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Orientation session 2013 14

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Orientation Session 2013-14

Orientation Session 2013-14

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  • But first – What is a problem? And what is problem-solving? A problem is a situation in which one has a goal but must find a means for reaching it (Chi & Glaser, 1985). Problem-solving refers to the effort to achieve a goal for which there is no automatic solution. In the language of information–processing, a problem has three components: an initial state, a set of permissible operations, and a goal state. There are two classes of problems: well defined and ill defined . With well defined problems each component is clear, and you can readily recognize when the problem is solved. A problem is ill-defined if any one, or all, of the three components is not well specified: The initial state is vague. The problem situation is so complex that we really do not understand it very well. The operators are not well specified. The various actions that might be taken to modify the initial state are not clear, and many possible actions have not yet been formulated. The goal state is not clear. Often there is a lack of consensus even among experts about what the appropriate solution is. Problem-based learning (PBL) deals with the latter type, the ill-structured, real-world problems. The process of solving such problems is difficult and complex.
  • What is problem-based learning? Definition
  • What is problem-based learning? Visual representation of the PBL process: The graphic shown here has been adapted from those found in Stepien, W.J., & Pyke, S.L. (1997). Designing problem-based learning units. Journal for the Education of the Gifted, 20 (4), 380-400; and in units designed as part of Project P-BLiSS, a project funded by the Jacob K. Javits Gifted and Talented Program, Shelagh Gallagher, Project Director. The four phases include Engagement – Students become interested in problem situation and begin posing questions that lead to investigation. Investigation – Students explore problem to extend their knowledge & skills. Toward the end of this phase, they frame a problem statement. Resolution – Students make a decision with regard to a solution and decide how best to represent their solution. Debriefing – Students step outside problem to reflect and generalize both content and process.
  • What is problem-based learning? Definition
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Transcript

  • 1.  History  Our Achievements  Sharing the School development plan  Theme of the Year DIGNITY  Demands of a middle school
  • 2. A short story of our Success PBGR 2009 SBGR 2011 BPC 2013 a great leap into extraordinary
  • 3. OUR ACHIEVEMENTS
  • 4. Our Goal  To ensure that all middle school students attain the knowledge and skills to be prepared for their future. Our believe Middle school is a defining point for students in the college and career readiness process.
  • 5. What the research says… The level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness than anything that happens academically in high school. Source: The Forgotten Middle: Ensuring that All Students Are On Target For College and Career Readiness Before High School, ACT, 2008.
  • 6. College and Career Readiness Academic Skills Academic Behaviors High School Readiness Middle School Success
  • 7. Academic Behaviors Orderly Behavior Positive Relationships Academic Discipline Attendance
  • 8. What the research says… The earlier a student develops important academically related behaviors, the more likely these behaviors are to become a habit. Source: The Forgotten Middle: Ensuring that All Students Are On Target For College and Career Readiness Before High School, ACT, 2008.
  • 9. School Development plan Strategic intents A learning environment that promotes creativity and pro-social behavior to cater for diverse individual needs of the students. The students take the ownership of learning and have the access to adult care and supervision.  To provide high quality, e-proficient teaching and learning within a 21st century environment. A close monitoring of students performance through Student Grade Data Analysis
  • 10. Introduction Of Teachers
  • 11. Science Challenges Forward History Supporting Academics Project based learning Global projects Language Development Physical Education Art Easy Urdu ICT integration
  • 12. ENDEAVOURED BY ENDEAVOURED BY  NAUSHIN FASIHNAUSHIN FASIH
  • 13. Last Year’s AchievementsLast Year’s Achievements ““Spallation Activity” to improve spellings onSpallation Activity” to improve spellings on monthly basis.monthly basis. ““Word Of The Day Activity” to enable studentsWord Of The Day Activity” to enable students to apply exceptional vocabulary on weekly basis.to apply exceptional vocabulary on weekly basis. Building up of communicative skills throughBuilding up of communicative skills through class presentations.class presentations.
  • 14. This Year’s PlanThis Year’s Plan Beginning of the session by diagnosing students’ strengths andBeginning of the session by diagnosing students’ strengths and weaknesses through diagnostic skill test.weaknesses through diagnostic skill test. Sharing of rubrics with parents to update them about studentsSharing of rubrics with parents to update them about students improvement step by step.improvement step by step. Preparing students for extempore.Preparing students for extempore. Improving listening skills and preparing students for panelImproving listening skills and preparing students for panel discussion.discussion. Enhancing vocabulary through “Word Of The Day Activity”.Enhancing vocabulary through “Word Of The Day Activity”.
