TAKS Information Booklets includes more of the Texas essential knowledge and skills the Texas Assessment ofAcademic skills (TAAS) did the TEKS and to classroom teaching, the Texas http://www.tea.state.tx.us/student.assessment/taks/booklets/
Extractions: Home District Locator Index A-Z Divisions ... Advanced Search Student Assessment Navigation: Student Assessment Home A to Z Directory Contact Information Frequently Asked Questions ... Resources for Researchers ORGANIZATION OF THE INFORMATION BOOKLETS not The Information Booklets for each subject area contain some information unique to that subject. For example, the mathematics chart that students will use on TAKS is included for each grade that will be assessed. However, all booklets include the following information, which we consider critical for every subject area TAKS test: information that clarifies how to read the TEKS an overview of the subject within the context of TAKS the objectives and TEKS student expectations that will be included on TAKS the reasons each objective and its TEKS student expectations are critical to student learning and success additional information about each objective that will help educators understand how it might be assessed on TAKS sample items, reading/writing selections, and prompts that show some of the ways objectives might be assessed
TEKS For Kindergarten Students acquire information from a variety of oral and visual sources. (2) To supportthe teaching of the essential knowledge and skills, the use of a variety http://www.tea.state.tx.us/teks/grade/grade_k.htm
Extractions: English as a Second Language (2) For Kindergarten students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language. (A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture. (B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.
21st Century Schools: Teaching And Technology: NC Technology Competencies conferencing, and teleteaching technologies 8.0 MEDIA COMMUNICATIONS (INCLUDINGIMAGE AND AUDIO PROCESSING) essential knowledge AND skills Demonstrate these http://21stcenturyschools.northcarolina.edu/technology/competencies.html
Texas Essential Knowledge And Skills (TEKS) Texas essential knowledge and skills (TEKS) 1, 2. I. General requirements. If your son is enrolled at Cathedral High School, he will earn onehalf unit of credit for To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary http://www.whc.net/irish/government/ap/elements.htm
Extractions: Electronic Presentation PDF The Viewing and Representing TEKS include the areas of interpretation, analysis, and production, which help students in grades four through twelve become critical consumers and capable producers of media. The guide includes mini-lessons, lessons, and examples of integrating the Viewing and Representing TEKS with English Language Arts to enhance instruction. Professional development guides include the following materials for workshop presenters: This guide also contains general adaptations (i.e., instructional design, instruction and curricula, behavioral support) and specific adaptations (e.g., print media lesson adaptations for a student with visual impairments) that will benefit struggling readers and writers, including students with disabilities.
Texas Essential Knowledge And Skills For Social Studies Texas essential knowledge and skills for Social Studies/ U.S. History 2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and http://caddomills.ednet10.net/hs/tekshistory.htm
Extractions: Texas Essential Knowledge and Skills for Social Studies/ U.S. History 113.32. United States History Studies Since Reconstruction (One Credit). (a) General requirements. Students shall be awarded one unit of credit for successful completion of this course. (b) Introduction. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies and autobiographies; landmark cases of the U.S. Supreme Court; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Dwight Eisenhower, Upton Sinclair's The Jungle , and Martin Luther King's letter from the Birmingham City Jail. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
UTCRLA new state standards, the Texas essential knowledge and skills to enhance the knowledge,skills, and practices of related to effective teaching strategies, both http://www.texasreading.org/utcrla/projects/ced.asp
Extractions: Project Director pbmorris@mail.utexas.edu From 1996-2003, the Texas Education Agency ( TEA ) provided funding to the University of Texas Center for Reading and Language Arts to develop and maintain the Reading and Language Arts Center for Educator Development ( CED ). The CED s were funded at the same time as the new state standards, the Texas Essential Knowledge and Skills (TEKS), were first implemented. Over the years, each CED engaged in a variety of activities, providing invaluable support to educators in implementing the TEKS. The mission of the Reading and Language Arts CED Division of Curriculum and Professional Development and the Office of Statewide Initiatives OTRA Although funding for the Reading and Language Arts CED has ended, current CED professional development guides and materials are available for download from our Center products page , several CED products were revised. They are listed below. (*=indicates that the product contains adaptations for special education.)
