See teaching and learning progression cultural

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See Teaching and Learning Progression cultural competence Set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross–cultural situations (Cross et al., 1989; Isaacs & Benjamin, 1991). Lakeville Area Public Schools • PLC Handbook • Page 24 modified 11/15/2010
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culturally responsive teaching Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students (Gay, 2000). curriculum map / pacing guide Document which details the location of required essential learnings in a given course data review Look for the specific data, interpret what it means for your team, and decide what will we do about it. data versus information Data represent facts or figures that, standing alone, will not inform practice or lead to informed decisions. To transform data into information requires putting data into context, and this typically requires a basis of comparison. differentiated instruction Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences. differentiation Changing the pace, level or kind of instruction you provide in response to individual learners’ needs, styles or interests (Diane Heacox, 2002) essential learnings Developed by Lakeville teachers anlayzing the requirements of state standards and test specifications. The curriculum to which all Lakeville students must have equal access. facilitator One that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision formative assessments Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning. goals Measurable milestones that can be used to assess progress in advancing toward a vision. Goals establish targets and timelines to answer the question, “What results do we seek, and how will we know we are making progress?” intervention Short-term or long-term pro-active instructional action(s) taken to improve student learning. These actions are based on on-going assessment so instruction is aligned with the level of learning. learning progression A description of skills, understanding and knowledge in the sequence in which they typically develop: a picture of what it means to ‘improve’ in an area of learning (Masters and Forster, 1997) Lakeville Area Public Schools • PLC Handbook • Page 25 modified 11/15/2010
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learning targets Learning objectives based on the content within the essential learnings written in student friendly language level of complexity Determined from higher-order thinking skills. For example knowledge is least complex on Bloom’s Taxonomy and evaluate is most complex.
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