TKES
tkes_rubric.pdf | |
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taps_reference_sheet_6-5-14.pdf | |
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a_taps_standard_rubrics_c2.pdf | |
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Standard 1: Professional Knowledge
Standard 2: Instructional Planning
Standard 3: Instructional Strategies
Standard 4: Differentiated Instruction
differentiation_is-isnot_infographic.pdf | |
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Standard 5: Assessment Strategies
Standard 6: Assessment Uses
Standard 7: Positive Learning Environment
7. Positive Learning Environment: The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
7.1 Responds to disruptions in a timely, appropriate manner.
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning.
7.4 Promotes a climate of trust and teamwork within the classroom.
7.5 Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses.
7.7 Creates a warm, attractive, inviting, and supportive classroom environment.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
Engaging the Mind: Cortex stimulation with exercise balls
http://articles.chicagotribune.com/2009-11-02/news/0911010339_1_balls-classrooms-exercise-classes
http://life.gaiam.com/article/how-sitting-ball-helps-kids-focus-and-do-better-school
7.1 Responds to disruptions in a timely, appropriate manner.
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning.
7.4 Promotes a climate of trust and teamwork within the classroom.
7.5 Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses.
7.7 Creates a warm, attractive, inviting, and supportive classroom environment.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
Engaging the Mind: Cortex stimulation with exercise balls
http://articles.chicagotribune.com/2009-11-02/news/0911010339_1_balls-classrooms-exercise-classes
http://life.gaiam.com/article/how-sitting-ball-helps-kids-focus-and-do-better-school
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HInspired Classroom/Instructional Technology:
Instructional technology is using computers, CD-ROMs, interactive media, modems, satellites, and other technological means to support learning. The use of interactive, computer-based technology is crucial to improving classroom learning. Technology significantly expands the breadth and depth of the curriculum. With the Internet, for example, students can access information far beyond the scope of their traditional textbooks. Curricula can be individualized and adapted to students' specific learning styles. Instructional technology enhances overall knowledge accumulation, instead of just focusing on content mastery.
The Inspired Classroom model brings the classroom computers from the perimeter of the room to the student's desks. The student desks are arranged in small groups that allow students to have easy access to a computer throughout the day. This arrangement allows the technology to become an integral part of the learning process rather than an extra "center" or reward or project station. Teachers in the Inspired Classroom want the students to use the technology to get information, find solutions and respond as a team to prove understanding and learning.
Students will be expected to participate on the class blog, the class wiki, and will have an opportunity to use other technology applications (podcasting, video recording, and multimedia presentation). Students are not expected to know how to use these tools at the beginning of the school year, but they will be taught how to use them appropriately and safely.
Here are some points of change that we see in Inspired Classrooms:
Minimize: teacher lectures, student dependence on teacher, whole class instruction, standing in line at the copy machine, disconnected strings of facts, teacher using the overhead projector, off-task behavior, silent, independent desk work, individual student homework folders,
Maximize: hands-on, activities and lessons, students helping each other, asynchronous & differentiated learning, online learning and building digital literacy, students connecting with their learning, students using a blog, engaged learners, student networking and collaboration, online, networked portfolios
Read more here: https://inspiredclassrooms.wikispaces.com
Instructional technology is using computers, CD-ROMs, interactive media, modems, satellites, and other technological means to support learning. The use of interactive, computer-based technology is crucial to improving classroom learning. Technology significantly expands the breadth and depth of the curriculum. With the Internet, for example, students can access information far beyond the scope of their traditional textbooks. Curricula can be individualized and adapted to students' specific learning styles. Instructional technology enhances overall knowledge accumulation, instead of just focusing on content mastery.
The Inspired Classroom model brings the classroom computers from the perimeter of the room to the student's desks. The student desks are arranged in small groups that allow students to have easy access to a computer throughout the day. This arrangement allows the technology to become an integral part of the learning process rather than an extra "center" or reward or project station. Teachers in the Inspired Classroom want the students to use the technology to get information, find solutions and respond as a team to prove understanding and learning.
Students will be expected to participate on the class blog, the class wiki, and will have an opportunity to use other technology applications (podcasting, video recording, and multimedia presentation). Students are not expected to know how to use these tools at the beginning of the school year, but they will be taught how to use them appropriately and safely.
Here are some points of change that we see in Inspired Classrooms:
Minimize: teacher lectures, student dependence on teacher, whole class instruction, standing in line at the copy machine, disconnected strings of facts, teacher using the overhead projector, off-task behavior, silent, independent desk work, individual student homework folders,
Maximize: hands-on, activities and lessons, students helping each other, asynchronous & differentiated learning, online learning and building digital literacy, students connecting with their learning, students using a blog, engaged learners, student networking and collaboration, online, networked portfolios
Read more here: https://inspiredclassrooms.wikispaces.com
Learning Styles:
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." Educators do not ask, "Is this student smart?" but rather "How is this student smart?"
Brain Based Learning:
Brain based learning environments produce better learning conditions for students. Learning is designed around student interests and makes learning contextual. Students learn in teams and use peripheral learning. Learning is structured around real problems, encouraging students to also learn in settings outside the classroom. Assessments allow them to understand their own learning styles and preference. Students monitor and enhance their own learning process. Plants are integrated to reduce the amount of carbon dioxide which may diminish capacity to learn. Water to drink keeps the brain hydrated and forms better brain connections for learning. Quality lighting and appropriate colors improve visual processing and reduce stress. Whole-brain teaching emphasizes active learning, in which the learner makes connections that tap both hemispheres of the brain.
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." Educators do not ask, "Is this student smart?" but rather "How is this student smart?"
Brain Based Learning:
Brain based learning environments produce better learning conditions for students. Learning is designed around student interests and makes learning contextual. Students learn in teams and use peripheral learning. Learning is structured around real problems, encouraging students to also learn in settings outside the classroom. Assessments allow them to understand their own learning styles and preference. Students monitor and enhance their own learning process. Plants are integrated to reduce the amount of carbon dioxide which may diminish capacity to learn. Water to drink keeps the brain hydrated and forms better brain connections for learning. Quality lighting and appropriate colors improve visual processing and reduce stress. Whole-brain teaching emphasizes active learning, in which the learner makes connections that tap both hemispheres of the brain.
Standard 8: Academically Challenging Environment
8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
8.7 Encourages students to explore new ideas and take academic risks.
Links:
Increase your higher order comprehension with Socratic Seminar
Files/Resources for ACE
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
8.7 Encourages students to explore new ideas and take academic risks.
Links:
Increase your higher order comprehension with Socratic Seminar
Files/Resources for ACE