Slide55 Scaffolding — Teaching Practice Scaffolding is defined as an instructional practice in which the teacher: Provides models of the desired strategy or skillProvides supports as a student learns to do a task which might include breaking a complex task into a cumulative progression of sub-tasksGradually shifts responsibility to the studentsScaffolding is removed to the greatest extent possible in response to individual student progress. Universal Design for Learning UDL Instructional accommodations Assistive technology along with accessible instructional materials to ensure access Slide58 Accommodation: Changes in the assessment or curriculum that do not alter the validity, reliability, or security of the test or curriculum.
Excellence in science education embodies the ideal that all students can achieve understanding of science if they are given the opportunity.
Our goal is to ensure that all students at all levels achieve science literacy, for science is the key to their future.
Scientific literacy requires the ability to apply critical thinking skills when dealing with science-related issues. A scientifically literate person is able to transfer knowledge of the academic theories and principles of science to practical applications in the real world. Scientific literacy also implies having the capacity to pose and evaluate arguments based on evidence and to apply logical conclusions from such arguments.
Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions.
Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. In learning science, students describe objects and events, ask questions, acquire knowledge, construct explanations of natural phenomena, test those explanations in many different ways, and communicate their ideas to others.
Science teaching must involve students in inquiry-oriented investigations in which they interact with their teachers and peers.
Students establish connections between their current knowledge of science and the scientific knowledge found in many sources; they apply science content to new questions; they engage in problem solving, planning, decision making, and group discussions; and they experience assessments that are consistent with an active approach to learning.
The perceived need to include all the topics, vocabulary, and information in textbooks is in direct conflict with the central goal of having students learn scientific knowledge with understanding. Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.Reading, Writing and Listening in NYC!
CUNY Professors Reading at Writers Against Austerity Recently, the Professional Staff Congress, the union of CUNY’s full and part time professors, hosted Writers Against Austerity, a fundraising event featuring 50 acclaimed CUNY professors reading their fiction and poetry to a packed house.
For worksheets and a printable game to match these cards, check out these worksheets in the vocabulary worksheet. bedroom vocabulary word search spelling worksheet printable board game worksheet makers.
There is a lot more students need to do with vocabulary and I have tried to make some useful, ready-to-print vocabulary worksheet options for you.
Standards-Based IEPs Module 4: Writing Measurable PowerPoint Presentation, PPT - DocSlides- Next Generation-Linked Individualized Education Program Goals. IEP Development Process. Desired Outcomes/.
Instructional Results. Write Measurable Goals.
Select Instructional Services & Program Supports. ID: Abstract. This chapter critiques positive psychology (PP) and PP interventions (PPIs) at three levels.
First, it identifies the fundamental problems of elitism and scientism, which permeate and negatively impact PP research and applications.
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“The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses).