://www.k8accesscenter.org.

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Transformation of Teacher Attitudes toward Diversity

Transformation of Teacher Attitudes toward Diversity. CABE 2003 2/14/02 8:30-10:00 am. Department of Teacher Education California State University, Long Beach, CA . Dr. John Attinasi Dr. Olga Rubio Dr. Leslie Reese. Background and Overview. 8:30: Review and Answer Diversity Inventory

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Teaching to the CSCOPE IFD

Teaching to the CSCOPE IFD. Cynthia G. Hernandez Lake Worth ISD chernandez@lwisd.org. Teaching to the. Scope and Sequence Year at a Glance. Gather Materials. Year at a Glance Instructional Focus Document Assessment Lessons from CSCOPE (Instructional Procedures)

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Are You

Are You. What is. Assisting. Developing. Evaluating. Professional. Teaching. ADEPT Legislation. SC State Board of Education Regulation R43-205.1. ADEPT Standards. apply to all contract levels

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California Teacher Performance Assessment (CalTPA) #2 Workshop

California Teacher Performance Assessment (CalTPA) #2 Workshop. Facilitator: Stacy A. Griffin, Ed.D sgriffin1@antioch.edu. Agenda. Exploring resources on Sakai Review the CalTPA Handbook information on TPA #2 Review the Teacher Performance Expectations (TPEs) for the task

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Planning Instruction from the IFD: Blank Templates

Templates. Planning Instruction from the IFD: Blank Templates. Created by: Shelby Waller & Missy Mayfield. 37. 38. Copy this page as many times as necessary to analyze all the Performance Indicators on the IFD. 39. 40. 41.

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TPEs: Teaching Performance Expectations

TPEs: Teaching Performance Expectations. EDUU 551. Six Primary Categories. A. Making Subject Matter Comprehensible to students B: Assessing Student Learning C. Engaging and Supporting Students In Learning D. Planning Instruction And Designing Learning Experiences For Students

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Introduction to LDC Teacher Training

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Standards-based Grading

Standards-based Grading. A self-guided tour. Goals of the Course:. Design a CANVAS course based on professional development that has occurred during the past several years that is needed by new staff.

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ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core St

Check this A tutorial guideline at http://www.assignmentcloud.com/ESE-697-ASH/ESE-697-Week-1-DQ-1-Aligning-Instruction-with-Common-Core-State-Standards-and-the-IEP Aligning Instruction With Common Core State Standards and the IEP. Read the required text chapters and articles, and watch the video for Week One. Use these resources to inform and support your responses to the prompts below. a. Describe the special education teacher's responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on their individual education plan (IEP). b. What challenges do you anticipate in planning instruction for students with disabilities to meet the CCSS and/or IEP goals? c. Based on your experience and the literature, what are several solutions to overcome these challenges? For more classes visit http://www.assignmentcloud.com

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