China conference july 2012
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The document discusses integrated education programs that use a flipped learning model. It provides learning spaces designed for collaboration. Teachers receive professional development in adult learning principles and the flipped model. Students develop meta-cognition skills to enhance their own learning. Resources provided include study guides, schedules, assessments, and weekly information on topics, theories, pre-class, in-class, and post-class activities. The program aims to further develop in the future.
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China conference july 2012
The document discusses integrated education programs that use a flipped learning model. It describes designing learning spaces, the flipped learning approach which involves pre-class and post-class activities, student outcomes like professional development for teachers and personal development for students, and resources like unit guides and weekly schedules. It also mentions future directions for these programs.
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Differentiated instruction is an approach to teaching that involves adjusting the curriculum, teaching strategies, and classroom environment to meet the individual needs of students. It is based on the principle that students learn at different paces and in different ways. Effective differentiated instruction relies on assessment to tailor instruction to individual student needs and involves using flexible grouping, tiered lessons, learning centers, and consideration of student strengths, interests and learning modalities to support academic success for all students.
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Pyp
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
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China conference july 2012
The document discusses integrated education programs that use a flipped learning model. It describes designing learning spaces, the flipped learning approach which involves pre-class and post-class activities, student outcomes like professional development for teachers and personal development for students, and resources like unit guides and weekly schedules. It also mentions future directions for these programs.
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This document discusses the needs of new teachers and components of an effective mentoring relationship. It identifies key areas new teachers need support in, such as planning, classroom management, assessments, and interacting with parents and colleagues. An effective mentoring relationship is built on listening, confidentiality, trust, and collaboration. Communication is important, with mentors listening carefully and responding respectfully. Building trust through maintaining objectivity and recognizing different coping mechanisms is also important. Common challenges mentors may face include finding time to meet and mentees not being open about their needs.
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Differentiated instruction is an approach to teaching that involves adjusting the curriculum, teaching strategies, and classroom environment to meet the individual needs of students. It is based on the principle that students learn at different paces and in different ways. Effective differentiated instruction relies on assessment to tailor instruction to individual student needs and involves using flexible grouping, tiered lessons, learning centers, and consideration of student strengths, interests and learning modalities to support academic success for all students.
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This document discusses what leads to successful teaching and learning in a distance environment. It identifies several key factors: developing good teachers with strong content knowledge, structured instructional approaches, and an understanding of how students learn; providing professional development for teachers that models best practices, deepens content knowledge, and allows for collaboration; using instructional design grounded in understanding learning processes and meeting needs of adult learners; and employing learner-centered instructional approaches like collaborative, project-oriented, and inquiry-based learning. It also stresses the importance of effective assessment strategies and ensuring distance instructors have strong content knowledge as well as skills in online facilitation, communication, and learner management.
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The document discusses characteristics of quality teaching in adult education. It covers topics such as the difference between pedagogy and andragogy, challenges in teaching adults, learning styles, lifelong learning, professional development for teachers and students, and communities of practice. Quality teaching involves specifying learning goals, utilizing skills and knowledge, conducting observations, developing hypotheses, and creating long term societal benefits. Teaching adults requires addressing diverse groups, motivation, and teaching 21st century skills.
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The document discusses different definitions and approaches to curriculum design from various perspectives:
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This presentation introduces what is the curriculum and explains all about the Algerian middle school curriculum
Watch the content on youtube:
https://www.youtube.com/watch?v=PWEwuD3lmHA&t=753s
whole faculty study group- collaborative teacher development
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Designing an impact curriculum | Passmores StuPeds handout
Presentation from breakout session at the Whole Education 'Designing an impact curriculum conference'
Patrón diapositiva josé luis 27
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TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
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Group 3.2 non_technical_non_scientific_approach
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The document discusses curriculum development and outlines four major tasks:
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2) Selecting and creating learning experiences, which is described as an artistic process.
3) Organizing learning experiences to maximize their combined impact.
4) Evaluating the curriculum through an ongoing process of checking the validity of assumptions about how the curriculum impacts people, processes, and outcomes.
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Curriculum Evaluation and Review
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Curriculum Model
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Approaches to curriculum.,
The document discusses 6 features of curriculum design: 1) being oriented towards tomorrow's workplace, 2) having the child at the center, 3) respecting the child's freedom and dividing work into units, 4) embracing many media for self-discovery, 5) prescribing separate subjects into broad fields with a focus on subject matter, and 6) assuming children experience problems and being problem-centered.
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The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
ORIC Inclusive approaches to curriculum design
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
Curriculum development issues
Curriculum development as a problem solving process involves the critical consideration of resources, needs and problems for improvement purposes. Curriculum is a reflection and a product of the society and can contribute to changing the society.
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Course Development is a process which includes course design, strategy, content selection and creation. Before anything else, you need to define the aims, goals and objectives of creating a course. How to define and what all to understand before defining is mentioned in the presentation.
