Teachers cannot be developed
(passively). They develop (actively). It
is vital, therefore, that they are centrally involved in decisions concerning the direction and processes of their own learning (Day1999: 2)
This document outlines the agenda for a 2014 mid-year assessment and in-service training for teachers at Sta. Magdalena National High School in Sorsogon, Philippines from October 20-24. The training will cover various topics to improve teacher effectiveness such as managing disruptive students, cultivating creativity, adopting a student code of conduct, discussing changes in DepEd promotion schemes, and developing curriculum innovations. Teachers will also participate in mid-year assessments and the presentation of departmental outputs. The training aims to enhance the teachers' instructional skills and strategies to promote student learning and achievement.
This document provides notes on student-centered teaching and learning. It discusses that student-centered learning aims to increase student activity, choice, and power in the learning process. While there is a continuum between teacher-centered and student-centered approaches, effective teachers incorporate elements of both as appropriate. The document also reviews various teaching methods and where they fall on the continuum, influential theorists in student-centered learning like Dewey, Piaget, Bruner, Freire, Vygotsky, and challenges like defining student-centered learning and evaluating its effectiveness.
Module 2 effective school systems - march 2015pippaprincipal
The document provides an overview of a professional development session on leading effective schools and school systems. The session aims to enrich participants' understanding of actions taken by top-performing school systems as identified in the McKinsey report, including developing teachers into instructional leaders and ensuring every child receives high-quality instruction. Participants will also learn about system leadership, effective school leadership, and reflecting on improving their own practices.
A group of a dozen educators got together on August 7, 2012 in Chippewa Falls, WI to develop a plan to shift educational paradigms. This slideshow was prepared by Jim Adams, Barney Slowey, and Tamara Sharp.
B12 - Keith Posthlethwaite (Exeter) and Linda Haggarty (Open): From student t...Mike Blamires
This document summarizes key findings from a study examining the learning of beginning teachers during initial teacher education (ITE) and induction. During ITE, student teachers' learning was most influenced by their own characteristics and fitting in with the current school context. Newly qualified teachers faced behaviour management concerns that influenced their pedagogical decisions and limited aspirations. Induction focused on emotional support and fitting in, with limited discussion of teaching approaches. Involvement in a "learning school" allowed one teacher to further develop pupils' learning skills through collaboration.
Building Community in the Online Classroom through Group WorkLisa Johnson, PhD
The document discusses the design of a group project for an online classroom to build community. It outlines three primary design goals: 1) designing the project to accomplish something that cannot be done individually, 2) designing authentic assessments of course objectives using group work, and 3) clearly defining project goals, processes, and evaluation criteria. Key considerations discussed include overcoming individualism, assigned vs self-selected groups, timing, and the instructor's role as facilitator vs micromanager.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
This document outlines the agenda for a 2014 mid-year assessment and in-service training for teachers at Sta. Magdalena National High School in Sorsogon, Philippines from October 20-24. The training will cover various topics to improve teacher effectiveness such as managing disruptive students, cultivating creativity, adopting a student code of conduct, discussing changes in DepEd promotion schemes, and developing curriculum innovations. Teachers will also participate in mid-year assessments and the presentation of departmental outputs. The training aims to enhance the teachers' instructional skills and strategies to promote student learning and achievement.
This document provides notes on student-centered teaching and learning. It discusses that student-centered learning aims to increase student activity, choice, and power in the learning process. While there is a continuum between teacher-centered and student-centered approaches, effective teachers incorporate elements of both as appropriate. The document also reviews various teaching methods and where they fall on the continuum, influential theorists in student-centered learning like Dewey, Piaget, Bruner, Freire, Vygotsky, and challenges like defining student-centered learning and evaluating its effectiveness.
Module 2 effective school systems - march 2015pippaprincipal
The document provides an overview of a professional development session on leading effective schools and school systems. The session aims to enrich participants' understanding of actions taken by top-performing school systems as identified in the McKinsey report, including developing teachers into instructional leaders and ensuring every child receives high-quality instruction. Participants will also learn about system leadership, effective school leadership, and reflecting on improving their own practices.
