Year 7 students at Abbot Beynes school participated in a two-week chocolate challenge to assess their skills in teamwork, reflection, independence, and creativity (TRICs). Students formed chocolate companies, designing products and marketing campaigns. They worked independently within roles like Company Director. Using iPads, students researched existing products and created advertisements. They pitched their products to judges, gaining confidence. The challenge allowed students to develop their TRICs skills through practical application.
The document discusses issues related to labeling students, including:
1) Historically, labeling was used to segregate and stigmatize students with disabilities, but views have shifted toward inclusion in recent decades.
2) Personal experiences illustrate how labeling can make students feel isolated, different, or that they do not belong.
3) School districts have become adept at coding and labeling students to receive funding, but this may not serve students' individual needs.
4) Redefining learning disabilities to focus on students' strengths and challenges, rather than labels, can help provide more meaningful learning opportunities.
Every school should cultivate a safe online community that develops compassionate and democratic citizens. To do so, teachers must provide structured time and purpose for online student collaboration. They should also establish clear behavioral expectations, monitor discussions to support learning and participation, and help students understand the permanence of their digital footprints.
This document provides an agenda for a Discovery Education event taking place at the Denver Zoo on June 26, 2010. The day-long event includes workshops led by Discovery Education experts on topics like using user-generated video and music in the classroom and integrating Discovery Education resources into project-based learning. The schedule also includes time for networking, lunch with a live animal demonstration, and a scavenger hunt. Biographies are provided for workshop presenters Dr. Lodge McCammon from North Carolina State University and several Discovery Education Network Gurus who will share their expertise in areas such as multimedia, science, and personal learning networks.
'Converting likes to cash' FF AmsterdamSarah Clifton
This document discusses strategies for converting social media "likes" and supporters into donors. It presents a model for understanding where potential donors are in their relationship with an organization and how to move them along the pipeline. The document provides examples of campaigns by Amnesty Denmark, PETA UK, and Greenpeace UK that successfully converted online supporters into recurring donors. It concludes with tips such as communicating your cause clearly, answering supporter questions, making donations easy, and focusing on supporters rather than the organization.
This document provides an overview of search engine optimization (SEO) and the SEO process. It discusses what SEO is, the key factors that search engines consider like relevant content and links, and basic optimization techniques. It also outlines the typical SEO process which involves discussing objectives, conducting keyword research, optimizing on-site and off-site elements, monitoring results, and providing ongoing recommendations. Technical aspects of SEO like website analysis, keyword research, and link analysis are also summarized. The document promotes an SEO company in India and provides their contact information.
The document discusses issues related to labeling students, including:
1) Historically, labeling was used to segregate and stigmatize students with disabilities, but views have shifted toward inclusion in recent decades.
2) Personal experiences illustrate how labeling can make students feel isolated, different, or that they do not belong.
3) School districts have become adept at coding and labeling students to receive funding, but this may not serve students' individual needs.
4) Redefining learning disabilities to focus on students' strengths and challenges, rather than labels, can help provide more meaningful learning opportunities.
Every school should cultivate a safe online community that develops compassionate and democratic citizens. To do so, teachers must provide structured time and purpose for online student collaboration. They should also establish clear behavioral expectations, monitor discussions to support learning and participation, and help students understand the permanence of their digital footprints.
This document provides an agenda for a Discovery Education event taking place at the Denver Zoo on June 26, 2010. The day-long event includes workshops led by Discovery Education experts on topics like using user-generated video and music in the classroom and integrating Discovery Education resources into project-based learning. The schedule also includes time for networking, lunch with a live animal demonstration, and a scavenger hunt. Biographies are provided for workshop presenters Dr. Lodge McCammon from North Carolina State University and several Discovery Education Network Gurus who will share their expertise in areas such as multimedia, science, and personal learning networks.
