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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.
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This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
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The document provides general test taking strategies for students. It recommends maintaining focus by eating breakfast, avoiding negative discussions during breaks, and getting enough sleep. Students should use time wisely by checking their work if finished early and maintaining a steady pace. Easy questions should be answered first by circling unsure questions. Care should be taken to avoid mistakes when bubbling answers. Chunks of questions should be answered before bubbling to avoid losing focus. Students should always guess even if unsure to never leave a bubble empty. Process of elimination and "furthermore" tests can help with multiple choice questions. Students are advised to be confident and not give up.
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This document provides test-taking strategies for students. It discusses strategies for preparing for an exam such as bringing the proper materials, arriving early, and having a positive mindset. During the exam, it recommends techniques like brain dumping information, skipping questions that are unknown, and using process of elimination. The document also provides tips for multiple choice, true/false, fill-in-the-blank, and math/science questions. It discusses reflecting after the exam and using resources for support. The overall message is that learning from mistakes and maintaining a growth mindset are important for academic success.
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This document provides tips for tutoring English language learners and developmental students. It emphasizes focusing on the overall goals, content, organization and vocabulary of assignments rather than just grammar corrections. Tutors should ask questions to understand areas of difficulty and have students explain their ideas, while modeling clear language themselves. References are also important to help explain concepts without directly editing student work. The role of the tutor is to facilitate student learning through directive and nondirective questioning techniques.
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Visit www.tdc.edu.pk
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The document provides tips for exam preparation and time management during exams. It recommends monitoring your time, adopting tools for time management, developing focused attention, using planning to feel free. It also suggests over-preparing for exams, keeping to an exam plan, carefully reading instructions, double checking work, moving on if stuck on a problem, and learning from any mistakes without depressing post-mortems.
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Rosenshines principles of instruction #4 - Provide Models
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The document discusses different types of surveys and assessments used to gather information about students, including their background knowledge, reading interests, and reading performance. It lists sample questions and responses from a content area survey, and describes the types of information obtained from assessments like the Group Reading Inventory and Cloze Inventory, such as comprehension questions, textbook parts, and performance levels. The goal is stated as learning from the data and displaying the most useful information.
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How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Questioning canons 14th nov 2018 ba
This document discusses effective questioning techniques for teachers. It makes several key points:
- Teachers ask over 400 questions per day on average to engage students and assess learning. However, many teachers only wait 0.9 seconds for a response, which is not enough time for deep thinking.
- Questions should promote higher-order thinking like speculation, imagination and creative thinking. Teachers must plan questions in advance and consider how to target different students.
- Common questioning frameworks discussed include the "5Ws and H" to gather basic facts, DEAL for science to describe, explain, analyze and link concepts, and adding "In What Way Might" to take questions to a higher level of thinking.
- Sufficient thinking
LASC FOOD FOR THOUGHT | October 27 | mbronoso
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Ec week 17 lesson notes
This document provides an agenda for a teacher professional development session. It includes presentations on differentiated instruction, a brainstorming activity on differentiation, and time for working on monographs and preparing portfolios, cover letters, resumes and interview skills. Presenters will discuss their experiences with peer feedback sessions. Teachers will learn about differentiated instruction through examples and strategies. They will get into groups to create differentiated literacy lessons. The document provides resources for building teaching portfolios and preparing for job interviews.
Ideal Teacher
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
British council resources i
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Lessonplanning 100922210039-phpapp01
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Lessonplanning
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
role of questions in the teaching of listening
The document discusses the use of questions in developing listening skills. It examines the importance of questions and different types of questions like display vs referential, focused vs open, pre-listening vs while-listening vs post-listening questions. Focused questions help learners focus on specific details but can be overused, while open questions require more creative thinking from learners but may not have correct answers. Both focused and open questions are useful depending on the language level and should be used together for developing effective listening skills.
Teachmeet
The document summarizes various teaching strategies and techniques that will be demonstrated by staff members at an upcoming training. It provides details on 11 different strategies including R/A/G marking trays, quiz/quiz/trade, reading races, contribution cards, play dough for revision, secret student, pose/pause/pounce/bounce questioning, whiteboards as a diagnostic tool, tarsia puzzles, and Storybird. The training will give the staff members an opportunity to learn new approaches to engage students and help them assess understanding.
Monitoring student learning in the classroom
This document discusses 3 key points about monitoring student learning in the classroom:
1. Redirection and probing of student responses is positively related to achievement when focused on accuracy and clarity, but unrelated when vague or critical.