A group of a dozen educators got together on August 7, 2012 in Chippewa Falls, WI to develop a plan to shift educational paradigms. This slideshow was prepared by Jim Adams, Barney Slowey, and Tamara Sharp.
B12 - Keith Posthlethwaite (Exeter) and Linda Haggarty (Open): From student t...Mike Blamires
This document summarizes key findings from a study examining the learning of beginning teachers during initial teacher education (ITE) and induction. During ITE, student teachers' learning was most influenced by their own characteristics and fitting in with the current school context. Newly qualified teachers faced behaviour management concerns that influenced their pedagogical decisions and limited aspirations. Induction focused on emotional support and fitting in, with limited discussion of teaching approaches. Involvement in a "learning school" allowed one teacher to further develop pupils' learning skills through collaboration.
Building Community in the Online Classroom through Group WorkLisa Johnson, PhD
The document discusses the design of a group project for an online classroom to build community. It outlines three primary design goals: 1) designing the project to accomplish something that cannot be done individually, 2) designing authentic assessments of course objectives using group work, and 3) clearly defining project goals, processes, and evaluation criteria. Key considerations discussed include overcoming individualism, assigned vs self-selected groups, timing, and the instructor's role as facilitator vs micromanager.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
The role of teachers in the 21st centuryMarke Greene
This document discusses changes in education systems and the role of teachers in the 21st century. It notes that schools are no longer just places of knowledge transmission but must teach students skills like finding and evaluating information. Teachers' roles have also changed from being the main source of knowledge to facilitating learning. A survey found that practicing teachers prioritize subject knowledge over pedagogical skills, unlike recommendations from the EU which emphasize skills like openness and creativity. The document argues teacher education must adapt to prepare teachers for their changing roles and responsibilities.
Students may hesitate to share problems with teachers for several reasons related to the teacher, family, peers, and technology. A survey of 52 students and 3 teachers at two schools found that students are more likely to share academic rather than personal problems with teachers. While teachers thought they knew students' problems, students reported they did not always feel comfortable sharing. Tactics for teachers to improve student comfort in sharing include showing awareness of students, using supportive language, promoting unity in the classroom, facilitating peer interaction, and varying instructional approaches.
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
The document discusses issues with current teacher accountability systems and proposes improvements. It argues that standardized tests alone are not sophisticated enough to accurately measure teacher performance or student learning. Instead, it advocates for systems that provide professional development, emphasize continuous improvement, and gauge teacher competence through multiple measures such as peer reviews. The goal is to develop accountability approaches that build teaching capacity rather than create fear and better reflect how well teachers are preparing students.
This document provides information on creating and maintaining safe and orderly schools. It discusses the importance of school culture and climate, defining clear expectations and rules, using positive behavior supports, and recognizing students and staff. The goals are to understand the principal's role in safety and order, consider renewal activities, and discuss strategies like rewards, discipline, and emergency plans that contribute to an orderly learning environment.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
This document outlines the roles and responsibilities of different entities in the education system. It discusses that the community is responsible for providing educational facilities and promoting learning. The government is responsible for policymaking, funding, and oversight of educational institutions. Specialists in the educational field are responsible for curriculum development, research, and quality of policies. Organizations like boards and commissions are responsible for examinations, evaluations, affiliations, and research. Within schools, the administration is responsible for planning, organization, and oversight. Principals oversee student development, teacher evaluations, and school growth. Teachers are responsible for student development, learning, guidance, and maintaining relationships. Students are responsible for respect, discipline, learning curiosity, and development. In universities,
This 3-year report summarizes the successes, challenges, and lessons learned of the Model Classroom program from 2010-2013. Some key successes included increased student engagement, the establishment of an ongoing community of practice among educators, and positive teacher feedback about the workshop model. Common challenges included a lack of flexibility in curricula due to standardized testing, difficulties with collaboration, and issues with timing. Lessons learned included the importance of relationships and support networks for teachers, using a blended model of virtual and in-person professional development, recognizing diverse types of experts, and starting with smaller classroom practices that can lead to larger projects. The report provides several case studies of teacher projects and professional development activities to illustrate findings. It recommends focusing future
This document outlines a principal's goals and process for shadowing students to better understand achievement gaps. The principal's goals are to close achievement gaps, improve achievement for all students, and implement shared leadership. To achieve these, the principal will shadow students, collect data on themes like attendance and school readiness, and partner with other administrators to propose improvements. The shadowing provides insights into students' experiences and needs to help design more responsive education programs and leadership practices.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
The document discusses the importance of inclusivity in curriculum design. It defines inclusivity as not excluding any groups and avoiding exclusionary language. The key points are:
1) Inclusivity in curriculum design is important to promote participation in higher education and equality of opportunity for all learners.
