This document discusses differentiation in ESL classes. It begins by defining differentiation and its aims, which are to foster differentiation practices in elementary and secondary ESL classes, provide ongoing training to participants, and present examples to help teachers implement differentiation. It then provides examples linked to research, training, and actions teachers can take. These include varying instructional practices, using diagnostic evaluation, and modifying classroom management. The document also shares results of a survey on differentiation practices in Quebec school boards. It finds most focus on language and reading, target multiple competencies, and use practices like decompartmentalization. Finally, it discusses definitions and finalities of differentiation, which are to help students reach goals and succeed academically via different paths.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
International conference on jaipur final2007Dr.Amol Ubale
The document summarizes a study on the effectiveness of differentiated instruction through the REACH model among 8th grade students. It outlines the objectives, methodology, and findings of the study. The study developed a 20-day differentiated instruction program using the REACH model. Pre- and post-tests were administered to measure the impact on students' geography achievement. The results found a statistically significant increase in post-test scores, indicating that the differentiated instruction program was effective.
This document discusses instructional grouping in elementary school classrooms. It provides examples of grouping for spelling, reading, and math instruction. For spelling, the document discusses how grouping students by their instructional level based on a spelling assessment allows teachers to provide developmentally appropriate word lists for students to study. Research shows this approach improves student spelling ability more than assigning grade-level lists. The document also describes a program where teachers group students into 2-3 spelling groups based on instructional level and provide interactive activities throughout the week to practice targeted spelling patterns. For reading and math, the document notes grouping can be effective if instruction is adapted to meet student needs, but simply regrouping without instructional considerations is ineffective. Overall, the examples
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
International conference on jaipur final2007Dr.Amol Ubale
The document summarizes a study on the effectiveness of differentiated instruction through the REACH model among 8th grade students. It outlines the objectives, methodology, and findings of the study. The study developed a 20-day differentiated instruction program using the REACH model. Pre- and post-tests were administered to measure the impact on students' geography achievement. The results found a statistically significant increase in post-test scores, indicating that the differentiated instruction program was effective.
This document discusses instructional grouping in elementary school classrooms. It provides examples of grouping for spelling, reading, and math instruction. For spelling, the document discusses how grouping students by their instructional level based on a spelling assessment allows teachers to provide developmentally appropriate word lists for students to study. Research shows this approach improves student spelling ability more than assigning grade-level lists. The document also describes a program where teachers group students into 2-3 spelling groups based on instructional level and provide interactive activities throughout the week to practice targeted spelling patterns. For reading and math, the document notes grouping can be effective if instruction is adapted to meet student needs, but simply regrouping without instructional considerations is ineffective. Overall, the examples
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
The document summarizes evidence on effective large group teaching methods. It finds that large group teaching involves a sequence of distinct activities including preparation, presentation, and follow up. It also involves interacting with learners' cognitive states. Large group teaching allows learners to participate in disciplinary discourses and is both an educational method and approach to program delivery. The format is constructed by available technologies and the educational context. Effective large group teaching can take forms beyond traditional lectures.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
This document presents a thesis submitted for a Ph.D. in education from Ain Shams University. The thesis evaluates and develops extra-class activities for science curricula in preparatory schools in Egypt. It aims to develop a plan for extra-class science activities that follows best principles and achieves goals of science education like developing student skills and interests. The researcher applies parts of a suggested plan for extra-class activities to an experimental group and assesses the impact on science process skills and interests through pre- and post-tests, finding the plan was effective. Recommendations include the need for Ministry of Education and school support for extra-class activities through resources, training, and recognition.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
This document discusses several theories and approaches related to educational technology and teaching and learning. It describes behaviorism, cognitivism, and constructivism as the three main theoretical frameworks that have been present in educational technology literature. It provides details on behaviorist learning theory and theorists like BF Skinner. It also discusses cognitive learning theories and constructivist teaching methods that emphasize problem-solving and social learning. Specific technologies like tutorials, simulations, and cooperative/collaborative software are described in terms of how they can support behaviorist, cognitive, and constructivist approaches to instruction.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
Kinley Lit Review and Research Write UpShana Kinley
This document provides a literature review for a research project on the effects of grouping on educators. It summarizes research on different classroom grouping strategies such as whole group, small group, and individual instruction. It also reviews literature on personality characteristics and assessments, including the Myers-Briggs Type Indicator and True Color Inventory. The study aims to combine research on grouping strategies and personality to improve grouping structures and enhance the classroom environment.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Peer tutoring is a strategy where students tutor each other, with a higher performing student paired with a lower performing student to review important academic or behavioral concepts. Peer learning refers to students learning together as equals, without any one student having authority, as students can learn from explaining ideas to others and participating in peer activities.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
Differentiated instruction involves adjusting the content, teaching methods, student products, or learning environment based on student needs, interests, and readiness levels. Teachers can differentiate in four ways: by content, process, product, or learning environment. Effective differentiation recognizes student diversity in areas like background, language, ability levels, and interests, and provides multiple paths for students to learn and demonstrate their understanding. Teachers must have a deep understanding of their students and be able to respond flexibly to meet varying needs.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
This document discusses effective classroom practices to promote writing development for English Language Learners (ELLs) in a pre-kindergarten classroom with 5 ELL students. It outlines 5 key strategies: 1) Developing a sense of community and cultural respect; 2) Effective lesson planning with modeling and practice; 3) Incorporating writing into all classroom areas; 4) Using technology like websites and software to support writing; 5) Using informal and formal assessments to guide instruction. References to support the strategies are also provided.
