Book study group - ULM sp 15
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Collaborative Teacher Development
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
VSB May 1 and 2 2019 Literacy and Assessment
This document provides guidance for teaching literacy skills in 3 main areas:
1) Reading strategies to support fluency and understanding, including interactive literacy talks on familiar texts.
2) The importance of time for independent reading and using literacy centers to build various skills.
3) Supporting primary writers through playful language exploration, feedback rather than perfection, and collaboration.
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The document discusses teachers' perspectives on meetings, both traditional meetings and current meetings. Traditionally, meetings were held after school at the school, with the time, place and content determined by supervisors. People were reluctant to ask questions during meetings for fear of disapproval. Nowadays, questionnaires show teachers are more willing to participate in meetings compared to traditional ones. Efforts are made to develop non-status leadership and encourage free discussion and broad participation among members.
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Reading is important because it develops the mind, improves vocabulary, and teaches about the world. There are different types of reading like intensive, extensive, scanning, and skimming. Good reading habits include reading regularly, having reading material available, setting reading times, and rewarding book completion. Good readers prepare by knowing the purpose and topic before reading, concentrate during reading using dictionaries, and reflect on what was read after.
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This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This document provides guidance for teaching literacy skills in 3 main areas:
1) Reading strategies to support fluency and understanding, including interactive literacy talks on familiar texts.
2) The importance of time for independent reading and using literacy centers to build various skills.
3) Supporting primary writers through playful language exploration, feedback rather than perfection, and collaboration.
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The document discusses teachers' perspectives on meetings, both traditional meetings and current meetings. Traditionally, meetings were held after school at the school, with the time, place and content determined by supervisors. People were reluctant to ask questions during meetings for fear of disapproval. Nowadays, questionnaires show teachers are more willing to participate in meetings compared to traditional ones. Efforts are made to develop non-status leadership and encourage free discussion and broad participation among members.
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This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
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This document provides an overview of balanced literacy and its components as outlined in the Common Core State Standards. It discusses the key tenets of balanced literacy including practice, learning, assessment, and transfer. The major components are described, including interactive read aloud, shared reading, reading workshop, grammar, shared writing, writing workshop, and word study. Guidance is provided on reading instruction elements such as read aloud, shared reading, workshops, and conferring. Writing instruction components like shared writing, workshops, and notebooks are also outlined.
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There are many strategies to help improve reading comprehension before, during, and after reading a text. Strategies used before reading include brainstorming, making real-world connections, using a KWL chart, identifying key words and definitions, and doing a book walk. During reading, students can monitor comprehension, ask questions, highlight or use post-it notes, visualize using think-alouds, and create a timeline. After reading, students can have guided discussions, create a story map, write in a reflection journal, make a book report, and complete the "L" section of the KWL chart. The purpose of these strategies is to increase engagement and grasping of a text through activating prior knowledge and critical thinking.
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Group discussion involves an exchange of ideas and opinions among members on a particular topic or range of topics. It emphasizes the consideration of ideas over outcomes. Group discussions can be used to solve problems or comment on issues. They may be facilitated by a leader but do not require one. For a successful group discussion, participants must have rapport with each other, knowledge of the topic, and strong communication skills.
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A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
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Book study group - PPT sp 15
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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For example, team nursing, and evening instances where the nurse maybe sole one engaged in nursing a patient (private duty), she is still working in a group the patient and herself.
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This document discusses strategies for helping students understand what they read across different content areas. It describes several pre-reading activities designed to build students' background knowledge, such as a "Tea Party" where students discuss index cards related to an upcoming text. The document then discusses the importance of activating prior knowledge in three categories: topic knowledge, text structure knowledge, and vocabulary knowledge. It also recommends frontloading strategies where teachers preview texts with students through discussion and modeling their own thinking before reading occurs.
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There are many strategies to help improve reading comprehension before, during, and after reading a text. Strategies used before reading include brainstorming, making real-world connections, using a KWL chart, identifying key words and definitions, and doing a book walk. During reading, students can monitor comprehension, ask questions, highlight or use post-it notes, visualize using think-alouds, and create a timeline. After reading, students can have guided discussions, create a story map, write in a reflection journal, make a book report, and complete the "L" section of the KWL chart. The purpose of these strategies is to increase engagement and grasping of a text through activating prior knowledge and critical thinking.
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Group discussion involves an exchange of ideas and opinions among members on a particular topic or range of topics. It emphasizes the consideration of ideas over outcomes. Group discussions can be used to solve problems or comment on issues. They may be facilitated by a leader but do not require one. For a successful group discussion, participants must have rapport with each other, knowledge of the topic, and strong communication skills.
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This document provides guidance and best practices for developing and supporting book clubs. It discusses how book clubs strengthen communities by bringing people together around reading and discussion. Suggestions are made for selecting discussable titles, developing library resources to support clubs, and addressing common discussion challenges. The importance of book clubs in promoting literacy and community engagement is emphasized. Strategies are outlined for revitalizing struggling clubs, such as changing meeting locations, frequencies, and book selections. Overall, the document aims to help libraries cultivate and maintain successful book clubs.
