The document discusses various instructional strategies for diverse learners in math and science classrooms including learning stations, flexible grouping, team teaching, cooperative learning, and peer tutoring. It notes that these strategies promote independence, responsibility, self-directed learning, and allow teachers to target skills for individual students. However, it also discusses potential issues like ensuring understanding at stations and difficulties that may arise with flexible grouping or team teaching approaches. A lesson plan example is also provided that uses cooperative learning for a science lesson on flower parts.
Edwf5100 instructional assignment_learning_centers_t_martinThomas Martin
Learning centers & stations are self-contained sections of the classroom where students engage in independent learning activities. They provide access to varied materials in an interesting way while supporting individual learning styles. Teachers should organize centers by theme, label them clearly, present rules and expectations, and include all needed materials. Students rotate in flexible groups between centers on a timed schedule. Centers target specific subjects, support multiple learning styles, engage self-discovery, and focus instruction for small groups while developing independence. However, they require setup time, materials, training, supervision and space.
Teachers spend an average of 76 minutes planning after school and 59 hours planning over the summer. Common obstacles to planning include insufficient time, lack of materials, and lack of knowledge about students' abilities. When planning instruction, teachers must consider how to arrange students, materials, and learning centers or areas. Large group, small group, one-on-one, peer tutoring, and cooperative learning are different instructional arrangements used in teaching. Effective planning is important for meeting the diverse needs of students in inclusive classrooms.
A differentiated classroom is characterized by instruction, assessment, and work patterns tailored to individual student needs. The teacher must get to know each student's learning profile through observation and assessment. Lessons are differentiated in content, process, product, and environment. Strategies include providing multiple materials and assignments at different levels of complexity tailored to learning styles. The goal is an engaging classroom where all students can progress towards standards at their own pace.
This document discusses learner-centered teaching and learning. It covers the meaning, characteristics, need, advantages, and disadvantages of learner-centered teaching. The advantages include developing thinking skills, communication skills, encouraging alternative assessment methods, helping students transfer skills to real-world, improving self-esteem, encouraging innovation, promoting intrinsic motivation to learn, and improving participation and retention of knowledge. The disadvantages include problems of misconception, lack of team skills, lack cooperation in teams, different stages of the same project, and problems of instruction. The document provides information on a learner-centered teaching unit and the advantages of learner-centered techniques.
This document discusses four teaching style categories: formal authority, demonstrator/personal model, facilitator, and delegator. For each style, it provides a brief description of the teacher's role and focus. The formal authority style is teacher-centered and focuses on content delivery. The demonstrator/personal model style involves demonstrating skills and acting as a coach. The facilitator style emphasizes student-centered active learning and collaboration. Finally, the delegator style gives students significant control over their learning through independent and group projects.
The document discusses the learner-centered approach to teaching. It emphasizes that the learner has responsibility for their own learning, and the teacher acts as a facilitator. Key aspects include students having choice in what and how they study, a focus on individual needs and learning styles, and students constructing knowledge through gathering information and developing skills like critical thinking. The approach encourages student participation, collaboration through peer groups and teamwork, and reflection on their own learning. While it provides benefits like developing communication skills, some disadvantages are that classrooms may be noisier and some students prefer individual work.
This document discusses teaching students and managing instruction. It covers different types of instructional choices like explicit, interactive, and implicit teaching. It also discusses setting demands for implicit learning environments, the research base for instructional choices, systematic teaching steps, using continuous teaching components, self-recording, self-evaluation, self-reinforcement, using questions, classroom management, communicating expectations, engaging interactions, instructing for engagement, accommodating students with learning problems, and selecting curriculum materials.
Edwf5100 instructional assignment_learning_centers_t_martinThomas Martin
Learning centers & stations are self-contained sections of the classroom where students engage in independent learning activities. They provide access to varied materials in an interesting way while supporting individual learning styles. Teachers should organize centers by theme, label them clearly, present rules and expectations, and include all needed materials. Students rotate in flexible groups between centers on a timed schedule. Centers target specific subjects, support multiple learning styles, engage self-discovery, and focus instruction for small groups while developing independence. However, they require setup time, materials, training, supervision and space.
