The teacher reflected on setting up and using a class blog over 5 weeks. In the first weeks, the teacher discussed ICT policies, identified classroom resources, and planned how to link the blog to the curriculum. The teacher created a blog using Blogger.com and taught students about internet safety. Over the next few weeks, the teacher introduced students to blogging, had them start commenting, and involved parents. While student engagement decreased in the final week due to other events, the teacher continued posting resources and encouraging participation.
1) The document discusses how educational technology utilizes information and communication technologies to help resolve issues related to teaching and learning.
2) The author felt good about applying their computer knowledge to teaching English as the computer had always interested them.
3) The author learned new skills like creating blogs and uploading videos that will help them manage education through technology, though they had used computers from a young age.
4) The class changed the author's perception of teaching English as they previously had no idea technology could facilitate continued English learning.
The document discusses using blogs in elementary classrooms. Blogs can be used to discuss and reflect on learning, announce events, showcase student work, and collaborate. Some benefits are that blogging provides an authentic writing experience, students feel accomplished, and participation is not limited by time or space. However, teachers must consider student safety, monitoring comments, and devote time to keeping the blog updated. Steps before starting include learning about blogging, following teacher blogs, starting a personal blog, and taking a course. Suggested blog platforms include edublogs.org, blogger.com, and classchatter.com.
This document provides an overview of the Marketing class procedures and expectations taught by Mrs. Maynard. It outlines the course syllabus, grading standards, and introduces the teacher's background and educational philosophy emphasizing workplace readiness skills and appropriate technology use. Classroom procedures emphasize being respectful and engaged through participation, note-taking, and seeking help from peers and teachers when needed.
The document discusses the differences between teaching Small Private Online Courses (SPOCs) and Massive Open Online Courses (MOOCs). While initially daunting, the author found teaching a MOOC to be a fun and rewarding experience, but also hard work. Key differences between SPOCs and MOOCs include class size, level of open access, student demographics, and time commitment. The author provides tips for teaching MOOCs, such as using open online resources, low-stakes assessments, real-world activities, and leveraging diversity in discussions. Overall, MOOCs require a different approach than smaller online courses.
This document summarizes and analyzes various educational resources from the ITE website and digital backpack. It discusses a biography unit that focuses on familiar topics to motivate students and connects objectives to evaluation criteria. It also examines presentations on phonetic symbols from "The Sounds of English" and opinions on the digital whiteboard and Jclic educational software resources.
The document discusses developing a curriculum to teach and measure Jewish values. It proposes using ethical dilemmas and Torah sources to instruct students, then assessing growth in knowledge and behavior over time using methods like the DISORDER technique of defining issues and considering options. Assessment data from multiple years would be needed to fully evaluate the program's effectiveness at improving students' ethical reasoning and commitment to Jewish values.
This document outlines Rabbi Yoni Fein's teaching philosophy and curriculum for 6th grade Gemara and Parsha classes. It details his goals of establishing clear expectations, empowering students, and creating a positive learning environment. The curriculum focuses on teaching students how to learn Torah B'al Peh through interactive lessons on its origins and structure. A variety of blended learning tools like videos and apps are used to enhance instruction and allow personalized learning.
The teacher reflected on setting up and using a class blog over 5 weeks. In the first weeks, the teacher discussed ICT policies, identified classroom resources, and planned how to link the blog to the curriculum. The teacher created a blog using Blogger.com and taught students about internet safety. Over the next few weeks, the teacher introduced students to blogging, had them start commenting, and involved parents. While student engagement decreased in the final week due to other events, the teacher continued posting resources and encouraging participation.
1) The document discusses how educational technology utilizes information and communication technologies to help resolve issues related to teaching and learning.
2) The author felt good about applying their computer knowledge to teaching English as the computer had always interested them.
3) The author learned new skills like creating blogs and uploading videos that will help them manage education through technology, though they had used computers from a young age.
4) The class changed the author's perception of teaching English as they previously had no idea technology could facilitate continued English learning.
The document discusses using blogs in elementary classrooms. Blogs can be used to discuss and reflect on learning, announce events, showcase student work, and collaborate. Some benefits are that blogging provides an authentic writing experience, students feel accomplished, and participation is not limited by time or space. However, teachers must consider student safety, monitoring comments, and devote time to keeping the blog updated. Steps before starting include learning about blogging, following teacher blogs, starting a personal blog, and taking a course. Suggested blog platforms include edublogs.org, blogger.com, and classchatter.com.