2) Inclusivity faces major challenges in higher education institutions and requires addressing barriers to engagement, admissions, retention, and sense of belonging for diverse students.
3) An inclusive curriculum considers students' diverse learning styles, languages, cultural capital, and identities through varied content, delivery, and assessment methods.
This document outlines a learning-centered leadership development program for principals and aspiring principals focused on creating safe and orderly schools from October 2010 to September 2015. It includes goals for the program, definitions and characteristics of safe and orderly schools, the importance of such environments, and activities for participants, such as discussing case studies and completing a school climate survey. Key aspects of safe and orderly schools covered are culture, climate, safety, bullying, discipline, and personnel management. The program is designed to help participants understand how to develop and implement renewal activities focused on safety and order issues in their own schools.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
The document discusses professional teaching standards for five student teachers. It addresses several aspects of being a teacher including developing the self as a reflective practitioner, strengthening teaching skills, integrating technology, effective lesson planning and teaching strategies, assessing student strengths and needs, and fostering student communication and higher-order thinking skills. It also discusses the importance of cultivating collaborative relationships with parents and society.
This document discusses using action research as an instructional supervision approach to improve teaching practices in Ipil District. It found that some teachers were not engaging students or checking their understanding, resulting in low test scores. The research had teachers and school heads implement action research projects to address issues in their classrooms. It identified problems they encountered like time constraints and lack of support. To solve these challenges, teachers sought instructional support and applied lessons from supervisors. The research concluded that instructional supervision and collaboration on action research can strengthen teaching practices, especially for new teachers and school heads. It recommends continuing to use these approaches to promote best practices.
Educational psychology is the study of learning, teaching, and development in educational settings. It aims to apply theories and research findings to improve educational practices. Teachers today face challenges like diverse student populations and high expectations for student achievement. Educational psychology provides teachers with research-based strategies to support all students' learning and growth. It also helps new teachers address common concerns like classroom management and motivating learners. Overall, educational psychology establishes principles and theories to explain teaching and learning, which can guide teachers in their practice and help students succeed.
The role of teachers in the 21st centuryMarke Greene
This document discusses changes in education systems and the role of teachers in the 21st century. It notes that schools are no longer just places of knowledge transmission but must teach students skills like finding and evaluating information. Teachers' roles have also changed from being the main source of knowledge to facilitating learning. A survey found that practicing teachers prioritize subject knowledge over pedagogical skills, unlike recommendations from the EU which emphasize skills like openness and creativity. The document argues teacher education must adapt to prepare teachers for their changing roles and responsibilities.
Students may hesitate to share problems with teachers for several reasons related to the teacher, family, peers, and technology. A survey of 52 students and 3 teachers at two schools found that students are more likely to share academic rather than personal problems with teachers. While teachers thought they knew students' problems, students reported they did not always feel comfortable sharing. Tactics for teachers to improve student comfort in sharing include showing awareness of students, using supportive language, promoting unity in the classroom, facilitating peer interaction, and varying instructional approaches.
