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Categories: Z-

Analyze Student Work to Inform Instruction

Tailor your instruction by incorporating your peers’ feedback about student work.  NOVEMBER 1, 2016


Analyzing Student Work Data Protocol (PDF) allows Two Rivers Public Charter School in Washington, DC, to meet every student where they are in their understanding.

At least three times a semester, teachers meet to examine their students’ work and have it critiqued by a common planning team or by a team that spans across grade levels. This process can take anywhere from 25 to 35 minutes.

The outcome? Teachers leave with concrete steps on how to scaffold instruction to meet their students’ needs. “I love it,” says Taryn Peacock, a third-grade lead teacher. “It gives us an opportunity to see in depth what all the students in the class are doing.”

How It’s Done

Choose Student Work to Analyze

Choose work that your students haven’t yet mastered so you can get feedback on how to best move forward. “We just started doing bar graphs with them last week,” says Peacock. “The process of looking at work will help me as I’m planning the rest of this sequence of lessons.”

Analyzing Student Work Protocol

  1. Share the task (1 minute): Read the task to your colleagues. “We do this because we want to see if the task was worded in a way where students could understand it,” explains Peacock. “That’s why we don’t like to do too much of an explanation.”
  2. Silent observation (4 minutes):After reading the task, have your peers examine the student work silently, and ask themselves:
  • How would I respond to the task?
  • How did students respond?
  • How do we assess students on this task?
  • What is a high-quality response to this task? (Useful for assessing students’ understanding against the exemplar, suggests Peacock.)
  • What do I notice and wonder about the student work?

“You also want [your peers] to think about why students did things the way they did, as well as look at the nuances between their work,” advises Peacock.

  1. Notice and Wonders (5 minutes):Your peers discuss their observations, questions, and what they notice about how student knowledge was assessed—no judgement or interpretation. The point is to notice patterns, like, “A lot of students included a title,” or “I notice that there are three different sets of numbers,” says Peacock. The presenter is silent during this time, taking notes.
  2. Analysis and Judgement (5 to 10 minutes):Peers discuss their assessment of the task and student work, as well as solutions for addressing issues. The presenter is again silent during this time, taking notes. “I feel like there’s this profound vulnerability in being silent while your team looks at your work,” reflects Carolina Riveros-Ruenes, a middle school ELA teacher. “It also enables you to focus on what people are saying because you’re actively listening.” (See The Power of Vulnerability in Professional Development.)

To guide the discussion, Jeff Heyck-Williams, the director of curriculum and instruction, suggests answering the following questions:

  1. What does the student work tell me about student learning and thinking?
  2. In general, at what stage are students in their understanding with the content?
  3. What are next steps for teaching these students? What opportunities do they need to move their understanding and thinking from beginning to advanced?
  4. Is there a student or a group of students that have only basic or novice understanding? If so, what reteaching or scaffolding needs to occur? In what ways can we break down the concepts or skills to support these students?
  5. Is there a student or group of students that are advanced in their understanding? If so, what extensions need to be provided for them? How can they be challenged to deepen their thinking and understanding of the core concepts?

“We never say, ‘These students got it. We’ll just let them do whatever,’” emphasizes Peacock. “And we never say, ‘These students were behind, but we need to move on.’ It’s always, ‘How can we push the student, regardless of where they are?’”

  1. Open discussion and suggestions (5 to 10 minutes):The presenter can join the discussion and answer questions. A lot of this discussion is centered around identifying and building on solutions, says Peacock:
  • What are the next steps that students need?
  • What is the confusion students have?
  • How can we dig deeper into this work?

When analyzing student work, Peacock advises sorting it by understanding: students who finished the task and didn’t, students who mislabeled something, students who got something wrong. “We’re able to look at specific groups of students and see who was inaccurate with their scale, who didn’t have a very representative title, and what we need to do with them. We try to group students together so we can do differentiated, small-group instruction,” says Peacock. “Other times, I’ll get feedback based on a particular student. There were two students in particular who needed a lot more scaffolds and support in order for them to do the graph.”