'Converting likes to cash' FF AmsterdamSarah Clifton
This document discusses strategies for converting social media "likes" and supporters into donors. It presents a model for understanding where potential donors are in their relationship with an organization and how to move them along the pipeline. The document provides examples of campaigns by Amnesty Denmark, PETA UK, and Greenpeace UK that successfully converted online supporters into recurring donors. It concludes with tips such as communicating your cause clearly, answering supporter questions, making donations easy, and focusing on supporters rather than the organization.
This document provides an overview of search engine optimization (SEO) and the SEO process. It discusses what SEO is, the key factors that search engines consider like relevant content and links, and basic optimization techniques. It also outlines the typical SEO process which involves discussing objectives, conducting keyword research, optimizing on-site and off-site elements, monitoring results, and providing ongoing recommendations. Technical aspects of SEO like website analysis, keyword research, and link analysis are also summarized. The document promotes an SEO company in India and provides their contact information.
Character education involves teaching traits like respect, responsibility, and kindness. It helps mold students into good citizens. While not new, character education is still important today. Technology tools like webquests, videos, posters, digital imaging, and blogs can be used to creatively implement character education lessons and keep students engaged. These tools allow students to explore and promote character education topics in hands-on ways.
Closing the Achievement Gap GivaGeta presentationJim Cantoni
GivaGeta Smiles interactive tools help educators teach character traits to students in a fun way that engages them. The tools, like The World's Kindest Playing Cards, spark meaningful conversations between students and teachers on topics like respect, responsibility, and forgiveness. Educators report that students are more willing to participate in character-building activities when they involve movement and interaction. The tools can be used to improve school climate and support social-emotional learning.
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
This document outlines an agenda for a class on social media in higher education and student affairs. It includes introductions, a discussion on developing social media plans and digital identity, and a guest speaker on how social media impacts student development. Key concepts from the Groundswell book are explained, like how social media allows people to get things from each other rather than institutions. The POST method for creating a social media strategy is described. Case studies and exercises on engaging students are discussed. Analytics and defining success metrics are also covered.
The document provides an overview of a structure for exploring inquiry-based learning. It discusses developing thinking skills, questioning abilities, and cooperative learning structures. It addresses common myths about inquiry-based learning, such as the teacher being only a facilitator or students learning everything by themselves. The document emphasizes that inquiry learning is student-led but teacher-facilitated, and can start from simple prompts to engage students.
The document provides an overview of a structure for exploring inquiry-based learning. It discusses developing thinking skills, questioning abilities, and cooperative learning structures. It addresses common myths about inquiry-based learning and what inquiry is and is not. Real inquiry is described as student-led and facilitated by the teacher, using electronic resources and occurring both inside and outside the classroom. The goal is for students to engage in deep, collaborative investigations that create positive change.
Values education is the process of transmitting values from one person to another, which can take place in various organizations through assisted learning. It involves developing moral, cultural, spiritual values and the ability to make proper value judgments. Various methodologies can be used, including classroom learning activities using stories and discussions, practical activities to practice values, socialized techniques like role playing, and several approaches such as awareness, moral reasoning, and value clarification.
This document discusses concepts and approaches related to values education. It defines values education as the process of transmitting values from one person to another, which can take place in organizations like schools, colleges, and youth groups. The document outlines several methodologies for values education, including classroom learning activities using sources that illustrate values, practical activities to apply values in real-world settings, and role-playing exercises. It also analyzes different approaches for implementing values education, such as evocation, awareness, moral reasoning, and commitment. The goal of values education is to help develop students' character and ability to make ethical decisions.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
This document summarizes a discussion about collaboration to support all students' needs in a classroom. It notes that the goal is to share collective knowledge about student classes to better meet all students' needs. Key points included that intervention should focus on classroom support through collaborative problem-solving between professionals. The process involves teachers discussing each class's strengths, needs, goals and individual student concerns to develop targeted instruction. Collaboration helps make effective practices more widely available to accomplish extraordinary results for students.
