Does your program offer customized learning experiences that meet the needs of every student? Hear how a Model Academy uses "personalization." a student-centered approach, to serve an urban population of traditionally underserved students. This session will explore a clear set of strategies that link student-centered standards across the four NAF elements.
Presenters: Steve Brown and Patti Smith, National Academy Foundation
Being Student Centered - What Have We Learned about Small Learning CommunitiesNAFCareerAcads
Does your program provide a customized experience that connects to every student? This approach, known as “personalization,” is a key concept that aligns with and has real implications for all elements of the NAF model. Come hear how one of NAF’s model academies uses a student-centered approach while serving an urban population of traditionally underserved students. The session will show how smaller learning communities are succeeding in personalizing secondary environments and how they have contributed to raising student achievement nationally.
The document outlines the structure of the school including leadership roles and key professional development initiatives around assessment, inquiry based learning, writing, mathematics, ICT and communication. It discusses raising student achievement through a focus on progress over added value and moving away from cross grouping in mathematics. The upcoming year aims to continue existing successful programs while broadening opportunities in gifted education, ICT, and the arts.
Edward Obuya is seeking a position that allows him to utilize his education and experience in helping students and institutions achieve their goals. He has over 20 years of experience in education, including currently serving as Principal of Mt. Kenya Academy Foundation Limited since 2013. Prior to that, he was Deputy Principal of The Aga Khan Academy Mombasa from 2002-2012, where he coordinated curriculum activities for special needs students. He holds a Master's Degree in Educational Administration and Management from Kenyatta University.
The document discusses the Common Core State Standards initiative which aims to ensure students are prepared for college and careers. It outlines key aspects of the Common Core including focusing on developing critical thinking skills. The Common Core was implemented because many students were graduating high school but not ready for college-level work. Teachers, students, parents, and school leaders all play a role in helping students meet higher expectations around skills like independent thinking, using evidence, and comprehending different perspectives. The document provides details on how the Common Core shifts instructional approaches in language arts to emphasize textual analysis and in math to focus on fewer topics with greater depth of understanding.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Presentation given by Andy Hudson at the HEA 'Curriculum Challenge: Being a Curriculum Thinker' on 7 April.
This document outlines a plan to create a monthly multimedia learning experience for exchange students, host families, and others. The plan involves students creating personal projects and sharing stories about their exchange experiences through videos posted to YouTube and a discussion platform. The goals are to engage youth, provide quality assessment, stimulate creativity, and showcase the values of exchange programs. Each month will feature a new topic presented by a student in a 5-minute video.
Being Student Centered - What Have We Learned about Small Learning CommunitiesNAFCareerAcads
Does your program provide a customized experience that connects to every student? This approach, known as “personalization,” is a key concept that aligns with and has real implications for all elements of the NAF model. Come hear how one of NAF’s model academies uses a student-centered approach while serving an urban population of traditionally underserved students. The session will show how smaller learning communities are succeeding in personalizing secondary environments and how they have contributed to raising student achievement nationally.
The document outlines the structure of the school including leadership roles and key professional development initiatives around assessment, inquiry based learning, writing, mathematics, ICT and communication. It discusses raising student achievement through a focus on progress over added value and moving away from cross grouping in mathematics. The upcoming year aims to continue existing successful programs while broadening opportunities in gifted education, ICT, and the arts.
Edward Obuya is seeking a position that allows him to utilize his education and experience in helping students and institutions achieve their goals. He has over 20 years of experience in education, including currently serving as Principal of Mt. Kenya Academy Foundation Limited since 2013. Prior to that, he was Deputy Principal of The Aga Khan Academy Mombasa from 2002-2012, where he coordinated curriculum activities for special needs students. He holds a Master's Degree in Educational Administration and Management from Kenyatta University.
