Slides on in-service teacher professional development programme. Reflecting on teachers engaging for educational change - incoporating differentiated instruction into their daily practice
Differentiated Instruction Action Research Proposalsammunks
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
Slides on in-service teacher professional development programme. Reflecting on teachers engaging for educational change - incoporating differentiated instruction into their daily practice
Differentiated Instruction Action Research Proposalsammunks
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
TIP: A Teacher Support Program for Beginning CTE Teachersccpc
Kit Alvarez
Director Education Services
CRY-ROP
Redlands, CA
Becky Sharp
Teacher on Assignment
CRY-ROP
Redlands, CA
Have you been hiring a lot of new teachers from business & industry? In this era of high stakes accountability, it is vitally important to support and help those neophytes become effective classroom instructors. CRY-ROP has developed the "TIP" (Teacher Induction Program) that provides support and coaching to new teachers. Through special funding from CDE, learn how you can implement a similar program.
This presentation is part of Parents Orientation programme held by Delhi Public School Srinagar to discuss Importance of Coordination Between Parents and Teachers.
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Anderson - Cognitive Domain
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Teacher biases, student attitudes and improving educational outcomes in Peru
by Renos Vakis, World Bank Behavioral Initiatives
9 September, 2016
Young Lives International Conference - Adolescence, Youth and Gender: Building Knowledge for Change, 8 and 9 September 2016
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
TIP: A Teacher Support Program for Beginning CTE Teachersccpc
Kit Alvarez
Director Education Services
CRY-ROP
Redlands, CA
Becky Sharp
Teacher on Assignment
CRY-ROP
Redlands, CA
Have you been hiring a lot of new teachers from business & industry? In this era of high stakes accountability, it is vitally important to support and help those neophytes become effective classroom instructors. CRY-ROP has developed the "TIP" (Teacher Induction Program) that provides support and coaching to new teachers. Through special funding from CDE, learn how you can implement a similar program.
This presentation is part of Parents Orientation programme held by Delhi Public School Srinagar to discuss Importance of Coordination Between Parents and Teachers.
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Anderson - Cognitive Domain
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Teacher biases, student attitudes and improving educational outcomes in Peru
by Renos Vakis, World Bank Behavioral Initiatives
9 September, 2016
Young Lives International Conference - Adolescence, Youth and Gender: Building Knowledge for Change, 8 and 9 September 2016
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Anand Institute of Management
Bhopal
Semester III
20-Weeks School Internship Programme
3. Week-1: Weeks School Observation- I
(Under guidence of Teacher-Educators)
• A school observation programme of one week will be
organized in cooperating school for
• Observation of school, teachers and students activities in
the context of the content and documentations.
• Exposure to library and internet facility available in school
• Presentations by student-teachers on selected themes –
individually or in groups.
• Awareness of pedagogical skills and strategies for removing
tensions, examination, for stress, corporal punishment,
violence and conflicts at school level.
• (One or two day’s formal orientation may be organized at
college level. Not for formal examination-25 marks will be
allotted as per regularity, interest and attitude)
4. Week -2 Weeks School Observation- II
(Under guidence of Teacher-Educators)
• A visit of one week to various types /systems school education to analyze
the structure and organization of school education is to be organized. The
offices of local educational bodies should also be visited .Weight-age for
different activities may be under:
S. No. Activity Marks
1 Report on educational bodies in the place 5
2 Reports on various types/forms of school 5
3 Comparative study of various types of schools 5
4 Report on use of different learning resources in classroom in
concerned subjects
5
5 Report on classroom communication in classroom of the
concerned subjects
5
25*
5. Week -3 Weeks School Exposure- I
(Independent study after guidance of teachers)
• One week attachment in a cooperating school in a group of 10 to 12
student-teachers to complete the following assignments:
S. No. Assignment Marks
1 Report on observation of students in learning situations at
school in concerned subjects
5
2 Reports on case study of individual learner 5
3 Reports on constructivist learning situation 5
4 Report on inclusive education practices in the school 5
5 Report on use of ICT in teaching-learning situation
concerned subjects
5
25*
6. Week-4 Weeks School Exposure- I
(Independent study after guidance of teachers)
Attachment in a cooperating school to complete the following assignments:
S. No. Assignment Marks
1 Field observation notes on human development in the school 5
2 Analysis of learning situations with regards to human development 5
3 Two case studies of adolescents –one boy and one girl 5+5
4 Report on environmental concerned in students in cooperating
school
5
25*
7. Week -5 to 8: Core -Training
(In the college under simulated situations)
• Objectives
• On completion of core training the teacher trainees will
be able to:
• Develop core-training competencies
• Develop insight into the intricacies of teaching-learning
process
• Manage classroom activities and co-curricular activities
• Understand roles and responsibilities of teacher as a
professional
• Acquaint themselves with classroom processes
• Develop the competencies in planning of lessons and
assessment.
