TED 453 session 3
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This document provides feedback on a teaching assessment (TAP 1) and advice for future teaching assessments. The feedback recommends focusing objectives on what students can do and using observable verbs, including all necessary information while staying focused. It advises against using subjective phrases and to use specific examples from teaching. An old teacher encourages keeping a journal and debrief notes available. Students are asked to review the PACT handbook and prepare for the next teaching assessment (TAP 3 & 4) in two weeks.
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453 session3
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
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This document provides tips and strategies for developing effective study skills. It discusses the importance of developing skills like note taking, time management, goal setting, and creating a dedicated study space. It emphasizes studying smart by focusing on the most important and productive tasks, setting goals and plans, and maintaining a positive mindset. Managing time well through tasks like time audits and weekly planning is presented as essential for academic success.
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This document provides many tips for effective studying and test preparation. It recommends skimming assignments, reading carefully, using context clues, and reviewing material regularly. Specific study techniques include using acronyms, reviewing concepts before bed, and creating rhymes to remember rules. The document also suggests finding a quiet study space, taking breaks, self-testing, getting enough sleep before exams, and asking teachers questions. The overall message is that effective studying requires reading assignments thoroughly and reviewing concepts and notes on a consistent basis.
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The document provides study tips for students. It recommends avoiding distractions while studying at home or school and having a set daily study time. When studying, students should focus only on their work, review materials within 24 hours, take practice tests, and keep an organized notebook. During holidays, students should get organized, prepare their family for assistance, study in the morning, and take breaks to enjoy themselves. Before exams, students should avoid cramming, organize their materials, allow more time for difficult topics, study in chunks, get enough sleep, and take practice exams. Students are advised to avoid distractions like phones and movies and not overprepare materials beyond the syllabus.
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This document provides study skills and tips for being a successful student. It discusses how to effectively structure study sessions by organizing subject matter, getting daily work done, and revising for exams. Some key tips include taking good notes in class, keeping an organized notebook, planning dedicated study times, not cramming before tests, asking questions, and discussing topics with peers. The document also notes that people retain the most information through sight and by saying and doing things themselves. Overall, it emphasizes the importance of actively engaging with material by reciting, writing, visualizing, quizzing oneself, and practicing skills learned.
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This document provides study tips and lessons learned from 11 years as a university student. It recommends previewing assigned readings before class to identify what's important, taking concise notes, reviewing notes after class within 12 hours, and studying in both distributed and massed practice ways. It also emphasizes time management, sitting at the front of the class, using testing strategies like outlining essay answers, and reviewing old material for cumulative exams. The overall goal is to read and study efficiently in order to better retain information.
Recommended
453 session3
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
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The document provides guidance on developing strong examination skills. It emphasizes the importance of preparing a study schedule, managing stress and anxiety, and developing effective exam writing techniques. Specifically, it recommends creating semester, weekly, and exam-specific planners to structure study time. It also outlines signs of stress, strategies to prevent and manage stress such as relaxation, and tips for writing exams including analyzing questions, using examples, and checking work.
Getting started - Study Skills
This document provides tips and strategies for developing effective study skills. It discusses the importance of developing skills like note taking, time management, goal setting, and creating a dedicated study space. It emphasizes studying smart by focusing on the most important and productive tasks, setting goals and plans, and maintaining a positive mindset. Managing time well through tasks like time audits and weekly planning is presented as essential for academic success.
essay testaking tips
This document provides many tips for effective studying and test preparation. It recommends skimming assignments, reading carefully, using context clues, and reviewing material regularly. Specific study techniques include using acronyms, reviewing concepts before bed, and creating rhymes to remember rules. The document also suggests finding a quiet study space, taking breaks, self-testing, getting enough sleep before exams, and asking teachers questions. The overall message is that effective studying requires reading assignments thoroughly and reviewing concepts and notes on a consistent basis.
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The document provides study tips for students. It recommends avoiding distractions while studying at home or school and having a set daily study time. When studying, students should focus only on their work, review materials within 24 hours, take practice tests, and keep an organized notebook. During holidays, students should get organized, prepare their family for assistance, study in the morning, and take breaks to enjoy themselves. Before exams, students should avoid cramming, organize their materials, allow more time for difficult topics, study in chunks, get enough sleep, and take practice exams. Students are advised to avoid distractions like phones and movies and not overprepare materials beyond the syllabus.