This document provides an overview of the Marketing class procedures and expectations taught by Mrs. Maynard. It outlines the course syllabus, grading standards, and introduces the teacher's background and educational philosophy emphasizing workplace readiness skills and appropriate technology use. Classroom procedures emphasize being respectful and engaged through participation, note-taking, and seeking help from peers and teachers when needed.
The document discusses the differences between teaching Small Private Online Courses (SPOCs) and Massive Open Online Courses (MOOCs). While initially daunting, the author found teaching a MOOC to be a fun and rewarding experience, but also hard work. Key differences between SPOCs and MOOCs include class size, level of open access, student demographics, and time commitment. The author provides tips for teaching MOOCs, such as using open online resources, low-stakes assessments, real-world activities, and leveraging diversity in discussions. Overall, MOOCs require a different approach than smaller online courses.
This document summarizes and analyzes various educational resources from the ITE website and digital backpack. It discusses a biography unit that focuses on familiar topics to motivate students and connects objectives to evaluation criteria. It also examines presentations on phonetic symbols from "The Sounds of English" and opinions on the digital whiteboard and Jclic educational software resources.
The document discusses developing a curriculum to teach and measure Jewish values. It proposes using ethical dilemmas and Torah sources to instruct students, then assessing growth in knowledge and behavior over time using methods like the DISORDER technique of defining issues and considering options. Assessment data from multiple years would be needed to fully evaluate the program's effectiveness at improving students' ethical reasoning and commitment to Jewish values.
This document outlines Rabbi Yoni Fein's teaching philosophy and curriculum for 6th grade Gemara and Parsha classes. It details his goals of establishing clear expectations, empowering students, and creating a positive learning environment. The curriculum focuses on teaching students how to learn Torah B'al Peh through interactive lessons on its origins and structure. A variety of blended learning tools like videos and apps are used to enhance instruction and allow personalized learning.
Rabbi Yoni Fein teaches a 7th grade Gemara class. He emphasizes clear expectations, respect for others, accountability, and focusing on learning rather than grades. Students establish classroom laws and monitor their behavior. Each day focuses on a learning goal and enrichment centers support differentiated instruction. The class covers topics from the Talmud and how to apply lessons to daily life. Various technologies and multimedia resources enhance learning.
This document outlines the 6th grade Gemara curriculum at Moriah School taught by Rabbi Yoni Fein. It details Rabbi Fein's contact information and teaching philosophy of establishing clear expectations, respect, accountability and focusing on learning over grades. Classroom rules are established as laws of behavior and monitored through Class Dojo. Lessons revolve around texts and include workbooks, enrichment centers and technology tools to enhance learning. The goal is to properly prepare students and build fundamental learning skills through a meaningful curriculum.
This document is a self-learning module for 7th grade students on developing effective study habits. It contains guidance on time management, study techniques, and maintaining a positive attitude. The module has interactive activities for students to assess their current study habits, create a study schedule, identify areas for improvement, and commit to applying new habits. The goal is to help students transition successfully to junior high school and achieve their academic targets for the year.
This document provides an overview of modular learning and tips for teaching and learning during the new normal. It discusses what modular learning is, the benefits to learners, teachers, and parents. It then gives an example of a reading lesson simulation that reviews story elements, conducts a lecture on a story, and includes engagement activities. Finally, it provides tips for teachers, parents, and students on the modular learning process and supporting learning at home remotely.
The online teaching survival guide powerpointvettemole
This document discusses best practices for online teaching and learning. It outlines 5 major differences between online and campus courses, including that the faculty role shifts to mentoring and meetings are asynchronous. It also describes 4 phases of an online course, from beginnings to closing weeks. Key learning theories are mentioned, such as constructivism and cognitive apprenticeship. Finally, 10 best practices for online teaching are provided, such as being present online, creating a supportive community, and using a variety of activities.
This is a brief overview of ShowMe and great use cases we've seen over the past year.
ShowMe.com is an online learning community where you can learn or teach anything. Anyone can create lessons with our iPad app and upload them to our website. Once they are uploaded they can be shared with anyone interested in learning something new!