  1. Debrief (5 minutes):Everyone can make one last comment about the student work—reflecting on a takeaway—relating to the classroom of the presenting teacher, their classroom, or school-wide.

How would you adapt this protocol to fit your school and needs?




Jeff: I think this data helps demonstrate. This student organized it from greatest to least before he graphed it.

Teacher: That is interesting.

Teacher: This one is counting by sixes, twelves, fives.

Jessica: Because our teachers look at student work, they really see what students are thinking and how they’re expressing their understand from the classroom, and they’re better able to guide and facilitate a deeper level of student learning.

Taryn: So it’s two ways of them being able to think about creating this graph.

Jeff: At Two Rivers, we really care about our whole community as learners.

Taryn: So what did we do so far?

Jeff: That includes not just our students, but also our staff.

Jessica: The reason we look at student work is to help teachers become better teachers. Student work is the expression of what kids are learning, and so if you’re thinking about, how am I doing as a teacher, there’s your evidence.

Taryn: So when you guys get with your partner, you’re going to work to create a, what type of graph?

Students: Bar graph.

Taryn: Bar graph.

We just started doing bar graphs with them last week, so it’s relatively new.

Make sure your name is on it, please.

The process of looking at the work will really help me as I’m planning the rest of this sequence of lessons.

Jessica: One of the most powerful things that we do is the looking at student work protocol.

Jeff: Taryn today brought a set of student work. The group of teachers and I took a look at that work to give her some insights into what do her kids really understand around this technical skill of creating a graph?

Taryn: So the task that they had was, Miss Cynthia is ordering new shirts for next year.

The protocol starts where I give a very short introduction to what the work is.

How can Miss Cynthia create a graph to represent the data about the different colored shirts she ordered? And what you’ll see is the chart with the different colored shirts, and there’s different numbers. So it was different shading.

The team looks at the work, and they look at it silently, just thinking about how they would respond to the task, and then looking at how students did. After that, there is about five minutes where the presenter is silent and you’re just talking about things you notice and things you wonder about the task.

Teacher: I notice that there’s three different sets of numbers.

Teacher: I noticed that in one of the sets, it’s only two digit numbers. I wonder which students got which sets of numbers.

Jeff: After about five minutes, we shift the protocol to comments where there is analysis, and we can start to put our own judgments into what we are seeing with the data.

I feel like what the kids needed to grapple with in this problem was really around scale.

Teacher: Look at how different they look based on what the scale that they chose was.

Carolina: I feel like there’s this profound vulnerability in being silent while your team looks at the work that you’re doing. It removes you from the conversation so that you can really focus on what people are saying because you’re listening.

Taryn: Following that, there is a discussion.

I think what was happy for me to hear was you guys noticed. What we wanted them to grapple with was the scale on this one.

That’s the part where we really talk about, okay, well, what are the next steps that students need?

Teacher: Thinking about this story, if we look at Matthew’s and then someone else.

Taryn: It all of a sudden looks like way more shirts were ordered.

Jeff: It does.

Carolina: I think you’re designing a graph to tell a story of something, you know. Scale matters, right?

Taryn: I feel like I get concrete feedback and concrete steps to take.

I like the idea that you guys said. What is the story, like what do we want people to think about it?

So I really like the idea of graphing telling a story.

What else could that graph be telling me?

So I think that’s going to be our focus.

Has anyone ever thought about stories in math before? I don’t know if you’re going to believe me, but the bar graphs you create tell a story.

Jessica: Getting feedback is daunting at first, but after people experience it, they relish it.

Student: This is how much people like yellow. This is how much people like green.

Taryn: The same way students get ideas from each other, I get a lot of ideas from my colleagues. I absolutely love it and I need it.



Categories: Z-

To Say Goodbye to Retiring Teacher

Every Student In This High School Lined Up To Say Goodbye To Their Retiring Teacher

“It was a magical moment, truly amazing,” the teacher told BuzzFeed News.

