Core Skills Mastery (CSM) Coaching Ideas and Lesson Plans
|
|
- Myrtle Hodge
- 5 years ago
- Views:
Transcription
1 Core Skills Mastery (CSM) Coaching Ideas and Lesson Plans Lessons and materials to build investment and a sense of community in your CSM class We ve created these materials so that you can spend more time doing what matters most coaching.
2 CONTENTS Classroom Activities Overview...2 First Week Activities CSM Student Introduction Video CSM Course Expectations...5 Building Community and Investment Share group progress Create a Belt Wall Skills Scavenger Hunt Week Establish Peer Tutors Improving Learning Growth Mindset Discussion Strategies for navigating CSM Texts Strategy Sharing Wall Learning Decisions Discussion Effort Discussion
3 CLASSROOM ACTIVITIES OVERVIEW Active coaches are critical to success with CSM. While much of what coaches do in a CSM classroom is assisting individual students with their learning skills, this document details classroom activities that can promote student engagement in CSM. The activities fall into three categories: First Week Activities. These activities help students with the transition to CSM, and orient them to the goals of CSM and how to succeed in this new environment Building community and investment. CSM works best in classes where students feel they are learning together as a community, and that they aren t just alone with a computer. These activities leverage the enthusiasm of the coach and individual students to pull up the energy level in the classroom. Improving Learning. Learning with CSM requires making good learning decisions, reading effectively, and staying focused and on task. These activities are aimed at improving these important skills. All of the activities have suggestions for when and how to implement them. In general, use the first week activities to get students started, perhaps do a community-building activity (like setting up a Belt Wall), and then let students work on CSM for a while. As students gain more experience on CSM, they ll have more to say in class discussions and be able to put the ideas they generate into better context. These activities are just suggestions to get you thinking about how to incorporate classroom activities into CSM. Please let us know if you come up with any other activities, and we would be excited to incorporate them into future versions of this guide
4 FIRST WEEK ACTIVITIES Many students have difficult transitions to CSM they aren t expecting the high levels of carefulness and mastery required. CSM is a different type of curriculum and instruction for most students, and by setting expectations and addressing some issues before they arise, you can make the first week calmer and easier for both them and you! The two exercises suggested below can be either done as a group if all of your students are starting together, or each student can do them individually if you are coaching a rolling admissions or completely online class. In addition, CSM instruction incorporates some orientation materials meant to provide students with the information they need as they need it. For example, students see a short set of Introduction Pages with easy multiple choice questions that cover the most important points about how to learn with CSM. They will also see CSM Firsts pages when they reach important milestones in CSM for the first time (such as getting a problem wrong or earning a belt)
5 1. CSM Student Introduction Video GOAL: Ensure students understand the purpose and structure of Core Skills Mastery, and have concrete tips for how to best use it. TIMING: First day of class DESCRIPTION: Our CEO has created a 30-minute video that explains the big ideas behind CSM, what students should expect as they work through the curriculum, and why the skills they re working on matter in college and the real-world. You can use the optional CSM Introduction Video Reflection Form in many ways: students can review it on their own after viewing the video students can choose one or two topics to write on for themselves you can use the questions to guide class discussion after viewing the video The Video Reflection Form is an editable Word document form so that you can adjust the questions to fit your class. Student Introduction Video: this file can be found in the Coaching Resources tab of your Toolkit Projector with audio (if viewing as a whole class) Intro Video Reflection Form.docx (Lesson Plan Resource A in Coaching Resources) - 4 -
6 2. CSM Course Expectations GOAL: Make sure students understand what is expected of them as they work in CSM. TIMING: First week (and then continuing discussions if needed) DESCRIPTION: The CSM Expectations document states both the Dos and the Don ts of working on CSM (e.g., DO share ways of learning, DON T make it into a race). There are many ways of using these sheets including: Printing a copy for a poster on your wall Printing copies for your students as handouts Discussing one expectation per week as a class, including why it s on the list and how they personally practice the expectation The CSM Expectations come in two forms one more fun, and the other more serious. The content is the same in both, so you can choose which version is more appropriate for your students. CSM Expectations fun.pdf (Lesson Plan Resource B1 in Coaching Resources) OR CSM Expectations serious.pdf (Lesson Plan Resource B2 in Coaching Resources) - 5 -