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
Covid-19 - How a school is dealing with it 40 days onMark S. Steed
This document summarizes a webinar given by Mark S. Steed, the Principal and CEO of Kellett School in Hong Kong, about how the school has dealt with being closed for 40 days due to the COVID-19 pandemic. Some key points:
- The school initially closed for a week in November 2019 due to protests, and has been closed since late January 2020 due to the coronavirus, with online "live learning" implemented.
- Ensuring student, staff, and parental well-being during the closure has been a major focus, through activities like wellness questionnaires, online social events, and mental health support.
- Strict protocols have been developed for online learning, including rules for video
The document discusses strategies for effectively teaching non-traditional students from different generations in online courses. It provides tips like understanding students' backgrounds and expectations, making materials relevant, incorporating interactive elements, providing prompt feedback, and emphasizing mastery of concepts over grades. It also shares strengths of FCCJ like keeping students informed and offering online options that support military students.
The online teaching survival guide powerpointvettemole
The document provides an overview of online teaching best practices. It discusses the differences between online and campus courses, types of online courses, the four stages of an online course (beginning, early middle, late middle, closing), learning theories, 10 core learning principles, and 10 best practices for online teaching. It also provides tips and strategies for each stage of an online course on topics like launching discussions, giving feedback, managing projects, and closing a course.
The document summarizes Burrell School District's 2008 Summer Credit Recovery program which offered online courses to allow 153 students to recover credits in core subjects like math, English, and science. Teachers developed 14 online courses using a learning management system. Students could complete coursework at home or in computer labs at school with support from lab monitors and teachers. Most students (65%) successfully recovered credits. Based on parent and student surveys, strengths included flexibility and technology-based learning. Suggested improvements included more teacher interaction, staggered course start times, and addressing technology issues proactively.
This document is a learning module that provides guidance to Grade 7 students on developing effective study habits and time management skills. It contains introductory messages, learning objectives, and several activities for students to complete. The activities are designed to help students evaluate their current study habits, understand proper time management, and identify areas they need to improve to be successful in their junior high school studies. The document emphasizes establishing a routine, dedicating specific time for studying, creating a study plan and sticking to it. It stresses that developing good study habits is important for students to smoothly transition to the new academic challenges of junior high school.
This document outlines the goals, objectives, assessments, and schedule for a 6th grade language arts course focused on completing a response to literature unit, reviewing standards covered during the year, and introducing mythology and fables; the course will be taught online by Mrs. Teri Lance over nine weeks using various online resources and assessments including a photo essay, review units, and mythology unit.
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
How forced online classes can finally enable educators to improve learningFred Pacheco
Prof. Fred Pacheco presents how our current scenario of forced online education can be seen as an unique opportunity to accelerate the innovation and finally implement all the tools and techniques to effectively improve learning process. The lecture will show some case and results from initiatives during social isolation, pointing out the methodologies and techniques. It's not just a matter of going online; it's necessary to understand e- pedagogy. This presentation, them, aborda active learning and other techniques for online learning.
This document provides an overview of Field Study 2 for teacher trainees. It discusses 18 learning episodes that cover topics like action research, developing effective learning environments, classroom management, and lesson planning. Specific strategies are presented for creating optimal classroom climate in both face-to-face and online settings. Key aspects of action research, learning environments, and the teacher development process are also summarized.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and ensure reading ability improves for all students.
This document discusses blended learning and how learning platforms can help teachers implement blended learning models in their classrooms. It provides examples of how four different teachers have implemented blended learning, including flipping their classroom where students learn theory at home through videos and do assignments in class, using station rotation where students rotate between different learning stations, an approach called Learning by Design where students help decide what to learn and how to show their learning, and using online resources to teach physical education skills. The document outlines several benefits of blended learning and models of blended learning that teachers can use.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Rabbi Yoni Fein teaches a 7th grade Gemara class. He emphasizes clear expectations, respect for others, accountability, and focusing on learning rather than grades. Students establish classroom laws and monitor their behavior. Each day focuses on a learning goal and enrichment centers support differentiated instruction. The class covers topics from the Talmud and how to apply lessons to daily life. Various technologies and multimedia resources enhance learning.