ESL Welcome Back Class Presentation: Second SemesterKierra Ivy
I just created this powerpoint presentation for my 1st and 2nd grade middle school students. Summer vacation is over and classes are about to commence. This is my second semester teaching EFL, and I've learned a lot in just a short amount of time. I'm posting my first presentation for your review. Perhaps it may help you come up with some ideas of how to welcome your students back to school. I am also open to feedback and constructive criticism. Thank you.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
The document summarizes evidence on effective large group teaching methods. It finds that large group teaching involves a sequence of distinct activities including preparation, presentation, and follow up. It also involves interacting with learners' cognitive states. Large group teaching allows learners to participate in disciplinary discourses and is both an educational method and approach to program delivery. The format is constructed by available technologies and the educational context. Effective large group teaching can take forms beyond traditional lectures.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
This document presents a thesis submitted for a Ph.D. in education from Ain Shams University. The thesis evaluates and develops extra-class activities for science curricula in preparatory schools in Egypt. It aims to develop a plan for extra-class science activities that follows best principles and achieves goals of science education like developing student skills and interests. The researcher applies parts of a suggested plan for extra-class activities to an experimental group and assesses the impact on science process skills and interests through pre- and post-tests, finding the plan was effective. Recommendations include the need for Ministry of Education and school support for extra-class activities through resources, training, and recognition.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
This document discusses several theories and approaches related to educational technology and teaching and learning. It describes behaviorism, cognitivism, and constructivism as the three main theoretical frameworks that have been present in educational technology literature. It provides details on behaviorist learning theory and theorists like BF Skinner. It also discusses cognitive learning theories and constructivist teaching methods that emphasize problem-solving and social learning. Specific technologies like tutorials, simulations, and cooperative/collaborative software are described in terms of how they can support behaviorist, cognitive, and constructivist approaches to instruction.
This paper is copyright of Julie W. Aknrum, PhD, Assistant Professor at the University of Pittsburgh at Johnstown and Rita M. Bean, PhD, Professor at University of Pittsburgh
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
Kinley Lit Review and Research Write UpShana Kinley
This document provides a literature review for a research project on the effects of grouping on educators. It summarizes research on different classroom grouping strategies such as whole group, small group, and individual instruction. It also reviews literature on personality characteristics and assessments, including the Myers-Briggs Type Indicator and True Color Inventory. The study aims to combine research on grouping strategies and personality to improve grouping structures and enhance the classroom environment.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
Peer tutoring is a strategy where students tutor each other, with a higher performing student paired with a lower performing student to review important academic or behavioral concepts. Peer learning refers to students learning together as equals, without any one student having authority, as students can learn from explaining ideas to others and participating in peer activities.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
Differentiated instruction involves adjusting the content, teaching methods, student products, or learning environment based on student needs, interests, and readiness levels. Teachers can differentiate in four ways: by content, process, product, or learning environment. Effective differentiation recognizes student diversity in areas like background, language, ability levels, and interests, and provides multiple paths for students to learn and demonstrate their understanding. Teachers must have a deep understanding of their students and be able to respond flexibly to meet varying needs.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
This document discusses effective classroom practices to promote writing development for English Language Learners (ELLs) in a pre-kindergarten classroom with 5 ELL students. It outlines 5 key strategies: 1) Developing a sense of community and cultural respect; 2) Effective lesson planning with modeling and practice; 3) Incorporating writing into all classroom areas; 4) Using technology like websites and software to support writing; 5) Using informal and formal assessments to guide instruction. References to support the strategies are also provided.
ESL Welcome Back Class Presentation: Second SemesterKierra Ivy
I just created this powerpoint presentation for my 1st and 2nd grade middle school students. Summer vacation is over and classes are about to commence. This is my second semester teaching EFL, and I've learned a lot in just a short amount of time. I'm posting my first presentation for your review. Perhaps it may help you come up with some ideas of how to welcome your students back to school. I am also open to feedback and constructive criticism. Thank you.
This document provides information for parents about Year 2 at Dobcroft Infant School. It includes:
1. An introduction to the Year 2 teachers and teaching assistants.
2. An overview of the Year 2 curriculum, which includes areas like numeracy, literacy, science, and more. Assessments are moderated by the Year 2 team.
3. Information about routines for the school day, homework, reading, communication with teachers, and other policies.
The document summarizes a lesson on the skill of active reading. It includes a summary of the book "Thank You Mr. Falker" about a girl who struggles with reading. It then outlines the lesson plan which involves introducing the skill, reading the book, discussion questions, vocabulary, and a fun activity. Finally, it provides examples of how to teach active reading techniques to students.
The document discusses several ways that YouTube can be used in the ESL classroom, including adapting videos for listening practice, using videos to teach regional accents and culture, and motivating students through movie making projects. Specific techniques mentioned are downloading YouTube videos, converting them to MP3 format for listening exercises, using videos to spark roleplaying activities, and having students search for and analyze videos of different English accents. Case studies and examples are provided of teachers who successfully incorporated YouTube into their ESL lessons.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
Collaboration and co teaching strategies for effective classroom practiceFarjana Ferdous
This document outlines strategies for effective classroom collaboration and co-teaching. It discusses the importance of collaboration in meeting the diverse needs of students. Several types of collaboration are described, including grade-level collaboration where teachers coordinate instruction, co-teaching where two teachers jointly deliver instruction, cross-curricular collaboration between subject areas, and student collaboration through group work. Specific co-teaching strategies like one teach/one assist, station teaching, and team teaching are also outlined. Benefits of collaboration for both students and teachers are provided, such as improved social skills, increased participation, and effective modeling.
This document discusses differentiated instruction and grouping students in an EFL classroom. It begins by outlining the standards for English teaching in Ecuador and the need for differentiated instruction. The literature review then examines differentiated instruction in more depth, including defining it, the importance of assessment and understanding learning styles, and using strategies like cooperative learning and grouping students by ability. The review discusses factors to consider with ability grouping, like its potential impact on student self-esteem and motivation. It also explores research on ability grouping in other contexts that found benefits but also challenges, including potential labeling effects and unequal opportunities between groups. The purpose of the study is to investigate how grouping by language ability affects English acquisition and to explore alternative grouping approaches.
This document discusses Universal Design for Learning (UDL) and differentiation. UDL is a method of lesson planning that ensures all students have an equal opportunity to learn by providing multiple means of representation, expression, and engagement. Differentiation is adjusting teaching methods to meet student needs throughout the lesson. Both aim to meet diverse student needs and provide access to the curriculum. The document explores how UDL requires advance planning while differentiation focuses on adjusting during instruction. It proposes using both UDL and differentiation to anticipate and address varying student needs.
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This document summarizes a research presentation given at the 59th World Assembly of the International Council of Education for Teaching on the topic of "Challenging Disparities in Education". Specifically, it examines awareness, perspectives and practices regarding multifaceted educational pedagogies at Don Mariano Marcos Memorial State University in the Philippines. Key findings include that respondents had moderate awareness of alternative pedagogies compared to high awareness of lectures. Age, education level and training impacted awareness. Respondents generally agreed with alternative pedagogies but lecture was most commonly practiced. The researchers concluded more faculty development is needed to increase awareness and adoption of alternative pedagogies.
Here are the answers to the questions:
1. Eclectic Approach is an approach that combines various language teaching methods and techniques depending on the learning objectives and students' abilities.
2. The Eclectic Approach was first used in the 1920s-1930s by English linguists like Henry Sweet and Harold Palmer.
3. Brown thinks that eclecticism finds the right solution as it allows teachers to select what works best in their own classrooms and contexts.
4. Eclectic method is a language teaching method that combines various approaches and methods to teach language depending on the objectives and learners.
5. Even Gilliland, James and Bowman declared that justification to adopt Eclectic Approach
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
The document discusses the development and use of an attitude scale to measure Greek English teachers' attitudes toward the communicative language teaching approach. It describes how the 24-statement Likert scale was constructed and tested for reliability. The scale was then administered to 14 Greek teachers, whose scores ranged from 85 to 103, with higher scores indicating a more favorable attitude toward the communicative approach.
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
The document discusses cooperative and collaborative language learning, describing it as group learning where students are responsible for their own learning as well as helping others learn. It contrasts traditional teacher-centered language instruction with cooperative approaches that emphasize student interaction and communication. Key elements of cooperative learning identified include positive interdependence, individual accountability, and the teacher taking the role of facilitator rather than primary instructor.
Presentation by Sarah Williams to Curriculm Design and Innovation Module of the Masters in Education Programme, Sheffield Institute of Education, Sheffield Hallam University, 7th November 2015
This document discusses educational technologies that instructors use to teach students. It describes a framework with five principles for developing collaborative learning designs: 1) teachers design learning, 2) design worthwhile work, 3) design assessment, 4) foster relationships, and 5) improve practice with peers. The document provides examples of technologies like G Suite and gamification software. It also contrasts teacher-centered methods like lectures with student-centered approaches and the use of high-tech vs low-tech tools. Overall, the document advocates for innovative pedagogies and tailoring instruction to different learner needs.
This document discusses co-teaching in regular education classrooms. Co-teaching involves two or more professionals sharing responsibility for a heterogeneous group of students in a classroom. There are several benefits to co-teaching including increased academic and social skills gains for students, as well as increased opportunities for direct teacher contact. The document outlines several co-teaching models and discusses key considerations for co-planning lessons, evaluating students, communicating, and defining teacher roles. It emphasizes that co-teaching requires shared instruction and responsibility between educators.
This article examines how two teachers used various co-teaching models and instructional strategies to support three students with learning disabilities in an inclusive grade 6 language arts classroom. The teachers progressed from initial collaboration to compromising their approaches, but struggled to fully collaborate. Strategies used included scaffolding mini-lessons, explicit prompts, and interactional inclusion. Classroom routines helped teachers provide support. Students accepted help to maintain their social status.
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
This document discusses the concept of co-creation of value in education. It defines co-creation of value as students and instructors working together as a learning community to create and complete the learning experiences necessary to achieve the desired course outcomes. The document advocates for transitioning from teacher-centered to learner-centered education and from passive to active, engaged learning. It also discusses the roles and responsibilities of both students and instructors in facilitating peer-to-peer learning and assessing individual and community progress in a co-created learning environment.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
The document discusses principles of effective collaboration and co-teaching between general and special educators. It identifies four key principles: respecting each other's knowledge and skills, establishing communication systems, having a common understanding of the classroom environment, and sharing co-accountability. It also outlines various models of co-teaching, including one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The models vary in their strengths and challenges for implementing collaborative instruction.
This document is a dissertation submitted in partial fulfillment of the requirements for a Doctor of Philosophy degree. The dissertation examines how Chinese philosophical values and rhetorical traditions that contribute to coherence differ from those prevalent in English. It reviews literature on Western and Chinese rhetorical traditions, including key influences such as Aristotle, Confucianism, Taoism, and Buddhism. The study aims to help both writing instructors and students by exploring how Chinese ESL students demonstrate coherence in their writing and how their views change when exposed to an American college writing classroom.
This document provides an outline on research methods and design. It discusses the main types of research designs including correlational, experimental, qualitative, and meta-analysis. It also covers how to choose an appropriate research design by considering whether it adequately tests hypotheses, controls for extraneous variables, and allows for generalizable results. Finally, it outlines issues to consider in research design such as the research context, nature and size of samples, and potential data sources and their limitations.
This document is a note to users informing them that this is the best reproduction available of the original document. It cautions that the quality of the reproduction depends on the quality of the copy submitted. Issues like broken print, poor quality illustrations, bleed-through, margins, and alignment can negatively impact the reproduction. It also notes what will be included if any pages are missing from an incomplete manuscript or if unauthorized copyright material had to be removed. The reproduction is protected from unauthorized copying under US copyright law.
Inquiry-based learning is a teaching method that centers learning around students' questions. It involves students actively exploring concepts through hands-on investigations and projects. There are different types of inquiry, from open inquiry where students formulate their own questions to guided inquiry where teachers provide more structure. Constructivism theory supports inquiry-based learning as it holds that people actively construct their own understanding through experiences. When using inquiry, teachers commit to provoking students' thinking through rich experiences and carefully planned questioning to support student-driven investigations.
Project-based learning (PBL) organizes learning around complex projects that involve students in design, problem-solving and investigative activities. Students work relatively autonomously over extended periods of time to produce realistic products or presentations. Defining features of PBL include authentic content and assessment, teacher facilitation, explicit goals, cooperative learning, reflection, and incorporating adult processes. PBL projects are central to the curriculum, focused on driving questions that require students to encounter and struggle with central concepts. Investigations in PBL are constructive and involve inquiry, knowledge building and resolution to transform and construct new student understandings.
Leadership skills are important for effective language teaching and learning. Teachers can exhibit leadership in multiple ways through habits like optimism, enthusiasm, and flexibility. A good leader inspires others and motivates them by recognizing their potential and giving challenging tasks. As EFL instructors, professors should not only improve students' English and attitudes towards university, but also inspire the use of skills and real-world contexts to strengthen language proficiency. With experience acting as a genuine leader, taking the lead will become more natural and rewarding.
This document discusses and compares three types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning is summative and used to report student progress. Assessment for learning is formative and used by teachers to provide feedback and guide instruction. Assessment as learning emphasizes the student's role in connecting assessment to their own learning. The document argues that a rebalanced approach focusing more on assessment for and as learning can better support students.
