What Is Authentic Assessment? (Authentic Assessment Toolbox) which would include the acquisition of essential knowledge and skills For furtherdiscussion of teaching to the of meaningful application of knowledge and skills http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
Extractions: Definitions A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." Grant Wiggins "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." Richard J. Stiggins What does Authentic Assessment look like?
Developing Educational Standards - Texas several Adobe Acrobat versions of documents about both teaching and content to usewhen implementing the new TEKS (Texas essential knowledge and skills). http://edstandards.org/StSt/Texas.html
Extractions: Texas Developing Educational Standards is maintained by Charles Hill and the Wappingers Central School District in New York. Your help with updates or corrections is greatly appreciated. [This page was last updated on December 20, 2001] By Governmental Agency By Organization National Assessment of Educational Progress The National Assessment of Educational Progress, operated by the US Department of Education, bills itself as The Nation's Report Card . While not explicitly tied to particular national or state standards, its reports provide a way of looking at student progress across the country in the eight subject areas the NAEP covers. These are the arts, civics, geography, math, reading, science, US history, and writing. Each subject has its own page that contains findings from related assessments, answers to basic questions about assessment, and standards and frameworks links. The NAEP site contains the following results (and the year last administered): the arts (1997), civics (1998), geography (1994; the 2001 results are being analyzed), math (2000), reading (2000), science (1996;the 2000 results are due in the fall of 2001), US history (1994; the 2001 results are being analyzed), and writing (1998).
Chapter 126. Texas Essential Knowledge And Skills For Technology Applications Texas essential knowledge and skills for Technology Applications Subchapter A. Elementary Statutory Authority The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted. appropriate for the task, synthesize knowledge, create a http://www.tea.state.tx.us/rules/tac/ch126.html
Extractions: Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted. §126.1. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Elementary. The provisions of this subchapter shall be effective September 1, 1998. Source: The provisions of this §126.1 adopted to be effective September 1, 1998, 22 TexReg 5203. §126.2. Technology Applications, Kindergarten-Grade 2. (a) Introduction. (1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication. (2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
Mathematics TEKS Toolkit home/site map Site Map Mathematics TEKS Toolkit. Texas essential knowledge andSkills. Instruction and Assessment. Resources for teaching and Assessing. http://www.tenet.edu/teks/math/sitemap/
Extractions: This section includes standards-based curricular resources for Elementary, Middle School, and High School including materials for Mathematical Models with applications and standards-based curriculum supports. Instructional Materials Information Instructional Strategies Classroom Assessment and Benchmarking State, National, and International Assessment Information and Data
Office Of Medical Education--Teaching Scholars Program curriculum development, program evaluation, teaching methods or professional and personalskills essential for success and utilization of knowledge from other http://www.som.ucsf.edu/som/education/ome/tsp/
Extractions: Application Form Schedule The purpose of the Teaching Scholars Program is to improve the teaching, scholarship and academic leadership of faculty members and fellows in the UCSF School of Medicine. Each scholar will spend one year, part-time, in the program developing knowledge and skills in: teaching, curriculum development, educational evaluation and research, academic leadership and career advancement. The program consists of a core seminar, faculty development workshops, a scholarly project completed under faculty direction, and a professional peer group. To participate in the program, scholars need to obtain release time on Tuesday afternoons. Teaching Scholars will craft an individualized program of study to meet their own career objectives from among the following program goals. Program Goals 1. Enhance knowledge and skills of teaching Scholars will improve their knowledge, skills and self-confidence in teaching through participation in the seminar and workshops. The educational program emphasizes the development of practical teaching skills in the context of educational theory and research. Specific teaching skills include: delivering presentations, leading group discussions, providing clinical supervision, assessing student learning and performance, evaluating teaching and courses, and planning a course or curriculum.
UNESCO/IFLA School Library Manifesto The following are essential to the of literacy, information literacy, teaching, learningand and using information for knowledge, understanding, imagination http://www.haef.gr/american/libraries/manifest.html
Extractions: The school library offers learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto.
