Active Learning Ht 1
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1) The document discusses East Lothian's move towards implementing active learning approaches in early years education. 2) It highlights key aspects of active learning such as learning through play, exploration, choice, independence and developing literacy and numeracy in flexible ways appropriate for early learners. 3) The document also addresses supporting a smooth transition from nursery to Primary 1 through continuity of learning experiences, sharing of information between staff, and outdoor learning.
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Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
Methodology of Teaching Children with Intellectual Diability
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
Curriculum Planning
Scheduling should include large blocks of unstructured time for child-initiated activities, small teacher-led group activities, outdoor time for learning and play, and routines to build relationships. Curriculum is everything that happens during the day and should be emergent, focusing on children's interests and development. It is important for curriculum to be culturally appropriate, developmentally appropriate, and involve written planning to guide activities and evaluate learning.
learning strategies for senior childre.pptx
This document discusses effective teaching strategies and learning environments. It recommends teachers know their students, set clear objectives aligned with activities, have explicit expectations and policies, prioritize student learning, overcome expert blind spots, play appropriate teaching roles, and provide feedback and reflection. Teaching involves acquiring student knowledge and using it for course design and instruction. Effective teachers set high standards, articulate clear goals, and help students understand relevance. Assessment should encourage demonstrating mastery in different ways and provide motivating feedback.
How Do We Encourage Active Learning In Children?
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
Lesson-observation-by-louise-simpson
The teacher, JDB, taught a highly effective history lesson on the economic boom in the USA in the 1920s. All pupils progressed well in their understanding and application of the topic. JDB demonstrated excellent subject knowledge and used a variety of engaging activities to check understanding. Pupils were focused, behaved well, and collaborated effectively during the lesson. The only area for potential improvement noted was providing more regular written feedback to pupils.
What makes an Outstanding Lesson? 2009 UPDATE
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FORMATIVE TO SUMMATIVE ASSESSMENT
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
Curriculum and pedagogy in early childhood curriculum
Needs and considerations to be made while preparing curriculum, Theories and approaches to curriculum
Short ppt final 11 19 14
The document summarizes a teacher's action research project to shorten transition times in her pre-kindergarten classroom. Over six weeks, she implemented strategies like precorrecting, active supervision, and positive feedback during transitions. Data showed transition times decreased from an average of 9 minutes to 2 minutes as her positive statements increased. Additionally, student mastery of academic concepts improved. The teacher concluded that positive reinforcement encourages smooth classroom transitions, allowing more time for learning.
Enhancingstudentsmotivationtolearn
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
Field-Study-1-Lecture-ECRE examination.pptx
The document discusses the learning episodes and objectives of Field Study 1, which involves observations of teaching and learning in an actual school environment. It covers topics like the school and classroom environment, learner diversity, classroom management, the instructional cycle, and assessment. The purpose is for future teachers to apply educational theories from their courses during direct observation of teaching in classrooms.
The curriculum
The document discusses the topics of teaching, learning, and trends in curriculum development. It defines teaching as intentionally aimed at producing cognitive or skill changes, while learning is defined as acquiring knowledge or skills. It states that learning occurs through experience, not by teachers directly transmitting information, and is evident through modified behavior. Recent curriculum reforms have focused on subjects like math, science, and language arts in response to students' lack of understanding. The document outlines eleven generalizations about learning and teaching, including that discovery learning leads to more effective learning than direct instruction, and that studying topics in depth better facilitates relationship discovery than superficial coverage of many topics.
UD -designing learner centered curriculum
This document discusses learner-centered and student-centered curriculum. It defines these concepts and outlines their key features and advantages according to various scholars like Kelly, Dewey, and the Progressive Education Commission. The main points made are:
1) A learner-centered curriculum focuses on students' needs, interests, and development rather than a fixed set of lessons.
2) Key aspects include allowing student interaction, teaching according to growth stages, and suiting interests/abilities.
3) A student-centered curriculum provides direct experiences like field trips and indirect experiences like media. It is flexible and puts the student at the center of learning.
4) Advantages include increased student motivation, participation, and functional learning skills. Limit
Child centered approach in curriculum
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
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Active Learning Ht 1
- 1. Active Learning Early Years Headteachers’ Meeting 5 th March 2008
Editor's Notes
- Provide overview of the journey so far in the Authority. ASG and Secondment have provided a collegiate platform to move further forward with AL – highly motivating and engaging process for the teachers involved and their pupils. Appreciate that there are other settings within EL which are implementing AL very successfully and our experience this session aims to contribute to the wider picture of success. Delighted to share some of this process we have been through and the progress we have made with you today