  • 15. Rubrics
  • 16. HOW TO MAINTAIN STUDENTS’ PORTFOLIOHOW TO MAINTAIN STUDENTS’ PORTFOLIO Students would be given targets with the start of the session toStudents would be given targets with the start of the session to work for the first term.work for the first term. They would be assessed through diagnostic tests.They would be assessed through diagnostic tests. They would evaluate themselves on the basis of the givenThey would evaluate themselves on the basis of the given rubrics.rubrics. Then Teacher would evaluate students performance.Then Teacher would evaluate students performance. Difference in opinion would be discussed with students andDifference in opinion would be discussed with students and Tutorials or other strategies would be taken to work upon theTutorials or other strategies would be taken to work upon the required areas.required areas. The objectives achieved would be replaced with the newThe objectives achieved would be replaced with the new expected targets. This would be done when 75% students wouldexpected targets. This would be done when 75% students would accomplish the given objectives..accomplish the given objectives..
  • 17. Where Do We Need Parental Support?Where Do We Need Parental Support? Monitor your child’s performance. on a daily basis. FollowMonitor your child’s performance. on a daily basis. Follow their gradual improvement through the Rubrics maintainedtheir gradual improvement through the Rubrics maintained in their copiesin their copies In order to improve spellings, remove spell check facilityIn order to improve spellings, remove spell check facility while working on computers.while working on computers. Inculcate the habit of reading newspapers, novels andInculcate the habit of reading newspapers, novels and magazines.magazines. Ensure that your child brings his/her dictionary and theEnsure that your child brings his/her dictionary and the required text books on a daily basis.required text books on a daily basis. An attempt to communicate with your child in EnglishAn attempt to communicate with your child in English would help him/her greatly in speaking fluently.would help him/her greatly in speaking fluently.
  • 18. PROBLEM-BASED LEARNING IN EDUCATION
  • 19. What is Problem-Based Learning? a pedagogical methodology by which learning is initiated with a posed problem Students assume a role in the problem scenario and are led through a process in which they: a) pose questions, “learning issues,” identifying what they need to know in order to address the problem b) rank the learning issues in terms of importance and decide who will investigate which issue c) identify needed resources and where they might be found d) gather needed information through individual and group investigation
  • 20. What is Problem-Based Learning? The “flow” of problem-based learning: Problem Engagement Inquiry and Investigation problem definition Problem Resolution Problem Debriefing Stepien & Gallagher
  • 21. Class VI, VII and VIII Class VI Organic Garden. Class VII Observation and establishment NGO. Class VIII Assuming role of prisoners of War and writing letters after two weeks.
  • 22. Parents Input Mrs.saimaa0@gmail.com SBGR
  • 23. GLOBAL SCHOOL PROJECTS PLAN BUILDING EFFECTIVE GLOBAL PARTNERSHIPS
  • 24. 28 AT SBGR, our goal is to involve students in interactive curriculum based projects through the platform of British Council’s Global Schools Partnership Program & iEARN. These projects empower youth and teachers alike to make meaningful contributions to the welfare and development of people and our planet.
  • 25. iEARN International Education and Resource Network (iEARN) is a virtual community of teachers and students. It caters to over 115 countries. Involves online collaborative projects aimed at raising global issues. There are more than 200 projects which approximately 1000,000 members contribute to regularly. 09/17/13 SBGR 29
  • 26. SBGR’s mission is similar to that of iEARN’s Students participate in highly interactive project based learning within the classroom. Students and teachers alike play a very active role in promoting peace and values close to their hearts.
  • 27. •Social Justice •Equity • Diversity • Sustainable Development • Peace & Conflict • Creative and Language Arts • Humanities •Social Sciences • Math • Science •Environment • Technology •Globalization •Interdependence
  • 28. ICT in SBGR Introduction It is generally agreed that ICT is a crucial resource in SBGR. Children use computers from an early age and continue to university level. Children taught practical ICT skills that are transferable into the work place.
  • 29. Advantages Teachers upload course documents so that students misses a lesson, they can download information and do the work in their own time.  Encourages student-driven lessons, where students take responsibility for their learning.  Use of packages: word-processing, spreadsheets.  Teacher and pupil communications improve.  ICT provides links with other schools to share more ideas.  Flexibility of ‘anytime, anywhere’ access  Development of higher level learning styles.