The document discusses the Common Core State Standards initiative which aims to ensure students are prepared for college and careers. It outlines key aspects of the Common Core including focusing on developing critical thinking skills. The Common Core was implemented because many students were graduating high school but not ready for college-level work. Teachers, students, parents, and school leaders all play a role in helping students meet higher expectations around skills like independent thinking, using evidence, and comprehending different perspectives. The document provides details on how the Common Core shifts instructional approaches in language arts to emphasize textual analysis and in math to focus on fewer topics with greater depth of understanding.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Presentation given by Andy Hudson at the HEA 'Curriculum Challenge: Being a Curriculum Thinker' on 7 April.
This document outlines a plan to create a monthly multimedia learning experience for exchange students, host families, and others. The plan involves students creating personal projects and sharing stories about their exchange experiences through videos posted to YouTube and a discussion platform. The goals are to engage youth, provide quality assessment, stimulate creativity, and showcase the values of exchange programs. Each month will feature a new topic presented by a student in a 5-minute video.
This document outlines an educational sports project to develop teamwork skills through football. The project aims to bring together students of different ages and backgrounds to learn technical and tactical elements of football. Objectives include students learning to work as a team, discuss and solve problems together, and participate in competitions. The target group includes students, teachers, parents, and other schools. Partners will provide support and venues for competitions. The project evaluation will include participating in competitions, advertising results online and in media, and exhibiting photos and awards from the project.
Learn the factors to be considered in starting a business
Understand the role of various functional areas in a startup
Prepare a plan for starting a new business
Apply previously learned concepts to identify new problems/issues in starting a new business
Appreciate the opportunities and difficulties encountered in starting and operating new businesses
The document outlines the North Carolina Professional Teaching Standards (NCPTS) and how they relate to the International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers (NETS-T). It discusses the six NCPTS standards which address teachers demonstrating leadership, establishing a respectful learning environment, knowing the content they teach, facilitating learning, reflecting on their practice, and contributing to academic success. It also lists the key ISTE NETS-T standards which focus on facilitating and inspiring student learning, designing digital assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Leadership for learning can be described in three dimensions: instructionally focused leadership, leadership for school improvement, and leadership for learning. Effective educational leaders demonstrate behaviors across eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture and production emphasis, and environmental context. These leaders develop a shared vision, oversee rigorous instructional and curricular programs, use data to drive improvement, and create a culture of continuous learning and stakeholder engagement.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Instructional Design for Distance Educationswatts9124
The document discusses the instructional design process. It explains that instructional design systematically plans instruction using learning and instructional theory to ensure quality. It also helps instructors decide how to use technology. Principles of instructional design include systematic processing and designing instruction to cause learning. When planning, instructors should understand learner characteristics like age, background, interests and education levels to create productive learning environments. The essential content, media selection, and learning environment must also be considered in the instructional design process to support learning outcomes.
The document provides an overview and explanation of a school's new math and reading programs and standards-based report cards. It introduces the math program reviewed last year and new reading program implemented this year. It then describes components of the reading program including whole group, small group, and independent literacy work. It also explains the purpose and benefits of standards-based report cards in assessing student progress towards grade-level standards. The document closes by thanking parents for their interest and support in their child's education.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
The document discusses Student Knowledge in Learning and Leadership (SKILL), a course designed to help students articulate the skills they gain in higher education. It focuses on developing student identity and reflection through an active approach. Key elements include potential.ly for self-reflection, peer and tutor feedback through reflective diaries, and cross-faculty discussion to create a learning community. Outcomes include students qualifying as Student Fellows, recognized by the institution. While students found feedback and self-assessment rewarding, challenges included linking theory to practice, confidence, and reflection. Future plans include increasing participation and engagement of the wider student community.
This document provides an overview of the Naviance Curriculum, which is a blended learning experience for students in grades 6-12 that aims to close the gap between students' aspirations and achievements. The curriculum covers four dimensions of readiness through 15 multimedia lessons per grade level. It was created to start transforming students' aspirations early by developing non-cognitive skills and college knowledge. The document demonstrates the curriculum, discusses implementation planning through an implementation team and assigning responsibilities, and outlines the future of the curriculum, including improved student and staff views.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Newcastle Educators aims to bring together educators across disciplines to share best practices and enhance teaching and scholarship. It holds regular informal meetings to discuss topics like the role of evidence in defining teaching excellence, differing perspectives of educators, students and institutions, and Newcastle's approach. While definitions of excellence vary, key aspects identified include pedagogic competence, research-informed teaching, and positive student relationships. The group discusses how to best recognize and support excellence through resources, incentives and reliable assessment.