Extractions: Purdue University The history of programmatic efforts to influence parents' knowledge and skills regarding child rearing has a long and rich history. However, many important questions remain unanswered. Fortunately, in the past three decades there has been an important increase in the quality and quantity of studies focused on program outcomes and on parenting. While not robust, existing research collectively points directly or indirectly to the importance of five characteristics or elements of programs designed to support or change parents' behaviors. The five areas are addressed below, and lessons learned in each of the five areas are described. In a review of outcome studies of 20 early intervention programs targeted at some aspect of family functioning, analysts concluded that more pervasive and sustained effects are likely to be realized when the intervention includes 11 or more contacts over at least a three-month period. Researchers suggest that a certain duration of contact is essential to the development of a trusting relationship between family and program. Research points to the value of guided opportunities to incorporate new information and skills into existing beliefs and skills related to parenting and interactions with children.
Untitled Document development of skills and competencies essential to responsible and their effect onteaching and learning,; facilitates the development of knowledge and skills http://www.vsu.edu/gradprofessional_ed.htm
Extractions: GRADUATE PROGRAM The Mission, Philosophy, and Objectives of the Professional Education Program The Mission: The mission of the Professional Education Program is to educate and prepare professional educators at the undergraduate and graduate levels for service in public and private schools. This mission reflects a belief in the worth and potential of the individual, a belief in the ability of the student to grow personally and professionally, and the belief that it is the responsibility of the Professional Education Program to prepare quality pre-service and in-service educators. The University is committed to serving the Commonwealth and the nation by providing educational opportunities and services to those individuals who have satisfied its admission requirements. The purpose of the Professional Education Program is to provide the resources and quality preparation essential for teacher candidates, in-service teachers, and other educational personnel to develop and enhance the personal and professional competencies that advance public education and human progress in the Commonwealth of Virginia. Conscious of its long, proud, and effective service to education, Virginia State University aims to become even more proficient in identifying quality teacher candidates and assisting them in developing the knowledge, skills, abilities, and sensitivities required for acceptable professional performance in any type of school setting.
VP Academic & Provost Office - Portfolio include more preparatory skills and knowledge for entering the skills and abilitiesessential for future Historically teaching was the core responsibility of http://www.vpacademic.ubc.ca/Learning/learning.htm
Extractions: People Academic Plan Learning Research ... home Learning To continue offering an outstanding and distinctive education, UBC should more fully develop a learning-centred environment that exploits our research expertise. Advanced research sets us apart from all but a few institutions in this country and our students should benefit from this strength. Students should leave UBC able to think critically, to identify and solve complex problems, to communicate thoughts and ideas persuasively, and to contribute positively to society. To continue attracting outstanding students, UBC should offer a combination of financial incentives, distinctive academic opportunities, and most importantly, a first-rate curriculum. UBC must seek, and value, diversity in the student body, while also promoting an international awareness in all our students. Following Trek 2000 the term "learning" is used to emphasize that the Plan promotes an active educational process involving all members of the UBC community. Many undergraduates attend UBC because of the University's reputation. That reputation rests, in part, on the research and scholarship of the faculty. Indeed, the quality and scope of research done here distinguishes UBC from most other post-secondary institutions in this country. Undergraduate students have a right to expect that this scholarship will have an influence on, and be integrated into, their education. We have outstanding resources in our graduate and research programs. This research strength is a comparative advantage for UBC and this advantage should, wherever possible, inform our teaching.
Geological Society - Careers - Qualification And Education Fund for the Development of teaching and Learning project aims to develop essentialskills applicable to to quickly develop mathematical knowledge and skills http://www.geolsoc.org.uk/template.cfm?name=geocareers_qualif
University Of Sydney Library, Information Literacy Policy development of information literacy knowledge and skills Information literacy is anessential priority for training; Resources eg teaching spaces, technology. http://www.library.usyd.edu.au/skills/infolitpolicy.html
Extractions: Information Literacy "Information literacy is an understanding and a set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information." An information literate person is able to: Information literacy skills and knowledge are essential in a global information environment characterised by constant change and innovation, a multiplicity of formats and media and an explosion in the amount of information of variable quality. There is increasing global recognition of the importance information literacy skills, both personally and professionally, in this environment.