  • 30. Evolution of Education Technology TIMETIME TIME IMPACT Internet:Internet: GreatestGreatest impactimpact
  • 31. Traditional VS Modern LearningTraditional VS Modern Learning Chalk-and-board has long ruled the classrooms  will not be eliminated  Less emphasis Interactive Digital Content: • more emphasis • on demand learning • interactive
  • 32. Traditional and E-learning approaches Traditional Classroom E-Learning Classroom • Physical – limited size • Synchronous • Unlimited • Anytime, anywhere Content • PowerPoint/transparency /etc • Textbooks/library • Video • Collaboration • Multimedia / simulation • Digital library • On demand • Syn & Asyn. Communication Personalisatio n • One learning path • Learning path and pace determined by learner
  • 33. Teaching aids will change BlackboardBlackboard OHPOHP TV/VHSTV/VHS LCDLCD PCPC WhiteboardWhiteboard
  • 34. Adobe Photoshop Inspiration Time line Graphmatica Movie maker Photostory3 for windows Pivot Stick figure Animator Ms Office
  • 35. Presentation Tools Prezi Powerpoint Photo peach Slideshare EDMODO
  • 36. Peripheral Devices in SBGR Printer Scanner Data loggers Smart board Multimedia Digital camera OHP Biometric Etc….
  • 37. Live session during SOT project with Mardan
  • 38. The Beaconhouse Times Online An online magazine. Students work is uploaded and appreciated, where parents can see the progress throughout the Beacon Campuses. TBT correspondents send a certain mail to the TBT in charge and later on it is send to TBT with pictures relevant to the event. Visiting this page will keep the parents informed of all the goings around the System and also compare and contrast that all that work is being done here in this branch as well.
  • 39. Online World Math Day
  • 40. Conclusion ICT and e-learning offers opportunity to raise educational standards in schools Large range of ICT tools are available for teaching and learning Closes the gap of “Digital Divide” Involvement of teachers and parents is important Schools will need funding, access and training
  • 41. Supporting Academics Stay involved in your child’s education. Attend parent conferences. Stay aware of your child’s homework and school demands. Attend school events. Try to connect outside experiences to school learning to increase interest and relevance. Tips for Parents
  • 42. Supporting Academic Behaviors Ensure that your child has the materials and place to study at home. Set a regular time for homework. Encourage your child to be responsible for chores and homework. Provide your child with a range of experiences to allow him/her to identify areas of strength. Talk to your child. Tips for Parents
  • 43. Co curricular Activities in SBGR
  • 44. Nomination and Evaluation Criteria  Student will nominate themselves  A committee of teachers will evaluate student’s academic performance based on last year final term result and performance in first monthly assessment  Same committee will evaluate students Co-Curricular participation based upon certificates and prizes scored by the student.
  • 45. Charter of Student Council  Maintaining discipline and cleanliness in school  Monitoring students discipline in absence of teachers  Helping teachers in their daily tasks  Informing about the absence of teacher in a class  Organizing curricular and co-curricular activities
  • 46. Societies  English Literacy Society  Urdu literacy Society  Sports Society  Mathematics Society  Science Society  Arts Society  Music Society  Community Services  Media and Marketing  Environmental Society  WWF
  • 47. Events organized by Societies  Debates (Urdu & English)  Panel discussions (Urdu & English)  Plays and Dramas ( Urdu & English)  Online global games  Kangroo World’s Math  Science Quiz  Science Fair  Project based competitions  Talent hunt  Sports Gala  Washing of school classes  Visiting SOS Village  The Beaconhouse Times (TBT) on line news letter .  Global Dignity Day  Mountain Day  Wall Art ( painting)  WWF Art Competition  Online global Sessions
  • 48. Reported by Ms.Naushin Fasih WWF cooardinator SBGR
  • 49.  Beaconhouse Senior Gulrez campus has the honor of becoming the first green school in the north region.  The members of the green school are enjoying different activities since January 2011.
  • 50. OBJECTIVES OF GREEN SCHOOL Enable the students to generate an insight into ecodynamics and over all challenges to ecosystem. Foster a sense of responsibilty in students as custodians of valubale natural resources, and make them responsible to reduce their ecological footprint. Inculcate a habit of giving.
  • 51. LAST YEAR’S ACHIEVEMENTS REGISTERATION OF NEW GREEN MEMBERS •APPOINTING GREEN MONITORS FOR EVERY CLASS •GIVING AWAY THE BADGES TO THE GREEN MONITORS AND GREEN MEMBERS •RECYCLING WEEK ECO ADVENTURE TRIP NATURE CARNIVAL ASSEMBLIES CONDUCTED ON THE FOLLOWING TOPICS: WORLD MOUNTAIN DAY, CLEANING GARBAGE, ENERGY CONSERVATION DAY. ARTS COMPETITION
  • 52. ARTS COMPETITION ARTS COMPETITION WAS HELD IN THE MONTH OF APRIL SBGR IS PROUD TO HAVE MANIHA OF 7-RED WHO SCORED SECOND POSITION IN CATEGORY OF MIDDLE BRANCH STUDENTS.
