GGSE TEP SST PROGRAM The Masters Project is a professional portfolio documenting ones growth in theessential knowledge, skills and dispositions of teaching. Program Duration http://www.education.ucsb.edu/tep/single.html
Extractions: The Teacher Education Program at the University of California, Santa Barbara, offers a Single Subject Teaching Credential Program with a Masters Degree in Education. This program provides the knowledge and experience, both academic and practical, needed to begin a teaching career. Student teaching is concurrent with course work so that the knowledge, theories and concepts taught at the University can be directly and immediately applied in the classroom setting. UCSB offers the Single Subject Teaching Credential in: English, Mathematics, Social Science and Science. Credential Authorization: In California, the Single Subject Teaching Credential enables you to teach a specific subject in a departmentalized class, usually in secondary schools grades 7-12. Master's Degree: The Masters Degree in Education with an emphasis in Teaching is designed as a professional degree for students planning on a career in schools. The Masters Project is a professional portfolio documenting ones growth in the essential knowledge, skills and dispositions of teaching.
Extractions: Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society by James A. Banks What do we know about education and diversity and how do we know it? This two-part question guided the Multicultural Education Consensus Panel that was sponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the University of Maryland. The Panel reviewed and synthesized research related to diversity during a four-year period. The Panel¹s work was supported by a grant from the Carnegie Corporation of New York. The panel members are specialists in race relations and multicultural education. The 12 essential principles are summarized below. Teacher Learning Principle 1 : Professional development programs should help teachers understand the complex characteristics of ethnic groups within U. S. society and the ways in which race, ethnicity, language, and social class interact to influence student behavior.
Extractions: Computer Skills in Context by Michael B. Eisenberg and Doug Johnson There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis.
SouthWestern Bell Worldroom At The International Center activity is designed to help meet the Texas essential knowledge and skillsrequirements, 113.34 (c) World Geography Studies knowledge and skills http://worldroom.tamu.edu/Educational_Programs_WR.htm
Extractions: About the World Room Teacher Workshops Educational Programs World Scholar ... Internet Resources Educational Programs The World Room educational programs for 3rd, 6th, 9th, and 10th graders, help promote better global understanding by introducing children to different cultures and international issues through interactive activities tailored to different ages and educational levels. Programs take place at Trained World Room Fellows present The World Room Signature Programs The following programs are available to student groups at no charge by reservation only. Please make reservations at least one month in advance. Call (979) 862-6700 for reservations and information. To provide a unique educational experience for school children, the International Center has a selection of educational programs for 3rd, 6th, 9th, and 10th grade classrooms.
Seven Essential Strategies What s essential? Seven Strategies for Powerful teaching and Learning teaching interpersonal and small group skills (listening, trusting, leadership, http://www.bham.wednet.edu/learning/SevenEssentialStrategies.htm
Extractions: What's Essential? Seven Essential Instructional Strategies for Powerful Teaching and Learning What's Essential? Seven Strategies for Powerful Teaching and Learning The Problem Teachers and administrators are constantly asking the question, What are the essential best practices for instruction that will ensure that my students learn? Several groups of educators have all tried to answer this question. Although resources for a response to this question are found in the Bellingham School District Teacher Criterion, in the District Curriculum Guides, in the state documents about standards, and in the literature about best practices, they are open to individual interpretation. New teachers wondered exactly what was meant by each of the criterion and indicators that are used for supervision and evaluation. University supervisors and cooperating teachers supporting interns struggled to consistently describe powerful teaching according to the standards. How could a district begin to describe the consistent, essential teaching behaviors that one would see in all K 12 classrooms?
Teachers As Educational Designers What are the essential questions that will help students arrive at these What knowledge and skills will students need in order to answer these questions http://www.terc.edu/handsonIssues/f03/teachers/
Extractions: at the level of science classrooms." That view, clearly stated by Rodger Bybee in Achieving Scientific Literacy (1997), is shared by many educators who understand the critical role of teachers in implementing any curriculum or educational standard. When provided with the proper supports, teachers can change classrooms and create a robust science experience for all students. In the Earth Science by Design project at TERC, we believe that part of that support is helping teachers acquire the skills to be educational designers. Earth Science by Design (ESBD) is a year-long professional development program for middle school teachers who teach Earth science. The program begins with an intensive summer institute where each participant creates a curriculum unit following the Understanding by Design (UbD) framework developed by Grant Wiggins and Jay McTighe (1998). During the year they teach the unit and reflect on their implementation experiences, sharing their reflections with colleagues and project staff online and in person. The program aims to help teachers become critical and reflective designers of learning. Participants begin by studying the Earth system science approach to Earth science so that they have a framework to organize new knowledge. They also study the UbD approach and use an online unit planner (designed for ESBD) to guide their work. They organize their unit around big ideas that capture the enduring understandings in Earth systems science. They develop essential questions to uncover these understandings and create performance assessments that motivate students to learn and allow them to demonstrate their understandings. To help the teachers design their units, the ESBD web site provides access to visualizations and other Earth science resources that teachers can weave into learning activities. During the institute, participants study how to identify visualizations and other resources that can help students develop skills and knowledge.
