23 views

Uploaded by api-380179279

- play
- Helsinki Coaching Certification 2013
- Training Games
- Chess Benefits Overview
- LEAD Test
- fedo assesment
- Bain
- Basic Math Assignment Da Siap.
- negative letter
- Subordinate Styles
- Marriage Seminar
- 28bcaHow Good Are You at Solving Problems
- QRQC Presentation (1)
- StudentSlides_ProblemSolving
- unit planner math
- Meetings
- t
- Problem Solving
- communications technology 7 descriptor september 2014
- production technology 8 descriptor september 2014

You are on page 1of 7

Revised 4.20.17

Directions for Preparation for POP Cycle

1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.

2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.

3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.

4. NT emails POP Cycle Form and Lesson Plan to ME.

Directions for Pre-Observation

5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.

6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.

Directions for Observation and Preparation for Post-Observation Conference

7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.

8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.

Post Observation Conference Directions:

9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12

Mentor Email School/District Date

Lisa Kuster lkuster@fjuhsd.org FJUHSD 10/24/18

Content Standard Lesson Objectives Unit Topic Lesson Title

Extend the properties of exponents to

Have students simplify

rational exponents. [1. Explain how

radicals by giving them

the definition of the meaning of

various methods to use.

rational exponents follows from

One method will be a

extending the properties of integer

factor tree, the other will

exponents to those values, allowing

be to factor out a perfect

for a notation for radicals in terms of Quadratic Equations and

square from the given Simplifying Radicals

rational exponents. For example, we Functions

number inside the radical.

define 51/3 to be the cube root of 5

Students will be placed in

because we want (51/3)3 = 5(1/3)3 to

small groups and will be

hold, so (51/3)3 must equal 5. 2.

working on an

Rewrite expressions involving radicals

activity/worksheet with

and rational exponents using the

critical thinking questions.

properties of exponents.]

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating

NT pedagogical skills are newly formed and just coming into Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability

prominence investigates and examines increased relevant and suitable elements into a cohesive and unified to add new methods and strategies into

pedagogical practices use of pedagogical choices pedagogical repertoire pedagogical repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)

Experiments with physical and/or virtual learning environments

2.2 Creating that support student learning.

Creating physical or virtual learning

and

environments that promote

Maintaining Structures for interaction are taught in single lessons or

student learning, reflect diversity,

Effective Applying sequence of lessons to support student learning.

and encourage constructive and

Environments

productive interactions among

for Student Students use resources provided in learning environments and

students.

Learning interact with each other to understand and complete learning

tasks in single lessons or sequence of lessons.

3.5 Using and adapting resources,

Explores additional instructional materials, resources, and

Understanding technologies, and standards-

technologies to make subject matter accessible to students.

and Organizing aligned instructional materials

Applying

Subject Matter including adopted materials, to

Explores how to make technological resources available to all

for Student make subject matter accessible to

students.

Learning all students

Section 2: Pre-Observation Conference

Part A: NT Reflection

Part B: ME Feedback

Use questions to guide reflection on the lesson

Provide feedback on lesson plan reflection.

plan.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

This will be the second time I choose this

lesson for my POP Cycle. I did this to

measure my progress as an educator and to

see if this group of students is as responsive

and successful as my previous class. This

lesson will focus on simplifying radical

expressions and familiarizing students with

the accompanying terminology. This lesson

will take 5 days to complete.

Day 1 to see how much they recall taking the

square root of perfect squares. They will also

practice the vocabulary and method 1 of

simplifying radicals (factoring out a perfect

square) on Day 1. Day 2 will consist of As teachers, we generally do the same

students practicing method 2 of simplifying notes and activities year after year with

radical expressions (factor tree). students so this will be a good opportunity

There will be three extra days added this for the NT to compare his results from last

time around. Day 3 will consist of placing year with his current results. The NT has

students in small groups and giving them an chosen a lesson that will teach students

assignment to complete in class. This how to simplify radicals. This is a very

Inquiry Focus/Special Emphasis

• What is your inquiry focus and/or special emphasis?

assignment will have them collaborate and important topic that will continue to be

• How will you incorporate the inquiry focus and/or special sharpen their critical thinking skills. Students addressed in the next years for math so it

emphasis into the lesson?

