This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
The document provides information about Catch-Up Fridays, an initiative by the Department of Education to address learning gaps through additional time spent on reading, values education, health education, and peace education every Friday. Catch-Up Fridays will begin on January 12, 2024 and be implemented across all elementary and secondary schools nationwide. The first half of each Friday will focus on the National Reading Program while the second half will cover values, health and peace education. Teachers will facilitate the sessions by integrating themes from these areas into their regular subject matters. Progress will be monitored through reflection journals rather than grades.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Fridays will be divided between the National Reading Program and activities focusing on values, health, and peace education. Teachers will facilitate lessons that integrate these topics. Progress will be monitored through reflection journals rather than grades. Regional offices must submit quarterly reports on implementation to DepEd for assessment.
There are many different definitions and types of curriculum. Curriculum can refer to the explicit written goals and objectives, the content that is taught, or the implicit lessons learned from the structure and culture of the school. Some key types of curriculum include the overt written curriculum, the hidden curriculum learned from routines and norms of the school, and the null curriculum which refers to important topics that are intentionally not taught. Curriculums can also be defined by their source or audience such as the societal curriculum learned from outside influences, or the internal curriculum uniquely constructed by each student. In total, the document outlines 11 different types of curriculum.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins' view that curriculum should emphasize basic skills like reading, writing and arithmetic. It also discusses Joseph Schwab's view that curriculum should consist solely of knowledge from academic disciplines. The document then contrasts Tyler's model of curriculum development based on objectives with Hilda Taba's linear model incorporating teacher input. It also distinguishes between different types of curricula like recommended, written, taught and learned curricula. Finally, it examines the philosophical, psychological and social foundations of curriculum and how they influence curriculum design.
The document discusses various perspectives on curriculum from traditional and progressive views. Under the traditional point of view, figures like Robert Hutchins, Arthur Bestor, and Joseph Schwab viewed curriculum as focusing on core subjects like grammar, literature, mathematics, and emphasizing knowledge from academic disciplines. Progressive views defined curriculum more broadly as all the experiences and learning under the guidance of teachers. The document also discusses models of curriculum development from Ralph Tyler and Hilda Taba, and describes different types of curricula like recommended, written, taught, supported, assessed, learned, hidden, concomitant, phantom, and null curricula. It outlines four main educational philosophies that influence curriculum - perennialism, essentialism, progressiv
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
The document provides information about Catch-Up Fridays, an initiative by the Department of Education to address learning gaps through additional time spent on reading, values education, health education, and peace education every Friday. Catch-Up Fridays will begin on January 12, 2024 and be implemented across all elementary and secondary schools nationwide. The first half of each Friday will focus on the National Reading Program while the second half will cover values, health and peace education. Teachers will facilitate the sessions by integrating themes from these areas into their regular subject matters. Progress will be monitored through reflection journals rather than grades.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Fridays will be divided between the National Reading Program and activities focusing on values, health, and peace education. Teachers will facilitate lessons that integrate these topics. Progress will be monitored through reflection journals rather than grades. Regional offices must submit quarterly reports on implementation to DepEd for assessment.
There are many different definitions and types of curriculum. Curriculum can refer to the explicit written goals and objectives, the content that is taught, or the implicit lessons learned from the structure and culture of the school. Some key types of curriculum include the overt written curriculum, the hidden curriculum learned from routines and norms of the school, and the null curriculum which refers to important topics that are intentionally not taught. Curriculums can also be defined by their source or audience such as the societal curriculum learned from outside influences, or the internal curriculum uniquely constructed by each student. In total, the document outlines 11 different types of curriculum.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins' view that curriculum should emphasize basic skills like reading, writing and arithmetic. It also discusses Joseph Schwab's view that curriculum should consist solely of knowledge from academic disciplines. The document then contrasts Tyler's model of curriculum development based on objectives with Hilda Taba's linear model incorporating teacher input. It also distinguishes between different types of curricula like recommended, written, taught and learned curricula. Finally, it examines the philosophical, psychological and social foundations of curriculum and how they influence curriculum design.