This document is a note to users informing them that this is the best reproduction available of the original document. It cautions that the quality of the reproduction depends on the quality of the copy submitted. Issues like broken print, poor quality illustrations, bleed-through, margins, and alignment can negatively affect the reproduction. It also notes what will be included if any pages are missing from an incomplete manuscript or if unauthorized copyright material had to be removed. The reproduction is protected from unauthorized copying under US copyright law.
This document discusses assessment in ESL education. It defines assessment as an ongoing process to ensure course objectives are met, noting that a test is one form of assessment. The document outlines different types of assessment, including informal assessment through unplanned feedback and formal assessments like tests. It also discusses various assessment tools and their purposes, including diagnosing student needs, guiding instruction, and evaluating student achievement. Key principles for effective assessment are described, such as reliability, validity, practicality and authenticity.
The document consists of 44 prompts asking the reader to respond creatively, imaginatively and interestingly within 10 minutes per prompt. The prompts require inventing new concepts like a fifth season, mode of transportation, food, drink, item of clothing, weather, animal, job, and more. They also require imagining scenarios involving objects, people, places and coming up with backstories, feelings, conversations and descriptions. The overall document challenges creative thinking skills.
This document discusses visual literacy, including its definition, history, and reasons for its importance. Visual literacy refers to the ability to understand and create visual messages and includes skills like decoding visual information, composing visual messages, and critical thinking. It has become more important over time as visual forms of communication and learning have increased. Developing visual literacy is important as it allows people to effectively understand information presented visually and helps learning by allowing information to be absorbed subconsciously through images.
This document is a thesis submitted by Sarah Patricia Lublink for the degree of Doctor of Philosophy at the University of Western Ontario in London, Ontario, Canada. The thesis examines critical thinking and the ethics of teaching, focusing on issues that arise in the undergraduate teaching of ethics. It develops a framework for considering moral issues involved in teaching ethics courses and for deliberating about teaching goals and practices. The framework draws on Martha Nussbaum and Amartya Sen's capabilities approach to well-being, which is well-suited to the teaching context because it allows for pluralism about the good life and counts many goods like health, knowledge, and relationships. The thesis grounds this framework through a historical analysis of views on education from philosophers
The document could not be summarized as it only contained repeated text stating that reproduction of the copyrighted content was prohibited without permission. As there was no actual content beyond this repeated text, no meaningful summary could be generated.
The document could not be summarized as it did not contain any substantive information. The entire document consisted of repeated statements indicating text was reproduced with permission and further reproduction was prohibited without permission. As such, the high level information and essential details were not present to form a concise multi-sentence summary.
This dissertation examined the creative and effective teaching behaviors of university instructors. Data was collected from 40 instructors through the Abbreviated Torrance Test for Adults, which measures norm-referenced creativity, and a Creative and Effective Teaching Assessment developed by the author. Students of the 40 instructors also completed the Creative and Effective Teaching Assessment to rate their instructor's teaching behaviors. Correlations and regressions were run to analyze relationships between instructors' self-perceived creativity, students' perceptions of instructors' creativity and effectiveness, and instructors' norm-referenced creativity scores. The study found several significant relationships between these measures.
The document could not be summarized as it did not contain any substantive information. The entire document consisted of repeated statements indicating content was reproduced with permission and further reproduction was prohibited without permission. As such, the high level information and essential details were not present or discernible.
This document discusses layered questioning techniques to improve comprehension for diverse learners. It outlines strategies for generating questions before, during, and after reading, including focusing questions, the question-answer relationship framework, and reciprocal reading. The document emphasizes using techniques like tiered questioning, central question diagrams, and questioning frames to increase oral language opportunities and encourage cooperative learning. Research showed that using these questioning strategies improved English learner comprehension over time.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
This document provides guidance on providing meaningful feedback to English as a Second Language (ESL) students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, understandable, and communicate high expectations. It also explores formative and summative assessment strategies like learning journals, concept maps, anecdotal records, conversations, portfolios, self-assessments and rubrics. Additionally, it addresses communicating feedback, managing anxiety, teacher expectations, and involving parents and peers. The goal is to outline assessment methods that are fair, fit students' backgrounds, lower emotional barriers and demonstrate progress.
The document discusses different aspects of assessment in education. It defines assessment as evaluation, measurement, testing, grades, and accountability. Assessment can be both formal and informal and is used to monitor student progress, teaching effectiveness, and evaluate student achievement. The document also discusses assessing mathematical concepts, processes, dispositions, and procedures. It provides examples of assessment tasks for different math concepts and recommends using a variety of assessment types including tests, rubrics, projects, observations, interviews, portfolios, and self-assessments.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Differentiation in the_esl_class
1. Getting to know you!
http://www.youtube.com/watch?
v=Tx1XIm6q4r4
2. Differentiation
in the ESL class
RREALS 2007
Source: Montérégie—Research and Development Project
Workshop leaders: Gwenn Gauthier and Rachel Lalonde
4. Everybody, climb that tree!
In order to be equitable and just, the
instructions for the task will be the same for
all.
5. Aim of the workshop
1. What is differentiation?
Getting a common understanding of
differentiation
During the learning process
During the evaluation process
2. How to apply it in the ESL class?
6. Three objectives
Foster and implement differentiation
practices at the elementary and
secondary levels, ESL classes;
Foster ongoing training and
professional development of the
various participants;
Present a few examples to help
teachers implement differentiation in
their teaching practices.
8. Examples linked to RESEARCH
To clarify the difference between varying and
adapting teaching practices in a pedagogical
differentiation context.
To offer an effective PD model in order to
improve la conscience phonologique of students
at the Elementary first cycle level.
To validate the effectiveness of a specific
procedure for using compensatory strategies in
ESL.
Etc.
9. Examples linked to TRAINING
To acquire a precise concept of the process of
pedagogical differentiation.
To understand the use of diagnostic evaluation.
To understand how students develop a
competency in Math within the cycle.
To develop skills such as modelling a task.
Etc.
10. Examples linked to ACTION
Set up a de-compartmentalization project for
reading.
Create a common visual support system of the
learning strategies for developing the CCC
Adopts effective work methods.
Modify our classroom management to allow for
remediation clinics.
Etc.