Partnership 2000 - Volunteers knowledge of Hebrew an advantage but not essential or Similar experience an advantagebut not essential, set up computer programs or teaching more advanced http://www.juf.org/p2K/volunteer1.asp
Extractions: * Military or Similar experience an advantage but not essential Computer assistance (ADVANCED) Helping set up computer programs or teaching more advanced skills. Advanced computer skills Computer assistance (BASIC) Assisting children or adults become computer friendly and master BASIC computer skills. Basic computer skills Dancing Teach folk, jazz or any kind of dancing to youth or adults. Dancing skills Elderly Serve light refreshments
Regents Cover Letter And Executive Summary2 of all curricula and assessment. knowledge Of teaching And LearningIs essential. The system for preparing school http://www.highered.nysed.gov/regentscoverandexecsummary2.htm
Extractions: Office of Higher Education Johanna Duncan-Poitier, Deputy Commissioner OHE Homepage Office of K-16 Initiatives and Access Programs Office of Quality Assurance Office of Teaching Initiatives Office of K-16 Initiatives and Access Programs Pre-Collegiate Preparation Programs Unit Collegiate and Professional Development Programs Unit Scholarships and Grants Administration Unit ... April 10, 2002 TO: The Honorable the Members of the Board of Regents FROM: James A. Kadamus and Johanna Duncan-Poitier COMMITTEE: Joint Meeting of Elementary, Middle, Secondary and Continuing Education and Higher and Professional Education TITLE OF ITEM: Creating a Framework for the Preparation of School Leaders PROPOSED HANDLING: Discussion RATIONALE FOR ITEM: Update on Implementation of Regents Initiative to Improve the Preparation of School Leaders and the Practice of School Leadership throughout the State STRATEGIC GOAL: Goals 2 and 3 AUTHORIZATION(S): SUMMARY: In Fall 2001, Commissioner Mills developed a list of guiding questions on preparing leaders.
Knowledge Quest On The Web September/October 2000 The construction of knowledge was at the heart of our teaching. Analytic and interpretiveskills, essential to historical literacy, were as vital to teach as http://www.ala.org/aasl/kqweb/29_1_homepage.html
Extractions: Use ALA's new search engine, located at the top of this page in the navigation menu, or visit our Advanced Search page. See ALA's site map for a detailed directory of the contents of our site. Contact ALA's Customer Service Center at 800-545-2433 and press 5, by email at membership@ala.org , or contact ALA's Library at 800-545-2433, ext. #2153. Thank you for visiting ALA's new web site!
Task Force EXCEL - Learn - Grow - Lead - EXCEL The science of learning suggests teaching skills in context This linkage is essentialfor any learning experience only ensures that the knowledge and skills http://www.excel.navy.mil/science.htm
Extractions: The bulk of the Navy's current professional development is based on the 'lecture and listen' teaching technique - the instructor lectures, while the student listens. Though lectures may be a good way of providing basic information, a greater percentage of information is retained through teaching methods that include student interaction. This has lead scientists, over the past three decades, to seek an understanding of how people acquire knowledge essential to job performance. The resulting "science of learning" research has shown that many aspects of course curriculum can be changed to enhance the learning experience. One of the best ways to learn is having a personal tutor, because individual attention provided by a tutor improves retention on the part of the student. By tailoring information to the student's level of understanding and needs, tutorial teaching sharply improves learning. Having a private tutor for every Sailor in the Fleet is unrealistic, but one kind of tutor is already available; it is the computer. Computerized tutoring systems improve this understanding by tracking each Sailor's progress and tailoring feedback and suggestions for personalized instruction.
Extractions: Source: ERIC Clearinghouse on Educational Management Eugene OR. Implementing the Multiage Classroom. ERIC Digest, Number 97. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Multiage grouping (placing children ranging in age by three years or more in one class) and related instructional practices such as continuous-progress learning, developmentally appropriate practices, integrated instruction, and cooperative learning are being implemented with increasing frequency in classrooms across the nation. These research-based innovations offer promising alternatives to traditional graded educational practicesIF implementation is carefully and knowledgeably planned. Perfunctory planning that ignores the magnitude and complexity of the change can produce disastrous results. WHAT DO TEACHERS NEED TO KNOW?
