AIM Online Home The On Demand Testing Program has been developed to enable teachers to assess student achievement through access to tests prepared by the VCAA. This program is available for students in Years 2-10. For more information and to register your school's interest in On Demand Testing click here For the technical requirements of using the program at your school click here To access On Demand Testing, you must be registered. Please be advised that this site will be unavailable between 9 a.m. and 10 p.m. on Saturday 12th April 2014 for maintenance work. The On Demand system has been updated to AusVELS. Teacher Resources and Classroom Games :: Teach This Differentiation and explicit teaching in English | Teaching AC English Random Acts of Kindness Page 2 Updated February, 2013 Feeding the hungry, donating presents to the poor, and performing errands for the elderly are all ways that people can donate time towards the community. Working together, kids learn to solve problems and make decisions and successfully contribute to their community. IDEAS to Get you Started... • Plant trees or wildflowers. • Plant produce. • Plant seeds. • Pick up litter at a park. • Put on a play at your school, a fair or festival about local environmental or human needs issues. • Collect items for a time capsule. • Make treats for a local senior home. • Improve the school grounds. • Develop and maintain a recycling program at school. • Collect food, warm clothing, toys, or personal care items for the needy. • Hold a Teddy Bear and Friends (Stuffed Animals) Drive. •Collect unused make-up, perfume and other cosmetics for a center for abused women. •Donate old eye glasses to an organization or place that recycles them for the needy. •Write letters to service men/women.
English Developmental Continuum P-10 The English Developmental Continuum F-10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards for the AusVELS English Domain. These teaching strategies are designed to support purposeful teaching of individuals and small groups of students with similar learning needs. It is intended that teachers use the strategies in the context of their own classrooms, text or topic being taught. The English Developmental Continuum F-10 will assist teachers to: deepen understandings of the English domain monitor individual student progress towards achievement of the standards in English enhance teaching skills to enable purposeful teaching identify the range of student learning levels within their English classes develop a shared language to describe and discuss student progress. The English Continuum in its first stage is not all encompassing and only focuses on written texts in books and articles.
Printable Activities, Games, Puzzles, Worksheets & Coloring Sheets - FamilyEducation.com Home | StopBullying.gov Mathematics Developmental Continuum P-10 Page Content The Mathematics Developmental Continuum P – 10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards of AusVELS Mathematics. Indicators of progress are points on the learning continuum that highlight critical understandings required by students in order to progress through the AusVELS achievement standards. The Mathematics Developmental Continuum P – 10 will assist teachers: deepen understandings of the Mathematics domainenhance teaching skills to enable purposeful teachingto identify the range of student learning levels within their Mathematics classesmonitor individual student progress towards AusVELS Mathematics achievement standardsdevelop a shared language to describe and discuss student progress. About the mathematics continuum Content Strands Additional support AusVELS Mathematics glossary Expert authors Team The University of Melbourne Monash University Peter Sullivan Ian Lowe
The Jigsaw Classroom: Overview of the Technique Overview of the Technique The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective. Here is how it works: The students in a history class, for example, are divided into small groups of five or six students each. Eventually each student will come back to her or his jigsaw group and will try to present a well-organized report to the group. To increase the chances that each report will be accurate, the students doing the research do not immediately take it back to their jigsaw group. Once each presenter is up to speed, the jigsaw groups reconvene in their initial heterogeneous configuration.