The document discusses various perspectives on curriculum from traditional and progressive views. Under the traditional point of view, figures like Robert Hutchins, Arthur Bestor, and Joseph Schwab viewed curriculum as focusing on core subjects like grammar, literature, mathematics, and emphasizing knowledge from academic disciplines. Progressive views defined curriculum more broadly as all the experiences and learning under the guidance of teachers. The document also discusses models of curriculum development from Ralph Tyler and Hilda Taba, and describes different types of curricula like recommended, written, taught, supported, assessed, learned, hidden, concomitant, phantom, and null curricula. It outlines four main educational philosophies that influence curriculum - perennialism, essentialism, progressiv
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
'Catch-Up Fridays' motivates teachers to find ways to help students cope with lessons. CALAMBA CITY, Laguna (PIA) -- The Department of Education (DepEd) recently launched Catch-Up Fridays to provide opportunities for learners to improve their academic performance, particularly in reading.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
Problems in Educational PsychologyJournal article assignment d.docxbriancrawford30935
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
CATCH-UP-FRIDAYS given every friday.pptxRODELAZARES3
All Fridays throughout the school year will be designated as "Catch-up Fridays" which will dedicate the morning to implementing the National Reading Program through activities like DEAR and the afternoon to Values, Health, and Peace Education based on monthly themes. The memorandum states that Catch-up Fridays is a program intended to strengthen foundational skills through reinforcing reading and values education in a non-graded format monitored through learner reflection journals.
The document discusses social studies textbooks, including their purpose, characteristics of good textbooks, criteria for evaluating textbooks, and how to properly use them. It notes that textbooks should be logically organized, engaging for students, and supplement classroom instruction. While textbooks are useful for establishing common knowledge, teachers must not rely on them exclusively and should supplement them with other materials.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps in reading proficiency and reinforce skills in values, health, and peace education. It will take place every Friday starting January 12, 2024, with mornings focused on developing reading abilities and afternoons on values, health, and peace. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. The program aims to boost foundational skills using various strategies like DEAR without formal grading. Schools are expected to fully participate while regional offices submit quarterly reports to the Department of Education for evaluation.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps through reading intervention and reinforcing skills in values, health, and peace education. Every Friday, students will spend the morning on reading activities and the afternoon on the other subjects. Teachers will facilitate the integrated lessons and monitor progress through reflection journals. Regional offices must submit quarterly reports on the program's implementation to the Department of Education for evaluation.
This document from the Department of Education outlines guidelines for the implementation of "Catch-up Fridays" in elementary and secondary schools nationwide beginning in January 2024. Catch-up Fridays will dedicate time for reading activities, values education, health education, and peace education. Fridays will focus on the National Reading Program in the morning and values, health, and peace education in the afternoon. Teachers are provided suggested strategies and quarterly themes for implementing the various learning areas during Catch-up Fridays. The initiative aims to strengthen students' foundational, social, and other skills to support the basic education curriculum.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Each Friday will be divided into a morning session focused on reading and an afternoon session on values, health and peace education, integrated across subject areas. Teachers will facilitate the sessions and monitor progress through reflection journals. The program aims to reinforce foundational skills through various engaging strategies without grades. Regional offices must submit quarterly reports to DepEd for evaluation of the program.
Philosophies of Education, Curriculum, Goals & Standardsecu-mat
This document discusses different philosophies of education including essentialism, perennialism, progressivism, social reconstructionism, existentialism, constructivism, and behaviorism. It also defines curriculum, describing the formal curriculum, informal curriculum, hidden curriculum, and integrated curriculum. The document outlines Ralph Tyler's influential model for developing educational goals and standards, and discusses how North Carolina and other states have adopted the Common Core standards to ensure consistency and prepare students for postsecondary education and careers.