• What specific feedback do you want from your ME? will be utilizing ALEKS on Day 4 to complete is critical that students show mastery early

an assignment. This technological tool has on. The NT will be modeling and

demonstrated to be effective in previous differentiating his instruction by teaching

lessons. Finally, students will be completing with different methods as well as using

a post-assessment test on Day 5 to measure different modalities to deliver his

their progress from the pre-assessment quiz instruction. He will be using technology as

on Day 1. My goal is for the small group one of the ways to deliver and diversify the

activity and the ALEKS inclusion to serve as a lesson (CSTP 3.5).

collaborative and independent review that

helps students master or be close to

mastering the concepts learned.

for her to mention how the inclusion of

technology (ALEKS) will help students

understand the material and how well the

students are utilizing notes or handouts to

help them complete the activity. I would also

like to know any progress I have made from

the previous year when I taught this lesson.

Knowing my growth as an instructor will help

me plan this lesson more successfully for

future years.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

He is a relatively low student His math skills are relatively low He is currently failing my class

because of difficulty recalling and is reserved when it comes due to mild depression and

vocabulary terms and the steps to asking questions in class due feeling withdrawn. There are

Focus Students

we take to solve math problems. to a speech impediment. He days when he is enthusiastic,

• Summarize critical needs and how you will His assessment scores are low, does seek additional help and other days when he is

address them during this lesson.

yet he attempts and completes during lunch in my room when completely detached from the

all his homework assignments. I it is one-to-one. I will make sure class. He is getting additional

will be giving him a handout with to show the students the steps help from administration,

the definitions and steps needed to take when solving these myself, and other teachers. I

to simplify radicals. I will also be questions. That way he can usually pair him with helpful

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 7

sitting him next to a bilingual follow along with his notes and students that show him the

student to further support him. complete his assignments. correct steps to solve a

problem if he gets stuck. This is

important since it

demonstrates to him that he is

not alone and has friends in

the classroom.

How their seating arrangement helps them For the English Learner and the student

be more involved/engaged in classroom with the 504, it may be important to group

lessons and activities? How their them with other students in the class who

surrounding classmates further support their speak the same language and is strong in

engagement? What type of accommodations mathematics. This way they will have

• What specific feedback regarding your focus students do you want

from your ME? should be made for them to make another to seek support from other than

understanding the material more attainable? the teacher.

How will ALEKS and the small group activity Having the students use technology and

improve student learning at or above 70% receive instant feedback should be helpful

accuracy, as shown by their chapter in making sure the student truly

assessment test? understands to concept.

I would like my ME to let me know how Group activities are a great way to help

helpful/challenging the group activity was students prove whether they understand a

Specific Feedback for my students. Did it target specific areas concept or not. Those students that

• What additional specific feedback do you want from your ME

regarding lesson implementation? that will be beneficial for my students to understand the concept can help others

know for the post-assessment? Is it a group thereby increasing their knowledge of the

activity I can reuse for future classes? subject matter.

By now, my students have taken the pre-

assessment quiz and have been taught both

methods of simplifying radicals. This lesson

will mainly focus on the small group dynamic

and how the students will work together to

collaborate and practice simplifying radicals.

Reviewing homework from the previous

Opening: We will be going over the

night is an important way to help students

homework from the previous night and

who may have been confused by the

working out questions with the students if

lesson. Sometimes students

they require it. I usually get asked to

misunderstand how to do a problem and

complete 2-3 problems for my students on a

therefore do the problems wrong on

daily basis.

homework. So it is important for teachers

Body: I will be placing the students in groups

to review and answer questions on

of 3. There will be a mathematically strong

homework to clarify any confusion from

student, an average student, and a struggling

Instructional Planning the previous day’s lesson.