7 BUILDING COMMUNITY AND INVESTMENT Classes that succeed on CSM usually do so together enthusiastic coaches and other students can provide very effective motivation. Although CSM is designed to promote intrinsic motivation, these types of tools can provide a boost to many students progress through CSM
8 1. Share group progress GOAL: Invest students in their class data. CSM is built in general to encourage intrinsic motivation, but occasional rewards and competitions for meeting targets can help to keep the momentum going. TIMING: Any time DESCRIPTION: Under the Reports/Statistics tab in your Toolkit, CSM has a Class Statistics report that provides information on cumulative class progress. A sample is shown below: Number of Students: 11 Today Total Avg. Total Per Student Hours on CSM Problems Answered Correctly Belts Earned The report provides you with information on the number of hours on CSM, the number of problems answered correctly, and the number of belts earned (this includes both belts on new skills, and the earning of higher belts, such as earning a black belt on a skill that the student previously had a yellow belt on). You can use this data in two ways: Celebrating milestones -- e.g., Hooray for earning 500 belts total! or great job answering 200 questions correctly on CSM today! Set class goals e.g., Let s see if we can get to 500 belts earned by the end of this week! If you use it to set class goals, you can log in at the end of each class period to see their progress towards the goal that day. CSM Class Statistics Report: Go to the Reports/Statistics tab on the left-menu of your Toolkit. In the top menu, select the class or students you d like to run the report for, select the Class Statistics Report, and click Generate Report
9 2. Create a Belt Wall GOAL: Allow students to celebrate their accomplishments and gain public recognition for achievements on CSM. TIMING: Any time DESCRIPTION: There are many ways to create a class belt wall. Here are a few ideas to get you started: You can have one place to cumulatively track belts earned by the entire class, or you can create a space where each student can track their belts individually. If you have one count for the whole class, you can have students either mark their belts anonymously or with their initials. Use post-its, stickers, labels, rubber stamps, or student initials to mark each belt earned. Either have students mark the belt wall during class as they earn belts, or ask them to keep track and mark their belts at the end of class. NOTE: You should have students keep track of all belts they earn in any color (including yellow and red), not just black belts. Earning a yellow or red belt on CSM is just as important as earning black belts, so be sure to recognize all levels of accomplishment. This will also allow students to have more chances to be recognized for their progress. (Keep in mind: On CSM, students return to skills over time to earn higher belt so they may have multiple belts for a single skill. Thus, the count on the belt wall will be the total number of belts earned, not the total number of skills that have been belted.) Belt Board: Create a space in your room or in the community for posting CSM accomplishments (cork board, poster, etc.) CSM Belt Wall Template.pptx (Lesson Plan Resource C in your Coaching Resources): If you would like, you can use this Belt Wall Template to set up a belt wall where all students contribute to reaching the goal of 100 Belts. This form allows students to initial a box each time they receive a belt. This provides both whole-class motivation and showcases individual accomplishment
10 3. Skills Scavenger Hunt Week GOAL: Have students see the real-life applications of the skills on CSM. TIMING: Near the end of the semester, when students have seen many CSM skills. DESCRIPTION: Kick off the week by announcing a CSM Skills Scavenger Hunt Week. During this week, students should be on the lookout for applications of CSM skills in real life, and take notes or bring in examples. At the end of the week, ask students what they found. You can have a class discussion to showcase the examples, and optionally give the person who found the most skills a small prize. You can use the CSM Scavenger Hunt form to help structure the Scavenger Hunt students can write examples of the skills in the boxes, and there are four empty squares for them to fill with anything they like. You can also give awards for students who fill in entire rows or columns. Some examples of CSM Skills they might see (there are lots more!): Bar charts or line graphs in the newspaper Hardware sized in centimeters Meters like speedometers Timetables like bus schedules Interest rates on bank accounts or loans Grammar mistakes like Apple s $3/lb or there/their/they re confusion Mental math problems, or situations where they have to estimate numbers Unit pricing (how much will it cost to buy 3 boxes of cookies at $2.99 each) CSM Scavenger Hunt.pptx (Lesson Plan Resource D in your Coaching Resources): Handout for students to fill in with examples as they do the Scavenger Hunt. This is editable, so you can change the skills that students are looking for. Small prizes (optional): for the student with the most examples, or for students who fill in entire rows or columns in the Scavenger Hunt Form - 9 -