This document compares two lesson planning styles: the Ignatian Pedagogical Paradigm (IPP) and the Department of Education format. The IPP follows the CERA model of Context, Experience, Reflection, Action, and Evaluation. It focuses on student readiness, learning preferences, and references under Context. Experience considers the lesson nexus, prelectio, and closure. Reflection and Action center on internal and external activities. Evaluation is also addressed. The document provides a template for applying the IPP approach.
New student orientation began in the 1600s at Harvard and has evolved into a comprehensive transition program at universities. Orientation aims to recruit and retain students through academic advising, registration, campus resources, and social programming. Clemson University and the University of Tennessee both view orientation as key to supporting their land-grant missions. Their orientation offices provide week-long summer programs and additional transition support through peer leaders and technology. National organizations like NODA provide standards and professional development for the field.
Curr 509 V&L Chapter 5 & Conclusionninavij
This document discusses strategies for institutions to recruit and retain students and faculty of color. It recommends active outreach programs, expanding candidate pools, and providing academic and social support systems. For faculty, it suggests tapping non-traditional networks, mentors, and a collegial atmosphere. It also discusses the importance of professional development for culturally responsive teaching, including workshops and peer coaching. Finally, it outlines six characteristics of culturally responsive teachers and four priorities for institutions, emphasizing the need for vision and collaboration across departments.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
This document discusses developing global citizens through increasing faculty engagement in intercultural learning. It begins by outlining the learning outcomes, which are to gain new perspectives on global citizenship, increase awareness of challenges and opportunities in faculty engagement, and generate ideas for engagement. Next, the basics of global citizenship are explored, defining a global citizen as someone who can work effectively cross-culturally. Several common misconceptions about cultural differences are also addressed. The rest of the document focuses on case studies of assessing intercultural competence and a successful program at Purdue University for faculty development in this area. Tables are then instructed to discuss challenges to faculty engagement and brainstorm solutions.
This document provides an agenda and materials for an Academy of Engineering Counselor & Leadership Conference. The agenda includes sections on recruitment, support, and scheduling. It discusses defining the format of academies and providing career-themed guidance and interventions for at-risk students. Resources for recruitment and scholarships are also listed.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
This document outlines an educational sports project to develop teamwork skills through football. The project aims to bring together students of different ages and backgrounds to learn technical and tactical elements of football. Objectives include students learning to work as a team, discuss and solve problems together, and participate in competitions. The target group includes students, teachers, parents, and other schools. Partners will provide support and venues for competitions. The project evaluation will include participating in competitions, advertising results online and in media, and exhibiting photos and awards from the project.
Learn the factors to be considered in starting a business
Understand the role of various functional areas in a startup
Prepare a plan for starting a new business
Apply previously learned concepts to identify new problems/issues in starting a new business
Appreciate the opportunities and difficulties encountered in starting and operating new businesses
The document outlines the North Carolina Professional Teaching Standards (NCPTS) and how they relate to the International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers (NETS-T). It discusses the six NCPTS standards which address teachers demonstrating leadership, establishing a respectful learning environment, knowing the content they teach, facilitating learning, reflecting on their practice, and contributing to academic success. It also lists the key ISTE NETS-T standards which focus on facilitating and inspiring student learning, designing digital assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Leadership for learning can be described in three dimensions: instructionally focused leadership, leadership for school improvement, and leadership for learning. Effective educational leaders demonstrate behaviors across eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture and production emphasis, and environmental context. These leaders develop a shared vision, oversee rigorous instructional and curricular programs, use data to drive improvement, and create a culture of continuous learning and stakeholder engagement.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Instructional Design for Distance Educationswatts9124
The document discusses the instructional design process. It explains that instructional design systematically plans instruction using learning and instructional theory to ensure quality. It also helps instructors decide how to use technology. Principles of instructional design include systematic processing and designing instruction to cause learning. When planning, instructors should understand learner characteristics like age, background, interests and education levels to create productive learning environments. The essential content, media selection, and learning environment must also be considered in the instructional design process to support learning outcomes.
