Final Report of Findings Evaluation of Geometry Through Dance Residency. Lauren Raff, M.A., M.P.H., Independent Evaluation Consultant
|
|
- Esmond Watkins
- 7 years ago
- Views:
Transcription
1 Final Report of Findings Evaluation of Geometry Through Dance Residency Lauren Raff, M.A., M.P.H., Independent Evaluation Consultant Background In February and March 2014, the Center for Arts Inspired Learning (CAL) coordinated and implemented the Geometry Through Dance residency program for Archbishop Lyke Middle School (Archbishop Lyke) located in Cleveland, Ohio. This residency was designed to enable 6 th, 7 th, and 8 th grade students to use dance and music to learn and reinforce geometry concepts relevant to their current math studies. The teaching artists are members of Art Sparks, a Cleveland-based dance troop that has worked with and through CAL since In the school year, CAL and Art Sparks developed a residency for Archbishop Lyke focused on exercise and healthy eating. The school s positive experience with CAL and Art Sparks was the impetus for creating the Geometry Through Dance residency. Working in collaboration with CAL and Archbishop Lyke, Art Sparks created curriculum for seven one-hour sessions geared specifically for classes in each of the three participating grade levels. The sessions prepared the students for a final performance showcasing students achievements to faculty and parents. Outcomes As part of CAL s approach to developing workshops and residencies, initial preparation for the Geometry Through Dance residency involved the identification of specific, measurable programmatic outcomes which were translated into evaluation questions. CAL defined the following specific learning goals for students participating in the Geometry Through Dance residency: Gains in new information about geometry Reinforcement of geometry concepts Preparation for math testing on geometry CAL expects all its programs will achieve the following outcomes for students: Engagement in and enjoyment of the program Participation in a final performance/culminating event to demonstrate learning Gains in knowledge about the selected art form Opportunities to make artistic choices and/or create original art work CAL has also identified the following outcomes for all their teaching artists: Artists will connect the program to non-arts subject matter Artists will demonstrate high-level artistry and creative techniques to present content Artists will connect the program to the students personal experiences Artists will provide the students with effective direction and encouragement Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 1
2 Evaluation CAL is committed to learning through evaluation; CAL staff routinely distributes evaluation surveys to teachers and coordinates a committee of trained volunteers who observe and evaluate a wide range of CAL programming. Special funding provided through the MetLife Foundation enabled CAL to significantly expand its evaluation efforts for the Geometry Through Dance residency. To capture visual, spoken, and written evidence of desired program outcomes, CAL engaged professionals Lauren Raff, an independent evaluation consultant specializing in education evaluation and Carla Carter, an experienced videographer and CAL teaching artist. The evaluation consultant worked with CAL and Art Sparks staff to develop qualitative and quantitative data collection instruments that could measure aspects of program delivery and impact from all relevant audiences: students, classroom teachers, school administrators, and teaching artists. CAL staff facilitated discussions between the evaluation consultant and the videographer to work out the logistics of filming the residency in action and interviewing students and faculty at the school. CAL staff, the evaluator, and the videographer collaborated to tell the story of this residency through print and visual media. Throughout all aspects of the evaluation, CAL worked with school administrative staff to ensure teachers had time to participate in interviews and students had appropriate permission from parents to be interviewed and filmed. Methodology Students from each grade were invited to a brief focus group interview held at school immediately following one of their Geometry Through Dance learning sessions. Six students from 6th grade, five from 7th, and six from 8th grade participated in the group interviews facilitated by the evaluator and filmed by the videographer. Responses from these interviews were used to develop a final student survey (see attached) measuring perceptions of the teaching artists and the learning outcomes. A total of 93 surveys were completed from among 98 students across the three participating grades. 1 The evaluator conducted and the videographer filmed one-on-one interviews with four teachers and the school principal. Five classroom teachers were also given a modified CAL survey for teachers (see attached), which included the student learning outcomes specific to the Geometry Through Dance residency. Findings: Student Learning In the final survey, students responded to these two statements about the impact of the residency on their learning of geometry: The residency helped me grasp difficult geometry concepts, such as different kinds of angles. and I feel better prepared for math tests on geometry because of my participation in the Geometry Through Dance program. The chart below reveals students response ratings to each statement. Findings show the majority of students (82%) responded that the residency helped them somewhat, very much, or extremely with understanding geometry concepts and with feeling prepared for math tests. 1 Two students did not attend the residency and three students were absent the day of survey administration. Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 2