Teachers spend an average of 76 minutes planning after school and 59 hours planning over the summer. Common obstacles to planning include insufficient time, lack of materials, and lack of knowledge about students' abilities. When planning instruction, teachers must consider how to arrange students, materials, and learning centers or areas. Large group, small group, one-on-one, peer tutoring, and cooperative learning are different instructional arrangements used in teaching. Effective planning is important for meeting the diverse needs of students in inclusive classrooms.
A differentiated classroom is characterized by instruction, assessment, and work patterns tailored to individual student needs. The teacher must get to know each student's learning profile through observation and assessment. Lessons are differentiated in content, process, product, and environment. Strategies include providing multiple materials and assignments at different levels of complexity tailored to learning styles. The goal is an engaging classroom where all students can progress towards standards at their own pace.
This document discusses learner-centered teaching and learning. It covers the meaning, characteristics, need, advantages, and disadvantages of learner-centered teaching. The advantages include developing thinking skills, communication skills, encouraging alternative assessment methods, helping students transfer skills to real-world, improving self-esteem, encouraging innovation, promoting intrinsic motivation to learn, and improving participation and retention of knowledge. The disadvantages include problems of misconception, lack of team skills, lack cooperation in teams, different stages of the same project, and problems of instruction. The document provides information on a learner-centered teaching unit and the advantages of learner-centered techniques.
This document discusses four teaching style categories: formal authority, demonstrator/personal model, facilitator, and delegator. For each style, it provides a brief description of the teacher's role and focus. The formal authority style is teacher-centered and focuses on content delivery. The demonstrator/personal model style involves demonstrating skills and acting as a coach. The facilitator style emphasizes student-centered active learning and collaboration. Finally, the delegator style gives students significant control over their learning through independent and group projects.
The document discusses the learner-centered approach to teaching. It emphasizes that the learner has responsibility for their own learning, and the teacher acts as a facilitator. Key aspects include students having choice in what and how they study, a focus on individual needs and learning styles, and students constructing knowledge through gathering information and developing skills like critical thinking. The approach encourages student participation, collaboration through peer groups and teamwork, and reflection on their own learning. While it provides benefits like developing communication skills, some disadvantages are that classrooms may be noisier and some students prefer individual work.
This document discusses teaching students and managing instruction. It covers different types of instructional choices like explicit, interactive, and implicit teaching. It also discusses setting demands for implicit learning environments, the research base for instructional choices, systematic teaching steps, using continuous teaching components, self-recording, self-evaluation, self-reinforcement, using questions, classroom management, communicating expectations, engaging interactions, instructing for engagement, accommodating students with learning problems, and selecting curriculum materials.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
This document discusses effective instructional strategies for language learning. It describes strategies that are interactive, integrated, introspective, reflective, contextualized, experiential, and collaborative. Interactive strategies involve students actively engaging with classmates, teachers, materials, and themselves. Integrated strategies address multiple intelligences and learning styles through a variety of classroom activities. These strategies also integrate varied instructional approaches like direct instruction, group work, independent study, and creative expression to accommodate different learning styles.
Individualized instruction teaching methodSubhashini N
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
This document provides guidance for teachers on developing and implementing effective student centers in the classroom. It outlines several key elements of pre-planning including forming flexible student groups based on assessment, identifying appropriate center activities based on assessment, and designing a center management system. It provides guidelines for grouping students and identifying activities, and stresses the importance of modeling procedures, establishing accountability, and consistently monitoring students. The overall message is that using data to plan targeted centers, clearly establishing expectations, and closely supervising students can help centers run smoothly and support learning.
Student Teachers Perspectives On Learner Autonomy In The Turkish ContextCem Balçıkanlı
The document summarizes findings from a study examining student-teachers' perspectives on learner autonomy in Turkey. 102 student-teachers completed a questionnaire with items about learner involvement in various classroom decisions. Interviews with 20 student-teachers explored several items in more depth. While student-teachers saw value in some learner involvement, many felt that teachers should ultimately make decisions, particularly around classroom management and methodology. Overall, student-teachers saw benefits to training learners in self-assessment and independent study strategies.
The document discusses instructional strategies for virtual classrooms. It analyzes a virtual classroom lesson on magnets taught in English. The teacher effectively used anchor walls, whiteboards, and student journals to display vocabulary and standards. The teacher engaged students by relating new concepts to a prior book, asking questions, and providing immediate feedback. However, the student grouping structure limited interaction. Overall, the teacher successfully incorporated strategies like building background knowledge and vocabulary development to enhance English language learning.