The document provides an overview and explanation of a school's new math and reading programs and standards-based report cards. It introduces the math program reviewed last year and new reading program implemented this year. It then describes components of the reading program including whole group, small group, and independent literacy work. It also explains the purpose and benefits of standards-based report cards in assessing student progress towards grade-level standards. The document closes by thanking parents for their interest and support in their child's education.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
The document discusses Student Knowledge in Learning and Leadership (SKILL), a course designed to help students articulate the skills they gain in higher education. It focuses on developing student identity and reflection through an active approach. Key elements include potential.ly for self-reflection, peer and tutor feedback through reflective diaries, and cross-faculty discussion to create a learning community. Outcomes include students qualifying as Student Fellows, recognized by the institution. While students found feedback and self-assessment rewarding, challenges included linking theory to practice, confidence, and reflection. Future plans include increasing participation and engagement of the wider student community.
This document provides an overview of the Naviance Curriculum, which is a blended learning experience for students in grades 6-12 that aims to close the gap between students' aspirations and achievements. The curriculum covers four dimensions of readiness through 15 multimedia lessons per grade level. It was created to start transforming students' aspirations early by developing non-cognitive skills and college knowledge. The document demonstrates the curriculum, discusses implementation planning through an implementation team and assigning responsibilities, and outlines the future of the curriculum, including improved student and staff views.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Newcastle Educators aims to bring together educators across disciplines to share best practices and enhance teaching and scholarship. It holds regular informal meetings to discuss topics like the role of evidence in defining teaching excellence, differing perspectives of educators, students and institutions, and Newcastle's approach. While definitions of excellence vary, key aspects identified include pedagogic competence, research-informed teaching, and positive student relationships. The group discusses how to best recognize and support excellence through resources, incentives and reliable assessment.
This document compares two lesson planning styles: the Ignatian Pedagogical Paradigm (IPP) and the Department of Education format. The IPP follows the CERA model of Context, Experience, Reflection, Action, and Evaluation. It focuses on student readiness, learning preferences, and references under Context. Experience considers the lesson nexus, prelectio, and closure. Reflection and Action center on internal and external activities. Evaluation is also addressed. The document provides a template for applying the IPP approach.
New student orientation began in the 1600s at Harvard and has evolved into a comprehensive transition program at universities. Orientation aims to recruit and retain students through academic advising, registration, campus resources, and social programming. Clemson University and the University of Tennessee both view orientation as key to supporting their land-grant missions. Their orientation offices provide week-long summer programs and additional transition support through peer leaders and technology. National organizations like NODA provide standards and professional development for the field.
Curr 509 V&L Chapter 5 & Conclusionninavij
This document discusses strategies for institutions to recruit and retain students and faculty of color. It recommends active outreach programs, expanding candidate pools, and providing academic and social support systems. For faculty, it suggests tapping non-traditional networks, mentors, and a collegial atmosphere. It also discusses the importance of professional development for culturally responsive teaching, including workshops and peer coaching. Finally, it outlines six characteristics of culturally responsive teachers and four priorities for institutions, emphasizing the need for vision and collaboration across departments.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
This document discusses developing global citizens through increasing faculty engagement in intercultural learning. It begins by outlining the learning outcomes, which are to gain new perspectives on global citizenship, increase awareness of challenges and opportunities in faculty engagement, and generate ideas for engagement. Next, the basics of global citizenship are explored, defining a global citizen as someone who can work effectively cross-culturally. Several common misconceptions about cultural differences are also addressed. The rest of the document focuses on case studies of assessing intercultural competence and a successful program at Purdue University for faculty development in this area. Tables are then instructed to discuss challenges to faculty engagement and brainstorm solutions.