The document discusses elements that should be included in a learning-centered course syllabus. It emphasizes conveying to students what they need to know to be successful in the course, such as goals, expectations, and evaluation criteria. A learning-centered syllabus prioritizes students' learning over just covering content and considers students' varied needs, interests and motivations. Elements like a comprehensive schedule and information about academic support resources can help boost students' confidence and motivation.
Chapter 1 - Develop a Good Elementary School Reading Program by William Allan...William Kritsonis
The document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the responsibility of elementary teachers to build students' reading foundations. It recommends that teachers evaluate different reading programs, consult experts, and select a program that meets their students' needs. The reading program should teach essential skills, engage students, and use various methods like reading groups to keep students interested and progressing in their reading ability.
This document discusses the concepts, nature, and purposes of curriculum. It provides various definitions of curriculum from different perspectives, such as traditional and progressive views. It also outlines models of curriculum development, including Tyler's four basic principles and Taba's seven steps. Additionally, it describes the types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums. Finally, it discusses the major foundations of curriculum, including the philosophical, historical, psychological, and social foundations.
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their reading potential. Several key aspects of a successful reading program are covered, including evaluating different programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading. Special challenges like students with difficulties are also addressed.
Chapter 1 - Dr. William Allan Kritsonis - Elementary Education BookWilliam Kritsonis
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their potential in reading. Several key aspects of a successful reading program are covered, including evaluating different reading programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading.
The documents provide information about Catch-Up Fridays, a new program being implemented by the Department of Education in the Philippines. Catch-Up Fridays will take place every Friday starting in January 2024 and will focus on reinforcing reading skills, values education, health education, and peace education. It aims to address learning gaps and reinforce foundational skills. All Fridays will be devoted to reading activities and skills development in the four subject areas. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. Regional offices must submit quarterly reports to the Department of Education for evaluation of the Catch-Up Fridays program.
The document provides an overview of the Little Books of Answers program. It describes the program as a set of 60 leveled books that ask and answer factual questions about science and social studies topics. Each book title poses a question that is then answered within the text. The books cover topics such as earth science, history, and animals. They are designed to teach comprehension strategies and vocabulary in a way that is research-based and appropriate for both struggling readers and English language learners.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Each Friday will be divided into a morning session for the National Reading Program and an afternoon session for values, health, and peace education. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. Regional offices will submit quarterly reports to the Department of Education to evaluate the program's implementation and effectiveness.
'Catch-Up Fridays' motivates teachers to find ways to help students cope with lessons. CALAMBA CITY, Laguna (PIA) -- The Department of Education (DepEd) recently launched Catch-Up Fridays to provide opportunities for learners to improve their academic performance, particularly in reading.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
Problems in Educational PsychologyJournal article assignment d.docxbriancrawford30935
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
CATCH-UP-FRIDAYS given every friday.pptxRODELAZARES3
All Fridays throughout the school year will be designated as "Catch-up Fridays" which will dedicate the morning to implementing the National Reading Program through activities like DEAR and the afternoon to Values, Health, and Peace Education based on monthly themes. The memorandum states that Catch-up Fridays is a program intended to strengthen foundational skills through reinforcing reading and values education in a non-graded format monitored through learner reflection journals.
The document discusses social studies textbooks, including their purpose, characteristics of good textbooks, criteria for evaluating textbooks, and how to properly use them. It notes that textbooks should be logically organized, engaging for students, and supplement classroom instruction. While textbooks are useful for establishing common knowledge, teachers must not rely on them exclusively and should supplement them with other materials.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps in reading proficiency and reinforce skills in values, health, and peace education. It will take place every Friday starting January 12, 2024, with mornings focused on developing reading abilities and afternoons on values, health, and peace. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. The program aims to boost foundational skills using various strategies like DEAR without formal grading. Schools are expected to fully participate while regional offices submit quarterly reports to the Department of Education for evaluation.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps through reading intervention and reinforcing skills in values, health, and peace education. Every Friday, students will spend the morning on reading activities and the afternoon on the other subjects. Teachers will facilitate the integrated lessons and monitor progress through reflection journals. Regional offices must submit quarterly reports on the program's implementation to the Department of Education for evaluation.
