Le palaudisme Laurine 2011
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LFLTA 2016 Designing learning and creating meaningful assessments
The document outlines the agenda for the LFLTA 2016 conference taking place on January 15-16, 2016. It lists several topic areas that will be covered for both the Advanced Placement (AP) and International Baccalaureate (IB) programs, including identities, communities, science and technology, and more. It also provides links to resources on topics like dual immersion programs, interdisciplinary themes, and global competence.
Fairness respect and dignity ACTFL 2015
The document discusses using social justice themes and global competence when teaching languages. It provides definitions and frameworks for social justice, global competence, and interdisciplinary themes. The document also outlines how to design a thematic unit using topics, focusing lenses, essential questions, learner targets, and assessments. Specifically, it suggests allowing students to choose lenses to view topics through in order to engage them and promote critical thinking about global issues.
Rt i family academy
RtI is a multi-tiered framework used in Thompson School District to provide academic and behavioral support to all students. It uses high quality instruction and increasingly intensive interventions matched to student needs. Students move between the three tiers - classroom, supplemental, and explicit instruction - based on their response to interventions as measured by progress monitoring. The problem-solving process and data-driven assessments are essential to the RtI model. Parent and community engagement is also important for student success.
Thompson school district RTI
The document discusses Response to Intervention (RtI) implementation in the Thompson School District. It describes RtI as a multi-tiered framework to provide academic and behavioral support to all students. The three tiers include high-quality core instruction, supplemental instruction, and more explicit targeted instruction. It also outlines the problem-solving process, use of data-driven assessments, importance of family and community engagement, and answers frequently asked questions about RtI.
Exceptional student services rigorous curriculum design
This document discusses plans to implement standards-based reforms in the Thompson school district. It will transition to a rigorous curriculum model focused on clear learning outcomes, assessments, instruction, and communication. The goals are to ensure all students achieve grade-level standards and are prepared for college and careers. A key part of this work will be transitioning individualized education programs to be standards-based, using data to set goals aligned with grade-level content and monitor student progress. The process will involve backwards design and understanding how to teach and assess what students need to know at each grade level. All staff are expected to participate in the standards transformation through reflection and adjustment of current practices.
Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
ACTFL Best of Toys 2011 3 modes presentation
The document discusses resources from the American Council on the Teaching of Foreign Languages (ACTFL) for teaching the three modes of communication: interpretive, interpersonal, and presentational. It provides examples of activities, strategies, and tools for each mode. These include authentic texts, songs, maps, interviews, and the Integrated Performance Assessment, which features tasks addressing all three modes around a single theme.
ACTFL 2011, Best of TOYS, Ken Stewart 2011
The document provides tips for successful public speaking from the American Council on the Teaching of Foreign Languages. It discusses knowing your content, balancing spontaneity with notes, maintaining eye contact, using multimedia, practicing, reading your audience, and engaging them. It also describes different types of presentations including descriptive, narrative, demonstrations, explanatory, and transformative. Finally, it provides directions and examples for an improvisational group activity called "Channel Surfing."
San Diego 21st Century Learning aug school district summer 2011
This document summarizes a presentation on 21st century tools to teach, learn and collaborate. It discusses how learning and teaching have changed with new technologies. It introduces tools like Twitter, Wallwisher, Voicethread, Google Voice, Wordle, Toondoo, Glogster and Animoto that can be used for collaboration, communication and content creation. Guidelines are provided for integrating technology into instruction in a meaningful way. The presentation emphasizes that technology should enhance learning and engage students in creating content rather than just consuming it.
ACTFL 21st century skills map explanation
The document outlines 12 key 21st century skills that are developed through world language education: communication, collaboration, critical thinking, creativity, information literacy, media literacy, technology literacy, flexibility, initiative, social/cross-cultural skills, productivity, and leadership. It then provides more details on each skill, explaining how language learners can use their native and acquired languages to develop these abilities. The document also discusses four interdisciplinary themes - global awareness, financial literacy, civic literacy, and health literacy - that are enhanced through world language education.
NYSAFLT summer lab session 2011
This document discusses tools for 21st century teaching and learning including collaboration, communication, and developing skills like critical thinking. It provides examples of online tools for creating content, sharing files, polling, backchanneling and more. The goals are to engage 21st century learners in creating rather than just consuming content, while still providing rigorous lessons, and to help teachers prepare students for the modern world through technology. Examples of specific tools mentioned include Twitter, Wallwisher, Animoto, Storybird and Voicethread.
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
This document provides an overview of 21st century tools that can be used for teaching, learning, collaboration, and advocacy related to language education. It lists various web tools across different categories, such as tools for voice recording, collaboration, multimedia creation, mapping, polling, writing books, and developing a personal learning network. For each tool, a brief description and potential classroom applications are provided. Overall recommendations are made to register student accounts for protection, use a school email for login, and create additional accounts as needed. The tools highlighted aim to engage students and support various language and content area activities through technology.
NYSALT Technology keynote summer 2011
This document provides a list of 31 resources for integrating technology into world language instruction. The resources are categorized and can be used for activities like podcasting, creating word clouds, making comics, writing, storytelling, making movies, and interactive tools. Many of the resources allow students to be creative by adding images, voice, and video. The document aims to help teachers engage students in a 21st century interconnected world through technology.
Actfl World Languages 21st century skills map
The document outlines 12 key 21st century skills for world language students: communication, collaboration, critical thinking, creativity, information literacy, media literacy, technology literacy, flexibility, initiative, social/cross-cultural skills, productivity, and leadership. It also lists 4 interdisciplinary themes of global awareness, financial literacy, civic literacy, and health literacy that world language education can help develop. Additionally, it provides 9 tenets for passion-based learning including reaching disenfranchised students, showing relevance outside school, indoctrinating passion into the education system, and using a schoolwide enrichment model. The goal is to develop students' skills and spark their interests and passions through world language education and a more engaging learning approach.
ACTFL World Language 21st century skills map
The document is a 21st century skills map for world languages created by the Partnership for 21st Century Skills (P21) in cooperation with world language educators. It illustrates how 21st century skills can be integrated into the core subject of world languages. The map provides examples of how skills like creativity, collaboration, and critical thinking can be taught through language learning and demonstrates sample student outcomes. It emphasizes that developing language skills and cultural knowledge is crucial for students' future success in a globalized world.
CCFLT 2011 Loveland elem. program presentation
This document describes an elementary Spanish distance learning program with the goals of fostering global citizenship and basic Spanish communication skills in students. The program uses videos, classroom visits, and teaching guides to deliver Spanish instruction based on world language standards at the novice low level through distance learning. It aims to teach language and culture while developing students' interpretive, interpersonal, and presentational communication skills.
CCFLT2011: integrating technology to enhance communication in the three modes
The document discusses integrating technology to enhance the three modes of communication in language learning: interpretive, interpersonal, and presentational. It provides examples of different technologies that can be used for each mode and guidelines for effective technology integration. Key topics covered include the shift to a student-centered focus on learning, the three stages of backward design, and ACTFL's integrated performance assessment.
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Plus de Toni Theisen
LFLTA 2016 Designing learning and creating meaningful assessments
The document outlines the agenda for the LFLTA 2016 conference taking place on January 15-16, 2016. It lists several topic areas that will be covered for both the Advanced Placement (AP) and International Baccalaureate (IB) programs, including identities, communities, science and technology, and more. It also provides links to resources on topics like dual immersion programs, interdisciplinary themes, and global competence.
Fairness respect and dignity ACTFL 2015
The document discusses using social justice themes and global competence when teaching languages. It provides definitions and frameworks for social justice, global competence, and interdisciplinary themes. The document also outlines how to design a thematic unit using topics, focusing lenses, essential questions, learner targets, and assessments. Specifically, it suggests allowing students to choose lenses to view topics through in order to engage them and promote critical thinking about global issues.
Rt i family academy
RtI is a multi-tiered framework used in Thompson School District to provide academic and behavioral support to all students. It uses high quality instruction and increasingly intensive interventions matched to student needs. Students move between the three tiers - classroom, supplemental, and explicit instruction - based on their response to interventions as measured by progress monitoring. The problem-solving process and data-driven assessments are essential to the RtI model. Parent and community engagement is also important for student success.
Thompson school district RTI
The document discusses Response to Intervention (RtI) implementation in the Thompson School District. It describes RtI as a multi-tiered framework to provide academic and behavioral support to all students. The three tiers include high-quality core instruction, supplemental instruction, and more explicit targeted instruction. It also outlines the problem-solving process, use of data-driven assessments, importance of family and community engagement, and answers frequently asked questions about RtI.
Exceptional student services rigorous curriculum design
This document discusses plans to implement standards-based reforms in the Thompson school district. It will transition to a rigorous curriculum model focused on clear learning outcomes, assessments, instruction, and communication. The goals are to ensure all students achieve grade-level standards and are prepared for college and careers. A key part of this work will be transitioning individualized education programs to be standards-based, using data to set goals aligned with grade-level content and monitor student progress. The process will involve backwards design and understanding how to teach and assess what students need to know at each grade level. All staff are expected to participate in the standards transformation through reflection and adjustment of current practices.
Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
ACTFL Best of Toys 2011 3 modes presentation
The document discusses resources from the American Council on the Teaching of Foreign Languages (ACTFL) for teaching the three modes of communication: interpretive, interpersonal, and presentational. It provides examples of activities, strategies, and tools for each mode. These include authentic texts, songs, maps, interviews, and the Integrated Performance Assessment, which features tasks addressing all three modes around a single theme.
ACTFL 2011, Best of TOYS, Ken Stewart 2011
The document provides tips for successful public speaking from the American Council on the Teaching of Foreign Languages. It discusses knowing your content, balancing spontaneity with notes, maintaining eye contact, using multimedia, practicing, reading your audience, and engaging them. It also describes different types of presentations including descriptive, narrative, demonstrations, explanatory, and transformative. Finally, it provides directions and examples for an improvisational group activity called "Channel Surfing."