  • 53. ECO ADVENTURE TRIP
  • 54. Procedures and Practices followed in BSS
  • 55. Assessment BSS assessment practices aim to foster independent learning by enabling students to be described in ways that are understandable to students , helping them reflect on their own learning , and set future goals.  Formative assessment  Summative assessment
  • 56. Formative & Summative Assessments Formative assessment strategies are connected with effective classroom practices  observation ( how students are performing in their assigned activities)  Summative assessment in BSS is based on external ,regionalized examination. For class VII and above ,it is based on both Mid-Year and End-Of-Year Exams.  Retests are strongly discouraged unless there is an approved application from the School Head.  Class tests can be re assessed but not on regular bases if the student is habitual in doing this.
  • 57. Marks DistributionSubject Class work Oral / Project Work EOU English / Urdu 20 -------------- 30 Mathematics 20 -------------- 30 Islamiat 20 10 (Oral Work) 20 Gen. Science 20 10 (Project Work) 20 History / Geography 20 10 (Project Work) 20 Assessment Examination Class 1st Term 2nd Term Mid - Year End of Year Total VI 50 50 -- 100 200 VII 50 50 50 100 250 VIII 50 50 100 100 300
  • 58. PTM / Parent Teacher Meetings Two Parent Teacher Meetings have been designed in the policy of BSS. Parental concerns are being catered on prioritized basis with the prior appointments as well; whenever it is needed from parent /teacher ‘s side. For Class VIII, orientation will be held specially to inform the streaming of class VIII into Cambridge/Metric along with the offered subjects information . For this BPC O-A level faculty will be invited to share the information.
  • 59. Mid Term/Bifurcation Class VIII For promotion to class IX Cambridge Pass marks are : 60% all subjects For promotion to class IX Metric Pass marks are: 50 % all subjects For Classes VII, VIII & VIII Pass marks are: 50 % for the major subjects(i.e. English Math, Urdu) Pass marks are: 40% for minor subjects (History/Geography, Islamyat, Science)
  • 60. Elimination Procedure /Scholarships for the students If a child does not secure up to the required percentage then after two years ultimately the name is struck off from the roll.  Merit Scholarships:  It is based on quota system that is received by the branches  It caters all the levels and criteria is academics.  Students must have spent three years in the system. Mean Scholarships:  We cater our students with this scholarship when they apply for it.  Applicant must have spent three years in the system.
  • 61. Beaconhouse School SystemBeaconhouse School System “Education is the ability to listen to almost anything without losing your temper or your self-confidence.” Robert Frost
  • 62. The purpose of this presentation is to bring into your knowledge The procedures and policies, which the BSS adopts to resolve the disciplinary issues. Our progressive discipline policy and procedures are designed to provide: Structured corrective action process to improve and prevent a recurrence of undesirable behavior and/or performance issues with our students. “We believe in removing the cause of the disease not just the pain” Purpose
  • 63. Damages to the School assets Use of abusive language Improper social behavior Non ethical conduct Library manners Improper uniform Punctuality Common Disciplinary Issues
  • 64. Procedures We follow Outlined below are the steps of our progressive discipline policy and procedure. Step 1: Counseling and Verbal Warning Step 2: Observation period Step 3: Adoption Programme Step 4: Written Warning Step 5: Suspension and Final Written Warning Step 6: Recommendation for Termination from school
  • 65. Warning When meeting with the student: 1.Tell the student how he/she violated a policy or rule; 2.Tell the student what's expected and, if appropriate, give him/her a copy of the policy or rule that's been violated; 3.Let the student give his/her side of the story; 4.Tell the student exactly what the student must do to improve; and 5.Inform the student what will happen if he/she repeats the violation
  • 66. Adoption Program A student is being adopted by a teacher/counselor The program is communicated to the parents The purpose of this technique is to provide the most needed and targeted attention to the student. The student is being observed and counseled exclusively by his/her spiritual parent ( Teacher/ Counselor) at school
  • 67. Steps to issue a written warning 1. The student is being given a chance to explain or defend the misconduct before issuance of a written warning. 2. The warning is being put in writing so that it can become a part of student’s official record. 3. The student is asked to acknowledge the warning by signing for receipt of it. 4. File the written warning in the student’s personnel record. 5. The warning will remain a part of the student’s overall disciplinary record.
  • 68. Recommendation for Termination from school Termination is the most severe step of any disciplinary policy. There are situations, that may warrant immediate termination. A letter of termination that outlines the reasons for termination.
  • 69. “Education is the transmission of Civilization.” Will Durant
  • 70. Thankyou