11. For more information
http://vitrine.educationmonteregie.qc.
ca/rubrique.php3?id_rubrique=248
12. United we stand
In teams of 4, with the help of the words listed
below, write your own definition of PD.
learning style content cycle team work procedure
difference progress adaptation integration
learning rate diagnostic individualisation flexibility
respect competency preoccupation organisation
growth success education knowledge
work methods heterogeneity role of the teacher basis
classroom
management
diversity pedagogical approach planning
broad-mindedness production learning difficulty development
process interest cooperation philosophy
procedure motivation way measures
10 minutes
13. SUBJECT
OBJECT
AGENT
Student
Small group of students
Large group of students
Competencies
(subject-specific
and cross-curricular)
Teacher
Cycle-team
Remedial specialist
Parent
Pedagogical material,
methods, approaches
Time (schedule)
Classroom set-up
Material resources
Human resources
(school principal, colleagues,
consultants, etc.)Milieu
Model of the pedagogical situation
14. Survey on PD practices
28 models
8 school boards
22. Schedule modification
Freeing up teachers for
ongoing training
Classroom setup
Creating/purchasing material
Collaborators
50%
21%
61%
50%
71%
Milieu
23. Teachers / collaborators
Remedial specialist, NTP, CP,
principals, parents, etc. /
collaboration
Level team / collaboration
Cycle team /collaboration
71%
29%
14%
24. Carrying out a planned
application of PD
Existing situation / Desired
situation
Planning the action
(explicitly linked to the desired situation)
Action
Evaluating the action
39%
39%
100%
14%
26. 10 minutes
Think and Share…
What surprises me?
How is this similar or different from my
milieu ?
A question that arises from our discussion
is...
27. Angst!
http://www.youtube.com/watch?v=xD-
Huwlg2kY&mode=related&search=
Angst, often confused with anxiety, is a transcendent emotion in
that it combines the unbearable anguish of life with the hopes of
overcoming this seemingly impossible situation.
Angst denotes the constant struggle one has with the burdens of
life that weighs on the dispossessed and not knowing when the
salvation will appear
28. Different appellations
• DifferentiationDifferentiation
• Differentiation of teachingDifferentiation of teaching (Perrenoud, 1977)(Perrenoud, 1977)
• Differentiation of learningDifferentiation of learning (Caron, 2003)(Caron, 2003)
• Pedagogical differentiationPedagogical differentiation (MELS, 2001)(MELS, 2001)
• Differentiation of the pedagogyDifferentiation of the pedagogy (Aylwin, 1992)(Aylwin, 1992)
• Differentiated pedagogyDifferentiated pedagogy (Legrand, 1973(Legrand, 1973;; CSE, 1993)CSE, 1993)
• Differentiated teachingDifferentiated teaching
• Individual learningIndividual learning (Hunter, 1972,(Hunter, 1972, Legendre, 1988Legendre, 1988))
• Differentiated InstructionDifferentiated Instruction (Tomlinson, 1995; Nordlund, 1995)(Tomlinson, 1995; Nordlund, 1995)
• IndividualizationIndividualization (Leselbaum, 1994)(Leselbaum, 1994)
• Individualisation of the teachingIndividualisation of the teaching (Bégin, 1980; Legendre, 1988)(Bégin, 1980; Legendre, 1988)
• Adaptation of the teachingAdaptation of the teaching (St-Laurent, 2005)(St-Laurent, 2005)
•FranceFrance
•United-StatesUnited-States
•QuébecQuébec
29. Appellations diverses
• DifférenciationDifférenciation
• Différenciation de l’enseignementDifférenciation de l’enseignement (Perrenoud, 1977)(Perrenoud, 1977)
• Différenciation de l’apprentissageDifférenciation de l’apprentissage (Caron, 2003)(Caron, 2003)
• Différenciation pédagogiqueDifférenciation pédagogique (MELS, 2001)(MELS, 2001)
• Différenciation de la pédagogieDifférenciation de la pédagogie (Aylwin, 1992)(Aylwin, 1992)
• Pédagogie différenciéePédagogie différenciée (Legrand, 1973(Legrand, 1973;; CSE, 1993)CSE, 1993)
• Enseignement différenciéEnseignement différencié
• Enseignement individualiséEnseignement individualisé (Hunter, 1972,(Hunter, 1972, Legendre, 1988Legendre, 1988))
• Differentiated InstructionDifferentiated Instruction (Tomlinson, 1995; Nordlund, 1995)(Tomlinson, 1995; Nordlund, 1995)
• IndividualisationIndividualisation (Leselbaum, 1994)(Leselbaum, 1994)
• Individualisation de l’enseignementIndividualisation de l’enseignement (Bégin, 1980; Legendre, 1988)(Bégin, 1980; Legendre, 1988)
• Adaptation de l’enseignementAdaptation de l’enseignement (St-Laurent, 2005)(St-Laurent, 2005)
•FranceFrance
•États-UnisÉtats-Unis
•QuébecQuébec
30. Definition 1
Fundamental pedagogical principle
according to which educational actions
adapted to the characteristics of the
student encourages his/her learning and
academic success.
Dimension of all pedagogy that shows a will to
master the diversity of educational experiences
in order to create less unfairness (Perrenoud, 1997).
31. Definition 2
Approach, model or teaching style that
proposes means and specific procedures
in order to harmonize the components and
relationships of a particular pedagogical
situation in order to favour learning.
Pedagogical differentiation is a teaching
method that we must develop in regards to
heterogeneous students. (De Peretti, 1992).
32. Definition 3
Action of the pedagogue who, on the basis of a
solid knowledge of:
1) the characteristics and readiness of the
students
2) pedagogical approaches and diversified
interventions
3) the QEP (learning object) and
4) the learning environment
tends to harmonize these different components
of a pedagogical situation, and their relationships,
in order to foster learning.
33. The Conseil supérieur de l’éducation defines
pedagogical differentiation as a process that draws
upon a diversified set of teaching
and learning methods
in order to allow students
of different ages, backgrounds, abilities and skills
to reach common goals
via different paths and, ultimately, to achieve
educational success.
(Conseil supérieur de l’éducation 1993 d’après Legrand 1973).
