Service Learningms. Schrader's Teaching Portfolio
- Service Learningms. Schrader's Teaching Portfolio Assessment
- Service Learningms. Schrader's Teaching Portfolio Allocation
- Service Learningms. Schrader's Teaching Portfolio Login
- Service Learningms. Schrader's Teaching Portfolios
- These strategies have been identified as central to the development of programs that prioritize student development and help improve student retention, engagement, and academic performance. A number of specific program design strategies increase the possibility that students of all backgrounds will have positive, strong learning outcomes. These strategies have been identified as High Impact.
- Our Mission Statement. Following in the Jesuit tradition of faithful service, the Service Learning Program at Marquette University facilitates student academic learning through meaningful service experiences, which encourage and enable Marquette's faculty and students to positively impact the community.
Sommer Schrader
But I’m not done yet. I have not integrated let alone learn more about online whiteboards – an exciting tool I saw on another MET student’s teaching site back in my first semester – and I have not yet learned much about alternate LMSs. I have dappled in the Vista sandbox that was set up for us and learned a bit about Desire2Learn (D2L. This is the fifth story in an occasional series that will examine trends in assessment. In aiming to measure the richness of good teaching, the National Board for Professional Teaching Standards. This service learning project has made me realize that teaching is not about what is convenient for the educator but rather what helps the students in the classroom. It is my duty to take my time and create an optimum working lesson plan that every student can use and become successful.
Hello! My name is Sommer Schrader, and I am a student at Indiana University. I'm currently a freshman studying Elementary Education, and I hope to someday teach 2nd grade at Lakeview Elementary School. I've lived in Bloomington my whole life; I attended Lakeview Elementary School, Jackson Creek Middle School, and Bloomington High School South, before attending IU.
I believe that teaching and educating is one of the most important jobs in today's world; Teachers are raising the next generation. Educators often times have a huge influence on their students, and I want to be a good role model for my pupils. I think that classrooms should be a safe haven for students, especially because you never know what horrors your students may be facing outside the school walls. I want my classroom to be welcoming, safe, respectful, and fun. I never want my students to be scared of me. You cannot effectively learn if you are scared of your teacher or if you are scared of them. Education is about learning and enlightenment, and that does not necessarily mean getting an A on the test. Education is about learning more than you thought you possibly could each day, whether it is from a textbook or from a mistake. Education is a beautiful thing, and I never want to stifle or bore my students; there is a whole wide world out there for us to explore, and each day we learn something new. Education is also a very powerful tool in which we can use to change the world for the better. I want to be able to teach a generation with open and curious minds that challenge the impossible, and change everything.
Technology can open many doors for us, and turn a local classroom into a global one. There are so many useful tools out there for us to use, and the world is becoming more digital everyday, it would be silly to not use technology in our classrooms and lessons. Download file for adobe flash player. However, I do think that students should not be entirely dependent on technology, because we never know what is going to happen tomorrow. Our school generator or transformer could malfunction and kill all of the power in the building, and then we're just stuck with a notebook and a pencil. Therefore our students need to know how to use a variety of tools, no matter how basic they may be. But while we have technology, and while it's constantly growing and improving, we should definitely use it to the fullest! My students and I could use Skype to have chats and Video Calls with a classroom across the country or across the world. Math lessons can be brought to another level, and my students can play interactive math games that are adjusted to their speed and difficulty level. Students in my classroom could also make short digital stories to show the world what happens in the book we are reading in our classroom. The world is big, but we can use its vastness to our advantage and open our student's minds.
This is a short video I made about Digital Natives. The scene is set in a Teacher's Lounge, where Mrs. Green engages in a discussion with her colleague about using technology in the classroom.
Digital Natives (TIP #2) by educsommerschrader on GoAnimate
- Description of your beliefs about using technology in the classroom
Our curriculum is designed to foster thought, curiosity and a desire for learning in all pupils, regardless of their backgrounds, strengths and needs. It should be a gateway to opportunity and to a fulfilling and prosperous life in modern Britain and beyond.
Our curriculum is broad and balanced, with an emphasis on academic success. We prioritise learning in Literacy, Numeracy, Languages, Humanities and Science. Our curriculum is both coherent and cumulative, with an emphasis on the critical importance of knowledge acquisition
Our curriculum aims to:
- Cultivate well-rounded, intelligent and socially-aware pupils
- Mould pupils into good citizens, with a sense of responsibility for their actions
- Encourage civic and social participation within the community
- Promote the development of young leaders
- Allow pupils to develop their individuality
- Empower pupils with the necessary skills and abilities to play a full and inclusive role within society
- Provide a solid foundation for future learning at every stage
- Deliver excellent exam results
Checkpoint vpn software for mac. At the core of the Academy’s curriculum will be a specialist and obligatory menu at Key Stages 3 and 4 for all pupils of academic subjects leading to the English Baccalaureate and including English, mathematics, sciences, languages, humanities, arts and technology.