UCSF School Of Medicine - Teaching Scholar Program Enhance knowledge and skills of teaching The professional and personal skillsessential for success in an academic career are also addressed. http://medschool.ucsf.edu/teachingscholars/index.aspx
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Extractions: Home About Us Press Press Releases ... VSA arts Celebrates 30th Year Serving Nearly 5 Million People Worldwide July 18, 2005 For Immediate Release WASHINGTON, D.C. JULY 18, 2005 VSA arts is accepting registrations for its upcoming VSA arts Institute, which will be held July 31-August 3, 2005 at The Crossings in Austin, Texas. The VSA arts Institute is four days of intensive professional development facilitated by arts in education leaders and designed for educators, teaching artists and arts administrators. Individuals who are already invested in the arts, learners with disabilities, and those who seek to deepen their knowledge are also encouraged to attend. The focus of this Institute is Building Skills for the Inclusive Classroom through music and visual arts. "The opportunity to attend the VSA arts VSA arts Texas, an affiliate of VSA arts and the Kennedy Center for Performing Arts in Washington, D.C. The VSA arts Institute features core sessions, speakers, panel presentations, hands-on workshops, an open art studio facilitated by a master artist, daily reflective-study groups to develop professional action plans, and private consultation with faculty. Participants will join a learning community of teachers, artists and other professionals working to discover how to create engaging lessons and environments that meet the diverse learning needs of all students.
Career Clusters Initiative -Mission, Goals, Criteria Learners will apply knowledge and skills defined for a cluster and a pathway to skills and knowledge in the career cluster area and teaching strategies. http://www.careerclusters.org/mission.htm
Extractions: Learners will receive reinforcement of state and national academic standards. Successful transition between secondary education, post-secondary education, and/or employment Learners will apply knowledge and skills defined for a cluster and a pathway to transition to specific post-secondary, occupational education and training, including: Better Prepared to Succeed in Careers (technical skills, employability skills)
What Is Authentic Assessment? (Authentic Assessment Toolbox) demonstrate meaningful application of essential knowledge and skills JonMueller Therefore, schools must teach this body of knowledge and skills. http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
Extractions: Definitions A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." Grant Wiggins "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." Richard J. Stiggins What does Authentic Assessment look like?
LION: Lesson Plans & Teaching Activities For School Librarians Computer skills for Information ProblemSolving Learning and teaching Technologyin Context Pappas/Tepe Pathways to knowledge Information skills Model, http://www.libraries.phila.k12.pa.us/lion/lessons.html
Extractions: American Association of School Librarians: Position Statement on Information Literacy and Problem-Solving Outlines the role of the library media program in fostering information literacy, and includes eight "scenarios" that illustrate how cooperative instructional efforts between teachers and library media specialists can help students improve their information problem-solving skills through significant learning experiences. Bellingham Public Schools: Staff Development Course on Information Literacy This Washington State school district provides online some of the materials it uses in a staff development course on Information Literacy and the Net . The course emphasizes student investigations as vehicles to explore information available on the Internet. Topics covered include the Research Cycle, several types of literacy, Gardner's Seven Intelligences, and much more.
Extractions: 15 JULY 2005 INDEX OF ARTICLES RELATED ARTICLES Academic success is often defined by papers and funding, but these achievements are based on other skills such as time management, networking, negotiation, and the management of lab personnel. E-mail the CareerDoctor today! Due to the high volume of questions received, the CareerDoctor cannot answer all queries on an individual basis. Look for an answer to your question published in this column soon! Thank you! Dear CareerDoctor, I have been an assistant professor for 3.5 years now, having built my own lab on a generous grant for returning postdocs, but the academic life doesn't seem to fit me: the administrative and teaching load keep me away from the bench in the years when my hands are still worth something. I am forced to supervise grad students whose natural inexperience results in few publishable data. In other words, it's a complete disaster: poor track record, long hours in committees and classes, and little spare time to read the literature and think. I have an opportunity now to change to a private research institute. They pay much better; there are no teaching or administrative responsibilities, but there is the constraint of not being able to choose your own line of research.