3 Student Learning Outcomes I feel better prepared for math tests on geometry 28% 33% 22% Not at all Very little Somewhat Very much The residency helped me grasp difficult geometry concepts 36% 33% 13% Extremely 0% 20% 40% 60% 80% 100% In addition to the two closed-ended questions, students were asked to write, in their own words, how the residency helped them to learn about and remember geometry. Sixty-eight (68) students responded. Some students wrote about how the residency helped them learn specific aspects of geometry. It helped me remember that acute angles are smaller than right angles. Geometry Through Dance helped me learn about geometry by helping me remember how big the shapes are and how many sides there are. The Geometry Through Dance helped me learn more about triangles -that an isosceles has two sides that are the same and one is different. A number of students wrote about how the dance moves and music helped them to remember what they were learning. The phrases we said while dancing sticks in my head. The music was broken down into shapes; our dances were in resemblance to geometric shapes. Geometry Through Dance helped me learn about geometry, it refreshed my brain from when I learned it years ago. It helped me learn about geometry because we made songs about triangles, squares, and lines that help me remember what they are. In focus group interviews, students from all grades referred to the way the music and dance moves helped them to remember the geometry concepts; several students said the dance moves and the words they used during the dance stick in their head. One student said, Learning through dance rather than books keeps kids interested. Students shared that they go home and perform their dances for other family members. Seventh- and eighth-grade students in the group interviews instinctively got out of their chairs to perform aspects of the dances they were learning to show how they reflect the geometry concepts. One student showed the choreography for an isosceles triangle and several showed how the robot dance is used to show various angles. Additionally, during the group interviews, these same students performed the dance they had learned in the previous year s residency concerning exercise and health eating. Eighth-grade students even joked about performing their Art Sparks dances at their graduation. Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 3
4 Through survey responses and filmed interviews, teachers gave their perspectives on how students were learning through the Geometry Through Dance residency and how they built on the residency experiences when the students returned to their classrooms. The final survey asked teachers to gauge their perceptions of student learning from the Geometry Through Dance residency. All five teachers gave high positive ratings, checking categories of quite a bit and a great deal, in response to each the following statements about students: (Students) learned new information about geometry topics covered in the program (Students) reinforced what they already learned about the geometry topics covered in the program (Students) are better prepared for tests on geometry as a result of the program Some teachers commented on how this residency enabled them to learn new teaching strategies and ways to engage and motivate the students using music and movement. In her interview, the 7 th and 8 th grade math teacher described how the students were learning: I witnessed (the Art Sparks teachers) teaching circles, circumference, and radius. When I go to teach (those topics) in two weeks, they are prepared and they can just cruise I am looking at positions of the body so when I teach this, I can say remember when you did this move to learn triangles and circles. I think I will see a difference in test scores. This same teacher shared that her own daughter was learning geometry in another school and she brought the dance moves home to show her daughter because she saw the benefits her own students were making through the residency. Yet another teacher said, Watching (the Art Sparks teachers) explain the different triangles and showing them angles with their bodies I was amazed how they were able to get the kids interested through dance and movement. Findings: Student Experience The chart below reveals student responses to questions about their experience of the residency. Eighty-five percent (85%) of students would like their school to have more arts programming to teach non-arts subjects. Eighty percent (80%) of students indicated they much felt the residency was very much or extremely fun, and 82% chose the options, very much or extremely in response to the statement, I felt proud of my work at the final performance. Student Experience I felt proud of my work at the final performance 33% 49% Not at all The Geometry Through Dance program was fun 41% 39% Very little Somewhat Very Much I would like to see my school have more programs that use art to teach other subjects 22% 63% Extremely 0% 20% 40% 60% 80% 100% Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 4