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
The document discusses issues with current teacher accountability systems and proposes improvements. It argues that standardized tests alone are not sophisticated enough to accurately measure teacher performance or student learning. Instead, it advocates for systems that provide professional development, emphasize continuous improvement, and gauge teacher competence through multiple measures such as peer reviews. The goal is to develop accountability approaches that build teaching capacity rather than create fear and better reflect how well teachers are preparing students.
This document provides information on creating and maintaining safe and orderly schools. It discusses the importance of school culture and climate, defining clear expectations and rules, using positive behavior supports, and recognizing students and staff. The goals are to understand the principal's role in safety and order, consider renewal activities, and discuss strategies like rewards, discipline, and emergency plans that contribute to an orderly learning environment.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
This document outlines the roles and responsibilities of different entities in the education system. It discusses that the community is responsible for providing educational facilities and promoting learning. The government is responsible for policymaking, funding, and oversight of educational institutions. Specialists in the educational field are responsible for curriculum development, research, and quality of policies. Organizations like boards and commissions are responsible for examinations, evaluations, affiliations, and research. Within schools, the administration is responsible for planning, organization, and oversight. Principals oversee student development, teacher evaluations, and school growth. Teachers are responsible for student development, learning, guidance, and maintaining relationships. Students are responsible for respect, discipline, learning curiosity, and development. In universities,
This 3-year report summarizes the successes, challenges, and lessons learned of the Model Classroom program from 2010-2013. Some key successes included increased student engagement, the establishment of an ongoing community of practice among educators, and positive teacher feedback about the workshop model. Common challenges included a lack of flexibility in curricula due to standardized testing, difficulties with collaboration, and issues with timing. Lessons learned included the importance of relationships and support networks for teachers, using a blended model of virtual and in-person professional development, recognizing diverse types of experts, and starting with smaller classroom practices that can lead to larger projects. The report provides several case studies of teacher projects and professional development activities to illustrate findings. It recommends focusing future
This document outlines a principal's goals and process for shadowing students to better understand achievement gaps. The principal's goals are to close achievement gaps, improve achievement for all students, and implement shared leadership. To achieve these, the principal will shadow students, collect data on themes like attendance and school readiness, and partner with other administrators to propose improvements. The shadowing provides insights into students' experiences and needs to help design more responsive education programs and leadership practices.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
The document discusses the importance of inclusivity in curriculum design. It defines inclusivity as not excluding any groups and avoiding exclusionary language. The key points are:
1) Inclusivity in curriculum design is important to promote participation in higher education and equality of opportunity for all learners.
2) Inclusivity faces major challenges in higher education institutions and requires addressing barriers to engagement, admissions, retention, and sense of belonging for diverse students.
3) An inclusive curriculum considers students' diverse learning styles, languages, cultural capital, and identities through varied content, delivery, and assessment methods.
This document outlines a learning-centered leadership development program for principals and aspiring principals focused on creating safe and orderly schools from October 2010 to September 2015. It includes goals for the program, definitions and characteristics of safe and orderly schools, the importance of such environments, and activities for participants, such as discussing case studies and completing a school climate survey. Key aspects of safe and orderly schools covered are culture, climate, safety, bullying, discipline, and personnel management. The program is designed to help participants understand how to develop and implement renewal activities focused on safety and order issues in their own schools.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
The document discusses professional teaching standards for five student teachers. It addresses several aspects of being a teacher including developing the self as a reflective practitioner, strengthening teaching skills, integrating technology, effective lesson planning and teaching strategies, assessing student strengths and needs, and fostering student communication and higher-order thinking skills. It also discusses the importance of cultivating collaborative relationships with parents and society.
This document discusses using action research as an instructional supervision approach to improve teaching practices in Ipil District. It found that some teachers were not engaging students or checking their understanding, resulting in low test scores. The research had teachers and school heads implement action research projects to address issues in their classrooms. It identified problems they encountered like time constraints and lack of support. To solve these challenges, teachers sought instructional support and applied lessons from supervisors. The research concluded that instructional supervision and collaboration on action research can strengthen teaching practices, especially for new teachers and school heads. It recommends continuing to use these approaches to promote best practices.
