04.12.11
Posted in MAEL PDC - 2011 Summer Workshop at 2:16 pm by maelpdc
The Summer ABE/ASE Certified Teachers Workshops (CTW) titled ONE SIZE DOESN’T FIT ALL -Differentiated Instruction, will be a one day face- to-face presentation including a pre-workshop activity for a total of 10 Professional Development (PD) hours. Participants will need to complete the pre-workshop activity (PWA) and attend a CTW to earn the PD hours; no partial credit will be given.
Objectives: After the workshop, the participants will be able to:
1. Define and interpret the meaning of Differentiated Instruction.
2. Identify diverse learning characteristics of students.
3. Identify the three stages of learning: pre-learning, learning and post-learning.
4. Identify three instructional strategies for student success.
5. Identify five characteristics of becoming a Lifelong Learner.
6. Develop a plan for a learning environment to implement in their classroom using Differentiated Instruction.
The 10 hour CTW will include a six hour face-to-face workshop and a four hour pre-reading assignment and activity. Important: The reflection questions pre-workshop activity will need to be turned in when you sign in at the workshop. Admittance to the workshop will be denied if the PWA is not completed.
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Posted in MAEL PDC - 2011 Summer Workshop at 2:14 pm by maelpdc
Pre-Workshop Activity
Read the articles and reflect on how the information can be used within the AEL framework and cogitate your personal experience in your AEL classroom, then answer the reflection questions. Download from the following link PWA for One Size Doesn’t Fit All or copy and paste the Reflection Questions below into a Word (or similar) Document to answer. The reflection questions will need to be turned in when you sign in at the workshop so please remember to bring them with you!
Pre-readings for workshop:
http://www.ncsall.net/index.php?id=736
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
http://www.mde.k12.ms.us/acad1/ToolKit/Articles/Differentiation/Lawrence_Brown.pdf
Reflection Questions
Respond to the following 14 questions with a complete and well thought out answer (a minimum of a paragraph each). Answers will be evaluated using the following Rubric. Between the readings and the questions this activity is estimated to take four hours. If a concept is not currently being used by you, which elements could be introduced and how? If you are not currently in a classroom use a hypothetical situation to address how it could be used. The term “Not Applicable” is not an acceptable response. Remember to bring your answers to these reflection questions with you to the workshop!
| TRAIT |
Unacceptable
|
Acceptable
|
Exemplary
|
| Identifies and Summarizes key points |
Does not identify and summarize the key points of the topic. The response is confusing or identifies a different or inappropriate response. |
Identifies the main topic and subsidiary, embedded, or implicit aspects of the topic. |
Identifies not only the basics of the questions, yet recognizes how to take the information to the next level of lifelong learning. |
| Personal perspective and position |
Addresses a single source or view of the articles and fails to support presented position. |
Identifies, appropriately, one’s own position on the topic. |
Draws support from experience and information from other personal research on the subject. |
| Other significant perspectives and positions |
Deals only with a single perspective and fails to discuss other key points from the questions |
Identifies other significant perspectives drawn from outside information |
Addresses and analyzes relevant perspectives drawn from outside information. |
| Key assumptions |
Does not address the assumptions and ethical issues that underlie the topic. |
Identifies some of the key assumptions of the topic. |
Identifies and questions the validity of the key assumptions that underlie the concerns from the topic. |
| Conclusions, implications, and consequences |
Fails to identify conclusions, and implications of the topic. |
Identifies and discusses conclusions, and implications of the topic |
Objectively reflects upon own assertions of the topic. |
1. What evidence suggests that the learning environment in your classroom supports student centered thinking and planning?
2. What is meant by learner readiness for adult learners? What elements in your classroom environment open the way to dealing with student variance in readiness? If nothing currently is being used, which elements could be introduced?
3. In what ways does the classroom environment tap into and extend student interests? If nothing currently is being used, which elements could be introduced?
4. How does the classroom environment offer a variety of ways to explore and express ideas? If nothing currently is being used, which elements could be introduced?
5. In what ways does your classroom environment acknowledge and encourage attention to student differences in language, culture, gender, and economic status?
6. What structures, routines, and procedures do you use to help students understand, accept, value, and support their commonalities and differences as learners?
7. What routines and procedures do you use to help students develop awareness of themselves as learners and consistently increase their metacognitve skills as effective learners and problem solvers?
8. What structures and procedures do you use to enable students to work collegially and to contribute effectively to a community of learners?
9. To what degree do materials and other resources in your classroom contribute to student engagement, understanding, and success?
10. What indicators suggest the flexible use of space, time, groupings, resources, strategies, and materials in your classroom to address variability in student needs?
11. Review your responses and write a reflection on whether you should consider making changes to your instructional approach in order to meet the cognitive needs of your students.
12. Why is teaching learners in small groups a “cornerstone” of Differentiated Instruction?
13. Match the following and then explain how each of the three statements would apply to student success in the classroom:
- Motivations and actual learning increase
- Demonstrates self-regulated learning
- Gain self-confidence & feel good about themselves.
With:
A. Meet with success in assuming new responsibilities
B. Learner has stake in own learning and is treated as a co-creator in learning process
C. Learner attributes success to own abilities and efforts instead of luck.
14. Do you currently use a Learning Style Inventory for student orientation? Examine the C.I.T.E Learning Styles Instrument (available from http://wvabe.org:80/cite.htm) and complete the inventory to assess your personal learning style. Discuss the benefits of the inventory and the role it plays in student success. Bring the results with you to the workshop to discuss.
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Posted in MAEL PDC - 2011 Summer Workshop at 2:11 pm by maelpdc
This Super S workshop is designed to be a six hour face to face workshop, no pre-reading activities are due. The participant will earn six professional development hours for attending.
Objectives:
At the end of this workshop, the participant will be able to:
- Examine the content and the designs of questions for Social Studies and Science sections of the GED test.
- Identify instructional strategies for all NRS levels for Social Studies and Science.
- Identify the skills gaps for Social Studies and Science sections on the GED.
- Identify essential prior knowledge of important social studies concepts, principles, events and skills.
- Examine the three NSES (National Science Education Standards) content areas that are the focus of the science section of the GED test: Physical Science, Life Science, Earth and Space Science.
- Develop Social Studies and Science lessons to use in classroom.
Click here for Super S – web resources: http://maelpdc.edublogs.org/super-s-science-and-social-studies-ctw/
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