This document from the Department of Education outlines guidelines for the implementation of "Catch-up Fridays" in elementary and secondary schools nationwide beginning in January 2024. Catch-up Fridays will dedicate time for reading activities, values education, health education, and peace education. Fridays will focus on the National Reading Program in the morning and values, health, and peace education in the afternoon. Teachers are provided suggested strategies and quarterly themes for implementing the various learning areas during Catch-up Fridays. The initiative aims to strengthen students' foundational, social, and other skills to support the basic education curriculum.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Each Friday will be divided into a morning session focused on reading and an afternoon session on values, health and peace education, integrated across subject areas. Teachers will facilitate the sessions and monitor progress through reflection journals. The program aims to reinforce foundational skills through various engaging strategies without grades. Regional offices must submit quarterly reports to DepEd for evaluation of the program.
Philosophies of Education, Curriculum, Goals & Standardsecu-mat
This document discusses different philosophies of education including essentialism, perennialism, progressivism, social reconstructionism, existentialism, constructivism, and behaviorism. It also defines curriculum, describing the formal curriculum, informal curriculum, hidden curriculum, and integrated curriculum. The document outlines Ralph Tyler's influential model for developing educational goals and standards, and discusses how North Carolina and other states have adopted the Common Core standards to ensure consistency and prepare students for postsecondary education and careers.
The document discusses elements that should be included in a learning-centered course syllabus. It emphasizes conveying to students what they need to know to be successful in the course, such as goals, expectations, and evaluation criteria. A learning-centered syllabus prioritizes students' learning over just covering content and considers students' varied needs, interests and motivations. Elements like a comprehensive schedule and information about academic support resources can help boost students' confidence and motivation.
Chapter 1 - Develop a Good Elementary School Reading Program by William Allan...William Kritsonis
The document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the responsibility of elementary teachers to build students' reading foundations. It recommends that teachers evaluate different reading programs, consult experts, and select a program that meets their students' needs. The reading program should teach essential skills, engage students, and use various methods like reading groups to keep students interested and progressing in their reading ability.
This document discusses the concepts, nature, and purposes of curriculum. It provides various definitions of curriculum from different perspectives, such as traditional and progressive views. It also outlines models of curriculum development, including Tyler's four basic principles and Taba's seven steps. Additionally, it describes the types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums. Finally, it discusses the major foundations of curriculum, including the philosophical, historical, psychological, and social foundations.
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their reading potential. Several key aspects of a successful reading program are covered, including evaluating different programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading. Special challenges like students with difficulties are also addressed.
Chapter 1 - Dr. William Allan Kritsonis - Elementary Education BookWilliam Kritsonis
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their potential in reading. Several key aspects of a successful reading program are covered, including evaluating different reading programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading.
The documents provide information about Catch-Up Fridays, a new program being implemented by the Department of Education in the Philippines. Catch-Up Fridays will take place every Friday starting in January 2024 and will focus on reinforcing reading skills, values education, health education, and peace education. It aims to address learning gaps and reinforce foundational skills. All Fridays will be devoted to reading activities and skills development in the four subject areas. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. Regional offices must submit quarterly reports to the Department of Education for evaluation of the Catch-Up Fridays program.
The document provides an overview of the Little Books of Answers program. It describes the program as a set of 60 leveled books that ask and answer factual questions about science and social studies topics. Each book title poses a question that is then answered within the text. The books cover topics such as earth science, history, and animals. They are designed to teach comprehension strategies and vocabulary in a way that is research-based and appropriate for both struggling readers and English language learners.
Catch-Up Fridays will be implemented nationwide starting January 12, 2024 to address learning gaps in reading, values, health, and peace education. Each Friday will be divided into a morning session for the National Reading Program and an afternoon session for values, health, and peace education. Teachers will facilitate integrated lessons and monitor student progress through reflection journals. Regional offices will submit quarterly reports to the Department of Education to evaluate the program's implementation and effectiveness.