TEKS Grade 4 Introduction 2. To support the teaching of the essential knowledge and skills, the use of a varietyof rich primary and secondary source material such as biographies; novels http://sage.tamu.edu/grades/Grade4/g4_intro.htm
Extractions: TEKS GRADE 4- INTRODUCTION To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Stephen F. Austin. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
TEKS For Social Studies Chapter 113. Texas Essential Knowledge And Skills For So Chapter 113. Texas essential knowledge and skills for Social Studies. Subchapter C. High School. Statutory Authority The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unless otherwise noted. §113.31. 2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and http://www.esc20.net/teks/HTML/CH113002.HTM
Extractions: Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unless otherwise noted. §113.31. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School. The provisions of this subchapter shall be implemented by school districts beginning September 1, 1998, and at that time shall supersede §75.68 of this title (relating to Social Studies, Texas and United States History). Source: The provisions of this §113.31 adopted to be effective September 1, 1998, 22 TexReg 7684. §113.32. United States History Studies Since Reconstruction (One Credit). (a) General requirements. Students shall be awarded one unit of credit for successful completion of this course. (b) Introduction. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies and autobiographies; landmark cases of the U.S. Supreme Court; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Dwight Eisenhower, Upton Sinclair's The Jungle , and Martin Luther King's letter from the Birmingham City Jail. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.
Essential Learning Skills Texas Education Agency. Texas essential knowledge and skills (TEKS) .. essentialLEARNING skills teaching and Learning to Standards For use during http://www.supercamp.com/links/essential-learning-skills------------------------
Teaching, Learning, And Technology Program - WES Workplace essential skills (WES) is a multimedia (print, video and pointing to theimportance of good teaching. a small increase in knowledgerecognizing good http://rcgd.isr.umich.edu/tlt/wes.htm
Extractions: Full Report (Abstract, Executive Summary, Detailed Report: 74 pages, 140K) Abstract Workplace Essential Skills (WES) is a multimedia (print, video and online) course designed for pre-GED adults who want to learn how to apply for a job, increase their knowledge of the workplace environment, and refine their reading, writing, communication, and/or mathematical skills to meet the demands of common workplace settings. A summative evaluation examined the use of WES in 14 classrooms in six states and Washington, D.C. between September 2000 and June 2001. Each of the four WES content strands - reading, math, communication and employment - was tested in six or more classes. Reading and Math . The most dramatic increases were noted for students studying the Reading and Math strands (4 and 5 units of instruction respectively). Impact was assessed using two standardized tests that are widely accepted in adult education-the CASAS ECS Reading and Math tests. Forty percent of the students showed impressive gains in their scores (5 points or more), even though the instructional time in this study (24-30 hours) was considerably less than the 100 hours CASAS suggests is needed. However, 60 percent did not improve, showing the difficulty of meeting the needs of ABE students with a single instructional approach.
Chapter 121. Texas Essential Knowledge And Skills For Health Science Implementation of Texas essential knowledge and skills for Health Science Technology multiple methods of presentinginformation, such as client teaching;( G)assess biological http://www.esc20.net/teks/PDF/CH121.PDF
Core Knowledge - Schools - Alignment teaching in this way prevents students from getting overwhelmed with too wide documentin grades K8. The Texas essential knowledge and skills (TEKS) for http://www.coreknowledge.org/CKproto2/schools/StateHistory.htm
Extractions: Schools - Home Core Knowledge Preschool Core Knowledge Schools List Official Core Knowledge School Application ... Hints for creating your own alignment (including templates) Teaching State History and Core Knowledge Developing a Yearlong Plan Jobs University Partnerships National Core Knowledge Coordinators ... Testing Teaching State History and Core Knowledge State studies should focus upon concepts, using the Big Picture ideas to guide instruction. Teaching in this way prevents students from getting overwhelmed with too many little details. The documents attached are samples showing how state history can be integrated into the Core Knowledge curriculum and shared among all grade levels to provide a specific, sequential study that eliminates gaps and repetitions. The samples provided are from Texas. The summary sheet provides a general picture of a Texas history sequence, and the detailed sheets provide more specific guidance to the content that could be taught at each grade level. When is state history taught in your state?