5 In focus group interviews, students emphasized the fun aspect of the Geometry Through Dance residency and that they realized how they can learn and have fun at the same time. One eight-grade student said that she went home and taught her family the dance moves (from the residency) and they all had fun doing them together. Through their survey responses, teachers indicated that they believed the students were engaged throughout the program. All five teachers selected a great deal in response to the statement that the students, were able to show what they had learned through the final performance. However, teachers did not give high positive ratings to the statement about students having an opportunity to make artistic choices or create original work in the art form, a desired outcome for CAL programming. Additionally, one teacher and three students wrote comments on their survey that they would like to see Art Sparks use more current or trending dance styles. Findings: Teaching Artists Through surveys and interviews, students and teachers were asked specific questions reflecting the goals and outcomes that CAL maintains for all its teaching artists. Student surveys contained three measures of perceptions of the teaching artists as residency leaders. The chart below reflects student responses to these measures. The majority (more than 55%) selected the category, extremely to rate Art Sparks staff on their respect for students, their provision of clear and helpful directions, and their ability to make students feel good about their work. Teaching Artists The teachers were respectful to students 11% 87% Not at all The teachers provided clear and helpful directions 29% 63% Very little Somewhat Very Much The teachers made us feel good about our work 29% 57% Extremely 0% 20% 40% 60% 80% 100% The focus group interviews reinforced students positive perceptions of the Art Sparks teaching artists. One student said that the teaching artists worked with each student to make sure they understood the dance and geometry concepts before the whole group would move forward with learning. Several students said they found the Art Sparks staff inspiring. Teachers survey responses were extremely positive in regard to every outcome identified for teaching artists. All teachers agreed the teaching artists were on time and prepared to teach. They believe the teaching artists provided high-level artistry and creative techniques and direction and encouragement to students. They also saw that Art Sparks artists created sessions connected to non-arts learning and to student s personal experiences. Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 5
6 Findings: Additional Outcomes Positive Student Behavior Through open-ended survey questions and group and individual interviews, students and staff made links between participation in the residency and increases in positive student self-expression and self-confidence. In her interview, the school principal shared that the residency gave her a valued opportunity to approach a student who had often acted out in a negative way and praise him for his positive participation in the residency. In focus group interviews, students talked about how some students can be disruptive in class and that those students were less likely to be disruptive after a residency session because they released energy through dancing. They said they thought this program could be good in public schools where they believe kids are often being disruptive and acting out. One eight-grade student said, A lot schools are cutting music, art programs and dance, this (residency) is bringing back expressing yourself through movement and not having to express yourself through other means that are wrong or violent. One teacher wrote, Students came out of Art Sparks more motivated to learn. Another wrote, Self-confidence was obtained and students were able to see that they could be successful. They could accomplish their goals. Exercise Students and staff valued the way the residency allowed them to use their bodies and get exercise while they learn. (The residency is a) good way for us to stay active. If you are really into it and doing everything right, you will get a work out. We are getting energy and learning at the same time (The residency is a) good way to keep learning, to exercise, and to keep striving for excellence. One teacher wrote, It reinforces learning for kinesthetic and musical learning styles for students. It also promotes exercise. And one student shared that her mother was trying to lose weight and she went home and taught her the dance so they could exercise together. Evaluators Perspective Survey and interview data evidence that the Geometry Through Dance was a positive, successful learning experience for Archbishop Lyke students and staff as well as for Art Sparks teachers and CAL as the provider organization. Because of their experience in the prior school year, Archbishop Lyke appreciated what the residency could do for its students and was extremely cooperative with all aspects of the evaluation process. Through data collection, students and staff confirm that the residency met the specific learning and experiential goals and outcomes set for this program. Students and teachers can see and articulate the ways that art can be used to teach non-arts subject matter, and they desire more programming of this nature. Students are remembering and sharing their dances with family and friends, suggesting the potential for impact beyond the school setting. Art Sparks teaching artists received extremely high ratings on the way the interacted with the students; this reflects well on Art Sparks and CAL. As stated earlier in the report, CAL is committed to using evaluation to learn and enhance programming. The data indicate that there is room for improvement in the area of enabling students to make artistic choices. The recommendation from students and a teacher to incorporate current dance styles could be the perfect way for Art Sparks to meet this desired outcome. Lauren Raff Consulting: Evaluation of CAL s Geometry Through Dance Residency 6
Arkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
More informationWhat Have I Learned In This Class?
xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives
More informationField Observation Reflection Paper. Kelli Jordan. Manchester College. EDUC 111: Introduction to Teaching
Jordan 1 Field Observation Reflection Paper Kelli Jordan Manchester College EDUC 111: Introduction to Teaching Jordan 2 The best way for someone to determine if they really would like to go into a certain
More informationWhich Shape? Student Task Core Idea 4 Geometry and Measurement
Which Shape? Student Task Core Idea 4 Geometry and Measurement Identify circles, triangles, and squares among a collection of shapes. Identify two attributes of all triangles. Recognize and use characteristics,
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationAttachment A UW-Stout Cooperative Education Students Qualitative Data from 2007-2008
Attachment A UW-Stout Cooperative Education Students Qualitative Data from 2007-2008 All of the Cooperative Education students complete an evaluation of their Cooperative Education experience when they
More informationTo answer the secondary question, if hands-on activities would increase student interest and comprehension, several hands-on activities were used:
1 The Effect of an Overarching Topic on Student Performance in Algebra II Christine Consoletti and David Collins J.E.B. Stuart High School Fairfax County (VA) Public Schools June 2003 Question Does an
More informationTHEME: Jesus sent the Holy Spirit to indwell and empower us.
Devotion NT285 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Day of Pentecost THEME: Jesus sent the Holy Spirit to indwell and empower us. Dear Parents SCRIPTURE: Acts 2:1-41 Dear Parents, Welcome
More informationRadius, Diameter, Circumference, π, Geometer s Sketchpad, and You! T. Scott Edge
TMME,Vol.1, no.1,p.9 Radius, Diameter, Circumference, π, Geometer s Sketchpad, and You! T. Scott Edge Introduction I truly believe learning mathematics can be a fun experience for children of all ages.
More informationCooperating Teacher Feedback Comments on Student Teaching Program -- Elementary
Cooperating Teacher Feedback Comments on Student Teaching Program -- Elementary From the interaction you had with your student teacher, what strengths did you observe in NKU's teacher preparation program?
More informationGuided Reading Level J
An Inspiring Life Guided Reading Level J No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
More informationAdult Volunteer Guide
Adult Volunteer Guide As a Girl Scout troop/group volunteer, you will work with and inspire a team of Girl Scout Juniors to make a difference in the Girl Scout or local community and help each girl achieve
More informationINTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
More informationSAMPLE INTERVIEW QUESTIONS
SAMPLE INTERVIEW QUESTIONS Interviews and interview styles vary greatly, so the best way to prepare is to practice answering a broad range of questions. For other great interview strategies, see our Successful
More informationLESSON TITLE: Spiritual Gifts. THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40
Devotion NT319 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Spiritual Gifts THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40 Dear
More informationGrade 8 Lesson Peer Influence
Grade 8 Lesson Peer Influence Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Substance and Gambling Information,
More informationFacilitation 101: Roles of Effective Facilitators
Facilitation 101: Roles of Effective Facilitators Bonner Curriculum Overview: Category: Level: Recommended Bonner Seuence: This workshop provides a basic introduction to techniues and tips for facilitation,
More informationHow can I improve my interviewing skills? MATERIALS
Mock Interviews 6 Finding a job The BIG Idea How can I improve my interviewing skills? AGENDA Approx. 45 minutes I. Warm Up: Model an Interview (10 minutes) II. Interview Practice (30 minutes) III. Wrap
More informationTHE FORGIVING FATHER
BOOK 1, PART 3, LESSON 4 THE FORGIVING FATHER THE BIBLE: Luke 15:11-32 THEME: We can discover what Jesus wants us to do and be by hearing the parables Jesus told. PREPARING FOR THE LESSON MAIN IDEA: Jesus
More informationHow To Align A Student With A Teacher
ALIGNING CURRICULUM, INSTRUCTION, CLASSROOM ASSESSMENTS AND STANDARDIZED TESTS (Supports PEPE Teacher Indicator 3.1, 3.4) Alabama Department of Education Dr. Ed Richardson, State Superintendent of Education
More informationSelf-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
More informationThe Planets? Suite! The Cleveland Institute of Music Class Materials. Table of Contents
1 Dear Educator, Thank you for choosing the Cleveland Institute of Music. Inside this packet, you will find all of the materials your class will need for your upcoming The Planets? Suite! videoconference.