Extractions: ISSN 1522-0222 Undergraduate Reference Services Librarian Cline Library Northern Arizona University Flagstaff, AZ Reference Coordinator Reference Librarian MSU Bozeman Libraries Montana State University Bozeman, MT Introduction: The Boyer Commission and the Information Age A recent report by the Boyer Commission on undergraduate education concluded that universities have too often failed, and continue to fail, their undergraduate populations Students are graduating without some of the basic skills they need to function in the professional world, such as knowing how to think logically, write clearly, or speak coherently. Thousands of students, they note, graduate without having tasted the basics of research . The report challenges universities to rethink their traditional instructional models, to move to a model of inquiry-based learning wherein the student is involved in research from the beginning. Everyone (faculty and student) involved in the teaching-learning experience should recognize that they are both discoverers of knowledge and learners: The skills of analysis, evaluation, and synthesis will become the hallmarks of a good education, just as absorption of knowledge once was.
Extractions: ALAN Review Afterimage American Drama American Music Teacher ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Essential skills for promoting a lifelong love of music and music kaking: Part 1 of 4 American Music Teacher Feb-March, 2005 by Dorothy Payne Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. INTRODUCTION Stereotypes die hard, sometimes. There still are people in the U.S. who think all music teachers are kindly ladies with negligible training and no professionalism, handing out candy for good performances and slaps on the wrist for bad. Kindly? Mostly. Minimal professionalism? Never! Today's MTNA members are educated, experienced and expert. This is reflected in results from studies that show music teachers are viewed by most U.S. citizens as respected professionals. In the latest Gallup poll, American Attitudes Toward Music (March 2003, conducted for the National Association of Music Merchants), an overwhelming majority of Americans polled73 percentbelieve children should be exposed to music before age 5. A whopping 96 percent consider music part of a well-rounded education.
NBPTS - Standards The National Board for Professional teaching Standards is leading the way in But knowledge and skill are not disjoint. knowledge in the form of http://www.nbpts.org/standards/know_do/supporting.html
Extractions: We each remember the great teachers who touched our lives, kindled our interest and pressed us to do our best. We hold powerful images of such teachers. They exhibited a deep caring and love for children. They conveyed a passion for the subjects they taught, captivating their students with that passion. They approached their work with creativity and imagination, striving constantly to improve. As committed professionals, they were proud to be teachers. The images of teaching that we share are deceptive as well as compelling. They emphasize teaching's external aspects, not its inner workings. If we fondly recall the great teachers of our past, we also typically see teaching as a humble undertaking. It concerns itself with the least powerful age group in society. It involves such seemingly routine activities as arranging seatwork, lecturing, reviewing and responding to students' efforts, and disciplining their behavior. Historically, there is an enduring constancy in the organization of schools, of classrooms and of teaching itself. Self-contained classrooms, whole-group, textbook-centered instruction, teaching as telling, learning as the passive acquisition of facts, standardized testing these patterns of schooling are as familiar as chalk dust. They constitute an unintended national curriculum that, as an unrelieved diet, does not adequately serve the educational needs of a diverse and dynamic society. Good teachers, of course, depart in many ways from these routines.