A learner-centered approach engages students in actively learning through practice and reflection on their learning process, while giving students some control over their learning and encouraging collaboration between teachers and students. It motivates students and makes them aware of themselves as learners by examining what they know and still need to learn through stating and defending their positions. A problem-based approach involves multi-disciplinary teams working on multi-departmental tasks or projects.
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
This document discusses individualized curriculum and differentiated instruction. It explains that individualized curriculum involves promoting student choice, curriculum integration, and self-assessment to deeply engage students in learning. Educators focus on individualized curriculum to address differences among students. Differentiated instruction gives students multiple options for learning based on their interests, skills, and backgrounds. The document also outlines several previous and current approaches to individualized and adaptive curriculum, including providing elective courses, curriculum tracking, open classrooms, and self-paced instruction. It emphasizes the importance of relating any adaptive approach to curriculum standards and implementing it through well-organized plans and objectives.
This document outlines the principles of learner-centered teaching presented by instructor Ms. Deborah Bowles. It begins by distinguishing learner-centered teaching from traditional teacher-centered methods. The objectives are to understand this approach and how to implement its principles. These principles include creating a supportive learning environment, modeling thinking for students, checking for understanding and providing feedback, facilitating student collaboration, decreasing telling and increasing student discovery and problem-solving, designing active learning activities, and increasing student participation through asking and answering questions. The goal is to engage students in learning and help them learn from each other rather than simply filling their minds with information from the teacher.
1) This document outlines different types of learners (auditory, visual, tactile, kinesthetic) and strategies for teaching each type. It also describes co-teaching models like lead and support teaching.
2) The document provides an outline for direct instruction lessons, including setting objectives and standards, an anticipatory set, guided practice with monitoring, closure, and assessment.
3) Accountable talk prompts are suggested to encourage student discussion and articulation of thinking during lessons. Bloom's taxonomy of learning objectives (knowledge, comprehension, application, etc.) is also referenced.
The document discusses the demonstration method of teaching. It explains that demonstration involves systematically showing students how to perform activities or understand concepts. It emphasizes the importance of proper planning, preparation of materials, rehearsal, and using clear language during the demonstration. The key steps of demonstration method include planning, introducing the lesson, presenting the content, performing the demonstration, using teaching aids, and evaluating.
This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a description of how the model works and advantages and disadvantages. It also discusses how co-teaching aligns with NC professional teaching standards and provides examples of using different models in the classroom.
This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a brief description of how the model works and some advantages and disadvantages. It also discusses how co-teaching aligns with professional teaching standards and provides examples of how teachers could implement different models in the classroom.
This lesson plan is designed to develop speaking skills in primary school students. Over six days, it aims to help students speak freely without fear, build confidence and trust, and understand the difference between right and wrong. Students will discuss topics related to family, friends, and their safety through presentations, group discussions, role-playing activities, and individual assignments. The lesson introduces vocabulary words and concepts to help students express their feelings, viewpoints, and emotions more clearly.
The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
The document discusses differentiated instruction, which is an approach to teaching that recognizes students' varying backgrounds, readiness, and learning needs. It involves modifying aspects of the content, process, products, and learning environment based on individual student differences. This allows teachers to challenge students at their appropriate level. The document provides examples of how differentiated instruction can be implemented in the classroom through flexible grouping, varied learning activities and materials, and ongoing assessment to inform instruction.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
This document discusses effective instructional strategies for language learning. It describes strategies that are interactive, integrated, introspective, reflective, contextualized, experiential, and collaborative. Interactive strategies involve students actively engaging with classmates, teachers, materials, and themselves. Integrated strategies address multiple intelligences and learning styles through a variety of classroom activities. These strategies also integrate varied instructional approaches like direct instruction, group work, independent study, and creative expression to accommodate different learning styles.
Individualized instruction teaching methodSubhashini N
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
This document provides guidance for teachers on developing and implementing effective student centers in the classroom. It outlines several key elements of pre-planning including forming flexible student groups based on assessment, identifying appropriate center activities based on assessment, and designing a center management system. It provides guidelines for grouping students and identifying activities, and stresses the importance of modeling procedures, establishing accountability, and consistently monitoring students. The overall message is that using data to plan targeted centers, clearly establishing expectations, and closely supervising students can help centers run smoothly and support learning.
Student Teachers Perspectives On Learner Autonomy In The Turkish ContextCem Balçıkanlı
The document summarizes findings from a study examining student-teachers' perspectives on learner autonomy in Turkey. 102 student-teachers completed a questionnaire with items about learner involvement in various classroom decisions. Interviews with 20 student-teachers explored several items in more depth. While student-teachers saw value in some learner involvement, many felt that teachers should ultimately make decisions, particularly around classroom management and methodology. Overall, student-teachers saw benefits to training learners in self-assessment and independent study strategies.
The document discusses instructional strategies for virtual classrooms. It analyzes a virtual classroom lesson on magnets taught in English. The teacher effectively used anchor walls, whiteboards, and student journals to display vocabulary and standards. The teacher engaged students by relating new concepts to a prior book, asking questions, and providing immediate feedback. However, the student grouping structure limited interaction. Overall, the teacher successfully incorporated strategies like building background knowledge and vocabulary development to enhance English language learning.
A learner-centered approach engages students in actively learning through practice and reflection on their learning process, while giving students some control over their learning and encouraging collaboration between teachers and students. It motivates students and makes them aware of themselves as learners by examining what they know and still need to learn through stating and defending their positions. A problem-based approach involves multi-disciplinary teams working on multi-departmental tasks or projects.
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
This document discusses individualized curriculum and differentiated instruction. It explains that individualized curriculum involves promoting student choice, curriculum integration, and self-assessment to deeply engage students in learning. Educators focus on individualized curriculum to address differences among students. Differentiated instruction gives students multiple options for learning based on their interests, skills, and backgrounds. The document also outlines several previous and current approaches to individualized and adaptive curriculum, including providing elective courses, curriculum tracking, open classrooms, and self-paced instruction. It emphasizes the importance of relating any adaptive approach to curriculum standards and implementing it through well-organized plans and objectives.
This document outlines the principles of learner-centered teaching presented by instructor Ms. Deborah Bowles. It begins by distinguishing learner-centered teaching from traditional teacher-centered methods. The objectives are to understand this approach and how to implement its principles. These principles include creating a supportive learning environment, modeling thinking for students, checking for understanding and providing feedback, facilitating student collaboration, decreasing telling and increasing student discovery and problem-solving, designing active learning activities, and increasing student participation through asking and answering questions. The goal is to engage students in learning and help them learn from each other rather than simply filling their minds with information from the teacher.
1) This document outlines different types of learners (auditory, visual, tactile, kinesthetic) and strategies for teaching each type. It also describes co-teaching models like lead and support teaching.
2) The document provides an outline for direct instruction lessons, including setting objectives and standards, an anticipatory set, guided practice with monitoring, closure, and assessment.
3) Accountable talk prompts are suggested to encourage student discussion and articulation of thinking during lessons. Bloom's taxonomy of learning objectives (knowledge, comprehension, application, etc.) is also referenced.
The document discusses the demonstration method of teaching. It explains that demonstration involves systematically showing students how to perform activities or understand concepts. It emphasizes the importance of proper planning, preparation of materials, rehearsal, and using clear language during the demonstration. The key steps of demonstration method include planning, introducing the lesson, presenting the content, performing the demonstration, using teaching aids, and evaluating.
This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a description of how the model works and advantages and disadvantages. It also discusses how co-teaching aligns with NC professional teaching standards and provides examples of using different models in the classroom.
This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a brief description of how the model works and some advantages and disadvantages. It also discusses how co-teaching aligns with professional teaching standards and provides examples of how teachers could implement different models in the classroom.
This lesson plan is designed to develop speaking skills in primary school students. Over six days, it aims to help students speak freely without fear, build confidence and trust, and understand the difference between right and wrong. Students will discuss topics related to family, friends, and their safety through presentations, group discussions, role-playing activities, and individual assignments. The lesson introduces vocabulary words and concepts to help students express their feelings, viewpoints, and emotions more clearly.
The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.
