Briefing 3rd july v3
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The document provides information about two classroom techniques: gallery critique and desk graffiti. Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
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This document discusses using competition to raise achievement in schools. It proposes developing a whole-school house system embedded across departments and subjects. Competition approaches include contests between learners, overcoming challenges as teams, and contending for recognition and rewards. Examples from PE include gymnastics routines judged by peers and football skills challenges. The principles of sports competition can be applied across the curriculum to suit learning objectives and students. Competition should be used appropriately, such as a reading league that awarded boys points for books read at home. Departments are asked to consider what competitions they already have and could develop linked to topics, and to integrate house competitions into lessons and extracurricular activities.
Rosedale info
The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.
Training day 4th jan v3
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
Lady Lumley's School Teaching and Learning Journal
This issue of the Lady Lumley's Teaching & Learning Journal discusses various methods of differentiation, peer assessment, and ensuring progress in lessons. It provides examples of differentiation by outcome, language, intervention, support materials, questioning, task, grouping, extension, feedback, and role. Different peer assessment structures are outlined such as find someone who, carousel feedback, simultaneous round table, timed pair share, and pairs compare. Key questions for planning for progress focus on understanding the purpose and prior knowledge, including challenging activities and assessments to demonstrate growth.
Questioning
This document provides strategies for personalized questioning techniques that can be applied in lessons:
1) Plan key questions for students before lessons based on prior learning to challenge individual students.
2) Reveal answers and have students generate questions to match, then rank the questions by challenge and interest.
3) Encourage clarifying questions like "Why do you say that?" during paired or group work using Socratic questioning.
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The document describes two alternative teaching methods: gallery critique and desk graffiti. Gallery critique involves students anonymously providing feedback on each other's work by leaving comments on post-it notes. Desk graffiti refers to transforming student desks into giant whiteboards for interactive class activities like essay planning. Both methods aim to make peer assessment and review more engaging for students through collaborative and anonymous feedback.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
Authentic learning activity
This document outlines 3 authentic learning activities for a Grade 10 English class. Activity 1 involves individual research on business management and creating a 5 page paper. Activity 2 has students collaborate in groups of 6 to create a video presentation on skills for writing essays. Activity 3 has students work in pairs to either summarize a cartoon or create their own cartoon with 200 word explanation. Each activity is linked to characteristics of authentic tasks like sustained individual work, collaboration, choice, and reflection.
The Nuances of Lesson Planning 21st May.pptx
This document discusses the key components of effective lesson design, including establishing pre-requisite knowledge, learning objectives, learning outcomes, experiential learning activities, teaching strategies, assessment, guided and independent practice, and closure. It emphasizes that learning objectives should be specific, measurable, and student-centered. Learning outcomes can target knowledge, skills, attitudes, and moral values. Both individual and group teaching strategies are recommended, including brainstorming, think-pair-share, and quizzes/tests for assessment.
Chalk Talk
Chalk Talk is a silent activity where the instructor writes a question in a circle on the board. Students are each given chalk or markers and can write comments connecting to the question or other comments by drawing lines. The instructor may encourage discussion by circling ideas or asking questions. It allows assessing knowledge, discussing issues, recording discussions, and communicating ideas to others in an equitable way.
Learning profiles in a Differentiated Classroom
Learning profiles of three students from a middle school classroom and suggestions for a differentiated classroom.
What's my style
This document discusses different learning styles and provides tips for students and instructors. It describes four categories of learning styles: active vs reflective, sensing vs intuitive, visual vs verbal, and sequential vs global. Mismatches between a student's learning style and an instructor's teaching style can lead to frustration. The document provides suggestions for students on how to study based on their individual learning style. It also suggests instructors provide a variety of materials and explanations to engage different types of learners.
Study strategies5 24-12
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
Modified lesson plan
The modified lesson plan breaks the lesson into two parts - an introduction to nouns and examples, followed by activities to practice identifying and demonstrating nouns. The lesson utilizes small group stations and multiple means of representation, expression and engagement to accommodate diverse learners. Assessment is integrated throughout the lesson in the form of group work, journaling, and project-based activities. The modified plan aims to provide greater understanding of nouns for all students.
Developing a-lesson-plan
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
Developing-a-Lesson-Plan.pptx
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
Codes for Feedback - Examples
This document provides examples of codes that can be used for feedback on language use and content/organization in academic writing. Some of the codes described are for agreement, articles, expression, prepositions, punctuation, references, spelling, style, syntax, transition signals, verb form, vocabulary, and content/organization issues like irrelevant ideas, good points, unclear ideas, concluding sentences, development, topic sentences, and thesis statements. The codes are meant to help writers identify specific areas in need of improvement.
