2.3 Flexible Scheduling Inservice Final
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The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by improving access to resources and extending classroom learning. Flexible scheduling also allows librarians to collaborate more closely with teachers to integrate information skills into lessons.
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Flexible scheduling in school libraries allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by providing more opportunities for independent learning, collaboration with teachers, and integration of library resources into classroom lessons. Flexible scheduling also benefits teachers and librarians by allowing for more collaboration on lesson planning and delivering instruction.
Flexible Scheduling Inservice
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by providing more access to resources and extending the classroom. Flexible scheduling requires collaboration between teachers and librarians to integrate information skills into lessons.
Flexible scheduling in the library
The document discusses the benefits of a flexible scheduling model for school libraries. It argues that a flexible schedule, where classes visit the library based on curricular needs rather than a fixed timetable, allows for better integration of the library into the learning process. Research shows flexible scheduling is linked to improved student achievement. Teachers report that flexible scheduling gives students independent access to resources and allows for collaboration between teachers and librarians. The document provides examples of what successful flexible scheduling looks like for students, teachers, administrators, and librarians to maximize support for teaching and learning.
Fixed vs. Flexible Schedules
The document discusses the differences between fixed and flexible library schedules and examines research on which type of schedule is most beneficial for students. A fixed schedule has classes visit the library at set times each week, while a flexible schedule allows classes to visit as needed. Research indicates flexible schedules encourage more collaboration between teachers and librarians and better integration of library lessons with classroom content. However, many schools use fixed schedules to provide teacher planning periods. The document outlines strategies librarians can use to make fixed schedules successful through collaboration, communication, and connecting library lessons to classroom standards.
Scheduling Presentation
This document discusses different types of scheduling models for school library media centers. There are traditionally two main types - fixed scheduling, where classes visit the library on a set schedule, and flexible scheduling, where classes visit as needed in collaboration with the librarian. While fixed scheduling is most common, there is strong support for transitioning to flexible scheduling to better facilitate research, technology use, and information literacy skills. The document outlines pros and cons of each approach and provides examples of schedules. It also discusses obstacles to implementing the ideal schedule and strategies for librarians to make the most of their current schedule.
Collaboration and Scheduling
The document discusses collaboration between teachers and librarians, outlining benefits for students, teachers, and librarians. It describes different levels of collaboration from networking to coordination to full collaboration. Successful collaboration requires librarians to initiate relationships with teachers, understand curricular needs, and maintain a flexible schedule. National library standards promote flexible scheduling to allow students and teachers access to library resources throughout the school day.
Flexible scheduling
Flexible scheduling allows classes to visit the library media center based on curricular needs rather than a fixed schedule. It encourages collaboration between teachers and the library media specialist to integrate information literacy skills into classroom instruction. Research shows flexible scheduling fosters greater academic achievement and transfer of skills compared to fixed scheduling. Making the transition requires support from administrators, teachers, and the media specialist. Teachers work with the specialist to plan lessons, and the principal ensures equitable access to the center and time for joint planning.
Collaboration and Scheduling
This document discusses the benefits of collaboration between teachers and librarians for students, teachers, and librarians. It provides examples of how collaboration can enhance learning, instruction, and the library collection. The document also outlines librarians' understanding of collaboration based on their training and professional guidelines, and provides different levels of involvement between teachers and librarians ranging from networking to coordination to collaboration. Strategies for initiating collaboration and flexible library scheduling models are also discussed.
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Flexible scheduling in school libraries allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by providing more opportunities for independent learning, collaboration with teachers, and integration of library resources into classroom lessons. Flexible scheduling also benefits teachers and librarians by allowing for more collaboration on lesson planning and delivering instruction.
Flexible Scheduling Inservice
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by providing more access to resources and extending the classroom. Flexible scheduling requires collaboration between teachers and librarians to integrate information skills into lessons.
Flexible scheduling in the library
The document discusses the benefits of a flexible scheduling model for school libraries. It argues that a flexible schedule, where classes visit the library based on curricular needs rather than a fixed timetable, allows for better integration of the library into the learning process. Research shows flexible scheduling is linked to improved student achievement. Teachers report that flexible scheduling gives students independent access to resources and allows for collaboration between teachers and librarians. The document provides examples of what successful flexible scheduling looks like for students, teachers, administrators, and librarians to maximize support for teaching and learning.
Fixed vs. Flexible Schedules
The document discusses the differences between fixed and flexible library schedules and examines research on which type of schedule is most beneficial for students. A fixed schedule has classes visit the library at set times each week, while a flexible schedule allows classes to visit as needed. Research indicates flexible schedules encourage more collaboration between teachers and librarians and better integration of library lessons with classroom content. However, many schools use fixed schedules to provide teacher planning periods. The document outlines strategies librarians can use to make fixed schedules successful through collaboration, communication, and connecting library lessons to classroom standards.
Scheduling Presentation
This document discusses different types of scheduling models for school library media centers. There are traditionally two main types - fixed scheduling, where classes visit the library on a set schedule, and flexible scheduling, where classes visit as needed in collaboration with the librarian. While fixed scheduling is most common, there is strong support for transitioning to flexible scheduling to better facilitate research, technology use, and information literacy skills. The document outlines pros and cons of each approach and provides examples of schedules. It also discusses obstacles to implementing the ideal schedule and strategies for librarians to make the most of their current schedule.