Activity based learning involves using activities as the base for the educational process to actively engage students in learning. Some key points:
- It began gaining popularity during World War 2 with pioneers like David Horsburgh incorporating activities like music, carpentry and gardening into the curriculum.
- There are different types of activities used in ABL like role playing, debates, experiments, field trips and discovery learning to explore concepts hands-on.
- ABL is beneficial for students as it allows them to learn better through direct experience in their environment and when they participate and learn on their own.
This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
The document discusses differentiated instruction, which is an approach to teaching that recognizes students' varying backgrounds, readiness, and learning needs. It involves modifying aspects of the content, process, products, and learning environment based on individual student differences. This allows teachers to challenge students at their appropriate level. The document provides examples of how differentiated instruction can be implemented in the classroom through flexible grouping, varied learning activities and materials, and ongoing assessment to inform instruction.
Contemporary teaching strategies powerpoint by lianRina Lyn
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
This document discusses differentiating instruction and assessment for middle and high school students. It covers various components of differentiated instruction including curriculum enhancement, modification, accommodation, adaptations, and learning contracts. It also discusses flexible grouping, assignments, planning for differentiation, accommodating gifted students, underidentified high-achieving students, and relating differentiation to Response to Intervention (RTI). The document provides guidance on preparing engaging lessons, facilitating student participation, effective questioning, discussions, and content-area reading instruction. It concludes with differentiating assessment including linking assessment to instruction, preparing students for high-stakes tests, developing test-taking strategies, and using alternative assessments such as portfolios.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
The document discusses differentiated instruction, which is a teaching philosophy that involves adapting instruction to meet the varying needs of students. Key principles of differentiated instruction include adjusting the content, process, and product of instruction based on student readiness, interests, and learning profiles. Effective differentiation involves flexible grouping of students, ongoing assessment to inform instruction, and creating a classroom environment that respects all students. The document provides examples of strategies teachers can use to differentiate instruction, such as varying instructional approaches based on student learning preferences and allowing students choice in how they learn and demonstrate their understanding.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
The document discusses cooperative language learning, which uses group work to promote language acquisition. It aims to provide natural practice opportunities through pair and group activities. Key elements include positive interdependence, individual accountability, and social skills. Common activities involve groups practicing from shared materials, "jigsaw" activities where students teach each other different content, and cooperative projects where students research topics in groups. Effective group formation considers size, composition, and defining roles for students.
Student-centered teaching methods shift the focus from the teacher to the learners. These methods include active learning where students solve problems and discuss in class, cooperative learning where students work in teams, and inductive teaching where students learn in context of challenges. When classrooms are student-centered, students and instructors share focus, students interact equally with each other and teachers, and group work is encouraged to help students collaborate and communicate. The term arose in response to decisions that did not consider what students needed to know or effective learning methods for individual students.
CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
The document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and increased technology use. Challenges of implementing these trends are also outlined, such as planning time required and ensuring activities are appropriately leveled. The document provides an example lesson plan using math manipulatives for a 1st grade class.
Co-teaching involves two or more teachers delivering instruction to students in an inclusive classroom. There are several approaches to co-teaching such as supportive, parallel, complementary, and team teaching. Co-teaching provides benefits for both students and teachers, including increased individualized attention for students and opportunities for professional collaboration between teachers. Successful co-teaching requires joint planning time, a commitment to effective communication, and administrative support.
This document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and technology as trends. It provides examples of how each trend can be implemented and potential issues to consider, such as time required for planning and ensuring activities are at appropriate levels. It also discusses whether trends can be used for both math and science or just one subject.
The document discusses various teaching and learning strategies. It defines traditional and modern concepts of teaching, as well as learning. It then describes strategies such as lectures, discussions, question-answer methods, cooperative learning and assignments. For each strategy, it outlines the key aspects, advantages and disadvantages. The goal is to provide an overview of different approaches to enhance the teaching and learning process.
This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
Differentiating Instruction mte 533 Team d finaltiffnelson
This document discusses four trends for differentiating instruction in math and science: flexible grouping, learning centers, inquiry-based instruction, and technology. Flexible grouping involves temporarily grouping students based on their needs for a lesson. Learning centers provide hands-on learning materials for students. Inquiry-based instruction engages students through observation and investigation. Technology enhances learning through interactive activities, simulations, and online resources. These differentiation strategies are beneficial for meeting the needs of diverse learners in math and science.