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How to study by Chris S. Dula, Ph. D.
This document provides study tips and lessons learned from 11 years as a university student. It recommends previewing assigned readings before class to identify what's important, taking concise notes, reviewing notes after class within 12 hours, and studying in both distributed and massed practice ways. It also emphasizes time management, sitting at the front of the class, using testing strategies like outlining essay answers, and reviewing old material for cumulative exams. The overall goal is to read and study efficiently in order to better retain information.
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This document provides notes for guest presentations. It states that students must be present, have their cameras on, and engage with the speaker in order to receive credit. The instructor will monitor engagement during the presentations.
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Studies gets simpler once you are aware of your method of studying. Understand the type of learner that you are and try and work on your shortcomings.
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The document discusses different note-taking strategies for college courses including the Cornell note-taking system, outline system, and notes on notes system. It provides tips for effective note-taking during lectures and from textbooks. Additionally, it reviews study methods for college-level textbooks including avoiding multi-tasking, studying with purpose, and techniques for reviewing notes.
Effective study tips 1
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
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This document provides tips and strategies for effective exam preparation. It discusses studying techniques like reading course materials slowly, taking notes, reciting information aloud, and reviewing regularly in short sessions. It also recommends communicating with professors, preparing a study schedule, taking practice tests, and studying with a partner or in a group. Additional tips include creating an optimal study environment, developing and following a study schedule, and using proven methods like SQ3R. The document also outlines strategies for objective and essay exams, and provides ways to cope with exam anxiety like preparing early, maintaining health habits, and using relaxation techniques.
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This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
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Developing smart study skills requires setting a regular time and place to study without distractions, taking thorough notes in class, and managing your time well. The document provides many tips for effective studying, such as finding a desk with only necessary materials, concentrating in class, reviewing notes after class, listening carefully to lectures, and improving reading comprehension. Good study habits are essential for producing good grades.
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The document provides tips for effective study and learning based on ancient Indian perspectives and Einstein's views. Some key points include:
- Knowledge is acquired from teachers (25%), one's own efforts (25%), classmates (25%), and experience over time (25%).
- Courses involve carefully selected topics from many books and a professor's experience, taking into account career relevance. Follow the professor and ask questions.
- Effective learning involves revising topics over several days, teaching concepts to others, and constantly questioning to deepen understanding.
- Einstein emphasized learning in short bursts with breaks, frequent revision, simplifying concepts without jargon, and thinking of practical applications. Quality of learning is more important than quantity or duration of
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This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
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Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
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This document provides a summary of a presentation on the art of study and time management for post-graduate students. It outlines 10 commandments for effective study, including organizing one's time, attending lectures, taking notes, studying in groups, and self-monitoring. It also discusses effective study methods like varying activities, preparing early for exams, and setting aside leisure time. Time management apps are recommended to help students plan and prioritize tasks. The goal is to help students make the most of their three years in the post-graduate program.
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The document discusses study skills and managing exam stress for students. It provides 8 strategies for effective studying: 1) listening in class, 2) taking good notes, 3) scheduling time, 4) studying with concentration, 5) using the SQ3R method, 6) starting revision a week before exams, 7) using good exam-taking strategies, and 8) remaining cool. It also discusses the causes of exam stress in adolescents and provides relaxation techniques and guidelines for parents to help reduce students' stress. The key message is that regular, organized study habits and learning to manage stress are important for school performance.
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The document discusses strategies for helping students with learning disabilities (SLD), including improving reading comprehension, vocabulary instruction, engagement, motivation, and cooperative learning. It notes that the most common areas affected by SLD are reading, writing, math, and reasoning. Cooperative learning has been shown to benefit students with SLD. Instructional strategies should include daily review, stating objectives, presenting new material, guided practice, independent practice, and evaluation.
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The document outlines study skills and time management techniques. It discusses creating a schedule to balance study time with other responsibilities like religion, health, and social activities. It also covers taking effective notes, identifying different learning styles like visual, auditory and tactile, creating a good study environment, and using techniques like mind maps and flow charts to organize information. The goal is to help students study smarter, not just work harder, in order to get the best results.
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This document provides notes for guest presentations. It states that students must be present, have their cameras on, and engage with the speaker in order to receive credit. The instructor will monitor engagement during the presentations.
