Elements Of A School

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Elements Of A School by Mind Map: Elements Of A School

1. Why assessment is important?

1.1. It helps drive instruction

1.2. Ensures that students are making sufficient progress

1.3. Determines the effectiveness of instruction

1.4. Assesses students' achievement

2. Classroom Set Up/ Layout

3. Classroom Management

3.1. Lesson Planning Essentials

3.1.1. Modeling Demonstration of a product: teacher shows the students a finished product or pieces of a finished product Example: a completed concept web, a paragraph that already include descriptive language, a finished note taking guide for a science investigation Demonstration of a process: teachers shows the students how to do the steps of the task Example: role play, model "how to start a conversation," thinking aloud steps for finding the main idea as I do them, working through steps for solving x as I say them

3.1.2. Hook Includes: a brief story, riddles, jokes, songs or poems, skits or puppets, pictures of something related to lesson, analogy, demonstrations, props

3.1.3. Guided Practice Teacher needs to be there to give immediate feedback to prevent students from making repeated errors Students can in small groups, but all students are participating and practicing the skill Feedback should be positive and corrective Must match the lesson objective (if the objective says students will write similes, then that's what they will practice)

3.1.4. Alignment Objective Assessment Teaching

3.1.5. Lining up Instruction Modeling Guided Practice Independent Practice

3.1.6. Language Function Analyze Argue Catergorize Compare/Contrast Describe Explain Interpret Predict Question Retell Summarize

4. Literacy

4.1. Evaluations vs Assessments

4.1.1. Assessments are formative, on going, provide feedback to improve teaching and learning Example: conferences, observations, anecdotal notes, and student's work samples

4.1.2. Evaluations are usually final Example: end of unit test and standardized test

4.2. What is a proficient reader?

4.2.1. Steps Of Proficient Readers checking confirming predicting at word level and text level maintaining fluency inferring evaluating, critiquing, analyzing synthesizing questioning activating schema summarizing, determining importance visualizing making connections linking making analogies self-monitoring searching, gathering

4.2.2. process texts, solve words, and make meaning by using sources of information (cueing systems) and their "in-the-head strategies"

4.3. Cueing Systems In Reading

4.3.1. semantic cues (what makes sense?)

4.3.2. syntactic cues (what sounds right?)

4.3.3. graphophonic cues (what looks right?)

4.4. What are TPTs (Total Participation Techniques)

4.4.1. encourage purposeful discussion

4.4.2. allow for purposeful movement

4.4.3. take little to no preparation

4.4.4. must be intentionally included in the lesson

4.5. Bloom's Taxonomy

4.5.1. create: produce new or original work

4.5.2. evaluate: justify a stand or decision

4.5.3. analyze: draw connections among ideas

4.5.4. apply: use information in new situations

4.5.5. understand: explain ideas or concepts

4.5.6. remember: recall facts and basic concepts

5. Student Expectations

6. Teacher Expectations

7. Visual Supports

7.1. vocabulary

7.2. giving directions

7.3. building background knowledge

7.4. clarify difficult concepts and strategies

7.5. providing scaffolds for new learning

8. Independent Practice

8.1. definition: an activity done to strengthen the learner's knowledge or skill

8.2. can be simple, elaborate, brief, or lengthy, the outcome may be a product or performance

8.3. When is it effective practice? When students are able to be successful and that will result in the students meeting the learning objective