Training One2one keynote july13 "My students today are your top talent tomorrow"Diane Gayeski
This document discusses the changing nature of today's college students and how educational approaches need to adapt. It notes that traditional teaching methods no longer work with the "new learner" who is anxious, constantly connected, and more demanding. Today's students need accommodations for various disabilities and lifestyles. They also desire more mobility through study abroad and internships. The document suggests engaging students through challenges and real-world problems rather than traditional lecturing. It advocates delivering content online but using the classroom for discussion. Social media is transforming the entire college experience through tools like prospective student networking portals and mobile audio channels. The biggest takeaway is that instructors need new training methods focused on teaching students how to learn rather than what to learn
The document summarizes an action research project on providing independent project opportunities to gifted students in a science classroom. The researcher introduced optional independent projects to 15 gifted students to investigate topics of their choice related to the science unit on landforms. Four students completed projects, presenting models or demonstrations on volcanoes and mountains. Student surveys afterward were positive, agreeing they enjoyed the projects and felt they helped learning. However, recommendations included making projects mandatory with strict guidelines and accountability to better develop autonomous learning skills.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
The document discusses learner agency and facilitating it in schools. It defines learner agency as giving students choice, control, challenge and opportunities for collaboration to increase motivation and engagement. The document outlines 10 conditions to support learner agency, including having the learner at the center; building relationships; responsive cultural practices; distributed leadership; teaching as inquiry; appropriate curriculum and pedagogy; assessment for learning; developing assessment capabilities; leveraging technology; and innovative learning environments. Examples of schools facilitating learner agency through practices like must-do/can-do activities, goal setting, learner choice and self-evaluation are also provided.
This document provides an overview of inquiry-based learning. It defines inquiry-based learning as a process where students investigate questions and form new understandings through active involvement. The document outlines the inquiry process, highlighting that it is non-linear and involves planning, retrieving information, processing data, creating, sharing, and evaluating understandings. Reflection is emphasized as integral to learning and developing metacognition. Effective implementation involves establishing a common language, modeling inquiry behaviors, and using formative and summative assessments to support student growth.
This document provides an overview of challenge-based learning (CBL). It discusses key aspects of CBL including that it is agile, remixable, scalable, fosters collaboration, provides authentic audiences, and teaches networking. It provides examples of how CBL can be applied to common core standards and language arts. CBL is described as interdisciplinary, engaging, student-directed, and impactful. The CBL model involves establishing a challenge, guiding questions, activities, resources, solutions/actions, and assessment. Reflection is a key part of CBL. The document concludes with examples of how CBL has been implemented at Mercy High School through a professional development challenge to help students develop survival skills for careers, college, and citizenship.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Desmos is a math app that allows users to plot graphs and check answers. It lets you add terms and expressions that will appear on the left side, and then displays the lines on the graph. Desmos can be used in math lessons to check work and solutions visually with graphs.
Keynote is a presentation app that allows users to add text, pictures, and animations to slides. The guide outlines how to get started with keynote by choosing a layout and adding text. It then explains how to make presentations look nice through animation, transitions, and formatting text differently. Advanced tricks covered include adding hyperlinks, soundtracks, and other features to enhance keynote presentations.
More Related Content
Similar to Competency curriculum chocolate challenge 1
Character education involves teaching traits like respect, responsibility, and kindness. It helps mold students into good citizens. While not new, character education is still important today. Technology tools like webquests, videos, posters, digital imaging, and blogs can be used to creatively implement character education lessons and keep students engaged. These tools allow students to explore and promote character education topics in hands-on ways.
Closing the Achievement Gap GivaGeta presentationJim Cantoni
GivaGeta Smiles interactive tools help educators teach character traits to students in a fun way that engages them. The tools, like The World's Kindest Playing Cards, spark meaningful conversations between students and teachers on topics like respect, responsibility, and forgiveness. Educators report that students are more willing to participate in character-building activities when they involve movement and interaction. The tools can be used to improve school climate and support social-emotional learning.