34. Finalities of PD
Reach common targeted objectives
(academic success)
and
Learn and succeed in an optimal
fashion
(educational success)
35. Planning
the course of action
3
Defining the existing situation
or problem
(Diagnostic evaluation)
1
Defining the
desired
situation
2
Carrying out
the plan
Evaluating
the action5 LEARNING
Guay, Blais, Daneault, Gendron, Girard et Legault CS Trois-Lacs
(2005)
A procedure for pedagogical differentiationA procedure for pedagogical differentiation
Wherein pedagogical differentiation is essential (key) to the student’s learning…
43. Defining the existing situation or problem / Defining the desired situation
CCC : Adopts effective work
methods.
ESL C1: Interacts orally in
English.
Evaluation criteria
CCC : Adopts effective work
methods.
•Appropriate choice of methods.
•Adaptation of work methods.
•Effectiveness of the outcome.
•Accuracy of his/her assessment.
ESL C1:
•Use of communication and
learning strategies.
•Use of resources.
•Articulation of the message.
1. Which competency do our
students or part of our students
have problems developing?
5. Which competency do we
want to target?
44. Defining the existing situation or problem / Defining the desired situation
Some students have problems:
•Understanding the objective of
the task.
•Using available resources.
•Self-monitoring and making the
necessary changes.
•Predicting their final outcome
with some degree of accuracy.
The students will be able to:
•Adopt the objective.
•Identify and employ available
resources.
•Adapt their work methods to
the task and the context.
•Readjust their actions as
required.
•Assess the requirements of the
task.
•Examine the procedure used.
(MELS 2003)
6. In regards to the targeted competency,
what are our expectations as per the
progress of our students or group of
students vis-à-vis:
* Their attitudes and perceptions?
* Their knowledge? Specifically?
* Their learning process?
* Their metacognitive activities?
2. In regards to the targeted competency,
what specific problems are our students or group of
students experiencing?
* Their attitudes and perceptions?
* Their knowledge? Specifically?
* Their learning process?
* Their metacognitive activities?
45. Defining the existing situation or problem / Defining the desired situation
3. What is not optimal in the way we
intervene and in the practices we use to help
our students develop this competency?
7. What interventions or practices
do we want to set into place?
•Little or no systematic teaching
of strategies.
•The set ups don’t enable students to
set goals in order to mobilize
strategies.
•Little or no cues to help students
develop metacognitive strategies
(before, during, after.)
•No reflection on links between
students learning and teaching
practices used.
•Presentation of daily lesson plan is
not systematically done as a routine.
•Take a training session in
« Enseignement Stratégique».
•Receive a capsule on explicit teaching
of strategies and integrating explicit
teaching (modelling) with the intention
of adopting the procedure, thus
systematically integrating it to our
teaching.
•Plan an LES that would enable
students to employ the necessary
strategies.
•Set up a list of questions that would
guide students in developing
metacognitive skills (self-monitoring)
•Rigour in presentation of lesson plan.
46. Defining the existing situation or problem / Defining the desired situation
4. What is not optimal in our milieu (schedule,
classroom management, material, set up,
resources, visual support, etc.) that could help our
students develop this competency?
8. What elements of our environment
do we need to modify or put into
place?
•We do not ask for aid from the
resource teacher.
•Not enough visual support.
•Create a model of
collaboration with the resource
teacher.
•Create visual support for
learning and communication
strategies using school
resources: i.e. colour printer,
laminate, Bristol boards.
Ex. : What do we mean by
planning? When do we do it?
How and why do we do it?
47. Planning the course of action
What When/ Who
Rigour in presentation of lesson plan -Immédiately (January 19)
-Teachers
Capsule on explicit teaching of
strategies (modelling)
-January 31
-Remedial specialist
Set up a list of questions that would
guide students in developing
metacognitive skills (self-monitoring)
-Jan. 31, to be validated between Feb. 6
and March 26.
-c.p., teachers, resource teacher
Creating visual support -Begin Jan. 31
-teachers, resource teacher
Integrating «l’enseignement
stratégique» to our teaching by
planning it into an LES.
-From Feb. 6 till March 26
-teachers, resource teacher
Training session on « Enseignement
Stratégique».
-Feb. 9, end fall 2009
- teachers, resource teacher
Create a model of collaboration with
the resource teacher.
-Begin Feb. 6
- teachers, resource teacher, principal
48. Means of collecting and recording traces of
student learning in regards to target
strategies?
•Anecdotal comments
•Video of students in action
49.
50. Carrying out the plan
Actions Dates
Rigour in presentation of lesson plan Ongoing
Capsule on explicit teaching of
strategies (modelling)
Jan. 31, 2007
Set up a list of questions that would
guide students in developing
metacognitive skills (self-monitoring)
Feb. 6 2007
Training session on « Enseignement
Stratégique».
1st session: Feb.9, 2007
Creating visual support March 14, 2007
Using guiding uestions to help
students develop metacognitive skills.
Ongoing
51. Evaluating the action
Actions Observations
Rigour in presentation of lesson
plan
Teachers note students seem calmer and less stressed. It helps students
identify and employ the necessary resources (people, material, time) to
complete the task at hand.
Capsule on explicit teaching of
strategies (modelling)
Teachers noted the importance of modelling strategies. They now do a lot
of modelling. They noted that students have become more autonomous.
Modelling strategies/ integrating
«enseignement stratégique» to their
practices
Teachers worked on the strategies : Plan, self-monitor, self-evaluate.
The teacher of group 12 finds her students are better at planning their work
than the students in her other groups, where she did not do any modelling
of the strategies.
The teacher of group 11 worked on Planning and found that when she
modelled for her students, they structured their work better to complete
their task, (long term project). She is presently assessing to see if there is
any transference occurring.
52. Creating visual support Teachers made visual references to help students plan, regulate and analyse
their procedures.
In group 12, students refer to their tool systematically. Students told their
teacher they found the tool useful and asked if they could use it in their other
subjects.
In group 11, the teacher notes that students now take the time to adjust and
make changes when necessary. She also states that students are better able
to see if they are on the right track for success.
Both teachers now provide students with checklists and rubrics. These
tools help students to better the task at hand and to predict their level of
success.
They both note that students now significantly regulate themselves.
Using guiding questions to help
students develop metacognitive
skills.
The teachers help their students to become more metacognitive through
questioning. They note that students better understand the objectives of the
tasks. They now plan moments in their teaching where they stop and
question to help students examine the procedures used and to recognize
what was effective and what worked less well.
They note the benefits of these « stop and think moments », especially in
students that had difficulty in completing tasks.