San Diego 21st Century Learning aug school district summer 2011
This document summarizes a presentation on 21st century tools to teach, learn and collaborate. It discusses how learning and teaching have changed with new technologies. It introduces tools like Twitter, Wallwisher, Voicethread, Google Voice, Wordle, Toondoo, Glogster and Animoto that can be used for collaboration, communication and content creation. Guidelines are provided for integrating technology into instruction in a meaningful way. The presentation emphasizes that technology should enhance learning and engage students in creating content rather than just consuming it.
ACTFL 21st century skills map explanation
The document outlines 12 key 21st century skills that are developed through world language education: communication, collaboration, critical thinking, creativity, information literacy, media literacy, technology literacy, flexibility, initiative, social/cross-cultural skills, productivity, and leadership. It then provides more details on each skill, explaining how language learners can use their native and acquired languages to develop these abilities. The document also discusses four interdisciplinary themes - global awareness, financial literacy, civic literacy, and health literacy - that are enhanced through world language education.
NYSAFLT summer lab session 2011
This document discusses tools for 21st century teaching and learning including collaboration, communication, and developing skills like critical thinking. It provides examples of online tools for creating content, sharing files, polling, backchanneling and more. The goals are to engage 21st century learners in creating rather than just consuming content, while still providing rigorous lessons, and to help teachers prepare students for the modern world through technology. Examples of specific tools mentioned include Twitter, Wallwisher, Animoto, Storybird and Voicethread.
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
This document provides an overview of 21st century tools that can be used for teaching, learning, collaboration, and advocacy related to language education. It lists various web tools across different categories, such as tools for voice recording, collaboration, multimedia creation, mapping, polling, writing books, and developing a personal learning network. For each tool, a brief description and potential classroom applications are provided. Overall recommendations are made to register student accounts for protection, use a school email for login, and create additional accounts as needed. The tools highlighted aim to engage students and support various language and content area activities through technology.
NYSALT Technology keynote summer 2011
This document provides a list of 31 resources for integrating technology into world language instruction. The resources are categorized and can be used for activities like podcasting, creating word clouds, making comics, writing, storytelling, making movies, and interactive tools. Many of the resources allow students to be creative by adding images, voice, and video. The document aims to help teachers engage students in a 21st century interconnected world through technology.
Actfl World Languages 21st century skills map
The document outlines 12 key 21st century skills for world language students: communication, collaboration, critical thinking, creativity, information literacy, media literacy, technology literacy, flexibility, initiative, social/cross-cultural skills, productivity, and leadership. It also lists 4 interdisciplinary themes of global awareness, financial literacy, civic literacy, and health literacy that world language education can help develop. Additionally, it provides 9 tenets for passion-based learning including reaching disenfranchised students, showing relevance outside school, indoctrinating passion into the education system, and using a schoolwide enrichment model. The goal is to develop students' skills and spark their interests and passions through world language education and a more engaging learning approach.
ACTFL World Language 21st century skills map
The document is a 21st century skills map for world languages created by the Partnership for 21st Century Skills (P21) in cooperation with world language educators. It illustrates how 21st century skills can be integrated into the core subject of world languages. The map provides examples of how skills like creativity, collaboration, and critical thinking can be taught through language learning and demonstrates sample student outcomes. It emphasizes that developing language skills and cultural knowledge is crucial for students' future success in a globalized world.
CCFLT 2011 Loveland elem. program presentation
This document describes an elementary Spanish distance learning program with the goals of fostering global citizenship and basic Spanish communication skills in students. The program uses videos, classroom visits, and teaching guides to deliver Spanish instruction based on world language standards at the novice low level through distance learning. It aims to teach language and culture while developing students' interpretive, interpersonal, and presentational communication skills.
CCFLT2011: integrating technology to enhance communication in the three modes
The document discusses integrating technology to enhance the three modes of communication in language learning: interpretive, interpersonal, and presentational. It provides examples of different technologies that can be used for each mode and guidelines for effective technology integration. Key topics covered include the shift to a student-centered focus on learning, the three stages of backward design, and ACTFL's integrated performance assessment.
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LFLTA 2016 Designing learning and creating meaningful assessments
LFLTA 2016 Designing learning and creating meaningful assessments
Exceptional student services rigorous curriculum design
Exceptional student services rigorous curriculum design
San Diego 21st Century Learning aug school district summer 2011
San Diego 21st Century Learning aug school district summer 2011
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
NYSAFLT summer Theisen tech workshop handout 2011 21st century tools to teac...
CCFLT2011: integrating technology to enhance communication in the three modes
CCFLT2011: integrating technology to enhance communication in the three modes
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Besoin des conseils pour les Jeunes ? Le document suivant est plein des conseils de la Vie ! C’est vraiment un document conseil de la jeunesse que tout jeune devrait consulter.
Voir version video:
➡https://youtu.be/7ED4uTW0x1I
Sur la chaine:👇
👉https://youtube.com/@kbgestiondeprojets
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Le palaudisme Laurine 2011
- 1. Le Palaudisme Un grand problem en Afrique
- 5. Une Solution