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Group Discussion
Group discussion is a method used to assess students' personalities by having small groups of 5-10 students discuss topics in a circular formation for 15-20 minutes. This allows students to demonstrate skills like leadership, teamwork, communication, critical thinking and knowledge on a variety of factual, abstract, or controversial topics. Successful group discussions require preparation, strong presentation skills, and abilities like active listening, cooperation, and out-of-the-box thinking.
Port Alberni Nov 1.16
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Group Discussion is a modern method of assessing students personality.
It is both a technique and an art and a comprehensive tool to judge the worthiness of the student and his appropriateness for the job.
Inculcating reading habit
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
Class gd
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Evaluation
This document provides guidance on how to evaluate a text. It explains that evaluation involves deciding what you like or dislike about a text. A reader can evaluate during and after reading by considering how well the author brought the story to life, whether it was informative or entertaining, how well they understood it, and if they enjoyed it. The document suggests asking questions like whether you liked the story, what you liked or disliked about it, and if it reminds you of anything. Readers are instructed to evaluate a portion of text by discussing it with a partner.
Effective conferencing reading
Conferencing involves having unscripted, casual yet purposeful conversations with students about the books they are reading to reinforce reading strategies and skills. The goals are to support students' understanding and fluency, teach readers rather than texts, and help readers become better overall rather than just with one book. Teachers take on roles as listeners, guides, and problem solvers to gather information about students' reading levels, groupings, and needed strategies or skills while ensuring discussions are balanced between student and teacher talk.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Mini project 2 --teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Mini project 2-- teaching and learning theories spring 2015
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Edle 5010---- teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
collaborative professional development ppt
Teacher study groups are designed to support teacher learning through professional conversations and collaboration. They can be organized formally or informally at the school site to allow teachers to examine research, discuss books, and become lifelong learners. Effective teacher study groups are arranged through various activities like topic study, practice study, and online formats. Principals play an important role by creating a safe environment and giving teachers ownership over their own professional development.
Whole faculty study groups - spring sem 2015
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Whole faculty group
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
whole faculty study group- collaborative teacher development
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Teacher study group
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Teaching writing across the board-2015
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Teacher study group- student presentation
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Teacher study groups- excellent PPT
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Teacher study groups by Sarah pp
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Teacher study groups -student presentation
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Whole Faculty Study Groups Sp 15
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
wfs- whole faculty study groups
The document discusses whole-faculty study groups, which are designed to promote professional development and increase student learning. Key points include:
- Whole-faculty study groups are job-embedded, self-directed approaches for teachers to continuously improve student outcomes through collaborative learning communities.
- Guiding principles are that students come first, all teachers participate equally and share leadership, and their work is public.
- Functions include supporting curriculum/instruction innovations, integrating strategies, targeting school-wide needs, and studying teaching/learning research.
- Successful processes involve small groups that meet regularly, establish group norms, rotate leadership, and share reflections.
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Mini project 2-- teaching and learning theories spring 2015
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- 1. Book Study Groups TEACHER LEADER II IMPROVING SCHOOL PERFORMANCE “Why Should I Start or Join a Book Study Group?.” Presented by Monaporn Kuanliang Dr. Bista Spring 2015
- 2. “The purpose is to bring people together to collaborate using the newest research as a springboard for teachers to benefit and improve the teaching of writing.”
- 3. What is a Book Study Group? •Book Study Groups are formed to open up opportunities for books to be read and discussed by teachers with Writing Project Teacher Consultants as leaders. •Book study groups promote conversations among teachers and school staff that will lead to the application of new ideas in classrooms and improvement of existing skills.
- 4. How do we start a Book Study Group? •Seek members from grade-level team members, subject-area groups and departments. •Study groups may be opened to an entire district by grade levels or interest. •Seek out the support of your principal, who may be able to help your group with determining a time and location. •Participation should always be voluntary and membership inclusive.
- 5. How do we start a Book Study Group? •Decide a meeting schedule, meeting place, the length of the book to read, and what will happen after the book is read. •Have a responsible facilitator to remind group members of meetings, keep the group on task, and help run meetings. •Meeting twice a month keeps ideas of the books present in the minds of teachers. •Meetings last no more than one hour.
- 6. How do we choose a book? Where can we meet? •Public places •Virtual ideas •Someone’s home •Book study groups should have a clear objective for reading a particular book.
- 7. What happens during a book study group meeting? •Conversations are at the heart of the book study group. •Have a facilitator to focus discussion and manage meetings. •Journaling can also be used as a powerful learning tool along with a book study. •Be sure to discuss the ideas that can be applied directly in the classroom.
- 8. What happens after we finish the book? •The group should evaluate the book. •Decides the book is of value or not? •Other groups may choose to continue to meet and read more books on the topic. •Some groups choose to continue meeting after having read the book to discuss how it has changed their instructional practices. •Plan to examine the impact of these changes. •Think about what types of follow-ups are needed.
- 9. What is the role of the principal in book study groups? •The principal plays a key role in championing book study groups. •Promote study groups. •Help support book study groups.
- 10. Reference Zepeda, S. J., (2012). Professional development: What works, 2nd edition. New York, NY: Routledge. Tarulli, L., (2014). BISAC to replace Dewey in the future? The Cataloguing Librarian.