56. Définition de la situation actuelle
et d’une problématique
1
Vis-à-vis la compétence ciblée ci-dessous, quel est le problème spécifique
des élèves ou d’un sous-groupe d’entre eux?
•Leurs attitudes et perceptions ?
•Leurs savoirs? Lesquels ?
•Leurs démarches d’apprentissage
•Leur activité métacognitive ?
Quelle est la compétence (disciplinaire et transversale) que nos élèves
ou une proportion inquiétante d’entre eux ont de la difficulté à développer ?
Qu’est-ce qui n’est pas optimal dans notre façon actuelle d’intervenir
et dans les méthodes que nous utilisons pour aider l’élève
dans cet apprentissage ?
Qu’est-ce qui n’est pas optimal dans leur environnement pour aider
les élèves dans cet apprentissage (horaire, gestion de classe, matériel,
Aménagement, ressources humaines et matérielles, supports visuels, etc.)?
CT5: se donner des méthodes de travail efficaces
CD1-F: lire et apprécier des textes variés
CD1-M: résoudre une situation-problème
Au premier cycle du secondaire, le problème spécifique des
élèves que nous accueillons se situe au niveau de leurs
démarches d’apprentissage.
Difficultés observées:
• lecture incomplète des consignes
• identification des mots-clés
• identification des données importantes
• réalisation d’un plan et d’un résumé
• amorce de la tâche
• validation et relecture de la tâche
• attitude de découragement (perception négative de leur capacité)
• manque de persévérance et de ténacité
• attentes des enseignants du secondaire à l’égard de
l’autonomie et des savoirs non rencontrées
• informations insuffisantes sur les élèves dans le passage
primaire-secondaire au plan du développement des
compétences lire et résoudre
• manque d’harmonisation entre les enseignants d’une même
discipline au niveau des méthodes et exigences pour
développer les compétences lire et résoudre
• les enseignants laissent peu de marge de manœuvre à l’élève
dans sa démarche d’appropriation d’une méthodologie de
travail
• connaissance limitée du degré de développement de la
compétence transversale Se donner des méthodes de travail
efficaces
• Causes possibles du matériel oublié ou endommagé:
partage d’un casier (2 élèves par casier)
pas de sac d’école en classe
• Ressources matérielles:
locaux pas toujours attribué par discipline
• Gestion de classe:
qui ne tient pas toujours compte de la diversité des
élèves et de leurs différents styles d’apprentissage
• Ressources humaines:
•engagement occasionnel de personnel non qualifié en
français et en mathématique
•absence d’orthopédagogue pour aider les élèves en
difficulté au plan des méthodes de travail efficace
57. Définition de la situation désirée2
Compétence ciblée
Type(s) d’interventions et méthodes à modifier ou à mettre en place
Éléments du milieu à modifier ou à mettre en place
Apprentissage souhaité chez l’élève
• Reconnaissance par les élèves de leurs difficultés :
•lecture incomplète des consignes
• identification des mots-clés
• identification des données importantes
• réalisation d’un plan et d’un résumé
• amorce de la tâche
• validation et relecture de la tâche
• Développement d’une méthode de travail efficace
• Critère ciblé: Persévérance et ténacité face à la tâche
• Transmission de l’information:
au passage primaire-secondaire
à l’intérieur du 1er
cycle
• Analyse de situation permettant de poser un diagnostic relatif
aux difficultés observées chez les élèves au plan de la
compétence transversale se donner des méthodes de travail efficace
(avec outil 1 Mon premier portrait – avec outil 2, Entrevue
individuelle, avec outil, Réflexion sur les cours stratégies, )
• Mise en place de cours du samedi pour le développement de
l’utilisation des stratégies en lien avec la CT 5 et les celles
ciblées en français et mathématiques
• « mini-prof »(L’élève enseigne une partie du cours)
• Trucs mnémotechniques
• Pairage complémentaire (tutorat entre élèves)
• Support visuel en classe pour illustrer une démarche
• Liste de vérification:
•affichée en classe
•document de l’élève adapté pour chaque discipline
• Ressources matérielles:
•diversifier le matériel didactique servant de support à
l’apprentissage
CT5: se donner des méthodes de travail efficaces
Critère ciblé: Persévérance et ténacité face à la tâche
CD1-F: lire et apprécier des textes variés
CD1-M: résoudre une situation-problème
58. Qu’est-ce qu’une compétence?
Une compétence est un savoir-agir fondé sur la mobilisation et l’utilisation efficaces d’un ensemble de ressources. La compétence est complexe et
évolutive.
Tiré du Programme de formation de l’école québécoise, pages 4 et 5
j’utilise une démarche
appropriée
j’utilise diverses ressources
-mes connaissances, mes expériences, mes habiletés, mes
intérêts
-les documents écrits, sonores, visuels, etc.
-mes amis
-mes enseignantes et enseignants, mes parents
je trouve des stratégies
appropriées
je sais où je m’en vais :
je m’approprie les buts
d’apprentissage et je me fixe des
objectifs personnels.
je fais des liens et des transferts dans
divers contextes
je réfléchis sur mon travail :
j’identifie mes réussites, mes
forces et mes difficultés, je me
donne des moyens pour réussir, je
communique mes réflexions, je
me fixe de nouveaux défis.
j’apprends seul et avec les
autres
je relève un défi à ma mesure
Portrait d’un élève compétent
Dans diverses situations d’apprentissage et d’évaluation
63. What we learned!
True confessions of differenciating teachers!
Take the time to think and plan
Tackle one problem at a time
It helps if you’re not alone (other
teachers, cp, etc.)
The importance of modelling (what we
learned)
Use the KISS principle
Make sure your principal is on board
64. Pedagogical Differentiation …Pedagogical Differentiation …
from variation to adaptationfrom variation to adaptation
• A class or a group of students
• Teacher or cycle team
• Use of various pedagogical
practices
• Learning content:
subject-specific and cross-
curricular competencies as
specified in the QEP
• Use of various material
(visual support, resources,
etc.)
• Etc.
• An individual student with specific
needs
• Multidisciplinary teams and
collaborators (teacher, psychologist,
remedial specialist, psychoeducator,
principal, parent, speech therapist,
etc.)