The lcc at bc
This document discusses implementing a learning-centered classroom (LCC) at a college preparatory school. It addresses challenges with assessing project-based learning and provides examples of strategies to make classrooms more student-centered and collaborative. These include using group projects, reflections, and technology tools to engage students and break up the lecture format. The LCC approach aims to make students more accountable for their own learning through hands-on work and projects done in class or as homework.
Classroom Teaching Activity Menu.pdf
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
British council resources i
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
Assessment assignment testing
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
LESSON PLAN.pptx
This document discusses the key components of an effective lesson plan, including objectives, anticipatory set, direct instruction, guided practice, closure, independent practice, required materials, and assessment. It emphasizes that lesson planning is important as it forces teachers to think through what students will learn and how they will teach it. It also increases the likelihood that learning will occur. The document provides examples and explanations for how to write each component of a strong lesson plan.
180827 understanding the classroom
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
1. lesson plan
A lesson plan has three key components: objectives for student learning, teaching/learning activities, and strategies to check student understanding. It is important to identify the learning objectives first before designing activities. The lesson plan should break the material into sections like warm-up, introduction, practice, production, and review. It is best to be flexible and adjust timing as needed based on how students respond. A well-written lesson plan ensures the teacher is prepared and the class will run smoothly.
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Teacher's hand out 2nd g & in put situation novemb 22nd 2016
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Challenge, deliberate practice, and interleaving are techniques that can help students learn computing skills. Challenge provides goals tailored to different ability levels. Deliberate practice involves revisiting skills in multiple ways to reinforce learning. Interleaving intersperses different topics in lessons and tests to improve long-term retention of information. These techniques will be applied at Lady Lumley's School by setting skills starters and short tests at the beginning of lessons to challenge students and strengthen their computing knowledge.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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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
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Briefing 3rd july v3
- 1. Friday 3rd July 1.Gallery critique 2.Desk graffiti
- 2. Gallery Critique •Alternative way of peer assessing
- 3. How to set up • Students know before they start the piece of work • Substantial piece of work e.g extended writing, essay, performance, design • Success criteria • Students leave completed work open on desk • Students work in silence for 20 minutes • Post-it notes and yellow highlighter used to leave anonymous feedback Alternatively: • Students could have a set amount of blank post-it notes left on their work • Once the feedback has been written, then the post-it note is placed under the book so other students arriving to read the work can’t copy.
- 4. Devoirs: Mes activités en vacances Content: Say what activities you normally do (at least 5) and why ❑ Say what you don’t like doing and why ❑ Describe what other people in your family do / like to do ❑ **Narrate a typical day on your holiday Language ❑ Reasons and opinion phrases ❑ Accurate use of present tense in *different persons of the verb ❑ Use of sequencing words to narrate events What it looks like in practice
- 5. Gallery Critique Kind I really like the way you………. Excellent ………………throughout. The most successful thing about this was…. I enjoyed reading this because……… Specific In the first/second/third paragraph…… I used the yellow highlighter to/because…….. The highlighted sentence/paragraph is great because….. Helpful You need to add…… Don’t forget to….. To improve….try…….. Perhaps you could………..
- 8. Gallery Critique Copy the suggested targets into your book below the piece of work. Based on my gallery critique I will……. Act on these targets. Either modify your work or redraft with improvements
- 11. Benefits of gallery critique • Students get a better understanding of the criteria/demands of a task. • They learn from reading a range of different answers. • They take it seriously. • They like working in silence – it gives them a real sense of purpose and focus. • Gives peer assessment a real focus and kudos. • It’s anonymous- there’s no stigma (plus they’re too focused on reading and marking). • Saves you time. • It can work across a range of subjects. The description outlined here is with a written task in MFL, but it could just as easily be done with pieces of art or PE/drama performances, by filming them and then playing them back on a number of tablets.
- 12. Desk Graffiti aka giant whiteboards
- 13. How to set up • Stimulus provided • Instructions issued E.G – possible range of activities, answers provided
- 14. Simple worksheets/ rally coaches can become: More interactive, stimulate more discussion, great for peer assessment and marking, useful for review, allow the teacher to steer the lesson.
- 19. Interactive essay plans Basic stimulus - knowledge checking/ HL Categorising organising thoughts High level discussion steered by questions by teacher. Analysis Individual essay plan Individuals write own essay.
- 20. Giant Whiteboards • Engagement • Promoting different revision/ testing techniques • Student-led • High level of interaction and analysis • Easy for teachers to check and monitor progress • Gimmick?