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The document provides tips for effective studying and exam preparation. It recommends actively listening in class and taking thorough notes. Students should review class material daily and weekly to aid retention. Effective study techniques include using mind maps, flow charts, mnemonics and the SQ3R method. During exams, students should read questions carefully, create an outline before writing, and budget time effectively to answer all questions.
Effective study tools
Studies gets simpler once you are aware of your method of studying. Understand the type of learner that you are and try and work on your shortcomings.
This includes a brief detail on the categories of learners and the very effective SQ3R study tool.
These study methods have proved to improve concentration, focus ,memory and quality of study.
Academic Success Pt. 2
The document discusses various time management strategies for college students including conducting time audits to identify time pirates, developing semester, weekly, and daily study plans, and using planners and organization systems to schedule academic priorities, assignments, study sessions, and personal responsibilities in an effort to make the most effective use of their 24 hours each day. It provides templates and examples of how to create study plans at the semester, weekly, and individual session level to stay organized and on track. The key message is that planning time is essential for college success and students should find a system that works for them to schedule and manage their time.
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The document discusses different note-taking strategies for college courses including the Cornell note-taking system, outline system, and notes on notes system. It provides tips for effective note-taking during lectures and from textbooks. Additionally, it reviews study methods for college-level textbooks including avoiding multi-tasking, studying with purpose, and techniques for reviewing notes.
Effective study tips 1
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
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This document provides tips and strategies for effective exam preparation. It discusses studying techniques like reading course materials slowly, taking notes, reciting information aloud, and reviewing regularly in short sessions. It also recommends communicating with professors, preparing a study schedule, taking practice tests, and studying with a partner or in a group. Additional tips include creating an optimal study environment, developing and following a study schedule, and using proven methods like SQ3R. The document also outlines strategies for objective and essay exams, and provides ways to cope with exam anxiety like preparing early, maintaining health habits, and using relaxation techniques.
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This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
motivation of study with sucsses
Developing smart study skills requires setting a regular time and place to study without distractions, taking thorough notes in class, and managing your time well. The document provides many tips for effective studying, such as finding a desk with only necessary materials, concentrating in class, reviewing notes after class, listening carefully to lectures, and improving reading comprehension. Good study habits are essential for producing good grades.
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The document provides tips for effective study and learning based on ancient Indian perspectives and Einstein's views. Some key points include:
- Knowledge is acquired from teachers (25%), one's own efforts (25%), classmates (25%), and experience over time (25%).
- Courses involve carefully selected topics from many books and a professor's experience, taking into account career relevance. Follow the professor and ask questions.
- Effective learning involves revising topics over several days, teaching concepts to others, and constantly questioning to deepen understanding.
- Einstein emphasized learning in short bursts with breaks, frequent revision, simplifying concepts without jargon, and thinking of practical applications. Quality of learning is more important than quantity or duration of
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The document outlines 10 steps for facilitating a tutoring session: 1) Greeting and setting the tone, 2) Identifying the task, 3) Breaking the task into parts, 4) Identifying the thought process, 5) Setting the agenda, 6) Working through the tasks, 7) Having the student summarize the content, 8) Having the student summarize the underlying thought process, 9) Providing confirmation and feedback, and 10) Closing the session positively. The goal is to have the student do most of the work while the tutor asks guiding questions, and to help the student build independence in completing tasks on their own. The steps may need to be adapted based on the tutor's specific role.
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This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
Briefing 3rd july v3
The document provides information about two classroom techniques: gallery critique and desk graffiti.
Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
Exam Tips
The document provides tips for students taking examinations. It recommends starting exam preparation well in advance by managing time effectively and focusing on difficult subjects. On exam day, students should arrive 30 minutes early with all required materials like admit cards and pens. During the exam, students should carefully fill out answer sheets, use only black or blue pens, and read instructions thoroughly. They should write answers sequentially, introduce and conclude properly, and focus on applying concepts. Students are advised to review their work when half the time remains and submit papers promptly once time is called. The document warns against malpractices and suggests preparing well throughout the academic year.
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This document provides study tips for graduates, including utilizing class resources like attending lectures and asking questions, engaging with core texts by creating learning frames and linking topics, taking effective notes, reading additional materials to analyze and evaluate, revising through creating study schedules and using various techniques, and preparing for and taking exams. The tips emphasize active learning strategies over passive ones like highlighting to help students learn and apply course concepts.