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationMain Point: God gives each of us gifts and abilities. We should use them to glorify Him.
The Ten Talents Matthew 18:21-35 PPT Title The Ten Talents Main Point: God gives each of us gifts and abilities. We should use them to glorify Him. Key Verse: God s gifts of grace come in many forms. Each
More informationxxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.
xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is
More informationVAK Learning Styles Self-Assessment Questionnaire
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationSet Your School Apart.
Set Your School Apart. Have Creative Kids Playhouse produce a full length musical production, complete with music, costumes, lights, big dance numbers and memories to treasure for a lifetime. Directed
More informationGrade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationLESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42
Devotion NT249 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Jesus Visits Mary and Martha THEME: Jesus wants us to spend time with \ Him. SCRIPTURE: Luke 10:38-42 Dear Parents Welcome to Bible Time
More informationINTRODUCTION TO COACHING TEACHING SKILLS TEACHING/LEARNING. September 2007 Page 1
TEACHING SKILLS September 2007 Page 1 TEACHING SKILLS Being a teacher is one of the main roles a coach fulfils for their players. The ability to teach effectively, especially the technical skills of ice
More informationMithian School Pyramid Club. Case Study
Mithian School Pyramid Club Case Study Mithian School is a small school with just over 100 pupils. To give a balance to the Healthy Schools Plus Project at Mithian, it was decided that emotional wellbeing
More informationA Guide for Using Big Books in the Classroom
Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and
More informationTHEME: God desires for us to demonstrate His love!
Devotion NT320 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Gift of Love THEME: God desires for us to demonstrate His love! SCRIPTURE: 1 Corinthians 13:1-13 Dear Parents Welcome to Bible Time
More informationMATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences
MATHEMATICS: REPEATING AND GROWING PATTERNS Kelsey McMahan Winter 2012 Creative Learning Experiences Without the arts, education is ineffective. Students learn more and remember it longer when they are
More informationDescribe the action you took in this cycle.
Describe the action you took in this cycle. 1. The What s for Lunch? Unit Plan Cycle Two s unit plan (See Appendix E for specific learning activities) centered on a theme titled WHAT S FOR LUNCH? First
More informationBlood, Sweat and Tears: Insights into the Lived Experiences of Graduates of an. Accelerated Undergraduate Degree-Completion Program
1 Blood, Sweat and Tears: Insights into the Lived Experiences of Graduates of an Accelerated Undergraduate Degree-Completion Program Bonnie Flynn, Ed.D., MPH National-Louis University Abstract: This is
More informationParable of The Prodigal Son
Parable of The Prodigal Son Teacher Pep Talk: Children need to know that they are loved unconditionally. In fact, we all need to know it! In the Parable of the Prodigal Son, Jesus assures us that God will
More informationOur automatic thoughts echo our core beliefs. The more negative our core beliefs are, the more negative our automatic thoughts will be.
cchapter EIGHTb Core beliefs Think Good - Feel Good Paul Stallard Copyright 2002 John Wiley & Sons Ltd ISBN: 0470842903 (Paperback) CORE BELIEFS Core beliefs are the fixed statements ideas that we have
More informationCircle or tick the answer that most represents how you generally behave.
VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to complete the questionnaire before reading the accompanying explanation.)
More informationSample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems
Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives
More informationPractical Tips For Getting Loads Of People Into Your Group Exercise Classes
Practical Tips For Getting Loads Of People Into Your Group Exercise Classes Bit of background about me Presenter for 15 years, instructor for 20 As well as presenting, I had regular weekly classes My Monday
More informationCustomer Experience Outlines
Customer Experience Outlines Professional Persuasive Language Customer satisfaction is a feeling and a perception. The consummate professional manages perception so that the customer always feels cared
More informationCurriculum design, personalisation and raising standards
Curriculum design, personalisation and raising standards Evidence from Ofsted Robin Hammerton HMI National Adviser - Personalisation 5 July 2010 Redbridge Firstly, define personalisation Departmental definition?
More informationIntegrating Technology into the Classroom. Trevor Moore. Western Oregon University
1 Integrating Technology into the Classroom Trevor Moore Western Oregon University 2 Introduction: In our ever- evolving world, we have seen the emergence of technology in all aspects of our lives. People
More informationTHE RIPPLE EFFECT of the UCI Math Educational Outreach. Alessandra Pantano University of California, Irvine
THE RIPPLE EFFECT of the UCI Math Educational Outreach Alessandra Pantano University of California, Irvine UCI Math CEO: Community Educational Outreach Founded in 2012, with support of a Dolciani grant
More informationTHE LESSON. Humility In David s Life TEACHER S LESSON # 4 A MAN OF HUMILITY
TEACHER S LESSON # 4 A MAN OF HUMILITY Lesson Summary: We know that David was a humble leader because he was not spoiled by honor, he freely confessed his weaknesses, and he gave God the glory for what
More informationProfessional Clinical Ladder Program Application
Professional Clinical Ladder Program Application Table of Contents Introduction Letter 2 New Applicant Process 3 Getting Started 4 Application Process Diagram 5 Demographic Profile 6 How to Write a Narrative
More informationKEY SKILLS OF JUNIOR CYCLE
KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their
More informationClassroom Behavior Management Plan
Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across
More informationConnectedness and the Emotional Bank Account
Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
More informationLesson 5: School Bus Safety
Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses
More informationTHEME: Jesus knows all about us and He loves us.
Devotion NT224 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Woman at the Well THEME: Jesus knows all about us and He loves us. SCRIPTURE: John 4:1-42 Dear Parents Welcome to Bible Time for Kids!
More informationEnglish Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2
Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for
More informationRestorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of
More informationCharacter Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
More information15 Most Typically Used Interview Questions and Answers
15 Most Typically Used Interview Questions and Answers According to the reports made in thousands of job interviews, done at ninety seven big companies in the United States, we selected the 15 most commonly
More informationMonitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
More informationSchool Authority: 9879- Society For Treatment of Autism (Calgary Region)
Project ID:30156 - Art Therapy for Autistic Preschool Kindergarten School Authority: 9879- Society For Treatment of Autism (Calgary Region) Scope: 60 Students, Grades prek to K, 1 School PROJECT PLAN Project
More informationCURRENT INNOVATION For the past 8 years, I have taught 5 th grade. During this time I have seen a huge spectrum of student talents, abilities and
1 2 CURRENT INNOVATION For the past 8 years, I have taught 5 th grade. During this time I have seen a huge spectrum of student talents, abilities and learning styles in any given classroom. Textbooks are
More information4 Year Primary Degree QTS Student Survey Summer 2007
4 Year Primary Degree QTS Student Survey Summer 2007 The 4 year Primary QTS degree team conducted a survey of student teachers in their final year of the 4 year Primary degree QTS. Institutions represented
More informationNumbers Must Make Sense: A Kindergarten Math Intervention
Numbers Must Make Sense: A Kindergarten Math Intervention Paula Kitchen Metropolitan School District of Pike Township Do you have students who do not recognize their numbers or cannot count to ten? We
More informationWhat does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
More information1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are.