• Significant increase of concerted
time
Use of innovative methods than go
beyond the pedagogical practices
usually put forward
•AAdapted methods recorded in an
IEP
(Individualized Education Plan)
•Realistic tasks and objectives linked
to subject-specific and cross-
curricular competencies of the QEP
- without modification of the
evaluation criteria and their
requirements
(adaptation, MELS, to be published)
- with modification of the
evaluation criteria
and their requirements
(modification, MELS, to be
published
Use of adapted material specific to
the needs of the student
•Etc.
VariationVariation AdaptationAdaptation
Guay et autres (2006)
Coopérative régionale de développement pédagogique,
Montérégie
65. Differentiated Evaluation
The term differentiated evaluation is used to
describe the impact of pedagogical
differentiation on evaluation practices.
66. Differentiated Evaluation
Important precisions
Variation :
applies to all students
in general;
allows to take into
account students'
different needs and
interests.
Adaptation and
Modification :
applies to students
with specific needs, for
whom conditions for
success have been
planned and recorded
in a individualized
education plan (IEP).
67. Differentiated Evaluation
Pedagogical flexibility
Flexibility that allows offering
choices to all students
during learning and
evaluation situations.
The difficulty of the tasks to
be carried out, the
requirements or the
evaluation criteria of the
competencies targeted have
not been modified.
Example
To interact orally in English:
Choice between doing a role
play on ordering food over the
phone or at a counter.
To reinvest understanding of
texts : Choice between
possible models of graphic
organizers.
To write texts : Choice of one
topic among three suggested.
68. Differentiated Evaluation
Adaptation
Adjustment or arrangement
that brings a change in the
way a learning and
evaluation situation is
carried out by a student with
specific needs.
The difficulty of the tasks to
be carried out, the
requirements or the
evaluation criteria of the
competencies targeted have
not been modified.
Example:
To interact orally in English: to
supply a hearing aid to a
student with hearing problems.
To reinvest understanding of
texts : re-arrangement of the
text with larger print or a more
spacious layout.
To write texts : modification of
the schedule in order to spread
the tasks over several periods
or in the morning instead of the
afternoon.
69. Differentiated Evaluation
Modification
Exceptional measure that
involves changing the very
nature of the learning and
evaluation situations for
students with specific needs
that are set out in the
individualized education plan
established by the school,
following a process involving
all of the individuals
concerned.
The difficulty of the tasks to be
carried out, the requirements
or evaluation criteria of the
competencies targeted are
modified.
Example
To interact orally in English:
carrying out a task with a lower
level of difficulty or the teacher
provides assistance.
To reinvest understanding of
texts: assign fewer or shorter
tasks (response process) in an
LES.
To write texts: reduction of the
number of criteria being
considered for the task.
74. Dealing with a problem!
http://www.youtube.com/watch?
v=byqFeevFZYk&mode=related&search=
75. Case studies
I taught my students the comparative and
superlative forms of adjectives. When I
quizzed the class to review notions the
day before the test, I thought everyone
understood. The day of the test, what a
disaster! What could I have done
differently?
I have a multi-level class and don’t know what to
do. How can I teach two levels at once?
My students tend to fail their listening
comprehension. I have them practise and
practise; I even play the tape/CD three times if
need be. How can I help?
When I explain an activity to the class, some of
my students seem to think the instructions
and explanations don’t concern them. How
can I make sure they understand what they
are supposed to do?
In one of my cycle 2 groups, I have a boy who
is bilingual. He always finishes his work
before everyone else, and then he starts to
bother the other kids. I can’t kick him out
just for being fast, can I?
When we do a reading activity, Karine either
doodles, plays with her pencil case or stares
out the window—anything but read. I know
she has good eyesight, so that’s not the
problem. I don’t think she likes to read.
When my students work in teams, Tommy
takes charge and often does all the work
himself. He seems really bored when we
take a time out to reflect on our learning
and work methods. How do I get him to
cooperate more?
I have these students. Whenever I assign a
task, they do it really fast to get it over with
and then they spend the rest of the time
talking or doing nothing. Their work is less
than perfect, to say the least.
I have this one student who refuses to
participate in discussions. It’s always:
J’comprends rien! Chu pas capable! It’s
so frustrating. I don’t know how she has
managed to graduate into my class.
Jake’s writing is often off topic and full of
mistakes. Yikes! There is no way I can
pass him.
It takes James forever to do any work.
Writing is particularly painful. The worst
part is that what he does, he usually has
right. But how can I evaluate him fairly if
he has only done some of the work?
I have a special needs student (either TED,
Tourette’s syndrome, or other, etc). How can
I work with this child?
I cannot get my group 25 to speak in
English. My other groups are fine,
but that one...! Grrr!
Defining the existing situation and desired situation
Of the 14 % that evaluated their action
Entry point: prior knowledge, strategies, life experience,
Circadian rythm: All living beings – plants, animals, and human beings – are regulated by biological cycles, or, in other words, biological events that repeat themselves at regular intervals. The rhythm of these cycles is called circadian – from the Latin circa (about) and dies (day) – when it spans about 24 hours. In humans, the sleep-wake cycle obeys a circadian rhythm.
Rachel and Gwenn present their things.
Adopt=s’approprier
It
is important that students and their parents understand
the impact on the certification of studies of a decision
involving modification.
It
is important that students and their parents understand
the impact on the certification of studies of a decision
involving modification.
It
is important that students and their parents understand
the impact on the certification of studies of a decision
involving modification.
It
is important that students and their parents understand
the impact on the certification of studies of a decision
involving modification.
For example:
- Assign fewer or shorter tasks.
- Have the teacher provide assistance in identifying information
required to solve the problem.
– The school should specify differentiation procedures when it
establishes its evaluation standards and procedures.
– Teachers observe student learning to judge whether to use
differentiated evaluation based on students’ needs.
– When teachers need to use adaptation or modification, they must
do so in the context of preparing an individualized education plan
with the student’s parents and the school staff concerned.
Answers
It
is important that students and their parents understand
the impact on the certification of studies of a decision
involving modification.
For example:
- Assign fewer or shorter tasks.
- Have the teacher provide assistance in identifying information
required to solve the problem.
– The school should specify differentiation procedures when it
establishes its evaluation standards and procedures.
– Teachers observe student learning to judge whether to use
differentiated evaluation based on students’ needs.
– When teachers need to use adaptation or modification, they must
do so in the context of preparing an individualized education plan
with the student’s parents and the school staff concerned.
Answers
it is important that parents understand the impact on certification of studies