Educational psychology is the study of learning, teaching, and development in educational settings. It aims to apply theories and research findings to improve educational practices. Teachers today face challenges like diverse student populations and high expectations for student achievement. Educational psychology provides teachers with research-based strategies to support all students' learning and growth. It also helps new teachers address common concerns like classroom management and motivating learners. Overall, educational psychology establishes principles and theories to explain teaching and learning, which can guide teachers in their practice and help students succeed.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
This document summarizes a seminar on harnessing student voice in schools. It discusses the context and rationale for student voice, findings from research projects, and ways to support and sustain student voice efforts. The research found that meaningful student consultation can positively impact students, teachers, and schools by improving teaching and learning, building respect between students and teachers, and developing student capacity for reflection. However, successfully implementing student voice depends on supportive school culture and structures. Future research is needed on classroom practices, systemic school approaches, external support networks, and examples of innovative practice.
This document summarizes a seminar on harnessing student voice in schools. It discusses the context and rationale for student voice, findings from research projects, and ways to support and sustain student voice efforts. The research found that meaningful student consultation can positively impact students, teachers, and schools by improving teaching and learning, building respect between students and teachers, and developing student capacity for reflection. However, successfully implementing student voice depends on school culture and individual teacher practices. Future research is needed on classroom practices, systemic school approaches, external support networks, and examples of innovative practice.
A professional learning community (PLC) is a collaborative group of educators focused on student learning and improving teaching practices. In a PLC, teachers work together to analyze student performance, develop and share instructional methods, and support each other as professionals. The key elements of a PLC include collaborative work, a focus on student learning, distributed leadership, narrowing the curriculum, sharing best practices, and using assessment to inform instruction.
This document discusses strategies for making education more engaging and meaningful for students. It advocates for viewing the school as a learning organization where students can take on social roles and learn outside the classroom. The document emphasizes individualizing education for each student and using innovative, creative teaching methods that develop critical thinking. It also stresses the importance of passionately engaging students, encouraging their development, and making curricula relevant to their lives.
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
How to Make Elementary School Effective from within - Appraoch of LOKMITRA, 2012Rajesh kumar
Lokmitra has evolved and activity system to transform the school from within. This practice has evolved over last six years. Recent improvisation has been inspired by the work of Prof Manbo Sato of Tokyo University. His work was introduced to Lokmitra by Prof B K Passi, who also did a workshop of DIalogue in Education with Lokmitra staff and teachers in 20011.
The document summarizes an educational symposium between educators from Minneapolis, Minnesota and Tokyo, Japan. It discusses the history and design of project-based learning schools, including EdVisions schools. Key aspects of EdVisions schools are self-directed project based learning, small learning communities, authentic assessment, and teacher ownership of the schools. The roles of both teachers and students differ from traditional schools, with students driving their own curriculum and teachers serving as advisors.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
Mentor Conclave 2015 Plenary & Keynote Adress - Dr. Farooq - Perception to Pe...LXL Ideas
The document discusses challenges and opportunities of 21st century teaching. It notes that 21st century teaching requires developing students' 21st century skills like teamwork, technology skills, and thinking skills. This leads to further challenges of building new learning spaces and infrastructure to accommodate new skills. The document also discusses advantages of technology integration like access to online information, interaction, and communication. It describes peer-assisted learning strategies that promote critical reading skills and accommodate diverse students. Differentiation and inquiry-based learning are discussed as student-centered approaches important for 21st century classrooms.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...Wholeeducation
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
Learning Theory, constructivism, education, ICT in education learning theory, theory, classroom implementation of learning theory, thought of learning theory, way of implementation of theory in ICT, constructivist classroom, methods in a constructivist classroom
1. The document discusses the dimensions of continuing professional development (CPD) for teachers. It addresses the nature of teaching as a profession, the ingredients of effective CPD, and differences between training and development.