• How is the lesson structured (opening, body, and closing)? student making up each small group. I have

• What varied teaching strategies and differentiated instruction will Groups of three seem to be the perfect

help students meet lesson goals?

noticed that this dynamic has resulted in

•

amount of students so that everyone can

What progress monitoring strategies will be used? How will results positive results for my students already this

inform instruction? participate and have a role. I would

semester. Many of the more shy and

recommend making each person in the

reserved students have begun to ask more

group responsible for one part of the

questions and are being more involved in

activity. I will also have each member of

classroom activities and lessons. They will be

the group know and understand the roles

asked thought provoking questions and even

of the other group members as well. This

some problems for them to complete as a

way one student is not stuck doing all the

group. This small-group activity should

computations and the other group

emphasize the proper steps and reinforce

members do not know how to do the

the ideas of simplifying radicals to my

problem for themselves.

students.

Closing: Once completed, some of the small

groups will share their answers with the rest

of the class. We will utilize this time to

answer any questions students may still have

or to clear any confusion as well.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 7

The lesson will be made relevant because of

the small-group dynamic. The small groups

will be comprised of students at different

The group atmosphere should help all

levels in mathematics and will encourage

students to understand the topic being

them to solve problems and to complete

taught. Each member of the group should

critical-thinking questions. The goal is to

have to teach the other group members

Student Engagement/Learning master the ideas of simplifying radicals and

• How will you make the lesson relevant to all the students? how to do the problems. If everyone in the

•

to be able to solve these problems. The

How will students show progress towards master of lesson group is confused, then the teacher will be

objectives? progress will be monitored by having myself

there to help. The students will need to

walk around the classroom and seeing how

have proficient knowledge of the topic so

each of the students is doing and how well

they can share their answers with the rest

they are collaborating. Once completed,

of the class.

some of the small groups will be sharing

their answers with the rest of the class which

will further emphasize the important ideas.

I will rearrange the seating to form groups of

three. This will help maintain a positive

learning environment since all the students

The students being in groups should make

will feel welcomed and included in the

the classroom management easier since

classroom activity.

there are less overall students to talk to.

Classroom Management If the students get off-task, which might

•

The NT just needs to address the group

How will you maintain a positive learning environment with a happen since it is a lower-level class, I will

welcoming climate of caring, respect, and fairness? and then all the students in that group

• Identify specific classroom procedures and strategies for walk up to the group and ask them questions

preventing/redirecting challenging behaviors. should get back on task. Having students

pertaining to the topic. This will force them

in groups can be more exhausting since

to get back on task and continue with the

you will have to constantly monitor the

assignment. Monitoring the classroom will

room to make sure students stay on task.

be crucial since students often have

questions or to make sure everyone is doing

what they are supposed to be doing.

As stated above, some of the small groups

will share their answers with the rest of the

class once they are done with the

assignment. We will utilize this time to Another possible option is to have students

Closure answer any questions students may still have fill out questions as an exit ticket. If a

• How will you close your lesson?

• How will you assess student learning and prepare them for the

or to clear any confusion as well. This is a student does not understand something

next lesson? way to assess student learning and to you can address it immediately before the

reinforce the proper steps to answer these student leaves the class.

particular questions. This will be a great way

to transition into the following day’s ALEKS

review activity.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on

Teacher Actions Student Actions Lesson Delivery

Student groups answered worksheet questions that

Students completed the worksheets and were able to ask

When teacher reviewed worksheet, she asked additional included all levels of Bloom’s (“Identify 6 problem-solving

EXAMPLE questions. Most groups needed revisions for their questions;

questions of analysis and evaluation (“which problem-solving strategies; pick two strategies and identify at least one

CSTP 1: Engaging All Students comparison/contrast was the most common analysis

strategy do you prefer? How could you create a math problem similarity and one difference between them”). Groups then

• In what ways were students engaged? question. I need to give them a Bloom’s question stems

that could be solved with this strategy?”) selected a strategy and created two math problems to

handout next time.

exchange tomorrow.