This document provides an agenda and materials for an Academy of Engineering Counselor & Leadership Conference. The agenda includes sections on recruitment, support, and scheduling. It discusses defining the format of academies and providing career-themed guidance and interventions for at-risk students. Resources for recruitment and scholarships are also listed.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
This document provides an orientation for new instructors at Mohave Community College. It discusses the college website, syllabus development, policies and procedures, expectations of faculty, best practices for the first day of class, learning-centered instruction, classroom assessment techniques, teaching strategies, classroom management, and reporting disruptive student behavior. Contact information is also provided for instructional support staff.
This document provides information about a training session on the Single National Curriculum (SNC) being conducted by the Quaid-e-Azam Academy for Educational Development. It includes details such as the session flow with topics to be covered in each time block, contact information for queries, and instructions not to ask unrelated questions during the session. It also outlines elements of the curriculum such as content, objectives, teaching methods and evaluation. The training aims to orient teachers on features of the SNC and how to align textbooks with the curriculum.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
The document discusses how the Yakima School District aligned resources and systems to support instructional leadership and improve student outcomes. It describes how the district prioritized literacy, math, graduation rates, and 21st century learning. Strategies included increasing effective instruction, leadership coaching skills, and implementing professional learning communities focused on data-driven instruction. The district developed coherence across goals, roles, evaluations, professional development, and school-district plans. Over time, it established an embedded coaching model and customized principal support involving learning walks and feedback. The discussion emphasizes long-term commitment to sustained improvement efforts.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
This document summarizes a workshop about using checklists as formative assessment tools. It introduces the speaker, Izabella Warner, and her background. The document then discusses how checklists can be used to guide student learning by highlighting course milestones, organizing content into categories, and including due dates. Checklists in learning management systems can be set up to only reveal subsequent items once tasks are completed, and can prevent assignment submission until the checklist is completed. Checklists provide students with a visual guide of what needs to be accomplished to finish a course and help with planning study activities. They also allow instructors to monitor student and group progress and provide feedback on instructional design.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Data-Driven Planning and Assessment: Supporting Project-Based Learning and F...NAFCareerAcads
This session lends insight into using data to drive decisions on flexible student grouping to support project-based learning. Learn how to use key data elements to determine schedules, personalize learning, group students and leverage the best of project-based learning. Participants will leave this session with the ability to assess a diverse group of students in terms
of how much knowledge they gained.
Presenters:
Kim MacDonald, Kenneth Nagel, Ashley Windsor White, and Apex High School AOIT, and Karlene McCormick-Lee, NewLeef, LLC
Supervision Skills on Postgraduate StudentsBC Chew
This document discusses supervision of postgraduate students. It notes that supervision involves managing students, providing educational support, and being supportive. Effective supervision requires understanding the three phases of students' journey - foundation, momentous, and final stages. It also requires skill in three areas - management, education, and support. The goal of supervision is to produce a quality thesis finished on time and to help students publish and present their research. Challenges include ensuring training prepares students for careers. Suggestions are made to improve skills training and graduation rates through better planning of students' programs.
The document discusses support systems for developing and delivering distance education courses and programs. It compares two models for course development - the parallel-linear model and interdisciplinary team model. It also outlines the types of support needed for students in open and distance learning, including tutoring, counseling, and using scaffolding approaches. Effective support systems are important for both developing high-quality online courses and programs and helping students succeed in distance education.
The document discusses research-based instructional strategies for increasing student achievement, including the Essential Nine strategies from Marzano. It provides an instructional planning framework focusing on creating a positive learning environment, developing student understanding, and helping students apply knowledge. The document recommends setting specific, communicated learning objectives and involving students in setting personal objectives. It also discusses using technology to support these strategies and move toward more student-centered learning.
