Clew Bay Schools
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The collaborative learning initiative examined current practices around teaching speaking and listening skills in oral language. They gathered evidence from school plans, student focus groups, and teacher planning to determine students want more pair and group work, skills need to be explicitly taught, and teachers want a whole school approach. Moving forward, they will timetable discrete oral language time, use a model for explicit skills lessons, and encourage group/pair work methodologies.
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This document summarizes a school's collaborative learning initiative to improve oral language teaching. It describes how the school identified oral language as an area for development, broke the issue into research questions, gathered teacher input, and found inconsistencies in oral language definition, assessment, and use of assessment data. The school then defined oral language, selected a focus on listening skills, developed a rubric to assess skills before and after lessons, and planned lessons to develop listening abilities. The goal is to improve oral language instruction through collaborative inquiry.
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This document summarizes a school's collaborative learning initiative to improve oral language teaching. It describes how the school identified oral language as an area for development, broke the issue into research questions, gathered teacher input, and found inconsistencies in oral language definition, assessment, and use of assessment data. The school then defined oral language, selected a focus on listening skills, developed a rubric to assess skills before and after lessons, and planned lessons to develop listening abilities. The goal is to improve oral language instruction through collaborative inquiry.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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- 1. Collaborative Learning Initiative Clew Bay Schools Our journey so far
- 2. What did we look at? • Our focus is on Speaking and Listening skills specifically in relation to Oral Language. • Research Questions: • 1.What is our current practice in the teaching of Speaking and Listening skills in Oral Language? • 2.How can we teach Speaking and Listening skills explicitly in relation to Oral Language?
- 3. How did we do it? • Gathering Evidence We decided to gather evidence from a variety of sources: • Explored school plan on Oral Language for details of teaching Speaking and Listening skills including references to Teaching Methodologies, Learner Experiences and Learner Outcomes • Carried out a student focus group and/ or a student questionnaire to determine attitude to and evidence of, the teaching and learning of Speaking and Listening skills. • Explored individual class planning including Cuntais Míosúla and Fortnightly Schemes for evidence/data on the planning, teaching and learning of Speaking and Listening skills.
- 4. What did we find out? • -Our students want to do more pair and group work • -We need to explicitly teach speaking and listening skills in discrete oral language time • -All teachers wanted to adopt a ‘Whole School Approach’ to speaking and listening skills
- 5. What are we going to do about it? • -Timetable discrete oral language time across our schools • -Engage in the model of discrete oral language lesson (Aine Cregan)when teaching speaking and listening skills • -Actively encourage group and pair work as methodologies