The NT had the desks arranged in Students walked into the room I had a few students walk in

groups of three before the and had to find their name on tardy, as they normally do

students entered the room. As the desks that were arranged in because this class is right after

students enter the classroom, the groups of three. Once students break. They quickly found their

Specific Feedback

NT verbally goes over the found their group, the NT gave names on the tables and got to

• What information can you provide the NT directions and passes out a them the handout. The NT work. Students who did not

regarding requested special feedback?

worksheet. The NT described the verbally explained the objective understand the problems or had

objective of the worksheet and of the lesson and the roles each a question were helped by their

the roles each member of the group member would have to group members or other nearby

group would have. The students choose. Some students did not groups. I was able to give the

all seemed to benefit from the understand but were able to directions the way I intended to. I

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 7

group setting and the roles they quickly and quietly ask their made sure to ask the students for

chose. If one student didn’t other group members. The clarification to see if they were

understand the objective, there students worked well in the listening during directions. I was

were other students who could groups and were on task for the surprised to see them all

help to explain or clarify. I believe majority of the activity. If a engaged with the activity. This is

this activity is one that can be group member did not definitely a small group activity

used again for this class and other understand the question, the to keep for future years.

classes in the future. other group members were

there to help and explain.

The NT explained the directions

As I mentioned above, the vast

verbally and walked about to

majority of the students were

answer specific questions and

engaged with the lesson and

clarify any confusion. The Students were given a

were taking their roles in the

students were given roles that worksheet with directions and

group seriously. Students were

they chose in order to participate problems for their group to do.

collaborating with each other

in the group. The NT walked The NT would go over sections

CSTP 1: Engaging All Students and striving to complete the

• In what ways were students engaged? around monitoring the students of the worksheet and answer

How were students not engaged? activity making sure their entire

• How did students contribute to their

during the entire lesson making questions if students were

group understood the material. I

learning? sure they were on task and confused. The students were

• How did teacher and/or students monitor walked around to make sure

learning? answering questions. Focus engaged with their role in the

• How were the focus students engaged and

everyone was on task or to

Student 1 and Focus Student 2 group and with the comments of

supported throughout the lesson? answer any questions. I was a bit

were on task and collaborating the NT. The NT walked around

concerned that Focus Student 3

with their groups. Focus Student helping students and making

was withdrawn from the activity.

3 was withdrawn from his group sure they were all completing

He had been going through some

for most of the activity. His other the worksheet.

personal dilemmas, but I am

group members had to tell him

happy to report he is doing

what to say when it was his time

better and has shown growth.

to participate.

I’m glad I chose to set up the

groups ahead of time so it didn’t

The students worked in groups

The NT had the groups already set take any valuable time from the

and had a role to play in the

up for students so there was no activity. I also rearranged the

group. The students knew they

wasted time preparing for the classroom so the students were

CSTP 2: Effective Learning were responsible for

Environment activity. The NT walked around sitting in table clusters instead of

• How did students and teacher contribute

contributing to the group and

the room monitoring the rows. I also made sure to

to an effective learning environment? relied on their group members

students. Students that had promote an effective learning

for help. The students asked the

questions, found the NT ready to environment by carefully

NT for help when their group

help and always available. choosing the groups and making

members could not help them.

sure everyone would have a

successful day.

I made sure the activity built on

Students were given different

The NT explained verbally the itself by having the previous

representations of radicals and

directions and walked around the question tie in with the following

asked to show understanding of

room monitoring the students. question. I wanted the students

the different forms. Students

The NT also worked out parts of to notice all these connections so

CSTP 3: Organizing Subject Matter learned different vocabulary

the worksheet on the document they could realize how

• What actions of the NT contributed to (radicand, square roots, simplify,

student assimilation of subject matter? camera and had students answer mathematics in intertwined.