11 4. Establish Peer Tutors GOAL: Give successful CSM students a boost in confidence by letting them help their peers and provide mentorship on successful strategies for working through CSM. TIMING: Middle to end of CSM course DESCRIPTION: Identify students to serve as peer tutors. Choose students with exceptional learning or effort rather than students who have simply finished many skills. The peer tutors can help their classmates by talking about their strategies, best practices. Remind tutors that they are helping others with strategies and showing them how to best use their resources, not just giving answers. You might want to print up the CSM Expectations sheet to remind them of what they should be emphasizing with their peers (see Lesson Plan Resources B1 or B2 in the Coaching Resources tab of your account). Student Data in Toolkit: Find students with consistently fantastic effort and /or learning
12 IMPROVING LEARNING Learning with CSM is different from most other learning that students are expected to do. On CSM, they should be learning actively and independently. They must make good decisions about their own learning and read effectively. The following mini-lessons and class discussions can be very helpful in guiding and supporting this process. Most of the lessons in this section work better after students have spent at least a few hours working on CSM they will then have more experience to share and discuss, and the lessons will have more context for them
13 1. Growth Mindset Discussion GOAL: Encourage students to adopt a growth mindset rather than a fixed mindset TIMING: Any time after students have worked for 3-4 hours on CSM. DESCRIPTION: Research has shown that there are two mindsets about learning: Fixed mindset: Students with this mindset think of their mental capacities as fixed (they have some set level of intelligence that is unchangeable). Students with this mindset attribute failure to their lack of intelligence, and reduce their efforts on subsequent work. Growth mindset: Students with this mindset think of their mind as a muscle by working hard and trying new things, they can get smarter and learn new things. Students with this mindset attribute failure to their lack of trying, and see it is a sign that they need to try harder the next time. Students with a growth mindset do better and are more motivated they feel empowered to improve their success. Luckily, research has shown that simply talking about a growth mindset with students can have a strong positive effect. There are many ways to discuss a growth mindset with students, including: Mind as muscle when you start lifting weights, you might not be able to lift the heaviest right away. But lifting weights makes you stronger, and you ll get there eventually. It s the same thing with math by working on math, you get better at it, and someday you ll be able to do very difficult problems. If you don t try, you automatically fail It s scary to try new things because you might fail but if you don t try, you ll fail automatically! If you try, you have a chance of success, and if you don t get it, you can learn from your mistakes and do better next time. Even Michael Jordan wasn t born knowing how to play basketball don t give up before you even start. Even people who are really good didn t start out that way they had to practice a lot. No one faults babies when they don t know how to talk everyone has things they can t do, but they learn by trying and learning from their experience. Ask students to identify things that they have worked on and gotten better at (music, cooking, skateboarding, sports, etc), and describe the experience. You could discuss the hard work and time that it took, and also the feelings of accomplishment that they gained. For a quick summary of the science and research behind growth mindset, visit You may want to share some of the research with your more skeptical students. See more information on growth mindset by Dr. Carol Dweck, a leading researcher in the field, at
14 2. Strategies for navigating CSM Texts GOAL: Give students specific strategies for locating information in the different types of CSM lessons. This is particularly effective for students with low Reading Effectiveness. TIMING: Preferably after students have worked on CSM for 3-4 hours. DESCRIPTION: Many times students do not know what features to look for in CSM lessons. You can print out the sample CSM lesson handout to discuss the following text features with them: Headings. CSM lessons have headings that are large, purple, and set off by diamonds. Advise students to scan for headings, and use the headings to figure out the structure of the lesson and quickly find what they need help with. o Sample Lesson: The Part and Whole as Percents, and Another Example are headings Pink pop-ups. Any words that are highlighted in pink in CSM are pop-ups that students can click on for definitions of words, extra information, or to view longer lessons. o Sample Lesson: The word percent is a pink pop-up. Lesson types. The two main types of lessons on CSM are the Concepts lesson (an often longer, more theoretical lesson), and the Solving the Problem lesson (the worked out solution to the question the student just missed). Many students jump straight to Solving the Problem, which is often not sufficient if the student doesn t really understand the question. Compare and contrast the two lesson types with students to help them understand when they might want to read the different lesson types. o Sample Lesson: contains extracts from Concepts, and Solving the Problem Bolded words and phrases Diagrams / graphs / charts Another issue many students have with reading effectiveness is not knowing when to read closely and when to skim or scan. Some students always scan and never slow down to really read, while others always read every word of a lesson, which can take a long time for slow readers and make it harder to see the big picture. A good method for students is to scan longer lessons to determine their structure and identify which sections that they need, followed by a closer reading of those sections. CSM Sample Lesson.pdf (Lesson Plan Resource E in Coaching Resources)
