Using Ilps: Key Concepts, Theories And Ideas

The ILit application has a familiar structure through each unit to effectively build the skills/strategies taught to each student. After each consecutive lesson, my scaffolding becomes less and less, until the students can utilize the skills/strategies by themselves. Which is the ultimate outcome for my FL’s IEP goal towards the end of the school year. For the lesson structure, each lesson usually begins with every student having independent reading time, for at least five to ten minutes. The benefit of including independent reading before our lessons, builds on the relationship our students have with literature. This shows my students we can read for our own entertainment and at our leisure. Also being able to do the opposite, and read for

The ILD Framework stands for Instructional Leadership Development. The framework conceptualizes a data-driven campus system that is fostered by a culture that is learner-centered, based

The AIM planning process for developing influential messages is very straight forward in my opinion. It has three components that make it up and they are Audience analysis, Idea development, and finally the Message structuring (Cardon, 2013). The audience analysis is when you determine the type of audience in which you are presenting the message for so that you can tailor your message for that specific audience. As an effective business communicator, you must consider the reader values, priorities, benefits, and constraints. Furthermore, the idea development is the next step in this process of preparation. The idea development comes after you determine the audience you are trying to capture and the reason you are trying to capture them. Whether

The analysis phase defines what needs to be trained. Next, an instructional design is crafted to meet this need. Only after the design is complete are the instructional materials developed. During development, individual and group tryouts of the materials are conducted. Results are iteratively fed back into design and development. Evaluation is a central feature of ISD and is performed in each phase. The phases are:

University faculty were asked the following question in regards to reflective practice, “What opportunities for reflective practice do you provide your students in your methods course?” All three faculty members’ responses focused on assignments, such as the describe-analyze-reflect paper as well as in-class discussions. Dr. Ashcroft and Dr. Louise had very similar response that focused specifically on the class assignments. Dr. Ashcroft stated, “students do a philosophy of teaching at the beginning of the semester and then review it at the end of the semester…scripted, textbook journal writing activities…where students go in the field and observe the teacher and then respond. Dr. Louise had a similar elaboration, “when I do observations they

A reflection, by any definition, requires the subject to gaze upon themselves. This course has required me to look within myself as I transition from the general education classroom to a district-wide, technology leadership role. The reflection process has been timely as I have reached the halfway point of my first year as the Instructional Technology Specialist in my district. The coursework has been helpful as I have considered my own strengths and weaknesses. Moving forward, I intend to use the lessons from this experience to strengthen myself for the expressed purpose of improving the learning experiences of those with whom I encounter.

concepts of how to do certain things, but they never truly learn how to apply it until they experience that moment in a real life situation. When you take learning outside of the classroom, there are no restrictions on what you can explore. With sources like books and the internet a person can explore whatever topic interests them. Whenever I learned about something new I would research it online and I try to learn the basics of that subject so that I can get a broad understanding of it.

For countless students, an Individual Education Plan (IEP) might help their school experience glide along with more ease; however, for many other individuals their IEPs might be either too broad or too narrow, which could be crippling in both cases. Unfortunately identifying a student can often blemish his or her learning path entirely. As an 18-year-old college student who can neither recall the months of the year nor read a clock I have concluded that I am evidence of the latter.

Reflective Practice, is a process through which coaches challenge the way in which they coach, their opinions, beliefs and assumptions, or as stated (Learn Site) “thinking about how you teach (Coach) and refining your teaching (Coaching) practice according to those thoughts”(Diggins, 2002, pg 11, cited on learn). Reflective practice is a collective endeavour(Brookfield, 1995) and it has been suggested through the work of Brookfield(1995) that “to become critically reflective, we need to find some lenses that reflect back to us a stark and differently highlighted picture of who we are, and what we do” Brookfield’s work suggests that there are “4 lenses of reflection”(1995) we should attempt to look through-Autobiographies, Students, Colleagues, and Theory Literature. It is suggested that the best way to begin

“The most distinctive characteristic of these very good teachers is that their practice is the result of careful reflection... They themselves also learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.” (Why Colleges Succeed, Ofsted, Paragraph 19). This excerpt from a paper published by Ofsted resonates with me and I feel it explains the concept of and outlines the importance of reflective teaching well.

It has now come to my understanding that as a trainee teacher, it is vital that I become a reflective practitioner when fostering the role of a teacher. In support of this, Tripp (2012, p.12) adds that being reflective is an ‘essential’ part of the ‘development of professional judgement’. He continues to state that one must be able to examine and critique their teaching to build on their own professional values and ideas.

Russell (2013) discusses the education of student teachers in depth, and supports Hebert’s idea (2015) that reflections must be taught in conjunction with practical experience and that the two must be connected in order to lead the student to a higher level of understanding about their teaching.

I aspire to help others experience the childlike joy which I felt when first visiting the Royal BC Museum and I intend to achieve my goal by becoming a museum curator. I have chosen to focus my career path on museums because, as my childhood experience demonstrates, they are the ideal venue to encourage a lifelong love of learning. The process of learning in a museum is not passive, instead visitors are encouraged to seek our information for themselves. Not only is this activity enjoyable for the visitor, it also exemplifies the idea that we should be engaged in our own education and curious about the subject matter. Additionally, museums are a unique educational experience because their objects offer visitors a concrete connection to what they are learning about. Viewing

Instruction-level parallelism(or we call it ILP) is a form of parallel operation or calculation which allows program to perform multiple instructions at one time. Thus it is also a measurement to describe the amount of instruction per unit time.We will explore the LIP from an overall view to the several specific methods to exploit it. ILP is a measure of how many of the instructions in a computer program can be executed simultaneously. When exploiting instruction-level parallelism, goal is to maximize CPI. As for how much ILP exists in programs is very application specific. In certain fields, like graphics and scientific computing the amount can be very large while workloads such as cryptography may exhibit much less parallelism. Micro-architectural techniques that are used to exploit ILP include instruction pipelining, superscalar execution, register renaming, and so on.

A greater number of educators are looking to museums to help them attain their educational objectives. Howard Gardner has identified Bethnal Green Museum of Childhood as the perfect environment for stimulating the natural curiosity of a child. Furthermore, in response to demands for new educational approaches, older children are using museums to develop their critical facilities in art and design (Campbell, 1992).