Cambridge classroom engagement interactive (1)
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The document discusses how Cambridge classrooms promote student engagement and learning. It contrasts typical classrooms where teachers lecture and students passively take notes with Cambridge classrooms that use collaborative, student-centered learning. Cambridge classrooms encourage critical thinking and learning by doing through varied materials, clearly defined expectations, and carefully planned lessons and activities that promote learner attributes. The document suggests teachers reflect on incorporating active learning strategies and adjusting their classroom environment.
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This document discusses innovative and effective teaching strategies. It outlines 8 categories of strategies: enhanced context, collaborative grouping, questioning, inquiry, manipulation, assessment, instructional technology, and enhanced material strategies. The document emphasizes that teachers should guide students without dictating and participate without dominating. It also notes that learning never ends and anyone who stops learning is old, regardless of age.
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This document discusses innovative and effective teaching strategies. It outlines 8 categories of strategies: enhanced context, collaborative grouping, questioning, inquiry, manipulation, assessment, instructional technology, and enhanced material strategies. The document emphasizes that teachers should guide students without dictating and participate without dominating. It also notes that learning never ends and anyone who stops learning is old, regardless of age.
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This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
24 creative classroom
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
24 creative classroom
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
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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
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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.
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Cambridge classroom engagement interactive (1)
- 1. Let’s take a look at Cambridge within the classroom! Within the following classrooms…click on the highlighted areas to find more information about engagement
- 2. A typical classroom may seem engaging, but let’s take a closer look… All students raising hands to answer a question doesn’t promote engagement Teacher lectures rather than allow students to explore, make connections or share thoughts Materials may only be limited to note-taking or handouts
- 3. Cambridge Classrooms promote collaborative learning & creative practices. Student centered discussion promotes active learning & collaboration A variety of materials & products allow for creative process & innovation Learners are respectful & able to express new and emerging ideas
- 4. Cambridge classrooms encourage critical thinking skills & promotes learning by doing. Quote? Clearly defined expectations and success criteria is given for each process Classroom is inviting & full of helpful resources or opportunities for exploration Lessons & activities are carefully planned. Each promote the learner attributes.
- 5. Cambridge teachers facilitate learner attributes within the classroom. Teacher is an activator of learning. Engages in student led discussion Active learning strategies can be incorporated into any classroom & any subject
- 6. Take a moment to reflect on your own classroom & lessons. • How might you plan for a Cambridge Lesson? • Are there any adjustments to your classroom environment you would like to try? • What times of active learning strategies will you want to try to incorporate? (Maybe start with 1 or 2 at first).