Roles and-functions-of-educational-technology-in-the
The document discusses the roles and functions of educational technology in 21st century education. It outlines how technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Additionally, it describes how educational technology can improve teaching and learning by analyzing both processes, establishing better relationships between the two, and enhancing educational goals to be more globally competitive. Finally, the document notes that educational technology can help provide training to teachers, develop curriculums and teaching materials, identify community needs, and help with the overall improvement of the educational system.
An introduction to middle school English curriculum
This presentation introduces what is the curriculum and explains all about the Algerian middle school curriculum
Watch the content on youtube:
https://www.youtube.com/watch?v=PWEwuD3lmHA&t=753s
whole faculty study group- collaborative teacher development
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Designing an impact curriculum | Passmores StuPeds handout
Presentation from breakout session at the Whole Education 'Designing an impact curriculum conference'
Patrón diapositiva josé luis 27
The document discusses the fundamentals of curriculum design including instructional resources that can be used, monitoring curriculum to ensure it serves its purpose, and implications of the fundamentals such as providing a theoretical framework. It also mentions curriculum evaluation and involving people and groups in designing subject programs and student practices.
Professional growth
This document discusses professional growth and development for teachers. It defines professional development as training provided to teachers to promote their development in content and pedagogy. It lists avenues for continuous professional development such as observing other teachers, participating in seminars and workshops, seeking advice from experienced teachers, attending conferences and refresher courses. The document also discusses the role of organizations like SCERT, NCERT, and Commerce Teachers' Associations in providing professional development opportunities through refresher courses, conferences, study groups, and more to help teachers grow professionally.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
Curriculum of master of science in innovative education
The curriculum for a Master of Science in Innovative Education & Teaching consists of two parts over 12 months: a 6-month Diploma in Education, Teaching and Learning with 4 modules covering developing learning environments, behavior management, digital literacy, and assessment/evaluation; followed by a 6-month master's curriculum with modules on educational philosophies, dimensions of learning, psychology of learning, and educational research design and procedures, culminating in an action research paper.
Group 3.2 non_technical_non_scientific_approach
This document discusses the non-technical/non-scientific curriculum approach. This approach is student-centered, sees students as always evolving, and asserts that much of what a curriculum accomplishes is immeasurable. It views learning as holistic and student-centered. The underlying principle is that a complex organism functions most effectively when all its component parts are functioning cooperatively. This approach is contrasted with the scientific/technical approach which is subject-centered and stresses outputs over the learner.
Curriculum development
curriculum is important for our future nation build. Because if curriculum is psychological then students achievement level increase and the can achieve not only the goal of society but also the goal of nation.so i t is utmost important to develop a suitable curriculum.
Evaluation in physical sciences
Continuous and comprehensive evaluation (CCE) consists of two terms: continuous and comprehensive. It is not focused on one aspect of a student's performance but rather covers all aspects of a student's development in a continuous manner throughout the year using various assessment tools. Formative assessment is used to provide feedback to students during learning activities to help improve acquisition of skills, while summative assessment is used after learning activities to evaluate student acquisition and make decisions about student performance and progress. Performance-based assessment measures a student's ability to apply skills and knowledge through problem solving and completing tasks or projects. An assessment framework helps plan student learning by outlining the objectives, indicators, assessment methods and proofs of learning.
Specific Approaches To Curriculum Development
The document discusses curriculum development and outlines four major tasks:
1) Selecting and defining educational objectives based on analyzing needs and predicting future opportunities and problems. Objectives must be clearly defined and prioritized.
2) Selecting and creating learning experiences, which is described as an artistic process.
3) Organizing learning experiences to maximize their combined impact.
4) Evaluating the curriculum through an ongoing process of checking the validity of assumptions about how the curriculum impacts people, processes, and outcomes.
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This document provides an overview of a leadership and management module presented by Dr. Muavia Gallie on March 27, 2010. The content includes an introduction, reflection on homework, curriculum management, instructional management, and conclusion. Key terms related to outcomes-based education are defined. OBE systems design is discussed, including curriculum design, teaching practices, assessment, placement of learners, and school organization. Components of school readiness are outlined on a spectrum from dysfunctional to functional.
Similar to China conference july 2012 (20)
Ed 54 crafting the curriculum teacher as a designer
Ed 54 crafting the curriculum teacher as a designer
China conference july 2012
- 2. 29.7% 55.7%
- 3. 29.7% 55.7%
- 4. 29.7% 55.7% 4
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- 11. LEARNING APPROACH Flipped Learning Model
- 12. LEARNING APPROACH 12
- 13. LEARNING APPROACH 13
- 14. STUDENT OUTCOMES
- 15. STUDENT OUTCOMES Learning for both the students and the teachers: • Professional development for teachers on the principles of adult learning, flipped learning model and facilitation of learning. • Personal development for students on Meta-cognition (understanding how best we learn and strategies to enhance learning)
- 16. RESOURCES
- 17. RESOURCES • Unit of Study Guides • Weekly Teaching Schedule • Assessment Tasks • Weekly Information including: • Topic / Theory / Content • Before Class Activities • During Class Activities • After Class Activities
- 18. FUTURE DIRECTIONS 18