Art of study and time management edited
This document provides a summary of a presentation on the art of study and time management for post-graduate students. It outlines 10 commandments for effective study, including organizing one's time, attending lectures, taking notes, studying in groups, and self-monitoring. It also discusses effective study methods like varying activities, preparing early for exams, and setting aside leisure time. Time management apps are recommended to help students plan and prioritize tasks. The goal is to help students make the most of their three years in the post-graduate program.
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This document provides tips for surviving the first year of graduate school. It emphasizes the importance of reading and writing skills, participating actively in class, managing time efficiently, developing relationships with professors and advisors, maintaining connections with family and friends, and coping with the emotional challenges. Graduate students should prepare for increased workload, learn to read and write effectively, and seek support from faculty and peers.
Study skills
The document discusses study skills and managing exam stress for students. It provides 8 strategies for effective studying: 1) listening in class, 2) taking good notes, 3) scheduling time, 4) studying with concentration, 5) using the SQ3R method, 6) starting revision a week before exams, 7) using good exam-taking strategies, and 8) remaining cool. It also discusses the causes of exam stress in adolescents and provides relaxation techniques and guidelines for parents to help reduce students' stress. The key message is that regular, organized study habits and learning to manage stress are important for school performance.
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This document provides guidance on effective note-taking skills for students. It begins by explaining that note-taking is an important skill that helps with recalling information and remembering concepts through the act of writing. The document then clarifies that the purpose of notes is to aid in studying more efficiently, not to capture every detail of a lecture or reading. It recommends focusing on writing down what is new information and relevant concepts. The rest of the document provides examples of important information to include, such as dates, names, theories, arguments, images, and anything written on a board. It emphasizes focusing on the most significant aspects rather than trying to write down everything.
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The document provides tips on studying, note taking, and test taking. It discusses the importance of being organized, planning study time, making study schedules, taking effective notes, asking for help, and managing time during exams. Key advice includes making lists, studying with others, doing harder tasks first, reviewing before sleeping, and budgeting time on multiple choice tests.
Study strategies5 24-12
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
Socials 8 tutorial 2014
The document provides information and tips on studying, note taking, and test taking. It discusses preparing for exams by being organized, making study schedules, taking effective notes, and using various study methods like flashcards and quizzing oneself. During tests, the document recommends budgeting time, reading questions carefully, and eliminating wrong answers. Useful websites are also listed for additional resources on note taking, study skills, and test taking strategies.
study skills
This document provides tips and advice for students to develop effective study skills and prepare for exams. It emphasizes the importance of organizing study time, taking notes, prioritizing tasks, and developing independence. Key recommendations include creating a study timetable, breaking large tasks into smaller ones, practicing actively instead of just reading, and using all available time for focused preparation in the lead-up to exams. Students are encouraged to take breaks, eat well, and maintain a balance between study and other activities. The goal is to feel confident and ready through thorough preparation.
study skills.pptx
This document provides tips and advice for students on developing effective study skills and preparing for exams. It emphasizes the importance of organizing study time using timetables, prioritizing tasks, studying in focused sessions, and developing independence. Leading up to exams, students are advised to eliminate distractions, do past papers, and ensure they understand exam instructions and techniques. On the day of exams, students should eat breakfast, arrive early, pace themselves, and do their best without worrying about things they cannot change.
Study Skills
This document provides information on effective study skills. It discusses organizing one's time, taking good notes, creating mind maps, teaching others, finding ways to reinforce concepts, breaking up study time, asking questions while studying, and testing oneself. The top three study skills highlighted are time management, note-taking, and developing internal motivation. Effective study techniques include lecturing oneself, making concepts rhyme, and testing one's knowledge with flashcards or practice questions.
Team teaching
This document discusses team teaching and provides advice for effective collaboration between co-teachers. It outlines Tuckman's model of group development and advises teachers to establish clear norms and expectations up front. The document lists dos and don'ts, such as being considerate of workload, marking responsibilities, and ensuring equal value is given to both subjects. It also provides suggestions for what teachers can do when their subject is not the main focus, such as running tutorials, asking students questions, and learning about the other subject area.