Alain Donnat is a 63-year-old from Is-sur-Tille, Côte-d’Or, France. He recently retired from his job as a gym teacher at Collège Paul Fort, which he’d been doing for almost 38 years.

Upon leaving the teachers’ room, Donnat saw that students had positioned themselves on both sides of the hallway to clap him out.
Numerous former students posted comments on the video thanking Donnat for his years of service.
“Best teacher and track coach. He taught me everything and thanks to him I broke records in my categories! A lot of people are gonna miss you! Enjoy, you deserve it!”
“The reason I had energy up to the very last day is thanks to my students passing it on to me,” he said. “We need to change our perception of young people.”

“Congratulations and thanks to him for everything he gave us!!”

“Young people are capable of capturing emotions and spreading them with others,” he said. “The most precious of gifts is what our students give back to us — their authenticity and generosity.”

Categories: Z-

30/10 DAY WRITING CHALLENGE (Diary Writing Project)

Categories: University Courses, Z-

‘Active Learning and Teaching Seminar Topics’


‘Active Learning and Teaching Seminar Topics’

  1. 30/7/15 Days Challenges-
  2. Active Learning
  3. Article Analyzing
  4. Board Using
  5. Brainstorming
  6. Classroom Design
  7. Classroom Language
  8. Classroom Management
  9. Classroom Rules
  10. Cooperative Learning (Goup Work)
  11. Critical Thinking
  12. Debate
  13. Diary Writing
  14. Dictation
  15. Drawing – Handwriting
  16. Games and Activities (Using Games for Learning and Assessment)
  17. Guidance Education (School Teacher)
  18. Interactive Notebook
  19. Interactive Student 3 D Projects
  20. Interactive Teaching Materials
  21. Lesson Plan
  22. Magazine Preparation
  23. Material Development
  24. Math Teaching
  25. Model Schools
  26. Movie (using movie in class)
  27. Music
  28. Note Taking
  29. Organizers – Public school
  30. Peer Observation – School Visiting
  31. Picture Analyzing
  32. Poster Preparation
  33. Post-it
  34. Power Point for Educators
  35. Problem Based Education
  36. Project Based Education
  37. Reading
  38. Role Play-Story Telling
  39. Science Teaching
  40. Self-evaluation
  41. Smart Board
  42. Song
  43. Speech
  44. STEM Projects
  45. Summarizing
  46. Sumstorm Notebook
  47. Syllabus Writing
  48. Teaching Experiences
  49. Text Analyzing
  50. Text Mapping
  51. Thinking Aloud
  52. Video Lesson
  53. Video Recording Analyzing (Micro Teaching)
  54. Video Recording Analyzing (Sample Lessons)
  55. Vocabulary Teaching
  56. Web Page Design
  57. Whole Power Teaching
  58. Writing (Process, Classification, Definition, Cause and Effect,
  59. Using Social Medias/Technology (Twitter, Facebook, Googleplus, Google Driver, Google Classroom

Pinterest, Web Pages/Blogs, Youtube, TED, Prager University; Scishow,…. )

Model Schools

Categories: Z-


Reading is a language skill. There are different types of reading, because there are different reading purposes. It is very important to understand why you have to read a text and to choose that reading strategy which is most appropriate to the task. This is very relevant to examinations where you have limited time to do a large amount of reading. Don’t waste your time by trying to read each text slowly and carefully from the beginning to the end. USE ONE OF THE FOLLOWING READING STRATEGIES:


  • Move your eyes very quickly over the selection.
  • While skimming don’t read every word, just try to find general information.
  • Skimming is reading a text quickly to get a general idea of meaning.

Example: Skim the text to answer the following questions.

  1. What is this paragraph about?
  2. What is the main idea of this paragraph?
  3. What does this paragraph discuss a problem, a solution, or an opinion.