8. Week -5 to 8: Core -Training
(In the college under simulated situations)
S. No. Activity Marks
1 Development of Core teaching competencies
(at least 10 micro lesson plan )
10
2 Text book Analysis 7.5*
3 Action Research Report 7.5*
25
9. Week -5 to 8: Core -Training
(In the college under simulated situations)
• Activities
• Training in core teaching competencies in simulated
situations. competencies like-
• Classroom management, Set induction /Introduction
• Questioning, Re-enforcement, Explanation and Illustration
• Stimulus Variation, Closure and Recapitulation
• Black board writing, Integration of teaching skills
• Demonstration of Micro-lesson by the teacher, practice by
the trainee and feedback by the peer group and the
educator.
• Text book Analysis
• Conducting an Action Research in the school.
10. Week -9 to 10: School Experience
(After guidelines, working with co-op.trs)
S. No. Activity Marks
1 Preparation of Achievement Test 5
2 Preparation of Diagnostic Test 5
3 Unit and Lesson Planning 5
4 School Experience for five days 10
25
11. Week -9 to 10: School Experience
(After guidelines, working with co-op.trs)
• Activities
• Supervisors orientation and cooperating school principal’s along with at least two
subject teachers meeting (4+2days)
• Induction of interns / perspective teachers for professional training
• Orientation in relation to teaching technology, intern’s rules and responsibilities.
• Training and practice of preparation of teaching aids and black board work.
• Demonstration lesion by the teacher educator, at least two lessons (one of the
each subject) in real classroom situations. Observation by the trainees followed by
discussion.
• Training on Guidance, counseling and remedial teaching.
• Attachment in cooperating schools (at least for one week )
• Observation of school activities and classroom teaching by the trainees,
preparation of report on school activities and facilities including laboratories,
library, games and sports, cultural etc.
• Preparation and administration at least two achievement tests (one in each
subject) and two diagnostic tests (one in each subject)
• Training and practice of Unit planning (5) and Lesson Planning (2) in each method.
• Orientation to case study, school records admission and examination procedures,
result preparation, fee collection.
12. Week -11 to 20: Internship School Experience
(After guidelines, working with co-op.trs)
• The teacher trainee /Intern will be able to
• Develop competencies in subject teaching
• Develop Insight in teaching and learning
• Have a comprehensive school-experience.
• Develop high level of competency in all aspects of
teachers’ work.
• Have acquaintance with school and community.
• Develop Insight in to classroom practices.
13. Week -11 to 20: Internship School Experience
(After guidelines, working with co-op.trs)
• The Intern will be placed in cooperating school for Internship in teaching
as they would be required to teach and deal with school curriculum. The
cooperating school should be of the same standard
• Regular Lessons (40+40) 25+25 =50*
• Peer Observation (20+20) 10+10=20*
• Criticism lesson (01+01) 15+15=30
• Final Lesson (01+01) 20+20=40*
• Achievement Tests (02+02) 05+05 =10
• Diagnostic Tests (02+02) 05+05 =10
• Organization of school Activity 10
• Case Study (02) (Middle/Sec/ Hig. Sec.) 10
• Impression in cooperating school 20
• ----------------------------
• 200
• Duration of school Attachment 10 Weeks (P G Internee can teach
9,10,11,12 and Graduates to 6,7,8,9,10
14. Pre-internship – Orientation for field
assignments and projects-One week
• Activities
• Organization of meeting of interns teachers & Principal of cooperating school-
1day
• Internship – Job and time-table allotment
• Practice teaching (at least 40 lessons in each subject total 80 lessons without
repetitions)
• Supervision of lessons providing feedback discussion on lesson, daily.
• Peer Supervision on observation schedule (at least 30 lessons -15 in each subject)
• Two Criticism lessons (one in each subject )
• Two Final Lessons (one in each subject )
• Evaluation by the cooperating school teachers/ Principal
• Preparation of Progress cards /records of students
• Orientation in conducting activities (Quiz, exhibition, subject club, etc)
• Completion of field assignments under the guidance of supervisor / cooperating
school teachers.
• Participation in working with community /other programme of the school.
• Preparation of school calendar/ timetable.etc
15. Post- Internship
• Meeting of interns and supervisors to share internship
experiences (one week)
• Exhibition of teaching aids
• Subject-wise post internship seminars and discussions.
• Inviting feedback from the cooperating school teachers.
• Preparation of brief report by each intern on his/her
experiences
• Viva-voce on SEP by a board
• Scheme for Evaluation –Regular lessons and Criticism
lessons by supervisors and/or cooperating school teachers.
Final Lessons by the board. And other will be valued
internally as per guidelines of the university. Thus total
external valuation * marked will be of 200 marks and
others will be 150 marks .