Core Knowledge K-8 Schools Events and Training Become a K8 Core knowledge School The Texas Essentialknowledge and skills (TEKS) for grades 4 and 7 are aligned with its http://www.coreknowledge.org/CK/schools/StateHistory.htm
Extractions: Core Knowledge Events and Training FAQ List of Core Knowledge Schools ... K-8 Schools When is state history taught in your state? In Texas, state studies are usually taught in grades 4 and 7. However, the attached completed sequence is intended to be used as a school-wide document in grades K-8. The Texas Essential Knowledge and Skills (TEKS) for grades 4 and 7 are aligned with its corresponding content, demonstrating how teachers can plan Core Knowledge lessons that incorporate Texas History into American and World History. As a result, students have many opportunities for meaningful connections in their learning. We recommend that a school teaches state history all year long as a comparison to American and World history. The alternative is to have a school-wide state theme for a few weeks of school where each grade level focuses upon its designated content. Texas schools have the freedom to modify the attached document to suit their needs. The most important aspect is to have school-wide agreement on how state studies will be taught. This shifts the responsibility for state studies from one grade level to a school-wide effort. Schools outside of Texas may choose to use this document as a model for creating their own state history sequence. If your school develops a sequence that you would be willing to share with others, please contact the Core Knowledge Foundation. Feel free to e-mail
National Science Education Standards The standards for science teaching are grounded in five assumptions. Encourage and model the skills of scientific inquiry, as well as the curiosity, http://www.nap.edu/readingroom/books/nses/html/3.html
Extractions: Science teaching is a complex activity that lies at the heart of the vision of science education presented in the Standards . The teaching standards provide criteria for making judgments about progress toward the vision; they describe what teachers of science at all grade levels should understand and be able to do. To highlight the importance of teachers in science education, these standards are presented first. However, to attain the vision of science education described in the Standards , change is needed in the entire system. Teachers are central to education, but they must not be placed in the position of being solely responsible for reform. Teachers will need to work within a collegial, organizational, and policy context that is supportive of good science teaching. In addition, students must accept and share responsibility for their own learning. In the vision of science education portrayed by the Standards , effective teachers of science create an environment in which they and students work together as active learners. While students are engaged in learning about the natural world and the scientific principles needed to understand it, teachers are working with their colleagues to expand their knowledge about science teaching. To teach science as portrayed by the Standards , teachers must have theoretical and practical knowledge and abilities about science, learning, and science teaching.
Extractions: view cart / checkout Critical Thinking Home Resources Articles The Center For Critical Thinking Mentor Program Eight 3-day workshops Over A Three Year Period The aim of the Critical thinking Mentor Program is establish a cadre of teachers competent to teach other teachers the art of fostering critical thinking in instruction. Its success depends on a number of variables. One develops as a critical thinker in a way similar to the way in which one learns to perform well in basketball, ballet, or on the piano. First of all, one must understand the basic principles. Secondly, one must regularly engage in self-monitored, self-evaluative practice (putting the principles to work in instructional design) progressively up-grading one's understanding and skill thereby. Teachers in the program come to recognize explicitly that critical thinking is not just one of many divergent educational aims, but is rather a way of teaching and learning at a high level of effectiveness. They learn to use all other reform trends as a support for a high level of thinking in both the teaching and learning process. Commitment to critical thinking affects how one thinks through the design of instruction and how one thinks through the content one is learning. In short, mentor teachers, over time, come to recognize that teaching in a critical manner is essential for:
Contemporary Literacy: Essential Skills For The 21st Century Contemporary Literacy essential skills for the 21st Century See also TeachingInformation and Technology Literacy through StudentCreated WebQuests http://www.infotoday.com/MMSchools/mar03/murray.shtml
Extractions: Economic forecasters and business analysts predict that 21st century jobs will require information-processing skills. They expect a fundamental shift from production to information management, with a much higher percentage of the workforce employed in service industries. The 1990 Department of Labor report of the Secretary's Commission on Achieving Necessary Skills (SCANS) identifies information and technology as two of the five competencies essential for employment. The Bertelsmann Foundation and the AOL Time Warner Foundation joined with experts from education, business, and government to convene an international 21st Century Literacy Summit in March 2002. The White Paper resulting from that conference concludes:
Encountering Texas, 1846–1856: Teaching Guide winner of the Amon Carter Museums 2004 Innovative teaching Award. Texas EssentialKnowledge and skills (TEKS) connections are given for grades 912. http://www.cartermuseum.org/books/encountering/html/lp2.htm
Extractions: Activity One Activity Two Additional Resources 2004 Innovative Teaching Award ... James Gilchrist Benton Activity Option I: Analyzing Visual History BACKGROUND The standard historical essay required of students in most history classes is usually based on written sources such as manuscripts, printed materials, and published resources. This activity provides them with the opportunity to write a historical essay based on artworks. Using period sketches and watercolors as their primary source materials, they will extrapolate pertinent historical information from them. OPENING TEKS (Texas Essential Knowledge and Skills) CONNECTIONS Social Studies analyze how the character of a place is related to its political, economic, social, and cultural characteristics give examples of ways various groups of people view cultures, places, and regions differently analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced
