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Copy of Humanities Venn Diagram

A venn diagram comparing four different religions in India: Islam, Buddhism, Sikhism, and Hinduism.
by

Justin Hager

on 23 June 2014

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Transcript of Copy of Humanities Venn Diagram

Student Centered
Teacher Centered
Instructional
Schedule
Allows for a variety of instructional techniques by teachers
Activities/strategies are maximized
Personal/individual approach to instruction
Freedom of movement
Depth of content
IEP students are with their case managers once per day
Final exams
Co-teaching model
Directed study contact with students (only when it fits)
Experience more options/levels – options for remediation/repeaters
Formative Assessment is conducive
Group work (leaders at the next level)
Traditional scheduling – 4/5 tests in one day
Allows for more differentiation than in 45 minute classes
PE – warm-up, activities
Special Education – allows students to have time to cope / regulate their issues
Allowing to work with struggling issues – can help with others working independently
Can give longer tests to get used to SAT’s and other standardized tests
Instructional (Weaknesses)
Extended absences, athletics, vacations, etc. has an impact because of the work missed especially in ½ credit classes
Core content subjects can potentially have too much time pass before students get them
Directed study not being utilized appropriately
Curriculum writing not being honored/valued with teaching the class
80 minute classes have the potential for too much “down time
Over the years we have been decreasing the content we teach
Difficult to engage/work with band and chorus students during DS – also an issue opposite grade level
Be aware of student dynamics with class
Fall semester exams, in Biology, missing information
Instructional (Opportunites)
Directed study with your students
AP Seminars
Plan – is there a plan for Keystone Remediation
More remediation time/opportunities
Put students in classes and eliminate study halls
Cross curricular block option (more courses like AMEX used to be)
Formalized advisory
Online coursework more intervention and remediation
Looping [special ed]
Grow the AP program
Instructional (Threats)
Absences from class is like missing multiple days
Dual enrollment/advanced instruction elsewhere


Remediation opportunities
Elective opportunities of interest
Limited course load for students – fresh start the next semester(
Activities during the day (DS) vs. after school
ECAT possibilities

Students can reach higher levels in content area courses
Students have more course opportunities over their high school career
Students can acquire more credits
Opportunities for work (WIN Program

Transition out (post-secondary preparation)
Student engagement – clubs, students are involved, college fair
80 min block is a struggle for OHI, ADD/ADHD kids
Students are limited in the arts because of the increases in what we require students to take
Schedule is inflexible when it comes to our special ed population making it difficult to address IEP Goals




New Math sequences forces students to take AP math courses even though some students don’t belong in them
Credit requirements (too high)
Advanced Placement philosophy
Grouping of IEP students (reverse inclusion)
How we handle student transfers into HHHS
Throwing students in PE Major
Relevant electives – available periods for ECAT students
Why don’t electives count towards GPA?
More opportunities for earlier courses in an interest area
Transition placement for students returning from MH, D&A
Flexibility in elective courses that count towards requirements
Specialized HR’s for coaches and club sponsors
Consider limiting class sizes in core courses (ex: math) so when they classes are filled, students can take electives
More Dual Enrollment opportunities
Charter Schools/Private & Parochial schools
Calculation of GPA not including all classes
Seniors get special treatment with graduation before the end of the school year. Do seniors really need to finish the year early?








Limited class to prep and teach = allows greater expertise/less grading time
Planning 3 courses per semester allows the teacher to focus
Formative Assessment is conducive
External teachers – change is good – fresh start – Jan / Feb – teachers are refreshed / re-charged
Teachers become more knowledgeable / experts faster at their craft

Many teachers have multiple preps = unfair
Co-teachers with multiple preps = unfair

Lack of common prep time – especially for co-teachers
Requests for courses taught should be more department based vs. just assigned

We are trying to build a positive school climate and there is resentment between teachers with full schedules and those teachers who do not have full schedules
Scheduling teachers for a full semester of lunch duty creates difficulties because you do not have access to you students.
Why do we need instructional coaches? Why not open another section of a class and put the coached back in the classroom to reduce class sizes
We do not teach the students we have in directed study – this used to be a strength
IEP teachers teach multiple courses within one class

Lack of full schedules for some (equity)
Limited sections run (singletons)
Lack of input from staff in schedule creation (comfort level, # of preps, etc.)
The most effective teachers no longer teach (instructional coaches, etc.)

Better utilize teacher talents
Co-taught classes – teachers should have a common planning time

Build in planning time with co-teachers
Course additions/changes – we would like to create more courses
Better match of instruction to course assignment for teachers
Schedules sooner to teachers
Teachers who do not have full schedules can be used for coverage
Create opportunities for parents to view their child’s schedule with the times to create awareness of that they have a 40 minute block of time in the middle of the day to meet with teachers
Give department chairs more ownership of teaching schedule
Build in common prep time wherever possible for regular ed and special ed
Better pairing of co-teachers
Teacher Centered (Threats)
District Budget
Increase in class sizes (especially in the Sciences)
Lowering graduation requirements and its impact on staff
We have wants – not needs
Morale is very low – immediate threat
May continue to fall and not get people back on board
Having support to add more staff to get the schedule we want
Lack of open-mindedness among some stakeholders
Teachers being used to cover each other’s classes * This was added in a conversation I had with a teacher after we were leaving the forum.
Upper levels of class of elective courses could disappear because of class size requirements
Student enrollment
Pvaas rostering – teaching the same course 3 years in a row (keystone course)
Lack of common planning time w/ co-teacher partners
Project based/lab style courses are easier because of time
Early release/late arrival
The schedule often addresses conflicts – semester based adjusted offerings
Presentations are done by 1 or fewer classes
Plays in class – instead of 2/3
Student – manage 4/5 classes at a time
College students report that students say their college classes are short
Science teachers w/labs
Many courses wouldn’t be able to run
Traditional scheduling – 4/5 tests in one day
PE – warm-up, activities
Can constantly fill their time when giving assessments
Schedule/Time (Weaknesses)
Core content subjects can potentially have too much time pass before students get them
40 minute lunches are too long
Multiple Schedule conflicts
R&B schedule
Schedule not being available until August
Late notice of teaching assignments at the start of the year
80 minute classes have the potential for too much “down time
Schedule is inflexible when it comes to our special ed population making it difficult to address IEP Goals
AP classes eat away at a block schedule due to the 1 ½ credits for one courses which makes it difficult for students to take elective courses
We should not be scheduling students over their lunch/DS even with a parent override—students need a break
9/10 & 11/12 lunches limits possibilities
Lack of common planning time w/ co-teacher partners
PE being scheduled in the same semester / same period
Special Education teachers need more efficient method to allow appropriate accommodations to be available
Should be a “Grand Calendar”
Balance classes – use a teacher with a hole in schedule to make (2) smaller classes
Schedule/Time (Opportunites)
Directed study should be in a different place (possibly the end of the day)
Balance the schedule (major vs. electives)
Load IEP students first and then load regular ed population
AM ECAT
Have volunteer teachers assist with the scheduling of DS “the old way”
Consider starting school later in the morning
Schedules sooner to teachers
Teachers who do not have full schedules can be used for coverage
Consider a new AP schedule, “Research shows AP students who have class 45 minutes a day or have class every other day for an extended period of time perform better on the AP exam.”
Consider a modified block with an AB schedule
Create opportunities for parents to view their child’s schedule with the times to create awareness of that they have a 40 minute block of time in the middle of the day to meet with teachers
Give department chairs more ownership of teaching schedule
Consider 5 instructional periods per day with a longer period 3 to account for the lunches and place an activity period at the end of the day.
Explore schedules at other schools to see what’s working so that we don’t have to reinvent the wheel
Have we ever really considered the added value of a 80 minute class versus a 60 minute class?
Build in common prep time wherever possible for regular ed and special ed
Elimination of HR
Hybrid block option
Cross curricular block option (more courses like AMEX used to be)
Later start time
Go back to the old schedule (90 minute block where no one teaches)[
Looping [special ed]
AM ECAT program
Schedule/Time(Threats)
Not immediate threat – losing 80 minute block
Leaving the block schedule to go back to traditional

Teacher/Student Centered
Schedule/Student Centered
Student – manage 4/5 classes at a time
Instructional/Student Centered
IEP students are with their case managers once per day
Experience more options/levels – options for remediation/repeaters
Formative Assessment is conducive
Instructional/Teacher Centerred
Preparing them for college
Group work (leaders at the next level)
Many courses wouldn’t be able to run
Schedule/Instructional
Traditional scheduling – 4/5 tests in one day
PE – warm-up, activities
Special Education – allows students to have time to cope / regulate their
issues
Allowing to work with struggling issues – can help with others working independently
Balancing of class sizes is not equitable
Balancing of class offerings is not equitable
Core content subjects can potentially have too much time pass before students get them
Curriculum writing not being honored/valued with teaching the class
80 minute classes have the potential for too much “down time”
Over the years we have been decreasing the content we teach ---We aren’t teaching enough— Keystone and PSSA have added to this issue
Schedule is inflexible when it comes to our special ed population making it difficult to address IEP Goals especially when the Academic level has been eliminated and the courses are only available in CP and H
AP classes eat away at a block schedule due to the 1 ½ credits for one courses which makes it difficult for students to take elective courses
We should not be scheduling students over their lunch/DS even with a parent override—students need a break
Be aware of student dynamics with class
Class Size – level (Academic / CP / Honors) should be reconsidered
Fall semester exams, in Biology, missing information
Load IEP students first and then load regular ed population
Look at opportunities vs. numbers
Course additions/changes – we would like to create more courses
Consider starting school later in the morning
Plan – is there a plan for Keystone Remediation
Schedules sooner to teachers
Put students in classes and eliminate study halls
Looping [special ed]
Absences from class is like missing multiple days
District Budget
Increase in class sizes (especially in the Sciences
Grad Requirements…State vs. HH…29 credits; differentiated diploma to address our various levels of student needs
Keystone Exams
Navy base decisions
Faculty Forum 1- Schedule Change
Full transcript