15 3. Strategy Sharing Wall GOAL: When students reach a moment of success on CSM, give students a chance to reflect on their learning and share their tips for success with others. TIMING: After the students first few hours on the system, many of them will be developing good strategies and learning habits that they can share with others. DESCRIPTION: When students have a break through, or you see on the News Feed that they ve made a step forward, have them fill out the Strategy Tip Sheet to reflect on what they just accomplished and what strategies they used. Students can put the strategy tips up when they want, OR you can go to students and ask them to report on something that you discussed together, OR you can give a student a blank Strategy Tip Sheet after they have done something that you have noticed, and ask them to report what happened (i.e. they have to think it through on their own). Strategy Wall (or other place for students to post their ideas): Create a place where students can post their tips for others to read. Strategy Wall Template.pdf (Lesson Plan Resource F in Coaching Resources): Print and cut up the Strategy wall templates. A filled-in sample is below: Name: Angela CSM Tip My CSM Strategy: Read Step-by-Step lessons if you get the question but you think you messed up one little part of it It helped me to: understand how to fix the percent problem that I just missed. I pretty much got it, so I didn t want to read the long lesson again
16 4. Learning Decisions Discussion GOAL: Have students share ideas about when you might want to read lessons, how you might make these decisions, and the types of lessons on CSM. This is particularly effective for students with poor Learning Decisions. TIMING: Any time after students have worked for 3-4 hours on CSM. DESCRIPTION: Students might not understand how to think about making good learning decisions, or the types of lessons available on CSM. Stronger students can share their strategies. There are many ways to discuss learning decisions with students including: WHY learning how to learn is important in general: Discuss with students why learning is itself a skill, and why it is important in various contexts. Stress that in colleges, you often learn most of the material on your own, through homework and reading. In the workforce, people often change jobs and even employers, and learning independently is critical for a successful career. WHY learning how to learn is important in CSM: Students often don t want to take the time to make good learning decisions, or to read lessons they feel like answering more questions more quickly will help them make faster progress through CSM. Discuss with them that they are trying to earn belts, not just answer lots of questions, and that they will learn best and make best progress if they take time to make good learning decisions. WHAT learning decisions are: The key to learning decisions is to be constantly thinking about your own learning process asking yourself what you know and don t know, and what you steps you can take and resources you can use to learn. CSM guides students towards this through the questions that it asks when students get a problem wrong (e.g., do you know what you did wrong, and how to fix it? ). Discuss with your students the benefits of pausing to consider these questions and answering them honestly. Available resources: Students often don t know what resources are available to them in CSM. You can discuss the different types of lessons that are available (see handout), and when students might want to use them. You can also discuss how you might want to decide which lessons to read short lessons can be good, but they might not give you enough information. Scanning lessons can be good, but you might not get out of it all that you need. CSM Lesson Types.pdf (Lesson Plan Resource G in Coaching Resources)
17 5. Effort Discussion GOAL: Have students share ideas about how they stay focused on CSM, and how they keep their motivation up. This is particularly effective for students with low Effort (problems with bad junk and distraction while working on CSM). TIMING: Any time after students have worked for 3-4 hours on CSM. DESCRIPTION: Have students discuss specific strategies for staying focused and motivated on CSM. Discussion topics might include: What do they do when they re feeling really frustrated or stuck? How do they cope with getting stuck on a skill? How do they figure out that their attention has wandered? How could they catch themselves faster and get back on track quicker? Are there any tricks that help them stay focused (e.g., using headphones to block out noise, setting a timer and working for that amount of time then taking a small break)?
Experience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationHoughton Mifflin Online Assessment System Walkthrough Guide
Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form
More informationCreating a Test in Eduphoria! Aware
in Eduphoria! Aware Login to Eduphoria using CHROME!!! 1. LCS Intranet > Portals > Eduphoria From home: LakeCounty.SchoolObjects.com 2. Login with your full email address. First time login password default
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationGet a Smart Start with Youth
Toolkit work bene ts youth Get a Smart Start with Youth Y O U T H I N T R A N S I T I O N Toolkit Overview Using the Toolkit TOOLKIT OVERVIEW The core component of the Get a Smart Start & Take Charge Toolkit
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationGetting Started with Deliberate Practice
Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts
More informationHentai High School A Game Guide
Hentai High School A Game Guide Hentai High School is a sex game where you are the Principal of a high school with the goal of turning the students into sex crazed people within 15 years. The game is difficult
More informationHow To Take Control In Your Classroom And Put An End To Constant Fights And Arguments
How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
More informationGetting Started Guide
Getting Started Guide Getting Started with Voki Classroom Oddcast, Inc. Published: July 2011 Contents: I. Registering for Voki Classroom II. Upgrading to Voki Classroom III. Getting Started with Voki Classroom
More informationFearless Change -- Patterns for Introducing New Ideas
Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationGrow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that I don t practice?
UNIT grow your intelligence3 Lesson Descriptions Grow Your Intelligence 1: How Your Brain Works How does my brain work? Grow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationIntroduction to the Revised Mathematics TEKS (2012) Module 1
Introduction to the Revised Mathematics TEKS (2012) Module 1 This is the first of four modules to introduce the Revised TEKS for grades K 8. The goals for participation are to become familiar with the
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
More informationChanging User Attitudes to Reduce Spreadsheet Risk
Changing User Attitudes to Reduce Spreadsheet Risk Dermot Balson Perth, Australia Dermot.Balson@Gmail.com ABSTRACT A business case study on how three simple guidelines: 1. make it easy to check (and maintain)
More informationLeader s Guide: Dream Big and Plan for Success
Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly
More informationThe Agile Mindset. Linda Rising.
The Agile Mindset Linda Rising linda@lindarising.org www.lindarising.org @RisingLinda Do you mostly agree or mostly disagree with the following Intelligence is something very basic that you really can't
More informationExcel Intermediate
Instructor s Excel 2013 - Intermediate Multiple Worksheets Excel 2013 - Intermediate (103-124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304
More informationMoodle Student User Guide
Moodle Student User Guide Moodle Student User Guide... 1 Aims and Objectives... 2 Aim... 2 Student Guide Introduction... 2 Entering the Moodle from the website... 2 Entering the course... 3 In the course...
More informationEVERYTHING DiSC WORKPLACE LEADER S GUIDE
EVERYTHING DiSC WORKPLACE LEADER S GUIDE Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships MODULE OVERVIEW Length: 90 minutes Activities:
More informationFile # for photo
File #6883458 for photo -------- I got interested in Neuroscience and its applications to learning when I read Norman Doidge s book The Brain that Changes itself. I was reading the book on our family vacation
More informationExtending Learning Across Time & Space: The Power of Generalization
Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling
More informationCustom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships
Custom Program Title Leader s Guide Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships by Inscape Publishing MODULE OVERVIEW Length:
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationWelcome to ACT Brain Boot Camp
Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationSection 7, Unit 4: Sample Student Book Activities for Teaching Listening
Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationStar Math Pretest Instructions
Star Math Pretest Instructions Renaissance Learning P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 (800) 338-4204 www.renaissance.com All logos, designs, and brand names for Renaissance products and services,
More informationUsing SAM Central With iread
Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationConsequences of Your Good Behavior Free & Frequent Praise
Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often
More informationOrange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown
Orange Coast College Spanish 180 T, Th Syllabus Instructor: Jeff Brown Office: Lit. and Lang. 207 Office Hours: T, Th 2.30-4.30 pm Telephone: Voice mail (714) 432-5046 E-mail jbrown@occ.cccd.edu (I prefer
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationWHAT ARE VIRTUAL MANIPULATIVES?
by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationUnderstanding and Changing Habits
Understanding and Changing Habits We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle Have you ever stopped to think about your habits or how they impact your daily life?
More informationUsing Blackboard.com Software to Reach Beyond the Classroom: Intermediate
Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate NESA Conference 2007 Presenter: Barbara Dent Educational Technology Training Specialist Thomas Jefferson High School for Science
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationA BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH
A BOOK IN A SLIDESHOW The Dragonfly Effect JENNIFER AAKER & ANDY SMITH THE DRAGONFLY MODEL FOCUS GRAB ATTENTION TAKE ACTION ENGAGE A Book In A Slideshow JENNIFER AAKER & ANDY SMITH WING 1: FOCUS IDENTIFY
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationCurriculum Scavenger Hunt
Curriculum Training Guide for The Power of the Wind Purpose: To identify the setup and key components in The Power of the Wind Curriculum Guide. Time: 40 minutes Materials: Trainer Resource: Curriculum
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationMADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm
MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students
More informationPiano Safari Sight Reading & Rhythm Cards for Book 1
Piano Safari Sight Reading & Rhythm Cards for Book 1 Teacher Guide Table of Contents Sight Reading Cards Corresponding Repertoire Bk. 1 Unit Concepts Teacher Guide Page Number Introduction 1 Level A Unit
More informationEMPOWER Self-Service Portal Student User Manual
EMPOWER Self-Service Portal Student User Manual by Hasanna Tyus 1 Registrar 1 Adapted from the OASIS Student User Manual, July 2013, Benedictine College. 1 Table of Contents 1. Introduction... 3 2. Accessing
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationLEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING
LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING NARRATOR: Welcome to the Universal Design for Learning series, a rich media professional development resource supporting expert teaching and learning
More informationScott Foresman Addison Wesley. envisionmath
PA R E N T G U I D E Scott Foresman Addison Wesley envisionmath Homeschool bundle includes: Student Worktext or Hardcover MindPoint Quiz Show CD-ROM Teacher Edition CD-ROM Because You Know What Matters
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationNaviance / Family Connection
Naviance / Family Connection Welcome to Naviance/Family Connection, the program Lake Central utilizes for students applying to college. This guide will teach you how to use Naviance as a tool in the college
More informationDegreeWorks Advisor Reference Guide
DegreeWorks Advisor Reference Guide Table of Contents 1. DegreeWorks Basics... 2 Overview... 2 Application Features... 3 Getting Started... 4 DegreeWorks Basics FAQs... 10 2. What-If Audits... 12 Overview...
More informationGenevieve L. Hartman, Ph.D.
Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current
More informationLecturing in the Preclinical Curriculum A GUIDE FOR FACULTY LECTURERS
Lecturing in the Preclinical Curriculum A GUIDE FOR FACULTY LECTURERS Some people talk in their sleep. Lecturers talk while other people sleep. Albert Camus My lecture was a complete success, but the audience
More informationClassify: by elimination Road signs
WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationPYP Back-to-School Alturas International Academy
PYP Back-to-School Alturas International Academy 2017-2018 ALTURAS INTERNATIONAL ACADEMY STAFF Michelle Ball Executive Director michelle.ball@alturasacademy.org Brian Bingham Principal brian.bingham@alturasacademy.org
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationEconomics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building
Economics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building Professor: Dr. Michelle Sheran Office: 445 Bryan Building Phone: 256-1192 E-mail: mesheran@uncg.edu Office Hours:
More information5 Guidelines for Learning to Spell
5 Guidelines for Learning to Spell 1. Practice makes permanent Did somebody tell you practice made perfect? That's only if you're practicing it right. Each time you spell a word wrong, you're 'practicing'
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationWhat is this species called? Generation Bar Graph
Name: Date: What is this species called? Color Count Blue Green Yellow Generation Bar Graph 12 11 10 9 8 7 6 5 4 3 2 1 Blue Green Yellow Name: Date: What is this species called? Color Count Blue Green
More informationWE ARE STORYT ELLERS!
Sponsored Educational Materials For PreK WE ARE STORYT ELLERS! SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. 666357 Dear Teacher, Take
More informationMOODLE 2.0 GLOSSARY TUTORIALS
BEGINNING TUTORIALS SECTION 1 TUTORIAL OVERVIEW MOODLE 2.0 GLOSSARY TUTORIALS The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationHands-on Books-closed: Creating Interactive Foldables in Islamic Studies. Presented By Tatiana Coloso
Hands-on Books-closed: Creating Interactive Foldables in Islamic Studies Presented By Tatiana Coloso Tatiana Coloso has been in education for 9 years. She is currently teaching Islamic Studies, Kindergarten
More informationHow to make successful presentations in English Part 2
Young Researchers Seminar 2013 Young Researchers Seminar 2011 Lyon, France, June 5-7, 2013 DTU, Denmark, June 8-10, 2011 How to make successful presentations in English Part 2 Witold Olpiński PRESENTATION
More informationPROVIDING AND COMMUNICATING CLEAR LEARNING GOALS. Celebrating Success THE MARZANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES
PROVIDING AND COMMUNICATING CLEAR LEARNING GOALS Celebrating Success THE MARZANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES Celebrating Success Copyright 2016 by Marzano Research Materials appearing here are
More informationHow we look into complaints What happens when we investigate
How we look into complaints What happens when we investigate We make final decisions about complaints that have not been resolved by the NHS in England, UK government departments and some other UK public
More informationInstructor. Darlene Diaz. Office SCC-SC-124. Phone (714) Course Information
Division of Math and Sciences Spring 2016 Section Number #19635 Mathematics 105: Math for Liberal Arts Students ONLINE 3 Units 7:30-9:30 p.m. Selected Days (2/8, 3/28, 6/3) in SCC-SC-111 February 8, 2015
More informationSchoology Getting Started Guide for Teachers
Schoology Getting Started Guide for Teachers (Latest Revision: December 2014) Before you start, please go over the Beginner s Guide to Using Schoology. The guide will show you in detail how to accomplish
More information10 tango! lessons. for THERAPISTS
10 tango! lessons for THERAPISTS 900 Broadway, 8th Floor, New York, NY 10003 blink-twice.com tango! is a registered trademark of Blink Twice, Inc. 2007 Blink Twice, Inc. Hi! Nice to meet you. Wow. You
More informationConnect Microbiology. Training Guide
1 Training Checklist Section 1: Getting Started 3 Section 2: Course and Section Creation 4 Creating a New Course with Sections... 4 Editing Course Details... 9 Editing Section Details... 9 Copying a Section
More informationLaunching GO 4 Schools as a whole school approach
Launching GO 4 Schools as a whole school approach Claire Moulden, Deputy Head Nicola Moorhouse, Data Manager We are all very proud of our school and our pupils. We care about learning, we care about each
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationThe Revised Math TEKS (Grades 9-12) with Supporting Documents
The Revised Math TEKS (Grades 9-12) with Supporting Documents This is the first of four modules to introduce the revised TEKS for high school mathematics. The goals for participation are to become familiar
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationMillersville University Degree Works Training User Guide
Millersville University Degree Works Training User Guide Page 1 Table of Contents Introduction... 5 What is Degree Works?... 5 Degree Works Functionality Summary... 6 Access to Degree Works... 8 Login
More informationThis curriculum is brought to you by the National Officer Team.
This curriculum is brought to you by the 2014-2015 National Officer Team. #Speak Ag Overall goal: Participants will recognize the need to be advocates, identify why they need to be advocates, and determine
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationInstructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT
Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance
More informationIntroduction to CRC Cards
Softstar Research, Inc Methodologies and Practices White Paper Introduction to CRC Cards By David M Rubin Revision: January 1998 Table of Contents TABLE OF CONTENTS 2 INTRODUCTION3 CLASS4 RESPONSIBILITY
More information