This document discusses differentiation in teaching and learning. It provides examples of different levels of differentiation including no differentiation, micro-differentiation, and macro-differentiation. It also discusses specific methods of differentiation like differentiation by task, collaborative learning, differentiation by materials, and differentiation by outcome. The document suggests that differentiation is good for both teachers and students as it allows teachers to understand students' different levels and customize instruction to meet individual needs, while allowing students to improve at their own pace.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Testing
1. Fariza Adliby, Rebecca Harvey, Dana Vasconcelos
MTE 533
January 27, 2014
Elizabeth Hastings
2. Learning Stations
Learning centers are independent centers of the classroom in which students
engage in self-directed learning activities
Promote independence
Help students become more responsible
Allows students to learn through self-discovery
Provides teachers with time to target detailed academic skills, adjust and
develop curriculum for individual students
3. Learning Stations
Learning stations can be used for both math and science.
Learning stations can make science lessons more hands on.
A station for each part of the life span of a butterfly.
Can be developed around a math lesson, move to the next station once
the first is complete.
Stations developed around individual lessons. Multiplication, Money,
Place Value, Measurement.
Organized independent study.
Easy for diverse learners to get peer help.
4. Flexible Grouping
Allows teachers to personalize learning activities according to students'
needs
Grouping can consist of whole group, small group, or individual, or a
combination
Gives teacher time to provide additional instruction or extended learning
experiences to particular students or groups("Differentiating Instruction: Current Trends ", 2014).
helps students learn new skills both academically and socially by exposing
them to different people with different abilities
Helps students feel more involved, engaged, and confident because lessons
are personalized to their learning needs and preferences("Differentiatinginstructionintheclassroom
", n.d.).
Grouping can be instructive or by ability
Student led and Teacher led grouping
5. Flexible Grouping
works good for diverse learners in both math and science classrooms
Students are not singled out
Think, Pair, Share- after class instruction, students individually think
of methods to solve the problem, then pair off to share their ideas and
strategies
Whole-Class Instruction- used to introduce new lessons and
approaches to the entire class
Circle Sharing- students sit in a large circle to answer with their own
deduction to an open-ended question
6. Team Teaching
Team teaching is when two or more instructors work together to share
an equal instructional task/lesson.
Teachers can work together through assessments and discussion to help
determine individual student learning levels and learning styles.
the main purpose is to assist in making sure students understand all
areas of math and science.
can increase student learning.
students can have the ease of asking for help from either teacher
7. Team Teaching
Can be used for diverse learners in both math and science classrooms
help to determine the students’ level of understanding and benefits in
instruction
determine what the student needs to master in order to understand and prosper
in science and mathematics.
Teacher always on hand during a lesson as well as after a lesson
Teachers may have different key words or phrases that can help in different
ways
8. Cooperative Learning
Teams, each with students of varying levels of ability, and diversity use different
learning activities to increase their understanding of a subject.
Team members are responsible for learning what is taught and for helping teammates
learn.
Activities are carefully structured in a way that students are held accountable for their
contribution, and participation (Parveen,2012).
Students are also provided motivations to work as team in teaching others and learning
from others (Parveen,2012).
Improve and practice critical thinking skills and teamwork;
Encourage positive relations among diverse groups;
Implement peer coaching
Form environments where educational accomplishments are valued
9. Cooperative Learning
Great for diverse learners in science and math classes
Science classes use cooperative learning to do large projects such as a shoe
box habitat.
Group Investigations are structured to stress higher-order thinking skills like
analysis and evaluation.
can be an effective way to engage reluctant learners, accommodate students
that may have a learning disability and help advanced learners build
communication and cooperation skills
Group problem solving is a way to implement cooperative learning within a
math class
10. Cooperative learning in Mathematics
and science classroom
Cooperative learning is especially applicable to children learning mathematics
because of children’s natural power to reason mathematically and their curiosity
about numbers and size.
Several studies have concluded that relational practices are important for teaching
mathematics.
The opportunity for students to discuss, debate, and present their own and hear one
another's perspectives is the decisive element in cooperative learning.
cooperative learning strategies do not have a significant effect on
mathematics achievement as compared to the use of more traditional methods (Gilbert,
2008).