2. Acknowledging correct student responses positively impacts achievement.
3. Praise is effective when used sparingly, directly related to responses, and sincere, but general praise is less effective.
Classroom interaction
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
Inclusive lessons workshop
The document discusses designing inclusive lessons to meet the needs of all students. It explains that some students underachieve due to difficulties like language skills, understanding teachers, or lacking role models. Teachers should concentrate on key concepts, literacy and numeracy, and relate lessons to students' lives. Interactive teaching with clear presentations and questioning works best. Developing students' literacy and numeracy benefits learning across subjects. Teachers should increase the pace, breadth and depth of learning for gifted students.
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Teaching skills 4
The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
2 g and input situation meeting & workshop november 22nd 2016
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Webinar 3 LIST 4373
Dr. Peggy Semingson hosted an extra credit webinar for the LIST 4373 class on either Thursday, October 8th from 7:00-7:45 PM or Friday, October 9th from 7:00-7:45 PM. Students could also watch a recorded session. The webinar goals were to discuss major topics from recent class sessions, review balanced literacy and writing workshop instruction, and evaluate interactive writing techniques. Technical support was available for any students having trouble accessing the live webinar sessions.
Assessment instruments of and for learning
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
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2 g and input situation meeting & workshop november 22nd 2016
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Differentiating Instruction
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
Understanding by Design
Using “Backward Design” to Create Meaningful Units of Study
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This document discusses cognitive rigor and depth of knowledge (DOK) in academic tasks. It explains Bloom's Taxonomy and Webb's DOK framework for classifying the complexity of thinking required. Tasks at DOK 1 involve basic recall, while higher levels require deeper understanding (DOK 2), strategic thinking (DOK 3), and extended thinking such as investigating real-world problems (DOK 4). The document provides examples of tasks at each DOK level and notes that DOK measures complexity rather than difficulty. It emphasizes matching instruction and assessments to the intended cognitive demand.
TED 453 session 5
This document summarizes the key points from a seminar session on teaching practices. It provides advice from an experienced teacher, including to learn the fundamentals, understand and appreciate students and their families, have high expectations for all learners, and address biases and social injustices. It instructs pre-service teachers to rate themselves on program expectations and share with an accountability partner to discuss readiness to meet with a mentor. The next session will provide mini-PACT instruction.
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.
TED 453 session 3
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.
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.
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.
Data Analysis
The document discusses analyzing demographic data from an assessment. It asks the reader to identify any patterns they see in the data as well as questions that the data raises.
Althea's reading
The student reads aloud while being recorded. Their miscues or errors are marked on the text. After reading, the student is asked to retell the story to assess their comprehension despite any miscues.
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:
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Comprehension strategies
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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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.
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453 session 4
- 1. TED 453 Teaching Practices Seminar Seminar Session 4 10/2/13
- 2. TAP 2 Feedback • RE my marks… I’m looking for your responses to the prompts… a lot of underlining is just identifying where you responded. • Either indent or space between paragraphs…not both • Judge the success of the lesson against the objective… so, you’re probably not going to say “yes” or “no” to the question, was your lesson successful? • Are all Ss ready to move on in the content? • What is your evidence? • Yes, use illustrations, charts, graphs, bullets—anything to make your points more clear. • Focus on building an argument rather than telling a story. • Your argument is only as good as the rubric that you designed to evaluate the data • Use precise verbs—instead of e.g., “went through” or “covered” or “walked around,” tell what the teacher is actually doing. • Use the language in the prompt—e.g., if they ask for “central focus,” write “The central focus is…”, if they ask for the “objective,” write, “The objective is…” • Answer “How did you/Mentor set your Ss up for success”?
- 4. • Ss read/feed off of your energy • Teach your behavior expectations • Give Ss scaffolds to manage their projects • QTIP- Quit Thinking It’s Personal • Collect materials from each other • Make connections to SpEd teachers • There are many right ways… • And, there ARE wrong ways • Never make empty threats • Plan, prepare, get ready…
- 7. Students Will Be Able To… T S 1 1 2 2 3 3 4 4 ✔ ✔ ✔ • Evaluate Assessments • Against the Objective • Using the Rubric
- 8. • PACT Teaching Event Handbook • Instruction Task Overview • For Next Time… (2 weeks– 10/16/13) • Mini-PACT CfL & Planning