In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidatesimprove their performance on Task Three: Assessment. Topics include helping teacher candidates: Identify and state objectives clearly and effectively. Align standards/objectives, instruction, and assessment. Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback. Organize and display assessment data. Conduct meaningful analysis of assessment data Use assessment data to modify instruction and to plan next steps Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.

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abstract: Schools are tasked with the responsibility of educating students from a wide variety of backgrounds. Teachers are tasked with finding and implementing effective teaching strategies for every student in their classroom. English Language Learners (ELLs), students who are not fluent speakers of English, represent an increasing population of students within the education system that have unique instructional needs. The goal of this study was to provide regular education teachers with instructional strategies targeted toward the educational needs of ELLs. This study used both qualitative and quantitative methods to gather data. Data sources include using pre-post innovation surveys, self-reflection forms, post-innovation interviews, and field notes. For this study, nine public school teachers from different (representing different content areas) and two English Speakers of Other Language (ESOL) teachers were used. The innovation for this study was the implementation of a whole group professional development (PD) session and access to a digital toolbox that provided teachers with instructional strategies for ELLs. The strategies provided in the whole group PD session and the digital toolbox were based on the Sheltered Instruction Observation Protocol (SIOP) model. The results of the study show that the instructional strategies provided to the teachers from the innovation positively impacted the teacher’s ability to teach ELLs. Additionally, teachers liked the format of the whole group PD session and the Digital Toolbox as a way to learn new teaching strategies related to ELLs. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

In South Africa, the Department of Education (DOE) via its South African Qualifications Authority (SAQA) mandates lecturers particularly at higher education level to deliver students that should be able to think critically and solve problems by the end of their undergraduate journey at any Higher Education Institution (HEI), whether public or private. HEIs have each taken their own approach on how to develop these competencies in their undergraduate students. This qualitative inductive case study focuses on understanding how eleven lecturers teaching at a private HEI in Midrand South Africa facilitate Active Learning in their classes, how they measure the success of Active Learning strategies and the support they have available to them by using semi-structured interviews and class observation data. Some of the findings highlight that these lecturers know exactly what Active Learning is even though most have never been officially trained. Six groups of different Active Learning strategies were identified including different questioning techniques, engagement via reading, engagement via writing, hands-on activities, use of technology and interaction with peers. Even though lecturers believed in Active Learning, evidence substantiating the effectiveness of their teaching methodology was mostly subjective. It was also found that lecturers had more support requirements than current support available and that the majority of current support was in the form of the immediate lecturer community. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted

The poor learner outcomes in the TIMSS assessment, the SACMEQ assessment, and the Grade 9 ANAs led to this study being conducted. The purpose of the study was to explore whether Grade 9 mathematics teachers’ teaching can improve learner outcomes. This study therefore investigated the literature regarding mathematics teachers’ classroom practices with an emphasis on teachers’ Pedagogical Content Knowledge (PCK), Pedagogical Content Knowledge and Skills (PCK&S), and how these teachers used assessment outcomes to inform their teaching of mathematics. In developing learners’ conceptual understanding and higher-order thinking skills, mathematics teachers not only need subject matter knowledge, but also PCK and the skill to implement their planning efficiently during instruction. The conceptual framework for this study is based on Gess-Newsome’s (in Berry et al., 2015) Model of Teachers’ Professional Knowledge and Skills. Based on this, PCK was examined in the planning and executing of topic-specific instruction and as a skill when teaching this content to the learners for enhanced learner outcomes. The research approach was qualitative and the research design was a case study. Two Grade 9 mathematics teachers from one school were selected through purposive sampling. The data were collected using a baseline test, three classroom observations, one semi-structured interview and a formative test. Both teachers used Direct Instruction in all their lessons, but proficiently used various representations when explaining the work, and integrated the topic into other mathematical topics and real-life scenarios. The teachers admitted that they did not usually make use of baseline tests to inform their teaching due to time constraints, but found it valuable during this endeavour. The findings from the two tests showed many learners still have the same misconceptions regarding the concepts of surface area, volume and capacity; continued to make the same typical mistakes in finding formulae for surface area and volume; and still found it difficult to convert between the SI units. There was, however, significant improvement in learner outcomes, but the positive outcomes regarding all typical mistakes and learner difficulties were still below 46%. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

Studies have shown that using trauma-informed strategies in the classroom positively effect students learning and academic success. However, studies have proven that educators’ lack exposure to trauma-informed care area. The purpose of the study was to 1). Investigate educators’ knowledge and uses of trauma-informed strategies in their classrooms and 2.) develop a resource of trauma-informed strategies for educators to better serve students with trauma and Adverse Childhood Experiences (ACEs). A research design of surveying elementary teachers from a Northeast Indiana public school. The survey was administered to twenty-six elementary teachers in both the general and special education setting. Twenty participants completed the survey. The survey questions were both open and closed ended questions that gathered educators understanding of trauma and trauma-informed strategies in the classroom. Twenty educators completed the survey. Results suggested that educators lack trauma-informed Professional Development while all educators have a high percent of students with trauma within their classrooms. Results also suggested that educators may not have a good understanding of what trauma-informed strategies are or how to implement them in their classroom.

Magister Scientiae (Physiotherapy) - MSc(Physio) / Clinical reasoning is the central aim of student health professionals’ education. However, educators still find it challenging to teach, and students still struggle to demonstrate clinical reasoning abilities. Various teaching strategies are used by educators to facilitate the development of clinical reasoning abilities, but it is unclear whether educators utilise robust theories to underpin their teaching strategies. Theories can assist with the conceptualisation, simplification and improvement of information. The aim of this study was to explore the use of theory to inform the teaching strategies which develop clinical reasoning in undergraduate health professional students.

Educational research has shown that student learning styles, and educators' consideration of learning styles, significantly influence the academic success of adult learners. This project study was designed to identify the perceptions and attitudes of nursing faculty concerning student learning styles and consideration of student learning styles in their praxis. The study was guided by Malcolm Knowles' theory of andragogy, and investigated nursing educators' knowledge about learning styles and course delivery with regards to students with different learning styles. It used a descriptive multiple case study approach and collected data among nursing educators using the Principles of Adult Learning Survey (PALS) (n = 9), teacher interviews (n = 9), and classroom observations (n = 6). The qualitative interview data were analyzed using the constant comparative method, and the PALS and observational data were analyzed using descriptive quantitative methods. The results indicated deficiencies in nursing instructors' knowledge of student learning styles and in nursing instructors' learning style-driven course delivery. Respondents notably cited time limitations, class size, and student resistance as barriers in implementing teaching strategies to address learning style differences. A notable study outcome was developing a 3-day seminar for nursing educators focusing on the deficiencies and barriers identified in the study. Implementing this program may promote positive social change for both nursing educators and nursing students by addressing barriers to learning style-driven teaching methods and facilitating student learning style consideration in planning and delivering nursing education, promoting improved academic performance by nursing students.

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