Key Stage 3
The Academy operates a two-year Key Stage 3. All pupils will follow a traditional model of study, which involves core and foundation subjects. Pupils are offered extra time for English and Mathematics where necessary.
Service Learningms. Schrader's Teaching Portfolio Assessment
Subjects Available at Key Stage 3
Service Learningms. Schrader's Teaching Portfolio Allocation
| Subject | Exam Information |
|---|---|
| English | Non-examinable course at Key Stage 3 |
| Mathematics | Non-examinable course at Key Stage 3 |
| Science | Non-examinable course at Key Stage 3 |
| Art | Non-examinable course at Key Stage 3 |
| Information Technology | Non-examinable course at Key Stage 3 |
| Performing Arts | Non-examinable course at Key Stage 3 |
| Design and Technology | Non-examinable course at Key Stage 3 |
| Geography | Non-examinable course at Key Stage 3 |
| History | Non-examinable course at Key Stage 3 |
| MFL: French or Spanish | Non-examinable course at Key Stage 3 |
| Star Values | Non-examinable course at Key Stage 3 |
| Religious Studies | Non-examinable course at Key Stage 3 |
| PE | Non-examinable course at Key Stage 3 |
Key Stage 4
The Academy operates a three-year Key Stage 4 where pupils sit GCSEs across both Year 10 and 11. Pupils make their GCSE choices towards the end of Year 8. Across Years 9, 10 and 11, most pupils will follow a combination of subjects which will enable them to achieve the English Baccalaureate. Pupils are also offered extra time for English and Mathematics where necessary. The primary focus is to ensure that every pupil makes above expected progress in English and Mathematics.
A very small number of pupils will undertake an alternative vocational pathway. This will be a targeted pathway which will ensure SEN pupils, including those supported with an educational health care plan (EHCP) and those newly arrived to the country, are supported in their learning to ensure they make rapid progress. Pupils will complete nationally and industry recognised awards and qualifications, developing a personalised portfolio to include GCSEs and vocational achievements.
Service Learningms. Schrader's Teaching Portfolio Login
Courses Available at Key Stage 4
| Subject | Course Title | Core/Option | Exam Board | Specification | Start | End |
|---|---|---|---|---|---|---|
| English | GCSE English Language | Core | AQA | 8700 | Year 9 | Year 11 |
| GCSE English Literature | Core | AQA | 8702 | Year 9 | Year 11 | |
| Mathematics | GCSE Mathematics | Core | EdExcel | 1MA1 | Year 9 | Year 11 |
| Sciences | GCSE Combined Science | Core | EdExcel | 1SC0 | Year 9 | Year 11 |
| Humanities | GCSE History | Core (pupils study one of the Humanities courses) | EdExcel | 1HI0 | Year 9 | Year 11 |
| GCSE Geography | AQA | 8035 | Year 9 | Year 11 | ||
| Languages | GCSE Spanish | Year 9 and Year 10 | AQA | 8698 | Year 9 | Year 11 |
| GCSE French | Year 10 and Year 11 | AQA | 8658 | Year 9 | Year 11 | |
| Computing | Level 1/2 Cambridge National Media Certificate in Creative iMedia | Option | OCR | J817 | Year 9 | Year 11 |
| Religious Studies | GCSE Religious Studies | Core in Y9/10. | AQA | 8062 | Year 9 | Year 11 |
| Physical Education | BTEC Sport | Option | EdExcel | N/A | Year 9 | Year 11 |
| Core PE | Core | N/A | N/A | Year 9 | Year 11 | |
| Art | GCSE Art – Fine Art | Option | AQA | 8202 | Year 9 | Year 11 |
| Food Technology | GCSE Food Preparation and Nutrition | Option Y9 and Y11 | AQA | 8585 | Year 9 | Year 11 |
| Performing Arts | BTEC Technical Award in Music Practice | Option Y9 and Y11 | Year 9 | Year 11 | ||
| Child Care | Level 2 Technical Award in Child Development and Care | Option | CACHE | N/A | Year 9 | Year 11 |
Service Learningms. Schrader's Teaching Portfolios
- For further information about our curriculum offer, please see our subject pages or contact the school directly at info@tong.staracademies.org.