Study skills powerpoint
This document provides tips and advice for students on developing effective study skills, independent learning habits, managing their time, prioritizing tasks, preparing for exams, and dealing with exam stress. Some key points covered include creating a study timetable, focusing study sessions on understanding material rather than just reading, practicing exam techniques like reading instructions carefully, and maintaining a healthy lifestyle during revision periods.
Study skills powerpoint
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
Study skills powerpoint (1)
Esta presentación fue otorgada por un maestro en la clase de la universidad para aprender sobre estrategias de aprendizaje y estudio.
Study skills
This document provides tips and advice for students on developing effective study skills, independent learning habits, managing their time, prioritizing tasks, preparing for exams, and dealing with exam stress. Some key points covered include developing a study timetable, focusing study sessions on understanding material rather than just reading, breaking large tasks into smaller ones, practicing exam techniques like reading instructions carefully and pacing yourself, and maintaining a healthy lifestyle during revision periods.
Being A Teacher
NAMES:
TAER,LEMUEL
VILLACENCIO,JEMES CLAU
AGUDA,JESSEL
ALFANTE,MARNIE JANE
ARGONITAS,CATHERINE
BALDADO,SHARA MAE
Presentation1
This document provides advice and tips for students continuing their education. It discusses [1] learning to juggle multiple responsibilities like coursework, finances, and family. It emphasizes [2] setting priorities and keeping goals in sight to successfully handle challenges. Finally, it provides [3] specific strategies for time management, procrastination, note-taking, listening skills, and overcoming challenges as a non-native English speaker.
How to facilitate a session (co create with patty)
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
Team teaching
The document provides guidance for teachers on effective team teaching. It recommends that teachers collaboratively decide classroom norms and structures with their team teacher. These norms should be maintained consistently. Teachers should be considerate, set fair workloads and marking responsibilities, observe students, and plan lessons together. They should communicate regularly through meetings or technology. When not teaching their main subject, teachers should still actively engage with students by asking questions, checking work against rubrics, running tutorials, and linking lessons to their own subject area.
Time Management.ppt
1. The document discusses time management strategies for college students, highlighting the importance of planning, goal setting, prioritizing tasks, avoiding procrastination, and using tools like to-do lists and weekly/monthly calendars.
2. It also discusses strategies for effective reading, studying, and learning, including spacing out study sessions, reviewing material frequently, and using the read-recite-review method.
3. The document also introduces problem-based learning (PBL) as a teaching method where students learn through solving open-ended problems, and describes the typical PBL process of identifying issues, researching between sessions, and applying new knowledge.
The Role of the Teacher
The document discusses the role of the teacher as the leader of the classroom. It provides several tips for effective teaching, including studying your subject and students, focusing on students and exuding passion, creating a safe learning environment, using motivation and teaching aids, asking good questions to promote thinking, allowing students to teach each other, and avoiding using the same teaching approach for all students. The overall message is that teachers must lead by example, adapt their instruction to individual students, and continually improve and innovate their teaching methods.
Developing a-lesson-plan
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
Developing-a-Lesson-Plan.pptx
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
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How to facilitate a session (co create with patty)
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The document discusses the benefits of cooperative learning in the classroom. It notes that according to education researchers, classroom success is predicted by interactions between students and instructors and interactions between students. It outlines Vygotsky's theory that all learning first occurs through social interactions before being internalized individually. The document advocates for using cooperative learning strategies to support students assisting each other's learning.
Session 15
The document discusses the importance of reflection for teachers. It states that reflection is a deliberate and purposeful process of linking theory to practice to learn, change, and develop. Reflection involves reprocessing existing knowledge and understanding to gain insight. The document presents models of reflective practice, including stages from unconscious incompetence to unconscious competence. Reflective teachers critically examine their work to improve their skills over time.
TED 453 Session 7
The document summarizes notes from a TED session on November 13th. It includes notes on providing feedback to students, an overview of student teaching requirements, and how grades will be determined. Students must enroll in student teaching by December 15th and complete seminar attendance, observation documentation, journals, debriefing notes, teaching analysis papers, and a Mini-PACT project to receive a grade. All materials are due by November 20th or 30th.
TED 453 Session 8
The document provides guidance for students completing the Mini-PACT assessment and reflection. It instructs students to plan an individual assessment to include in the assessment section using actual student scores and identifying a cut point on the rubric. For the reflection, students should cite what they learned from daily reflections and instruction/assessment analyses, properly cite research, and be specific about next steps. It also includes instructions for a self-assessment where students should work quietly and honestly assess themselves, noting any questions.