• How did students construct knowledge of perfect squares, factors) to help

subject matter?

questions to show they Vocabulary played an important

• What misconceptions did students have

them in explaining their answers

understood the concept. The NT role during the activity because I

and how were they addressed by the to the questions on the

teacher? explained the different made sure students were

worksheet.

representations of radicals and communicating with each other

One student response with how

went over examples to help clear using appropriate terminology.

to simplify a radical “we broke

up any confusion the students This forced them to memorize

them down”. The NT clarified

had. what these words meant.

with “we simplify”.

Overall, they did a great job.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 7

The NT constantly walked around I made sure to monitor the

the room to help students with classroom and help any students

the worksheet. The NT also that needed clarification on the

Students worked in groups of

worked out problems from the material. Working out some of

three on the worksheet with

worksheet with the help of the problems seemed to help

CSTP 4: Learning Experiences different representations of

• How were students supported through student’s verbal responses. The them as well. We would share

differentiated instruction? radical expressions. Students

• How did students participate?

NT worked with all three of the some answers as a class and I

• How did the NT contribute to student

were able to ask their groups for

Focus Students many times during would write down student

learning? assistance or the teacher. The

the class period. Before moving responses. Students felt proud to

teacher was always available for

on to another problem, the NT have shared their ideas and

the students’ questions.

went over the problems and answers with the class. Especially

asked if students understood or of they were correct and helped

had any additional questions. move along the activity.

Students were given roles for

the group that included writer, Besides going over the worksheet

The NT had the students

calculator, and presenter. Some the students were working on

complete a worksheet and turn

groups only had two people so and answering questions as a

the worksheet in at the end of the

they had to share the third role. class, I included a couple of

period. The NT also went over all

The roles helped the students to critical thinking questions at the

of the problems of the worksheet

stay on task and collaborate end of the activity to use as a

CSTP 5: Assessing Student Learning and clarified when needed. The

• How did students demonstrate with one other to make sure discussion starter the following

NT showed the different

achievement of lesson objectives? they understood the problem. day at the beginning of class. By

• In what ways did students struggle or representations of a radical and

demonstrate limited understanding? Sometimes two students would allowing students to take the

• What teacher actions contributed to continued to ask the students if

disagree with the answer and questions home to think about

student achievement? they agreed with what he showed

then would ask the NT or them independently, it made

them. The NT explained why it is

another group for clarification. them retain the information and

important to be able to see a

The NT made sure to model the practice it further than simply

connection between different

correct answers on the during class. This was a way to

representations of the same

document camera and assess what the students had

problem.

monitored the room to keep learned during the activity.

students on task.

Section 4: Post Observation Conference

Students achieved lesson objectives at a rather high degree. I observed many students finally

connecting previous lessons during this closure activity as I was monitoring the classroom. Students

were realizing that they could represent radicals in many distinct ways; as a simplified radical, as a

To what degree did students achieve lesson decimal, and by using the radical property I gave them. I further concluded that students achieved the

objectives? lesson objectives by the level of understanding expressed during our class discussions. Students were

using academic vocabulary to answer the questions and were using prior knowledge to answer more

critical thinking questions. Very few students left class that day still needing help. The activity served

its purpose and helped students achieve lesson objectives.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Unfortunately, this student

I made sure to monitor his

was completely disinterested

group closely because he

Placing this student with bilingual with the activity and had his

requires additional help and

students made a huge difference. head down for lapses of time.

motivation. His math skills

They were able to help him along He would act like he was

continue to be low, but he did a

the way and strengthened his working when I would walk by,

great job as the “calculator” of

understanding of the vocabulary. but quickly go back to

his group during the activity. He

To what degree did focus students achieve I even overheard him using the withdrawing himself from the

lesson objectives?

was asking questions and being

vocabulary during their small lesson. I made sure to get his

vocal when he was stuck. His

group discussions that day as I attention and ask him

group members were kind

monitored the classroom. He questions about the activity as

enough to guide him along the

seemed to feel more confident I walked by. I did notice that

way when he was stuck on a

and he scored higher on his final his group members were

problem. He also contributed

assessment compared to the pre- cheering him on and allowing

during the class discussion and

assessment. him to try when he did start

his group members were seen

participating. Unfortunately,

congratulating him.

he did not achieve lesson

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7

objectives rather well because

of his disengagement with the

activity.