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
This document outlines an agenda for a class on social media in higher education and student affairs. It includes introductions, a discussion on developing social media plans and digital identity, and a guest speaker on how social media impacts student development. Key concepts from the Groundswell book are explained, like how social media allows people to get things from each other rather than institutions. The POST method for creating a social media strategy is described. Case studies and exercises on engaging students are discussed. Analytics and defining success metrics are also covered.
The document provides an overview of a structure for exploring inquiry-based learning. It discusses developing thinking skills, questioning abilities, and cooperative learning structures. It addresses common myths about inquiry-based learning, such as the teacher being only a facilitator or students learning everything by themselves. The document emphasizes that inquiry learning is student-led but teacher-facilitated, and can start from simple prompts to engage students.
The document provides an overview of a structure for exploring inquiry-based learning. It discusses developing thinking skills, questioning abilities, and cooperative learning structures. It addresses common myths about inquiry-based learning and what inquiry is and is not. Real inquiry is described as student-led and facilitated by the teacher, using electronic resources and occurring both inside and outside the classroom. The goal is for students to engage in deep, collaborative investigations that create positive change.
Values education is the process of transmitting values from one person to another, which can take place in various organizations through assisted learning. It involves developing moral, cultural, spiritual values and the ability to make proper value judgments. Various methodologies can be used, including classroom learning activities using stories and discussions, practical activities to practice values, socialized techniques like role playing, and several approaches such as awareness, moral reasoning, and value clarification.
This document discusses concepts and approaches related to values education. It defines values education as the process of transmitting values from one person to another, which can take place in organizations like schools, colleges, and youth groups. The document outlines several methodologies for values education, including classroom learning activities using sources that illustrate values, practical activities to apply values in real-world settings, and role-playing exercises. It also analyzes different approaches for implementing values education, such as evocation, awareness, moral reasoning, and commitment. The goal of values education is to help develop students' character and ability to make ethical decisions.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
This document summarizes a discussion about collaboration to support all students' needs in a classroom. It notes that the goal is to share collective knowledge about student classes to better meet all students' needs. Key points included that intervention should focus on classroom support through collaborative problem-solving between professionals. The process involves teachers discussing each class's strengths, needs, goals and individual student concerns to develop targeted instruction. Collaboration helps make effective practices more widely available to accomplish extraordinary results for students.
Training One2one keynote july13 "My students today are your top talent tomorrow"Diane Gayeski
This document discusses the changing nature of today's college students and how educational approaches need to adapt. It notes that traditional teaching methods no longer work with the "new learner" who is anxious, constantly connected, and more demanding. Today's students need accommodations for various disabilities and lifestyles. They also desire more mobility through study abroad and internships. The document suggests engaging students through challenges and real-world problems rather than traditional lecturing. It advocates delivering content online but using the classroom for discussion. Social media is transforming the entire college experience through tools like prospective student networking portals and mobile audio channels. The biggest takeaway is that instructors need new training methods focused on teaching students how to learn rather than what to learn
The document summarizes an action research project on providing independent project opportunities to gifted students in a science classroom. The researcher introduced optional independent projects to 15 gifted students to investigate topics of their choice related to the science unit on landforms. Four students completed projects, presenting models or demonstrations on volcanoes and mountains. Student surveys afterward were positive, agreeing they enjoyed the projects and felt they helped learning. However, recommendations included making projects mandatory with strict guidelines and accountability to better develop autonomous learning skills.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
The document discusses learner agency and facilitating it in schools. It defines learner agency as giving students choice, control, challenge and opportunities for collaboration to increase motivation and engagement. The document outlines 10 conditions to support learner agency, including having the learner at the center; building relationships; responsive cultural practices; distributed leadership; teaching as inquiry; appropriate curriculum and pedagogy; assessment for learning; developing assessment capabilities; leveraging technology; and innovative learning environments. Examples of schools facilitating learner agency through practices like must-do/can-do activities, goal setting, learner choice and self-evaluation are also provided.
