3. how will you organise learning co dev toolkit - resource gr.h(ep)
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This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.
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This document discusses setting goals for learners and evaluating outcomes. It suggests being unhappy if learners do not meet aims, satisfied if they do, and very pleased if they exceed aims. It emphasizes determining how you will know if learners are achieving their goals.
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To effectively evaluate progress towards goals, one must first clearly define what those goals are. The document provides guidance on setting measurable goals, including thinking about how learners will demonstrate achievement through their actions and words. It also recommends trialling different methods of collecting goal-related data in classes, getting feedback, and deciding on the most appropriate metrics to track achievements over time. Being deliberate about setting goals and implementing measures to assess impact is important for curriculum development work to demonstrate real progress and inform future efforts.
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To effectively evaluate your progress towards achieving your goals, you must first clearly define what you intend to accomplish. One helpful way to do this is to describe the specific behaviors you expect to see from learners and hear them say once a particular outcome is reached. The document then provides some examples of ways to measure success, such as evaluating learners' work, observing classroom behaviors, and getting feedback from learners themselves.
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This document provides a variety of online resources related to Christmas for educational use, including several student-created Glogster pages showcasing Christmas themes and Wordle visualizations of common Christmas words. Links to examples of Christmas-themed Glogster pages created by students explore topics like a Swedish Christmas greeting and a happy Christmas celebration. Additional links present Wordle word clouds containing frequent Christmas terms and describe how Wordle can be used to create holiday cards or visualizations of winter vocabulary.
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Addition within-10[1]
1. The document contains addition number sentences and asks the reader to find missing numbers to solve them.
2. It also includes diagrams of a boat and spaceship where parts are to be colored based on completing addition problems that total 10.
3. The goal is to use addition skills to solve problems and color corresponding parts of diagrams.
Slides for asts at knclc
1) The recruitment and deployment of additional ASTs for the spring term of 2011 is complete, as the budget for locally-authority funded ASTs has been used up through April 2011.
2) The course program for the spring term of 2011 includes an AST national conference on being a coach, consultant, and career advisor in February and a presentation from an education author in March.
3) Several online resources are listed that provide examples of interesting ways to use technology in teaching, including blogs, Twitter, e-books, and tools for creating audio and animated content.
4. how will you know when you are achieving your aims co dev toolkit activity...
This document discusses ways for learners to influence their curriculum experience by expressing their views and opinions. It suggests that the most effective way to collect learner views is through direct engagement, using methods like focus groups and surveys. Learners are best positioned to provide feedback on whether the curriculum is meeting their needs and how it could be improved. The document proposes several actions schools can take, such as creating new communication channels, developing learner research skills, and directly soliciting feedback through questions, to more meaningfully involve learners in shaping the curriculum.
4. how will you know when you are achieving your aims co dev toolkit - resour...
This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.
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This document discusses setting goals for learners and evaluating outcomes. It suggests being unhappy if learners do not meet aims, satisfied if they do, and very pleased if they exceed aims. It emphasizes determining how you will know if learners are achieving their goals.
4. how will you know when you are achieving your aims co dev toolkit - activi...
To effectively evaluate progress towards goals, one must first clearly define what those goals are. The document provides guidance on setting measurable goals, including thinking about how learners will demonstrate achievement through their actions and words. It also recommends trialling different methods of collecting goal-related data in classes, getting feedback, and deciding on the most appropriate metrics to track achievements over time. Being deliberate about setting goals and implementing measures to assess impact is important for curriculum development work to demonstrate real progress and inform future efforts.
4. how will you know when you are achieving your aims co dev toolkit - activi...
To effectively evaluate your progress towards achieving your goals, you must first clearly define what you intend to accomplish. One helpful way to do this is to describe the specific behaviors you expect to see from learners and hear them say once a particular outcome is reached. The document then provides some examples of ways to measure success, such as evaluating learners' work, observing classroom behaviors, and getting feedback from learners themselves.
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