2. Good CPD involves school-based programs with practical relevance, opportunities for experience sharing, and involvement of teachers in planning. Autonomous CPD options include reading, self-reflection, researching one's classroom, and developing habits of reflection.
3. Facilitating teacher development requires addressing constraints like time and budgets, and leveraging triggers like curriculum changes. Development is best supported through a school culture of leadership, performance review, and teachers learning from each other.
This document discusses teaching young learners to think. It emphasizes that students need problem solving and decision making skills to face challenges. While school focuses on facts and correct answers, thinking skills like questioning, comparing, categorizing and creative thinking can be taught. Several programs for developing cognitive skills are described, such as instrumental enrichment and philosophy for children. The document outlines the problem solving cycle and 13 areas of thinking. It stresses the teacher's role in asking questions, modeling thinking, and creating a collaborative environment where all ideas are valued.
Jason Levine began using social media like YouTube and Facebook to engage with students and teachers around the world. Through these interactions, he was invited to teach English in Morocco. He then used what he learned from students on Facebook to develop his own online course. The document provides tips for using Facebook groups to listen to learners, such as keeping conversations active by regularly liking, commenting, and posting engaging content to better understand students' needs.
This document outlines 10 major methods of language teaching: grammar-translation, direct, reading, audiolingual, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. For each method, the document provides details on techniques, principles, procedures, and examples of implementation in language classrooms.
There are three main hierarchical elements in language teaching methodology: approach, method, and technique. Approach involves assumptions about language and learning, method is an overall plan for presentation, and techniques are classroom activities. Richards and Rogers proposed redefining method as a set of specifications to achieve objectives, with approach and procedures as related elements. Current usage defines methodology as the study of teaching practices, approach as theoretical positions on language and learning, method as classroom specifications, and technique as any classroom exercise. Techniques can be categorized on a continuum from controlled to free, and include drills, role-plays, games, and more. Textbooks, audio/visual aids, and computers can all serve as supporting materials in a language classroom.
The best item development techniques combine elements of both these intellectual activities. On the one hand, there is a fair amount of experimental method, which we might recognize as scientific, incorporated within the whole set of procedures for developing a good item, however, writing a good item is also a highly creative act. By the end of the process something new, powerful, and useful has emerged – a test instrument which has used words, symbols or other materials from a curriculum or a syllabus in a new way, often to serve a variety of educational purposes.
The Baccalaureate English exam is a summative written test produced by the Moroccan National Centre of Evaluation and Exams and administered at the end of the secondary school education to all eligible candidates for certification purposes. The content of the exam paper is based on the national curriculum and aims at assessing testees’ knowledge and skills in reading, vocabulary, grammar, language functions and writing.
Project work is "an approach to learning which complements mainstream methods and which can be used with almost all levels, ages and abilities of students" (Haines 1989:1).
Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
1. Social networks will become ubiquitous and integrated into many online services and activities, with people's social graphs and identities portable across different platforms.
2. Relationships and social influence will be automatically mapped based on people's permissions, and social networks will compete to provide the best user experiences rather than locking users into isolated social graphs.
3. Marketers will pay more to reach and influence individuals based on their social authority and the interests of their social networks, with people having personalized rates reflecting their influence.
This document discusses considerations for evaluating textbooks in Morocco and presents criteria for textbook evaluation. It begins by noting that evaluation needs clearly defined objectives and stakeholders. It then lists requirements for evaluation such as professionalism, accountability, and openness. The document presents many potential criteria for textbook evaluation, including content, ease of use, innovation, treatment of diversity, and participation of teachers. It emphasizes that textbooks should be evaluated throughout the production process rather than after implementation.