Chapter 113. Texas Essential Knowledge And Skills For Social Studies Implementation of Texas essential knowledge and skills for Social Studies, Elementary To support the teaching of the essential knowledge and skills, the use of a variety of rich http://www.banderaisd.net/Curriculum/TEKS/teks-113.pdf
Extractions: Introduction Our understanding of what must be done to prevent blindness and promote eye health has advanced considerably in recent years. The challenge ahead is to introduce these methods to the field as quickly as possible. Training is an essential activity in the spread of new knowledge and skills to eye health workers. Training can take place in a variety of ways: through initial training of field workers, as part of the continuing education of existing field staff. Training can involve attendance at short sessions, longer training through intensive workshops, on-the-job bupervised practice or by distance learning through newsletters, manuals and recorded cassettes. The purpose of this series of articles in the Journal of Community Eye Health is to provide an introduction to planning and implementation of effective training. The diagram (top right) provides a summarised approach to training.
SON Admissions Head Students will acquire essential knowledge and skills in teaching to work effectivelywith student, patient, and/or consumer learners in academic, clinical, and http://nursing.umaryland.edu/admis/masters/teaching2.htm
Extractions: List of Master's Degree Options Adult Primary Care Family Gerontological Psychiatric Primary Care Nurse Midwifery Oncology Advanced Practice Psychiatric Nursing Advanced Practice Pediatric Nursing Nurse Anesthesia Community Health Environmental Health General Administration Clinical Research Management MS/MBA Informatics Teaching in Nursing and Health Professions Teaching in Nursing and Health Professions The three courses in the sequence total 9 credits with the first offered in the Spring semester. The second and third courses are offered in the Summer and Fall semesters. Each student enrolled in the Teaching in Nursing and Health Professions certificate program completes a teaching practicum in the final semester. Students will acquire essential knowledge and skills in teaching to work effectively with student, patient, and/or consumer learners in academic, clinical, and/or professional settings. Successful completion of all three courses is required for awarding of the certificate. Curriculum: Course Title Credit Theoretical Foundations of Teaching and Learning in Nursing and Health Professions provides a foundation in theory and application of essential knowledge for education in a variety of settings. Content includes the teaching/learning process, the learning environment, organizational standards, theories of learning, and organization of teaching and learning.
Extractions: INFORMATION CENTER This section provides links to workplace skills, personal skills, life skills, math skills and study skills. Communication skills including resume writing, report writing, grammar, interviewing, speaking and presenting are found on the Communication Skills page. Online learning and free tutorial resources are found on Online Tutorial Resources Home Careers Skills ... About Communication Skills
History Curriculum Students use primary and secondary sources to acquire information about Texas. (2)To support the teaching of the essential knowledge and skills, the use of a http://swco.ttu.edu/history_trunk/History Curriculum.htm
Extractions: (highlighted areas indicate essential elements which can be implemented using history trunk) §113.23. Social Studies, Grade 7. (a) Introduction. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies and autobiographies; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Barbara Jordan or Lorenzo de Zavala and William B. Travis' letter "To the People of Texas and All Americans in the World." Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. (4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education
10 Essential Clinical Informatics Skills 10 essential Clinical Informatics skills*. However, simply teaching practising cliniciansto use IT is and the management of uncertainty in clinical knowledge. http://www.informatics-review.com/thoughts/skills.html
Extractions: ewc@pobox.com There is a pressing need to educate health care workers in the basic skills needed to operate the computer tools they will encounter in the workplace. However, simply teaching practising clinicians to use IT is not enough. Just as the ability to suture does not make one a surgeon, the ability to surf the Web does not imply that one understands the principled use of information. Having basic computer skills is not the same as being skilled in the management of information, which is fundamental to good medical practice Every clinician needs to understand the principles of data interpretation, the logical foundations of the diagnostic process, and the management of uncertainty in clinical knowledge. They need to know that the problem-oriented medical record is just an information instrument, to know when it is appropriate and when other formulations might be better choices. The dynamics of communicating with patients and with colleagues are altered when the exchange moves from a face-to-face interaction to the telephone, e-mail, voicemail or video. For the health care worker understanding the implications of using one medium rather than another is central to developing effective communication skills.