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The document discusses collaboration between teachers and librarians, outlining benefits for students, teachers, and librarians. It describes different levels of collaboration from networking to coordination to full collaboration. Successful collaboration requires librarians to initiate relationships with teachers, understand curricular needs, and maintain a flexible schedule. National library standards promote flexible scheduling to allow students and teachers access to library resources throughout the school day.
Flexible scheduling
Flexible scheduling allows classes to visit the library media center based on curricular needs rather than a fixed schedule. It encourages collaboration between teachers and the library media specialist to integrate information literacy skills into classroom instruction. Research shows flexible scheduling fosters greater academic achievement and transfer of skills compared to fixed scheduling. Making the transition requires support from administrators, teachers, and the media specialist. Teachers work with the specialist to plan lessons, and the principal ensures equitable access to the center and time for joint planning.
Collaboration and Scheduling
This document discusses the benefits of collaboration between teachers and librarians for students, teachers, and librarians. It provides examples of how collaboration can enhance learning, instruction, and the library collection. The document also outlines librarians' understanding of collaboration based on their training and professional guidelines, and provides different levels of involvement between teachers and librarians ranging from networking to coordination to collaboration. Strategies for initiating collaboration and flexible library scheduling models are also discussed.
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The document discusses the purpose and functions of school libraries. School libraries aim to ensure all students, staff, and parents have equal access to books, reading materials, information, and technology resources. They serve as learning laboratories that support and extend the school's curriculum. School librarians collaborate with teachers to provide educational opportunities and help students access information for schoolwork and independent learning. An effective school library requires resources like books, media, computers, and a librarian to guide students.
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This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
Reflection paper may 13, 2016
1) The document discusses the connection between curriculum and student needs. It argues that the curriculum should reflect what students really need to learn rather than just what teachers plan to teach.
2) It provides definitions of curriculum from different perspectives. Traditionally, curriculum refers to official plans and standards, but it can also refer to what is actually taught in practice.
3) The author advocates for a learner-centered curriculum where students have more choice and voice in their learning. They cite 9 steps proposed by Dr. David Nunan for developing such a curriculum, including clear goals, student-generated goals and tasks, and encouraging students to become teachers or researchers.
4) The conclusion argues that by understanding student needs and
Supervised school visit ppt
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This document discusses adapting curriculum and teaching strategies for students with special needs. It explains that adapting instruction involves combining various teaching methods like individualized instruction, mastery learning, and cooperative learning. It also notes that instruction must be adapted in both form and delivery methods to meet students' individual needs. The objectives are to help teachers create an accessible learning environment for all students, understand instructional adaptations, use collaborative learning, and develop independent learning materials and resources to maximize instructional time. It defines an adaptive curriculum as modifying the prescribed studies to meet individual student learning needs and ensure all students are challenged. Features include a culturally responsive environment, opportunities for critical thinking, and adjusting curricula according to IEP goals.
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This document discusses differentiated instruction, which is a teaching method that provides different avenues for students to learn based on their individual needs. It defines differentiated instruction as designing and delivering instruction to best reach each student in the class. The document outlines the objectives of the presentation, which are to define differentiated instruction, identify its components, and how they are used in the classroom. It then discusses the features/components of differentiated instruction, which include content, process, product, and learning environment. Examples are provided for each. The document also covers the pros and cons of differentiated instruction.
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Lian Hong Reference
Lian Hong worked as an EAL Support teacher at Moss Hall Junior School from January 2015 to July 2016. The role involved assessing EAL students' language development and academic needs, providing in-class support, and collaborating with teachers to develop inclusive lesson plans and an EMAG action plan. Duties also included developing home-school links, providing translator services, and delivering professional development training to help staff meet EAL student needs.
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Earl wright a.2.3_flexible scheduling inservice_final_one
Flexible scheduling in school libraries allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by providing more opportunities for research, reading, and collaboration. Teachers benefit through increased collaboration with librarians to integrate information skills into lessons. Librarians benefit by having more opportunities to teach with classroom teachers and tailor resources to curriculum needs. Successful implementation requires support from administrators, clear guidelines, and collaboration between librarians and other teachers.
Earl wright a.2.3_flexible scheduling inservice_final_one
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by integrating information skills into lessons and allowing collaboration between teachers and librarians. Flexible scheduling also benefits teachers by providing resources and support for their lessons, and benefits librarians by allowing them to better partner with teachers on curriculum.
Earl wright a.2.3_flexible scheduling inservice_final
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by improving access to resources and extending classroom learning. Flexible scheduling also allows librarians to collaborate more closely with teachers to integrate information skills into lessons.
Earl wright a.2.3_flexible scheduling inservice_final
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by improving access to resources and extending classroom learning. Flexible scheduling also allows librarians to collaborate more closely with teachers to integrate information skills into lessons.
Earl wright a.2.3_flexible scheduling inservice_final
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than at fixed times. It benefits students by improving access to resources and extending classroom learning. Flexible scheduling also allows librarians to collaborate more closely with teachers to integrate information skills into lessons.
Earl wright a.2.3_flexible scheduling inservice
The document discusses flexible scheduling in school libraries/media centers. Flexible scheduling allows students and classes to access the library when needed rather than on a fixed schedule. It benefits students by improving access to resources and collaboration between teachers and librarians. Flexible scheduling integrates the library into the educational program and allows for more programming and classroom visits by librarians.
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