Cooperative learning strategies have a positive effect on students’ academic
performance in science when compared to traditional methods Parveen,2012).
11. Instructional issues with using the identified trends for diverse learners
Peer Tutoring and Cooperative Learning-While many cooperative learning training exist,
one study found that most teachers who use these methods have been self-taught (Sparapani,
Abel, Easton, Edwards, & Herbster, 1997). This resulted in very few activities that involved
higher-level thinking skills and most of the observations were of drill and review or routine
activities. Positive interactions do not always occur naturally and social skills instruction
must come first and be together with provided cooperative learning strategies. Although peer
tutoring and cooperative learning have numerous benefits for diverse learners, not all
students that are capable of peer tutoring are willing to participate or have the patience to
tutor.
Flexible Grouping- Flexible instructional grouping is intended to provide a better
instructional match between students and their individual needs. However, if not match
properly it can cause critical issues to classroom behavior management and can take away
from the classroom's sense of community. Flexible grouping can be a key to differentiated
instruction when working with diverse learners when activities are personalized according to
students' needs and although flexible grouping may be time consuming, the outcome can be
far greater.
12. Instructional issues with using the identified trends for diverse learners
Learning Centers/Stations- When creating math centers it can be very difficult
to make sure that all students understand the concept and the task at each
station/learning center, until the teacher circulates the room. Stations may need
to be changed frequently as well as grouping. Some students are able to
understand the concepts quicker than others. Developing Modified centers for
diverse learners can be helpful when planning Centers.
Team Teaching-Team Teaching can be difficult for diverse learners when the co-
teachers have different views on learning and teaching. Teachers need to look at
team teaching as a chance to widen their practice by incorporating multiple
styles to reach all learners.
13. A lesson plan outline that implements Cooperative Learning
Topic: Science “Parts of a Flower”
Lesson Objectives:
1. Students will be able to activate prior knowledge of flowering plants from previous lessons by oral and in
written form, express their understanding of the parts of a flowering plant “lily” with the use of a K.W.L
chart. “I know, I want to know, what I learned”.
2. Students will be able to illustrate their knowledge and understanding by filling out “Parts of a Flower”
task, labeling the parts of the flower.
Learner Factors: This lesson will accommodate the different developmental levels of the learners by using various
methods when presenting material to the students. The students will be provided with multiple levels of questioning
and discussion in small group settings. The students will also be given the opportunity to apply their prior
knowledge while completing a K.W.L chart in a whole group discussion.
Environmental Factors: Cooperative learning will be used during the lesson. The students will share ideas and work
together in small groups then return as a whole to complete the K.W.L chart .
Instructional Sequence:
Teacher will lead a discussion with students
Teacher will record response on the K.W.L chart
Teacher will read-aloud the students responses
Students then will be ask to break up into their pre-assigned groups to read information from the provided text and
record their groups important details , and complete “parts of a flower” task.
For a closure the teacher will have student return to a whole group discussion to complete the K.W.L chart ”what
have we learned”
Assessment: Students will be assessed by observation during the lesson and on completion of the K.W.L chart, “Parts of
a flower” task and responses in their science notebook during group work.
14. References
DifferentiatingInstructionInTheClassroom . (n.d.). Retrieved from
http://differentiatinginstructionintheclassroom.wikispaces.com/Differentiating+Instruction+Tre
nds
Differentiating Instruction: Current Trends . (2014). Retrieved from
http://teamccurrenttrends.wikispaces.com/Flexible+Grouping
Cooperative Learning Structures Can Increase Student Achievement: Jeanie M. Dotson
Culminating Project (Kagan Online Magazine, Winter 2001), http://www.kaganonline.com
Parveen, Q. (2012). Effect of cooperative learning on achievement of students in general
science at secondary level. International Education Studies, 5(2), 154-158. Retrieved from
http://search.proquest.com/docview/1009899672?accountid=35812
Gilbert, C. D. (2008). The effects of cooperative learning and teaming on student achievement
in elementary mathematics. (Order No. 3302009, TUI University). ProQuest Dissertations and
Theses, , 224. Retrieved from
http://search.proquest.com/docview/304368412?accountid=35812. (304368412).