This document provides an overview of inquiry-based learning. It defines inquiry-based learning as a process where students investigate questions and form new understandings through active involvement. The document outlines the inquiry process, highlighting that it is non-linear and involves planning, retrieving information, processing data, creating, sharing, and evaluating understandings. Reflection is emphasized as integral to learning and developing metacognition. Effective implementation involves establishing a common language, modeling inquiry behaviors, and using formative and summative assessments to support student growth.
This document provides an overview of challenge-based learning (CBL). It discusses key aspects of CBL including that it is agile, remixable, scalable, fosters collaboration, provides authentic audiences, and teaches networking. It provides examples of how CBL can be applied to common core standards and language arts. CBL is described as interdisciplinary, engaging, student-directed, and impactful. The CBL model involves establishing a challenge, guiding questions, activities, resources, solutions/actions, and assessment. Reflection is a key part of CBL. The document concludes with examples of how CBL has been implemented at Mercy High School through a professional development challenge to help students develop survival skills for careers, college, and citizenship.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Similar to Competency curriculum chocolate challenge 1 (20)
Desmos is a math app that allows users to plot graphs and check answers. It lets you add terms and expressions that will appear on the left side, and then displays the lines on the graph. Desmos can be used in math lessons to check work and solutions visually with graphs.
Keynote is a presentation app that allows users to add text, pictures, and animations to slides. The guide outlines how to get started with keynote by choosing a layout and adding text. It then explains how to make presentations look nice through animation, transitions, and formatting text differently. Advanced tricks covered include adding hyperlinks, soundtracks, and other features to enhance keynote presentations.
The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
The document discusses effective assessment practices based on research by John Hattie and Geoff Petty. It finds that self-reported grades and student expectations have the highest impact on learning. Feedback is also very important if it includes clarifying goals, positive reinforcement, and targets for improvement against explicit criteria. The document recommends strategies for effective feedback like peer and self-assessment, practice time, demonstrating meeting criteria, focusing on improvement over grades, group work, aligning formative and summative assessments, and using assessment pro-formas and learning loops. It provides criteria for differentiated assessments, feedback, and targets to support progress and literacy development.
This document provides a framework for analyzing an artwork by considering the artist, form, content, materials, process, mood, and how the piece influences the viewer's own work. The form uses is described. The content and meaning are discussed. The materials used are listed. The processes, techniques and how it was made are explained. The work's impact on the viewer's thoughts, feelings and realizations are described. Questions for the artist are proposed. Aspects wanting to know about the piece are listed. What is liked about it and why is stated. How it has influenced the viewer's own work is described. Ideas taken from it for the viewer's own work are discussed.
The document describes an activity called "Face-off" where students are paired up and one argues for renewable energy providing sustainable energy while the other questions it. Pairs are given potential arguments like wind power being renewable but the questioner asks how many turbines are needed compared to a power station. The pairs then debate and the class decides a winner. After all pairs debate, the class further discusses which renewable energy has the most potential for sustainable supply.
This document provides instructions and tips for using the Popplet app, which allows users to capture ideas, thoughts, and information visually by creating "popples" or notes that can be linked together. Key features highlighted include the ability to double tap to create popples, change and add to popples, and link popples together by dragging connectors between them. Various uses of Popplet are also listed such as for peer/self assessment, reflection, research, project planning, diagrams, and recording thoughts through notes and lists.
This document outlines ways that intra-class competitions and collaborative work groups can enhance student learning. It suggests that competitions within a class can increase motivation and encourage experimentation with different learning styles. Working in groups allows students to develop skills like teamwork, independent inquiry, reflection, and time management as they work towards presentations or virtual competitions.
