The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
Co-Teaching: Six Models for Teacher SuccessEd Shepherd
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
Co-Teaching: Six Models for Teacher SuccessEd Shepherd
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Wikis and blogs for collaborative English language learning activities for pr...CITE
4 March 2010 (Thursday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/27 | SZE, Paul M.M.; YAU, Pik Kei Peggy; WONG, Hoi Lam; WONG, Kin Ming; Department of Curriculum and Instruction, The Chinese University of Hong Kong
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective...Kurt Kohn
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences.
Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins.
Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
String instruments inside the orchestra. Classwork made by Ricardo& Pedro Manuel, 1ºESO bilingual students at IES Pulido Rubio,Bonares ( Huelva) , Spain
String instruments inside the orchestra. Classwork made by Santi Chaparro&Luis Gómez , 1ºESO bilingual students at IES Pulido Rubio,Bonares ( Huelva) , Spain
The basic models of team- teaching:
Team teaching. Both teachers plan lessons and work together to teach students. This helps students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. This can be especially helpful for students with accommodations.
One teaches, one assists and/or observes. Having one teacher actively teaching frees up the other teacher to assist and give individual help as needed. Or the other teacher can observe. For instance, an observing teacher may collect information about how a child responds to different teaching approaches and about his attention and behavior. That kind of data is valuable for IEPs and for behavior intervention plans.
Station teaching. Teachers may be responsible for different parts of the lesson plan. This allows them to play to their teaching strengths. Students are divided into groups and move from one station to the other. Or the teachers rotate from group to group.
Parallel teaching. The class is split in half, and each teacher takes one group. Both groups are taught the same thing but in a different way.
Alternative teaching. One teacher handles a larger group of students. Meanwhile, the other teacher works with a small group on a different lesson or gives more support to struggling learners.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
Tips and Advice to maintain your health and wellness when teaching remotely / from home. Full description at the blog post. https://eltbuzz.com/staying-teacher-healthy/
Subscribers can access all the lesson materials for each day of the month and these activities on ELT Buzz Teaching Resources. https://resources.eltbuzz.com/
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The very best photos of all time. With commentary and background. Purchase ppt and more resources for making a lesson with these here - https://payhip.com/b/RxS3
20+ countries highlighted and students use the templates to research and present about their country. A perfect geography based lesson and presentation project. https://payhip.com/b/m3n9
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
13. The Components of Co-teaching Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children , 2 (3) 41-47 CURRICULUM GOALS TEACHING PHILOSOPHY BELIEFS ASSESSMENT INSTRUCTION INSTRUCTIONAL PLANNING FAMILIARITY WITH THE CURRICULUM PHYSICAL ENVIRONMENT INTERPERSONAL COMMUNICATION CO-TEACHING COMPONENTS
14. The Stages of the Co-teaching Process Give and take communication / more active role of “special” educator / increased level of trust and social relationship Careful Communication / Boundaries developing / Feelings of Intrusion / Very defined roles *Teachers may get stuck at this level. Open communication / changing roles / use of humour / mutual respect / “flexible equality” Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children , 2 (3) 41-47 COLLABORATING STAGE COMPROMISE STAGE BEGINNING STAGE
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43. S haring H opes, A ttitudes, R esponsibilities, and E xpectations { SHARE } Directions: Take a few minutes to individually complete this worksheet. Be honest in your responses. After completing it individually, share the responses with your co-teaching partner by taking turns reading the responses. Do not use this time to comment on your partner's responses—merely read. After reading through the responses, take a moment or two to jot down any thoughts you have regarding what your partner has said. Then, come back together and begin to share reactions to the responses. Your goal is to (a) Agree, (b) Compromise, or (c) Agree to Disagree.
44. 1. Right now, the main hope I have regarding this co-teaching situation is: _______________. 2. My attitude /philosophy of teaching students with disabilities in a general education classroom is: _______________________.