This document outlines the 6th grade Gemara curriculum at Moriah School taught by Rabbi Yoni Fein. It details Rabbi Fein's contact information and teaching philosophy of establishing clear expectations, respect, accountability and focusing on learning over grades. Classroom rules are established as laws of behavior and monitored through Class Dojo. Lessons revolve around texts and include workbooks, enrichment centers and technology tools to enhance learning. The goal is to properly prepare students and build fundamental learning skills through a meaningful curriculum.
This document is a self-learning module for 7th grade students on developing effective study habits. It contains guidance on time management, study techniques, and maintaining a positive attitude. The module has interactive activities for students to assess their current study habits, create a study schedule, identify areas for improvement, and commit to applying new habits. The goal is to help students transition successfully to junior high school and achieve their academic targets for the year.
This document provides an overview of modular learning and tips for teaching and learning during the new normal. It discusses what modular learning is, the benefits to learners, teachers, and parents. It then gives an example of a reading lesson simulation that reviews story elements, conducts a lecture on a story, and includes engagement activities. Finally, it provides tips for teachers, parents, and students on the modular learning process and supporting learning at home remotely.
The online teaching survival guide powerpointvettemole
This document discusses best practices for online teaching and learning. It outlines 5 major differences between online and campus courses, including that the faculty role shifts to mentoring and meetings are asynchronous. It also describes 4 phases of an online course, from beginnings to closing weeks. Key learning theories are mentioned, such as constructivism and cognitive apprenticeship. Finally, 10 best practices for online teaching are provided, such as being present online, creating a supportive community, and using a variety of activities.
This is a brief overview of ShowMe and great use cases we've seen over the past year.
ShowMe.com is an online learning community where you can learn or teach anything. Anyone can create lessons with our iPad app and upload them to our website. Once they are uploaded they can be shared with anyone interested in learning something new!
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
Covid-19 - How a school is dealing with it 40 days onMark S. Steed
This document summarizes a webinar given by Mark S. Steed, the Principal and CEO of Kellett School in Hong Kong, about how the school has dealt with being closed for 40 days due to the COVID-19 pandemic. Some key points:
- The school initially closed for a week in November 2019 due to protests, and has been closed since late January 2020 due to the coronavirus, with online "live learning" implemented.
- Ensuring student, staff, and parental well-being during the closure has been a major focus, through activities like wellness questionnaires, online social events, and mental health support.
- Strict protocols have been developed for online learning, including rules for video
The document discusses strategies for effectively teaching non-traditional students from different generations in online courses. It provides tips like understanding students' backgrounds and expectations, making materials relevant, incorporating interactive elements, providing prompt feedback, and emphasizing mastery of concepts over grades. It also shares strengths of FCCJ like keeping students informed and offering online options that support military students.
The online teaching survival guide powerpointvettemole
The document provides an overview of online teaching best practices. It discusses the differences between online and campus courses, types of online courses, the four stages of an online course (beginning, early middle, late middle, closing), learning theories, 10 core learning principles, and 10 best practices for online teaching. It also provides tips and strategies for each stage of an online course on topics like launching discussions, giving feedback, managing projects, and closing a course.
The document summarizes Burrell School District's 2008 Summer Credit Recovery program which offered online courses to allow 153 students to recover credits in core subjects like math, English, and science. Teachers developed 14 online courses using a learning management system. Students could complete coursework at home or in computer labs at school with support from lab monitors and teachers. Most students (65%) successfully recovered credits. Based on parent and student surveys, strengths included flexibility and technology-based learning. Suggested improvements included more teacher interaction, staggered course start times, and addressing technology issues proactively.
This document is a learning module that provides guidance to Grade 7 students on developing effective study habits and time management skills. It contains introductory messages, learning objectives, and several activities for students to complete. The activities are designed to help students evaluate their current study habits, understand proper time management, and identify areas they need to improve to be successful in their junior high school studies. The document emphasizes establishing a routine, dedicating specific time for studying, creating a study plan and sticking to it. It stresses that developing good study habits is important for students to smoothly transition to the new academic challenges of junior high school.
This document outlines the goals, objectives, assessments, and schedule for a 6th grade language arts course focused on completing a response to literature unit, reviewing standards covered during the year, and introducing mythology and fables; the course will be taught online by Mrs. Teri Lance over nine weeks using various online resources and assessments including a photo essay, review units, and mythology unit.