The document discusses social networking and building online communities for professional development in education. It defines social networking as grouping individuals into specific online communities based on shared interests. Some benefits of social networking include developing international friendships and learning about different cultures and teaching practices. The document also discusses building successful online teacher communities by defining clear purposes and addressing members' ongoing needs. Sample education-focused social networking sites are provided.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. 1
Professional Development:
Rewards and Challenges
Hammamet,14-16February2013
ProfessorSimonBorg,UniversityofLeeds
s.borg@education.leeds.ac.uk
• Participant-centred CPD
• School-based CPD
• School-focused CPD
• Collaborative CPD
• Inquiry-based CPD
• Constructivist CPD
Current Thinking
2. 2
Teacher Development
Teachers cannot be developed
(passively). They develop (actively). It
is vital, therefore, that they are
centrally involved in decisions
concerning the direction and
processes of their own learning (Day
1999: 2)
PROFESSION
training
knowledge
lifelong
learning
community
autonomy
3. 3
Being a Professional
a capacity for autonomous professional
development through systematic self-
study, through the study of the work of
other teachers, and through questioning
and testing of ideas by classroom
research procedures (Stenhouse 1975:
144)
(Waters & Vilches 2010)
4. 4
… activities which are intended to
be of direct or indirect benefit to
the individual, group or school and
which contribute through these to
the quality of education in the
classroom …. (Day 1999:4).
It is the process by which, alone
and with others, teachers …
acquire and develop critically the
knowledge, skills … essential to
good professional thinking,
planning and practice …. (Day
1999:4).
5. 5
Richards & Farrell (2005)
Workshops Teaching portfolios
Self-monitoring Case analysis
Teacher support
groups
Analyzing critical
incidents
Teaching journals Peer coaching
Peer observation Team teaching
Action research
• Series of workshops
• Informal networking
• Accredited programmes
• Single workshops
• Demonstration lessons (least)
Goodall et al. (2005)
6. 6
Criticisms of INSET
not based on analysis of teachers’
needs
focuses on individuals
voluntary
does not address the needs of schools
little impact on the classroom
disrupts the school day
School of Education
Faculty of Education, Social Sciences & Law
Teacher Autonomy and Teacher
Cognition
7. 7
Robot
Craftsman
Applied
Scientist
Thinker
School of Education
Faculty of Education, Social Sciences & Law
1975 – National Institute of Education (USA)
It is obvious that what teachers do is
directed in no small measure by what
they think....[If] teaching … is
“thoughtless” … it becomes
mechanical and might well be done
by a machine.
8. 8
School of Education
Faculty of Education, Social Sciences & Law
Teacher Cognition
What teachers think, know and believe and the
relationships between these and teachers’
classroom practices.
School of Education
Faculty of Education, Social Sciences & Law
Many factors have advanced the field’s
understanding of L2 teachers’ work, but none is
more significant than the emergence of a
substantial body of research now referred to as
teacher cognition. (Johnson, 2006: 235)
9. 9
School of Education
Faculty of Education, Social Sciences & Law
TEACHER
AUTONOMY
TEACHER
AUTONOMY
Professional freedomProfessional freedom
Professional capacityProfessional capacity
10. 10
School of Education
Faculty of Education, Social Sciences & Law
Teacher Autonomy
a capacity to engage in informed self-
directed action and development
School of Education
Faculty of Education, Social Sciences & Law
Key Question
In CPD, how can a capacity to engage in
informed self-directed action and
development be promoted through attention
to teacher cognition?
11. 11
School of Education
Faculty of Education, Social Sciences & Law
Teacher Cognition & Teacher Autonomy
Theoretical
knowledge
Teachers’ beliefs
School of Education
Faculty of Education, Social Sciences & Law
Theoretical Knowledge
• PPP &TBL
• Inductive & deductive activities
• Explicit & implicit corrective feedback
• Output & input practice
12. 12
School of Education
Faculty of Education, Social Sciences & Law
Theoretical Knowledge
Greater
awareness of
pedagogical
options
Increased
repertoire of
choices
More informed
decision-making
School of Education
Faculty of Education, Social Sciences & Law
Teachers’ Beliefs
Asking learners to work out
grammar rules is a more
effective way of teaching
grammar than explaining
the rules directly.