1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 2 WHAT DOES IT MEAN? Write the words next to their meanings. These words will help you understand
More informationJoseph in Egypt. Genesis 39:2-3 the LORD was with Joseph and gave him success in everything he did.
Joseph in Egypt Teacher Pep Talk: Joseph s brothers had seen their chance to get rid of him and they did. They sold him into slavery in Egypt. But the LORD was with Joseph in Egypt and gave him success
More informationThe Relationship between the Strategy of Knowledge Folders and Study Skills. Clara J. Heyder Virginia Beach City Public Schools
The Relationship between the Strategy of Knowledge Folders and Study Skills Clara J. Heyder Virginia Beach City Public Schools December 2008 2 Introduction Over the past several years, I have had students
More informationPlant In a Cup. When considering what to do for our curriculum project, our main goal was
Sammi Meril and Grace Slone Final Paper Kindergarten Education 200 May/6/2013 Plant In a Cup When considering what to do for our curriculum project, our main goal was to create stimulating lesson that
More informationSchool & Program Guide. A Family Centered Public Cyber Charter School
School & Program Guide A Family Centered Public Cyber Charter School 1 ccaeducate.me CCA: A Family Service Organization With An Expertise In Education Each and every child can learn, and Commonwealth Charter
More informationLESSON 7: LEARNING MODELS
LESSON 7: LEARNING MODELS INTRODUCTION mobility motivation persistence sociological Think about your favorite class. Does the teacher lecture? Do you do experiments or go on field trips? Does the teacher
More informationTop Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION
DC Arts & Humanities Education Collaborative Introduction Effective Fieldtrip Guide 1001 G Street, NW Suite 1000W Washington, DC 20001 (p) 202.879.9327 (f) 202.393.5705 www.dccollaborative.org info@dccollaborative.org
More informationSample Teacher Interview Questions
Center for Academic Advising & Career Planning The Sage Colleges 1 Relationships with Students Sample Teacher Interview Questions What kind of students do you like to work with? What type of students could
More informationThe MetLife Survey of
The MetLife Survey of Challenges for School Leadership Challenges for School Leadership A Survey of Teachers and Principals Conducted for: MetLife, Inc. Survey Field Dates: Teachers: October 5 November
More informationLaptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers
Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers Maine Learning Technology Initiative Research Report #2 Report prepared by Walter J. Harris Director Lori
More informationI can not live without books.
Handbook1 Richland Academy School of Excellence Middle School Parent Handbook 2012 2013 School Year I can not live without books. - Thomas Jefferson Handbook2 Language Arts Reading We will work on reading
More informationExecutive Summary. Delta American Schools. Hemmat Yousef Younes, Principal 8 Talkha, Damietta Highway AlDaqahlia Mansoura
Hemmat Yousef Younes, Principal 8 Talkha, Damietta Highway AlDaqahlia Mansoura Document Generated On October 29, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable
More informationSTEP 5: Giving Feedback
STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationBeing positive is powerful
Lesson 7 Being positive is powerful SPECIFIC OUTCOMES R-5.1 Recognize that presenting feelings may mask underlying feelings R-5.2 Identify and use long-term strategies for managing feelings L-5.2 Affirm
More informationStepping Outside the Box: Some Additional Thoughts Part II Robert Brooks, Ph.D.
Stepping Outside the Box: Some Additional Thoughts Part II Robert Brooks, Ph.D. This will be my last article until September. I want to wish my readers a relaxing summer and to mention that in addition
More informationTeacher Questionnaire
PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council
More informationMedia, Communication and Cultural Studies Association. Studying Media, Film and Communications at University. Choosing the right course for you
Studying Media, Film and Communications at University Choosing the right course for you Introducing our field Welcome to this brief introduction to a growing and dynamic field of university study. We hope
More informationTHIS IS IT. This week's Living Abundantly message is short - one sentence - but super powerful. This one changed my life. It's called THIS IS IT.
WEEK 5: LIVING ABUNDANTLY This week's Living Abundantly message is short - one sentence - but super powerful. This one changed my life. It's called This powerful little lesson comes from my friend Max
More informationSCRATCH Lesson Plan What is SCRATCH? Why SCRATCH?