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
How forced online classes can finally enable educators to improve learningFred Pacheco
Prof. Fred Pacheco presents how our current scenario of forced online education can be seen as an unique opportunity to accelerate the innovation and finally implement all the tools and techniques to effectively improve learning process. The lecture will show some case and results from initiatives during social isolation, pointing out the methodologies and techniques. It's not just a matter of going online; it's necessary to understand e- pedagogy. This presentation, them, aborda active learning and other techniques for online learning.
This document provides an overview of Field Study 2 for teacher trainees. It discusses 18 learning episodes that cover topics like action research, developing effective learning environments, classroom management, and lesson planning. Specific strategies are presented for creating optimal classroom climate in both face-to-face and online settings. Key aspects of action research, learning environments, and the teacher development process are also summarized.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and ensure reading ability improves for all students.
This document discusses blended learning and how learning platforms can help teachers implement blended learning models in their classrooms. It provides examples of how four different teachers have implemented blended learning, including flipping their classroom where students learn theory at home through videos and do assignments in class, using station rotation where students rotate between different learning stations, an approach called Learning by Design where students help decide what to learn and how to show their learning, and using online resources to teach physical education skills. The document outlines several benefits of blended learning and models of blended learning that teachers can use.
Similar to Back to school night 2014 2015 Rabbi Fein (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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1. Rabbi Yoni Fein
All 6th Grade Gemara classes
6th Grade daily Tefilah
6-2 Parsha
Email: yfein@moriahschool.org
› Generally will respond pretty quickly via email
› More about me and my teaching philosophy-
Check out my sites:
Bit.ly/jonahfein
Bit.ly/feintutoring
2. Clear expectations and open lines of
communication
Respect for Torah, classmates, our
classroom and school building & teachers
While grades count, focus is on the learning
and not on the grades
Personalized Instruction/ Blended Learning
Accountability, responsibility, OWN IT!
3.
4.
5. We establish מידות עשה/ לא תעשה as a group.
Instead of rules we have laws of behavior.
Empowering Students
› Ask 3 Before Me
› Group Leaders
› Genius Bar for Tech Help
The Learning Goal (TLG)- put on the board
everyday so students know what they are
achieving each day.
Goal is to establish a positive & enjoyable
learning atmosphere
› No front or back of room
6. Understanding תורה שבעל פה , its origin,
structure, meaning, and role in our lives
today
Animated Talmud Videos
› Blendspace.com- Blended learning
See Sample: http://blnds.co/1ltkN7H
Mission: To lay the proper foundation to
begin learning the text of Mishna & Gemara.
“To learn HOW to learn”
7. Pre-Sukkot: Focus on the דינים associated with the
holidays, understanding class procedures and blended
learning concept
Post Sukkot: Students will delve into the history of תורה
שבעל פה in a comprehensive, engaging, and meaningful
way and master the methodology to learning Mishna
Post-Winter Break: Mishna 4 Life- New original
curriculum that takes students through all of Shas learning
Mishna while exploring themes and practical life lessons
from the text
Post-Pesach: In depth introduction to Gemara learning.
Understanding the layout/structure of Gemara,
fundamental concepts & vocab, and top it off with exciting
Create-Your-Own-Gemara project
8. Shout Outs- Key vocabulary that students
come across in their learning of a text. Bi-weekly
assessments on shout outs.
› Quizlet.com : fantastic tool for learning and
retaining vocab
Lessons in Mishna revolve around a specific
text so students have exposure to all types
of texts and concepts in .תורה שבעל פה
9. Haiku- Post files, assignments, due dates, and updates for
students and parents. Many assessments are graded
instantaneously for immediate feedback
ClassDojo: System for students to monitor their
classroom behavior in detail.
Chromebooks: When the students receive their devices,
we will begin utilizing a variety of web-based apps that will
enhance learning and collaboration
Blendspace: Allows students to progress at their own
pace and have access to personalized instruction
Flipped Classroom: Students will watch videos for
homework that teach basic concepts necessary to work on
projects in class the following day.
10. "חנוך לנער על פי דרכו" )משלי כב:ו(
- Optimal education requires an
understanding of each student’s
individual needs and skill set. I look
forward to partnering with you and
welcome you to email me at any time
to discuss ways to enhance your
child’s learning.