GGSE TEP MST Program The Master's Project is a professional portfolio documenting one's growth in theessential knowledge, skills and dispositions of teaching. Program Duration http://www.education.ucsb.edu/tep/multiple.html
Extractions: The Teacher Education Program at the University of California, Santa Barbara, offers a Multiple Subject Teaching Credential with a Master's Degree in Education. This program provides opportunities to learn the knowledge and skills needed to begin a teaching career. Student teaching is concurrent with course work so that the knowledge, theories and concepts taught at the University can be directly and immediately applied and reflected upon in the classroom setting. Credential Authorization: In California, the Multiple Subject Teaching Credential enables you to teach all subjects in a self-contained K-12 classroom. However, these credentials are used mostly in elementary schools (K-6). Master's Degree: The Multiple Subject Teaching Credential at UCSB can be combined with a Master's Degree in Education with an Emphasis in Teaching. The M.Ed. is a professional degree for students planning on a career in schools. The Master's Project is a professional portfolio documenting one's growth in the essential knowledge, skills and dispositions of teaching. Program Duration: The Multiple Subject Teaching Credential/M.Ed. Program is a full-time one year program that begins in late July and concludes with a second summer session the following year. (A CLAD or BCLAD certificate requires an additional summer session to complete.)
Extractions: SUPPORT AND DEVELOPMENT: Standard 2: Responsibilities of Schools and School Systems School administrators and school board members should take an active role in supporting teachers of mathematics by accepting responsibility for understanding the goals for the mathematics education of all students set forth in the Curriculum and Evaluation Standards for School Mathematics and the needs of teachers of mathematics in realizing these goals in their classrooms; recruiting qualified teachers of mathematics, with particular focus on the need for the teaching staff to be diverse; providing a support system for beginning and experienced teachers of mathematics to ensure that they grow professionally and are encouraged to remain in teaching; making teaching assignments based on the qualifications of teachers; involving teachers centrally in designing and evaluating programs for professional development specific to mathematics;
Extractions: A Houghton Mifflin Position Paper by Dr. John J. Pikulski Overview A reputable body of research substantiates the positive effects of well-designed phonics instruction and provides guidance about the form that instruction should take. The following research conclusions guided the development of Houghton Mifflin's newly published program, Invitations to Literacy Phonics is an essential part of a comprehensive approach to the teaching of reading. Phonics instruction needs to be explicit and direct; incidental and opportunistic approaches to developing phonics are less effective. Phonics instruction can and must be meaningful, lively, and engaging; phonics should not be equated with repetitious drill or the mindless completion of worksheets. In order for children to gain full use of phonics skills they need guidance in integrating them with other word identification skills and in strategically and fluently applying those skills. In order for children to gain full use of phonics skills they need many opportunities to apply them to functional and interesting reading and writing activities. While the development of phonics and other word identification skills is essential and necessary for skillful, mature reading, it is
Extractions: Mathematical Activities in the Teaching and Learning Technology Programme (TLTP) Report of a workshop held on Wednesday 31 March 1993 at the University of Birmingham About 60 people attended this day workshop, when leading members from four consortia presented a progress report and information about how they are setting up their projects and what they hope to achieve. 1. Introduction: Jonathan Darby, Computers in Teaching Initiative Support Service Jonathan Darby of CTISS welcomed those present in numbers which indicated the importance attached to finding out about TLTP activities. He stressed the complementary role which CTICMS can carry out in relation to the projects by bringing people together, disseminating information to the maths community and publishing progress reports and reviews. Thanks to the work done by CTI, the funding councils had been convinced that a multi-site consortium approach was viable, and now accept that learning technology in higher education is at the stage where collaboration is essential. It is important for projects to learn from each other's experiences; each holds its own insight which can be shared. The academic community as a whole will determine the success or failure of each project by the extent to which they take up the courseware produced. It is important that those who wish to use the products give feedback to the developers on design, content and flexibility on an ongoing basis.