SCRATCH Lesson Plan What is SCRATCH? SCRATCH is a programming language that makes it easy to create interactive stories, animations, games, music, and art that can then easily be shared on the web. Scratch
More informationSunflowers. Name. Level and grade. PrimaryTools.co.uk
Sunflowers Name Score Level and grade 2012 Contents Billy s Sunflower... 3 A story by Nicola Moon So Many Sunflowers!... 14 Vincent Van Gogh... 15 Information about the artist Making a Paper Sunflower...
More informationAbstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts
Abstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts class periods in a Spanish immersion program over a two
More informationWholeLife Aspirations and Goals
WholeLife Aspirations and Goals Connecting your life purpose to your life choices Whole People, Whole Leaders Seeing Things Whole David Specht 2 WholeLife Aspirations and Goals CONNECTING YOUR LIFE PURPOSE
More informationLesson 3. Branches of Government. Student Materials OBJECTIVE FOUNDATIONS UNIT
Teacher Materials Clue leaves Government tree Branches of Government Chart He Does It All Scenario - Three Student Copies also Student Materials Paper & pencils Constitutions or copies of Article 1, 2,
More informationPalliser Regional Schools. Summary of feedback
Palliser Regional Schools Palliser Centre #101, 3305-18 Avenue North, Lethbridge, AB T1H 5S1 Phone: 403-328-4111 Toll-free: 877-667-1234 Fax: 403-380-6890 www.pallisersd.ab.ca Summary of feedback Community
More informationTutoring Tips: Step-by-Step
Tutoring is a great way for adults to help children learn. Tutoring offers an opportunity for one-on-one interaction, focused support for children's problem areas and a welcome break from typical classroom
More informationTHE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables.
Outcome: Students will learn about Aesop and Aesop s fables. World map or globe Sun Graphic Organizer worksheet Blackboard or Whiteboard Unlined paper Lined paper Markers or pastels Optional: Cleveland,
More informationTHE WISDOM OF 14 ACCOUNTING TEXTBOOKS.
THE WISDOM OF 14 ACCOUNTING TEXTBOOKS. ALL IN ONE FUN, INTERACTIVE GAME. Students get a kick out of learning when it s more engaging than a textbook. Sorry, textbooks. We wrapped up all the stuff they
More informationThe Summer Reading Challenge evaluation results
The Summer Reading Challenge evaluation results Overview Organised by The Reading Agency and the UK public library network since 1999, the Summer Reading Challenge is the UK s biggest annual reading promotion
More informationAppendix G Laptops for Learning Teacher Survey
Appendix G Laptops for Learning Teacher Survey Laptops for Learning...82 Laptops for Learning Teacher Survey In January of 2004, approximately 350 Florida teachers responded to an informal survey of laptop
More informationTeaching Transformations of Functions using Modern Dance: An Experiment Pairing a Modern Dance Class with College Algebra
Teaching Transformations of Functions using Modern Dance: An Experiment Pairing a Modern Dance Class with College Algebra Background: Ann D. Bingham Peace College abingham@peace.edu The researcher s interest
More informationBehavior Impedes Learning
Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports
More informationThe Best Ideas for Managing and Evaluating the Interactive Student Notebook. Presented by TCI. www.teachtci.com (800) 497-6138
The Best Ideas for Managing and Evaluating the Interactive Student Notebook Presented by TCI www.teachtci.com (800) 497-6138 P A R T Using the Interactive Student Notebook 3 125 Using the Interactive Student
More informationTrainer Handout 2-1 C. Suggested Open-Ended Questions
1 Trainer Handout 2-1 C Suggested Open-Ended Questions Helping Families Tell their Story: It would help me to know more about your family to hear you tell me a little bit about how things have gone. Could
More informationHuman Services Associate Spring 2014 Student SLO Report
1. What did you like about this program? I loved most of the teachers. One was not that great but I was informed she will not be back so that is good for the new students. I liked how the assignments helped
More information