13. 13
School of Education
Faculty of Education, Social Sciences & Law
Teachers’ Beliefs
Awareness of
beliefs
Opportunities to
review these
More
transparent and
informed
decision-making
School of Education
Faculty of Education, Social Sciences & Law
Classroom
Practice
Teacher
Cognition
Teacher
Autonomy
14. 14
School of Education
Faculty of Education, Social Sciences & Law
Implications for CPD
• Understanding behaviour =
Understanding beliefs
• Reflection – behaviour and beliefs
• External theory as a source of CPD
Criticisms of INSET
not based on analysis of teachers’
needs
focuses on individuals
voluntary
does not address the needs of schools
little impact on the classroom
disrupts the school day
15. 15
School-Based CPD
In schools
By teachers
Individual or collaborative
Teachers involved in decisions
Reflection – may be less formal
Teacher research - more systematic
Reflective Practice
conscious recall and examination of
[an] experience as a basis for
evaluation and decision-making and
as a source for planning and action.
(Richards 1991: 4)
16. 16
Reflective Practice
Peer Observation
Peers – not hierarchical
Developmental – not judgemental
Pre-observation meetings – agree
focus
Observation
Post-observation meeting
Action points – record of activity
17. 17
School of Education
Faculty of Education, Social Sciences & Law
TEACHER
RESEARCH
By teachers
In their
context
To
understand
their work
Purposeful Systematic
Evidence-based Shared
18. 18
School of Education
Faculty of Education, Social Sciences & Law
Ask
questions
Collect
data
Analyze
data
Make
sense
School of Education
Faculty of Education, Social Sciences & Law
Benefits of Teacher Research
… an important means by which
teachers can develop their capacity for
making … sound autonomous
professional judgements and decisions.
(Lankshear & Knobel, 2004:5)
19. 19
School of Education
Faculty of Education, Social Sciences & Law
Benefits of Teacher Research
… teacher research has the potential
to make a real difference to pupils and
staff, the whole school and the wider
community. (Sharp, 2007:22)
School of Education
Faculty of Education, Social Sciences & Law
HEC/BC Teacher Research Project
• 10-month project
• 18 teachers of English
• Three workshops
• On-line support
20. 20
Phase 1
Planning
Phase 2
Doing
Phase 3
Report writing
Dissemination
School of Education
Faculty of Education, Social Sciences & Law
What Teachers Say
I look upon problems as
challenges to be overcome
through research not hurdles
to cry about.
21. 21
School of Education
Faculty of Education, Social Sciences & Law
What Teachers Say
As teachers we are aware of
issues and problems, but being a
researcher has given me an
opportunity to work for possible
solutions, which is GREAT.
School of Education
Faculty of Education, Social Sciences & Law
What Teachers Say
We have been teaching the
same way we taught ten years
ago but now we have an urge to
experiment with new ideas in our
teaching.
22. 22
School of Education
Faculty of Education, Social Sciences & Law
Outcomes
• Enhanced professionals
• Skilled researchers
• Teacher research ‘champions’
• Research mentors
School of Education
Faculty of Education, Social Sciences & Law
The teacher who just teaches
and the one who has done
research the difference is that
of dead and alive!
23. 23
Levels of Impact
Level Examines impact in terms of
Reactions Feelings immediately after training
Learning Changes in beliefs, knowledge and skills
Behaviour Application of new ideas over time
Results Effect on the organization
Awareness Theoretical
knowledge
Learning
new skills
Applying
new skills
Presentation + +
Modelling + ?
Simulated
Practice
+ ? +
Feedback on
performance
+ +
On the job
support
+
24. 24
CollectingImpact Data
End of session written feedback
Pre- and post-course questionnaires
Observation of teachers
Interviews with teachers
Teacher portfolios
Written assignments
Tests/examinations
Teacher journals
Interviews with learners
Learners’ test scores
Interviews with headteachers