The document discusses ways to engage students in their learning through real-world examples and discussion. It suggests using music, group work with targeted discussion, varying seating arrangements, hands-on activities like demonstrations, making, acting or singing, and field trips. It also addresses allowing uncontrolled time for students to work on assignments and providing time for reflection and editing during controlled assessments.
Students in the art department have been able to expand and consolidate their skills into practical work through 100-minute lessons, which has allowed them to become more independent learners by exploring a variety of techniques suited to their personal learning styles. The longer lessons also provide staff with enhanced time to differentiate one-on-one assistance for students and take risks in their lesson delivery and curriculum planning.
The document discusses 100-minute lessons in health and social care. It proposes structuring the lessons in three parts: 1) tuition and preparation, 2) a guest speaker or interview, and 3) evaluation and reflection. This allows students to invite real sector workers into the classroom and visit local workplaces. The long lessons also provide opportunities for linking topics that use similar skills, evaluating peer work, and incorporating cross-curricular links between subjects.
Scaffolding is important in 100 minute lessons. This allows teachers to show students expectations, give them time to meet standards, and focus on developing quality work. Students have chances to do learning walks, see what others are doing, comment, and apply ideas to their own work. Teachers are able to build in individual time and tutorial lessons to provide feedback. Reflection points are also built in to track progress towards learning objectives.
The document discusses the importance of wait time when teachers ask questions in class. Research shows that the average wait time teachers allow after asking a question is only one second or less. Increasing wait time to three seconds or more has benefits - it improves student achievement and retention, increases higher-level thinking responses, and decreases interruptions and failures to respond. The type of question also matters - lower cognitive questions benefit from three seconds of wait time, while longer wait times foster greater engagement for higher cognitive questions. The document provides strategies for teachers to incorporate appropriate wait times and question types into their classroom practices.
This document provides tips for using Post-it notes in education. It lists three uses: 1) As a question wall where students can post questions for teachers or peers to answer during class; 2) For students to self-assess their understanding against learning objectives; 3) For planning essays by writing ideas and outlines on Post-it notes. The Post-it notes allow for interaction, feedback, and rearranging of information and questions.
This document lists various ways that post-it notes can be used in the classroom to facilitate student engagement, feedback, assessment, and learning. Some examples include: having students write questions, key points, or feedback on post-its to share; using post-its for students to self-assess or peer assess against objectives; and distributing post-its with topics, words, or questions to incorporate into class activities and discussions. The post-it note techniques seem aimed at encouraging interaction, reflection, and demonstration of understanding of the lesson content.
This document discusses how iPads can be used to transform learning according to the SAMR model, moving from substitution and augmentation to modification and redefinition. It emphasizes that iPads should enhance and transform learning by personalizing and differentiating instruction, increasing student engagement, and supporting the school's learning model through new creative activities designed for real audiences rather than just digitizing traditional tasks. Teachers are encouraged to experiment with iPads and specific apps to impact learning and move from survival to innovation in their own technological proficiency.
The document provides tips for developing questioning strategies in the classroom and differentiating instruction. It suggests using colored cards (red, amber, green) to provide feedback to students on their answers. Questions should be targeted to different learning objectives and ability levels. Extensions can be used to challenge more advanced students. The document also discusses using questioning to demonstrate progress and engage competitive spirits, as well as providing feedback through EBI cards during practical lessons.
Connectives are words that link ideas and make relationships between concepts clear. They are important for writing, communication, and developing understanding. Connectives can join parts of sentences, relate different ideas within paragraphs, or connect full paragraphs. Teachers should encourage students to use a wide variety of connectives to clarify relationships between concepts both in writing and speech.
1. K
W
OR INDEPENDENCE
ATIV
ITY
AM
CRE
T
E
Competency
Curriculum
Chocolate
Challenge!
Our
Year
7
students
have
been
putting
all
of
their
TRICs
knowledge
into
action
by
becoming
Abbot
Beynes
very
own
Willy
Wonkas!
They
have
been
creating
and
managing
their
own
chocolate
companies.