Alcoholic beverages should be banned from college campuses, for two reasons. The first reason is that drinking can cause academic failure. If students drink before class or have a hangover from drinking too much the night before, they will be unable to concentrate on their school work. They may miss classes, fail exams, and miss term-paper deadlines. This behaviour could force them to drop out of school. For example, last semester, my friend Dan, who liked to party ever ynight, dropped out of school. He failed organic chemistry twice and barely passed his other classes. Therefore, his parents refused to pay for his education any longer. Recently, Cypress College did a study of student dropped out because they had failing grades due to excessive reading. Therefore, it is true that drinking can interfere with college success.


  • Scanning is also reading a text quickly in order to find specific information, e.g. name of a person, a place, or a keyword that is important in a story.
  • While finding the specific information, do not read every word.
  • Move your eyes quickly over the text to find the information.
  • if you are looking for one specific detail such as a telephone number, a name, a date, you scan the material for that one detail, wasting no time on anything else. You do not read every word, only the words that answer your question.

Example 1: Scan the text to complete the sentences.

  • Mark Twain was one of the most popular authors in America.  His real name was Samuel Langhorne Clemens and was born in 1835 in the state of Missouri. He grew up and spent most of his life near the great Mississippi River. In 1864 he travelled to California. He became famous the following years when he wrote a short story called “The Celebrated Jumping Frog of Calaveras County.” In the next few year he travelled around the world and continued his writing career.
  • 1.. Mark Twain became famous in …………….…….. A. 1863    B. 1864 C. 1865
  • 2… Twain was born in ………………………………….. A. California B. Mississippi C. Missouri

Example 2: Read the short autobiography of Shakespeare.

  • I was born at Stratford-upon-Avon in 1564. I was the son of a tradesman (salesman), John Shakespeare. I was the oldest son, and third child (of eight).
  • At the age of eighteen, I married Anne Hathaway. She was eight years older than me.
    Five years later I left for London. I worked at the Globe Theater and appeared (acted) in many small parts (roles). I first appeared in public as a poet in 1593 with “Venus and Adonis” and the following year with “The Rape of Lucrece”. I became joint proprietor (owner) of The Globe and also had an interest in the Blackfriars Theater.
  • I began writing plays in 1595. “Love’s Labour’s Lost” and “The Comedy of Errors” were the first plays I wrote. They were followed by “Romeo and Juliet”, “Richard III”, “The Taming of the Shrew”, “The Merchant of Venice”, “A Midsummer Night’s Dream”, “All’s Well that Ends Well”, “Much Ado about Nothing”, “As you like it”, “Twelfth Night”, “Hamlet”, “Othello”, “Macbeth”, “King Lear”, “A Winter’s Tale”, “The Tempest”, and more…
  • When I retired from writing in 1611, I returned to Stratford to live in a house which I had built for my family. My only son, Hamnet, had died when still a child. I also had a daughter Judith (twin to Hamnet) and another daughter (Susanna) who got married in 1607.
  • In 1616 I was buried (put in grave) in the Church of the Holy Trinity the same Church where I was baptised in 1564. Tradition has it that I died after an evening’s drinking with some of my theater friends.
  1. Fill in the chart about Shakespeare. 
Date of Birth: 1564
Place of Birth: Stratford-upon-Avon
Father’s occupation: Tradesman
Wife: Anne Hathaway
Children: Two, two daughters and a son (Judith, Hamnet, Susanna)
The name of my theatre: the Globe (Theater)
My two first plays: Love’s Labour’s Lost and The Comedy of Errors
Date of Death: 1616

Answer the questions based on the text above. 

  • 1. How many sisters and brothers did Shakespeare have?
  • 2. How old was his wife when she got married to Shakespeare?
  • 3. When did Shakespeare appear with “The Rape of Lucrece”
  • In 1594
  • 4. What did Shakespeare do after he stopped acting and writing in London?
  • Hints and tips for better scanning.
  • Don’t try to read every word. Instead let your eyes move quickly across the page until you find what you are looking for.
  • Use clues on the page, such as headings and titles, to help you.
  • If you are reading for study, start by thinking up or writing down some questions that you want to answer. Doing this can focus your mind and help you find the facts or information that you need more easily.



Sample Exercises:


Categories: Z-


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Categories: Z-