This document provides an overview of a presentation on personalised learning through technology given by Noelene Callaghan. The presentation discusses key aspects of personalised learning such as it being student-centered and catering to individual needs. It also compares personalised learning to differentiation and outlines benefits for educators and students. Examples are given of how Rooty Hill High School implements personalised learning through strategies like individual learning plans and learning centers. The document concludes by outlining approaches and tools that can be used to create personalised learning activities.
The document discusses self-directed learning, including its definition as a process where individuals take initiative to diagnose their own learning needs, formulate goals, and evaluate outcomes. It provides a history of self-directed learning and outlines its stages from identifying why it is important to achieving goals. The document also discusses advantages of self-directed learning and how the teacher's role changes from being a direct instructor to a facilitator.
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
The University of Wisconsin launched the UW Flexible Option program in 2014 to offer competency-based degree programs, where students demonstrate mastery of content through assessments rather than credit hours or classes, and nearly 1000 students have enrolled since then. The document discusses lessons learned in developing the program, including the importance of faculty involvement in designing rigorous assessments, providing student support such as academic coaching, and ensuring collaboration between different administrative areas like academics and operations.
Students centered curriculum - Unit VII of Knowledge and CurriculumThanavathi C
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Meeting Student-Centered Standards: Personalization across the NAF Model
1.
2. Meeting Student-Centered Standards:
Personalization across the NAF Model
Steve Brown, National Academy Foundation
Academy Development Director
Southeast
Bea Arvie, Academy Director, Scotlandville HS
Academy of Engineering
3. #nafnext
Students at the Center :
Personalization in Schools
“The personalization movement is intended
as an antidote to the widespread feelings of
anonymity, irrelevance, and disengagement
that students report, especially in
large, urban high schools.”
S. Yonezewa, L. McClure, M. Jones
4. #nafnext
This Session’s Objectives:
Learn, Reflect, Take-away
By the end of the sessions, we will:
• Learn- how/ why personalization is important
to secondary reform, and the NAF model
• Reflect - on key strategies , and imagine how
our academies & schools can become more
student centered
• Take away – ideas and actions you will take
home to become more student centered
7. #nafnext
Student Centered Learning
• Personalization is the network of
highways, channels, streets and
pathways that connect individuals
engaged in the learning.
8. #nafnext
The History (in ten minutes or less)
• Rousseau to Dewey to Sizer
• A Nation at Risk (1983) – Ted Sizer and the
Coalition of Essential Schools:
o no teacher should have direct responsibility
for more than 80 students
o decisions about course of study, the use of
students' and teachers' time, materials and
pedagogies “must be unreservedly placed in
the hands of the principal and staff.”
10. #nafnext
Reforms, Strategies, interventions
• Smaller learning communities/ Small schools
• Advisor-advisee programs/ student voice
• Cohort models and increased teacher time
• Careers curriculum / project based learning for
relevance, integration and CREATIVITY
• Extra-curricular during the school day
11. #nafnext
Reflections:
1. Backward Looking – What have you tried in
the past? How intentional and systematic
was the intervention or strategy?
2. Inward Looking – How do you feel about
the intervention or strategy? What aspect
connected with you the strongest? What
posed the greatest challenge?
12. #nafnext
Going Small
• Small schools/ SLC’s are particularly
effective for low income, minority youth
• MDRC’s study of 80,000 students in NYC
(Bloom, Unterman 2012) found that enrolling
in a small school rather than a
large, comprehensive high school, markedly
improves graduation rates for low SES students
of color
• Graduation rates favor going small 67.9
vs. 59.3 %
13. #nafnext
Scotlandville AOE
Personalization
Schedule cohort team of teachers with
common planning time meeting weekly.
Schedule cohort teachers with different
planning times meeting 2 times per
month.
Support integrated learning units at all
grade levels.
18. #nafnext
Reflections (cont.):
3. Outward Looking – Does your community
perceive your school/ academy as student
centered? How do you know?
4. Forward Looking – What is one thing you
would modify in how you create a
personalized environment?...one new idea
to become more student centered?