One of my areas of improvement would be to preview the lesson with my students the day before. We

can make a list of the important and appropriate vocabulary and write them on the front board. This

way, students understand that there are going to be special words to use when holding the classroom

What would you do differently next time? discussion. It also gives them a day to practice what these words mean so they can come in to the

lesson with a greater understanding. I could also send my students a critical thinking question the day

before to get them thinking about the topic at hand. We could even begin the activity by holding a

small discussion and answering this question.

A lesson strength visible during the activity was the collaboration between my students in their small

groups. Each of them had their own task and contributed well to make sure their team completed the

activity. Another strength was the manner in which my students were utilizing the vocabulary during

What were three top Lesson Strengths?

the classroom discussions. The vast majority of them were using the correct terms and giving insightful

reasoning while answering questions. The final strength came from my quieter students who were

surprisingly volunteering to answer questions. It appears as if this lesson clarified their understanding

of radicals and in turn boosted their confidence. Overall, I believe this lesson was a success and I will

be utilizing it again in future years.

The top three areas of improvement would be to make sure that all my focus students are engaged in

What were three top areas for the lesson by accommodating their lesson more efficiently, preview the vocabulary with my students

improvement? the day before, and to make sure every “presenter” from all the small groups gets a chance to share

an answer or an idea during the activity.

The following steps in the lesson plan were to assess the students with the final assessment. This

assessment measured their understanding of the material and showed me how much information

What are next steps? they retained. The scores were drastically higher than their pre-assessment since we had spent many

days reviewing the vocabulary, how to simplify radicals, and this particular small-group activity was

the closure they needed to be ready for the chapter test.

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.

Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 7

- playUploaded byapi-223219426
- Helsinki Coaching Certification 2013Uploaded byKira Anttila
- Training GamesUploaded byUsha Pantula
- Chess Benefits OverviewUploaded bygrafikeyes
- LEAD TestUploaded byMark Lister Nalupa
- fedo assesmentUploaded bySamiul Al Hossaini
- BainUploaded byalejandro
- Basic Math Assignment Da Siap.Uploaded byMohamad Firdaus
- negative letterUploaded byrachel_kortkamp
- Subordinate StylesUploaded byMohamed Khalifa
- Marriage SeminarUploaded byPaul Gordon
- 28bcaHow Good Are You at Solving ProblemsUploaded byvikrant3134
- QRQC Presentation (1)Uploaded byKristof MC
- StudentSlides_ProblemSolvingUploaded bybhakti_kumari
- unit planner mathUploaded byapi-419109401
- MeetingsUploaded byTom Schmit
- tUploaded byctnorliza1984
- Problem SolvingUploaded bycalley2
- communications technology 7 descriptor september 2014Uploaded byapi-238589602
- production technology 8 descriptor september 2014Uploaded byapi-238589602
- Form Pa AtamUploaded byBani Wal Ardho
- MeetingsUploaded byAnky Sharma
- mystrengthsUploaded byNaveen Kumar
- Okonkwo Blessing Updated Cv.docUploaded byFredview
- 7 Step to SolvingUploaded bythriu
- rubric of the collaborative work skillsUploaded byapi-254128603
- Doko.vn 28834 General Interview Questions Cac Cau HoiUploaded byMin Su Min Su
- webquest rubricUploaded byapi-272737179
- lz term iii math lesson revUploaded byapi-273749995
- Key Selection Criteria.pdfUploaded bybriancrainfan