Similar to DEAR-Activity-January-19.ppGFXVCHJJGHFGCtx (20)
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Storytelling For The Web: Integrate Storytelling in your Design ProcessChiara Aliotta
In this slides I explain how I have used storytelling techniques to elevate websites and brands and create memorable user experiences. You can discover practical tips as I showcase the elements of good storytelling and its applied to some examples of diverse brands/projects..
Connect Conference 2022: Passive House - Economic and Environmental Solution...TE Studio
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
3. Why is there a need for Catch-Up Fridays?
Catch-Up Fridays is essential to respond
to low proficiency levels in reading and the
urgent need to intensify Values, Health,
and Peace Education. It supports the
goals outlined in the MATATAG: Bansang
Makabata, Batang Makabansa agenda,
and the Eight-Point Socioeconomic
Agenda.
4. What is the purpose of Catch-Up Fridays?
Catch-Up Fridays is implemented to help address
learning gaps and reinforce foundational, social, and
relevant skills necessary to successfully implement
the basic education curriculum. It aligns with the
National Learning Recovery Program and focuses on
the National Reading Program, Values, Health, and
Peace Education.
5. When will Catch-Up Fridays be implemented?
All Fridays in January shall be devoted to DEAR.
During the kick-off on January 12, 2024, learners shall be
engaged in reading through the DEAR. On January 19 and 26,
while learners will be engaged in reading through DEAR, the
teachers not assigned as reading facilitators will attend the
training on the implementation of Catch-up Fridays.
For January 26 which falls during the Mid-year break, SDOs
shall continue orienting teachers on Catch-up Fridays. Learners
shall continue DEAR at home.
6. How will the time allotment for each learning area be used?
The time allotment for each learning area on a Friday shall
be used to enhance learners’ knowledge and skills in and
appreciation of reading, values, health, and peace education.
7. How will Catch-Up Fridays be structured?
All Fridays will be designated as Catch-
Up Fridays, with the first half of the day
on the National Reading Program and
the second half on Values, Health, and
Peace Education. The Homeroom
Guidance Program will also be
included.
This will be observed on February 02,
2024.
8. Who will facilitate Catch-Up Fridays?
Catch-Up Fridays will be facilitated by the same teacher/s
whose classes are scheduled on Fridays, as outlined in the
class programs. This is where integrative teaching will come in.
The assigned teacher will have to integrate the
themes/subthemes for Values, Health, or Peace Education into
their assigned learning area. This approach fosters a cohesive
and interconnected learning experience, ensuring that
important themes are woven into the different subject matters.
9. How will teachers monitor individual progress on Catch-Up Fridays?
Learners’ progress will be monitored
through Reflection Journals, where
they can articulate their thoughts
through writing, stories, journals,
personal essays, and other creative
expressions that reflect their unique
learning experiences.
10. After the DEAR activity, choose at
least three (3) questions that
apply. Copy and answer these
questions in your Reflection
Notebook.
11. What part of the story did you like most? Explain your answer.
If you were to portray a character in the story, which character would you choose?
Why?
What word or phrase in your reading material did you find unfamiliar or difficult to
understand? Make a list of words or phrases and look up their meanings in the
dictionary.
After reading the text, what are your three (3) takeaways?
What is the relevance of the reading material in the current situation of the society?
12. What particular line or dialogue in the story did you like most? How can you relate
with it?
What is the genre of the literature that you have picked? What made you choose it?
What lesson from the literature encourages you to be responsible adolescents?
What kind of culture is present in the literature that you read?
What part of the story would you like to change? Explain your answer.
13. On the scale of 1-5 (with 5 being the highest), how likely will you recommend the
book to your circle of friends and family?
What piece of advice will you give to the main character in the book?
What word encapsulates your experience reading the book?
What did today's reading remind you of?
What is the source of conflict in the material that you have just read?
If you are going to make a visual summary of the story or material, what would it be
and why?