The
overall
aim
of
the
task
was
to
assess
how
well
the
students
could
utilise
their
skills
with
the
TRICs
as
part
of
a
two
week
assessment.
Students
were
divided
into
mixed
groups
based
on
their
TRICs
ability.
Their
overall
objective
was
to
work
as
part
of
a
team
to
create
a
brand
new
chocolate
product,
which
they
would
design,
make,
advertise
and
eventually
pitch
to
a
group
of
dragons
including
our
very
own
Mr
Church
in
a
Dragons
Den
style
challenge.
Each
group
was
given
a
list
of
roles
which
they
had
to
independently
assign
to
their
group
members.
These
included
Company
Director,
Product
Designer,
Factory
Manager,
Chief
Advertiser
and
Research
Manager.
Students
were
encouraged
to
choose
responsibilities
that
would
not
only
engage
them
but
enable
them
to
improve
their
TRICs
skills.
For
example,
those
students
less
confident
at
taking
the
lead
when
working
as
part
of
a
team
were
given
the
opportunity
to
lead
their
team
as
Company
Director.
With
roles
and
responsibilities
allocated
it
was
time
to
get
to
work!
Firstly,
students
had
to
decide
on
a
name
for
their
company.
‘LIKKL
Chocolate
Company’
and
‘Cocoa
Hama’
were
two
of
the
names
created
by
students
to
represent
the
names
of
their
group
members.
The
creativity
across
groups
was
excellent
and
they
went
on
to
design
company
logos,
slogans,
adverts
and
model
chocolate
factories.
2. The
iPads
proved
extremely
valuable
for
this
assessment
with
year
7.
They
allowed
the
students
to
carry
out
research
on
existing
chocolate
products
from
the
classroom.
They
managed
to
price
their
products
and
decide
on
the
best
advertising
strategies
through
internet
research.
The
iMovie
app
was
used
to
create
exciting
trailers
and
advertisements,
a
quick
and
easy
tool
that
allows
students
to
independently
record
and
create
short
films.
P
Throughout
the
assessment
the
students’
ability
to
be
independent
EL
was
vital.
Each
team
was
only
allowed
to
ask
a
teacher
two
questions
H
a
lesson
and
we
issued
help
cards
to
assist
with
this.
The
students
had
to
try
not
to
use
their
help
cards
thus
encouraging
them
to
make
all
decisions
and
solve
any
problems
for
themselves.
It
was
fantastic
to
see
them
making
a
conscious
effort
not
to
ask
for
help
and
most
groups
did
not
use
a
single
help
card!
The
students
were
encouraged
by
teachers
to
reflect
at
regular
intervals.
We
held
company
board
meetings
where
Company
Directors
had
to
discuss
with
their
team
what
they
had
achieved
as
a
group.
This
enabled
students
to
reflect
on
the
work
and
progress
of
their
team.
We
used
the
WWW
and
EBI
model
and
they
were
given
time
to
use
reflections
to
make
any
necessary
changes.
The
Dragon’s
Den
final
took
place
as
a
year
7
event
in
Evershed
Hall.
One
team
from
each
Competency
class
took
turns
to
pitch
their
new
product
to
the
dragons.
Completing
the
chocolate
challenge
with
a
year
event
had
a
significant
impact
on
the
students.
Not
only
could
they
visualise
what
they
had
achieved
but
it
gave
them
a
sense
of
belonging
to
a
school
community.
The
atmosphere
was
fantastic
and
for
many
of
the
students
it
was
the
first
time
they
had
experienced
presenting
to
their
year
group
and
their
confidence
soared
as
a
result.
The
chocolate
challenge
epitomised
the
TRICs,
team
work,
reflection,
independence
and
creativity,
allowing
the
students
to
further
develop
into
outstanding
learners.
All
students
displayed
fantastic
effort
which
left
us
feeling
very
proud
of
what
they
had
achieved.