- resumeUploaded byapi-380179279
- teacheralekssampleUploaded byapi-380179279
- ilptlp estradaUploaded byapi-380179279
- cstp 6 estrada 2Uploaded byapi-380179279
- popcyclelessonplanUploaded byapi-380179279
- cstp 5 estrada 2Uploaded byapi-380179279
- cstp 4 estrada 2Uploaded byapi-380179279
- cstp 3 estrada 2Uploaded byapi-380179279
- cstp 2 estrada 2Uploaded byapi-380179279
- cstp 1 estrada 2Uploaded byapi-380179279
- teacherleaderprojectpresentationUploaded byapi-380179279
- gcel estradaUploaded byapi-380179279
- teacherleadershipexperiencesfuturegoalsUploaded byapi-380179279
- ilp semester3 estradaUploaded byapi-380179279
- cstp 6 estrada 12Uploaded byapi-380179279
- cstp 5 estrada 12Uploaded byapi-380179279
- cstp 4 estrada 12Uploaded byapi-380179279
- cstp 3 estrada 12Uploaded byapi-380179279
- cstp 2 estrada 12Uploaded byapi-380179279
- cstp 1 estrada 12Uploaded byapi-380179279
- geometrytransformationsartprojectUploaded byapi-380179279
- choiceboardsimplifyingradicalsUploaded byapi-380179279
- iste-stdsselfassessment-estradapdfUploaded byapi-380179279
- estrada-fotip ilp-fUploaded byapi-380179279
- cstp 6 estrada 5Uploaded byapi-380179279
- cstp 5 estrada 5Uploaded byapi-380179279
- cstp 4 estrada 5Uploaded byapi-380179279
- cstp 3 estrada 5Uploaded byapi-380179279
- cstp 2 estrada 5Uploaded byapi-380179279

- 2014MSC_AddressingCurrentandFutureChallengesUploaded byGilbert Mendoza
- HolmesUploaded bywormray20
- 312961710-RPP-Bahasa-Inggris-kelas-7.docxUploaded byBanyak Film
- Marius Andrei Soltanirobat Biltan CVUploaded byMarius Andrei
- Learning Agreement Template_2019Uploaded byStefania Lazar
- Gender Seminar Call for PapersUploaded bysukhleenarora
- Graduate Funding LinksUploaded bynick
- Report Card SampleUploaded byZia Malik
- Theme Note - Reinventing Schools (Noida)Uploaded byRajni Khandelwal
- sloUploaded byapi-427200159
- 130917Plomp EDR Indonesia USBI Jakarta.pptUploaded byMayolla Adha Rolin
- Student ResumeUploaded byKevin JOhn Salamera Dumlao
- Sanskrit SansthanUploaded bySandeep Nayak
- Cambridge - Guidelines for Filling PMP ApplicationUploaded byfishy18
- Surveys QuestionnairesUploaded byLauriz Esquivel
- Design SyllabusUploaded byHarah Varma
- Rites_strategic Plan Draft 3-27Uploaded byfogleman
- NATURE OF PRE-RETIREMENT EDUCATION IN THE TEACHING FRATERNITY.Uploaded byIJAR Journal
- pyp-10-reasons-poster-en.pdfUploaded bySaima Sohail
- Open Road Skateboarding Curriculum and NY State Standards in Physical EducationUploaded byopenroadpark
- richresumeUploaded byapi-314784688
- Time ManagementUploaded byRogeliza Corpuz
- e-learning m-learning 1Uploaded byapi-396616178
- Saakshar BharatUploaded byxyz156
- Action PlanUploaded byRizza Mae Sarmiento Bagsican
- Thesis Umer Daraz FinalUploaded bymuhammad akram
- The Challenges for Marketing: Distance Education in Online EnvironmentsUploaded byDogan Tuncer
- Cel 2106 Scl Worksheet Week 2Uploaded byKristina Melody
- Instruction and ProhibitionUploaded byAmosSimuk
- DLL EPP6-ICT Q1 W6.docxUploaded byGenner Raz