TED 453 Session 6
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
453 session 4
The document provides feedback on a teaching seminar assignment and advice for student teachers. Key points include:
1) The feedback suggests focusing responses to assignment prompts, using indentation or spacing between paragraphs, judging lesson success against the stated objective, and providing evidence.
2) Advice includes that students read teacher energy, teach behavior expectations, provide scaffolds for projects, avoid taking feedback personally, and plan lessons thoroughly.
3) Examples are given of effective co-teaching and assessing students against learning objectives using a rubric.
Data Analysis
The document discusses analyzing demographic data to identify patterns and questions raised by the data. It focuses on assessment of the analysis and generating a report on demographic patterns identified and open questions that require further exploration. The analysis aims to provide high-level insights in a concise report format.
TED 453 session 2
This document summarizes key points from a teaching seminar session:
- It advises teachers not to gossip or be arrogant, and to visit other classrooms to see different teaching styles.
- It discusses the "I do, we do, you do" model of gradually releasing responsibility to students. A modified version was presented that includes independent practice and reflection.
- It lists several assignments due for the course, including the Teaching Performance Assessment materials and the quarterly review due by September 15th. Teachers are instructed to prepare for discussing the Teaching Assessment and Practice Profile for the next session.
Session 3 Reading Assessment
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
453 session 1, 9/4/13
This document outlines the agenda for an 8-week teaching practices seminar. It provides logistical details such as the course number, title, meeting times, and instructor contact information. The document then lists several discussion topics and activities that will take place during seminar meetings, including sharing teaching metaphors, reviewing cohort personality descriptions, discussing challenges of the teaching profession, and planning for the upcoming school year by identifying strategies students want to adopt. Students are instructed to actively participate in discussions and activities without electronics. The document concludes with reminders about assignments and questions from students.
Iri
This document appears to be an informal reading inventory, which is typically used by teachers to assess a student's reading level and comprehension abilities. An informal reading inventory involves having a student read passages aloud and answering questions to demonstrate their understanding. The results are then used by teachers to determine reading strengths and weaknesses to help guide instruction and reading progress.
What does NAEP say?
The National Assessment of Educational Progress (NAEP) measures reading achievement levels of students in the United States. It found that between 1992 and 2008, there was an increase in 4th and 8th grade reading scores but no significant change in 12th grade reading scores. The 2011 NAEP results showed that about two-thirds of students at selected grade levels performed at or above the basic achievement level in reading.
Reading definitions
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
Accommodations for SWD
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
Midterm review
The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Reading Assessment in the Content Area
The document discusses different types of student assessments and their purposes. It emphasizes that teacher-made assessments are most useful for gathering information about students' knowledge, skills, interests, and needs in order to optimize instruction. Various assessments mentioned include formal and informal, summative and formative, standardized, criterion-referenced, and cloze tests which can identify students' independent, instructional, and frustration reading levels.
Text sets
This document discusses how using unexpected texts such as images, maps, videos, and comic books can increase student interest and comprehension in school reading. It suggests introducing such multimedia texts related to course content and having students analyze and make inferences about the texts to build literacy skills. Examples provided include having students hypothesize what a historical map means, what patterns it shows, when it was made, and who its intended audience was.
Introduction to Special Education
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
What is reading?
This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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TED 453 session 3
- 1. TED 453 Teaching Practices Seminar Seminar Session 3 9/18/13
- 2. TAP 1 Feedback • Remember that Objectives are: • What the Students should be able to, not the teacher • Observable, measurable verbs… not “understand” • Not normally learning task • Avoid using “covering” the standards; better– “addressing,” “teaching to,” etc. • Include everything that is necessary to respond to the prompt; and nothing that is not • Stay focused. Think, “what do I really want to say?” • Proofread • Proofread • Proofread • Avoid, “in my opinion,” “I believe,” “I feel” • They do not constitute evidence • Use specific examples (Karissa, Linda) • Paragraph frequently
- 4. • Keep up the good work… • Keep your journal going– when I come to your classroom, please have it available for me • If you have not yet, please begin writing up Debrief Notes
- 6. • PACT Teaching Event Handbook • Planning Task Overview & Quiz • For Next Time… (2 weeks– 10/2/13) • TAP 3 & 4