19. #nafnext
NAF’s model and Personalization;
the Academy Assessment
The NAF model speaks to personalization
broadly, across all four essential elements:
• In twelve standards – not just our
Personalization standard
• Utilizing twenty-two different strategic actions
• We (self) assess for all of these
20. #nafnext
NAF’s approach: 12 standards, 22 strategic actions
• Academy Development
• Standard 1:
• 1.1.d Parent and student orientation
• Standard 2: Personalization
• ALL SA’s, 1.2.a-d
• Standard 4:
• 1.4.b Uniquely qualified staff
• 1.4.d Designated counselor
• Standard 5:
• 1.5.a Professional development - personalized supports
• Advisory Board
• Standard 2:
• 2.2.b Industry knowledge & expertise to the students
• Curriculum & Instruction
• Standard 1:
• 3.1.b Project based learning
21. #nafnext
NAF’s approach (cont.)
• C & I (cont.)
• Standard 2:
• 3.2.a Literacy strategies
• Standard 3:
• 3.3.a Academic supports (individualized scaffolding)
• 3.3.b Identify students at risk
• Standard 4:
• 3.4.c Students have access to multiple post-secondary
options
• Work Based Learning
• Standard 1 : WBL Program / ALL SA’s
• 4.1.a-c
• Standard 2: Internships/ All SA’s
• 4.2.a-b
• Standard 3: Student Career Goals / ALL SA’s
• 4.3.a-b
22. #nafnext
NAF Academy Development: Standard 2
2.a Students are scheduled as a group – a
community of learners; their teachers know them
2.b Core courses are linked with technical content-
academics are aligned to the students’ interests
2.c There is a common planning time – teachers
collaborate, and plan for theme and relevance
2.d Students receive career themed guidance – ?
23. #nafnext
Reflections (cont.):
3. Outward Looking – Does your community
perceive your school/ academy as student
centered? How do you know?
4. Forward Looking – What is one thing you
would change in a strategy or program
already in place?...one new idea for a more
personalized academy?
Ref to the research series, Students at the Center – this help segue to the WHY for small schools/ slc’s
Can this student be in high school?...possible; but the truth is, much of what we know about personalization, i.e., developmentally apropos c & I, came to us in secondary reform via the middle school movement…comments?
In other words, the old axiom: I can’t teach my students until I reach my students…these connections, or streets, run in all directions, not just from the adults to the kids, but kids to adults, in the bldg and in the community, and of course at home.
Anticipate some agitation and even emotion: Columbine gave rise to the SLC legislation – the tragedy was Apr 20, 1999… Small Safe Schools Act, Sept 30, 1999…a very short window for Congress to pass a bill!
Whole school reform, autonomous small schools for ex., usually have some of the other strategies shown here embedded in the structure and schedule of the school; of these, small schools/slc’s have the deepest research base
Have participants reflect on 1 & 2, using graphic organizer handout ; reflections 3 & 4 will come at subsequent intervals
Introduce Bea here
Let’s just take reflection #3 now
Segue’ to piece on our AA
This slide and the next, on all the NAF standards and SA’s connected to personalization, are intentionally crowded with text….the objective is not to cover every one of these, but rather to impress participants about how personalization is woven in throughout the model
Hit a few highlights here: scaffolding, especially for at risk kids, id done best when both individualized and personalized…examples? Almost every aspect of WBL is student centered, beginning with the interest of the students when they selected the themed academy. Comments?
We are pulling this particular standard out and highlighting more than all the other standards/ SA’s because it is dedicated on the assessment to personalization. Put the question of how 2.d can be personalized to the audience.
Now the take-away piece: of course none of us are at square one…we’ve tried programmatic approaches to connect to our students; is there one thing you would like to have as a do-over? Then, what’s an idea that you’ve heard, in this session or elsewhere during the conf, that really resonates?
Closing grabber (cut this note IF I can actually run the video file…5-6 min clip): Finally, if we believe there is a connection between personalization and student achievement, which I think we are safe to say we do, there is also linkage between successful young people and creativity. After all, education is a human service….we must acknowledge our own humanity and the humanity of our students…and if there is one thing that makes us human, it is our capacity to create.
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