The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
This document is a presentation from the New Zealand Ministry of Education on self and peer assessment. It discusses how self and peer assessment can help students develop skills to evaluate their own learning progress. It provides guidance on implementing self and peer assessment strategies in the classroom, including establishing clear success criteria, teaching assessment skills, and using informal methods like traffic lights or smiley faces for feedback. The presentation emphasizes that self and peer assessment should focus on learning and improvement, not right/wrong judgments, and requires developing a supportive classroom culture.
This document discusses reflection and metacognition in education. It provides guidance for teachers on developing reflective practices in their classrooms. Some key points include:
- Reflective learning involves thinking about one's own thinking and learning processes. It helps students strengthen their ability to learn.
- Teachers should model reflective thinking, ask reflective questions, and train students to reflect routinely. Regular reflection helps teachers and students evaluate and improve the teaching and learning process.
- Reflection requires making time for it, planning opportunities for students to reflect, and teaching reflective techniques. It benefits learning when used before, during and after lessons.
This document presents information from the New Zealand Ministry of Education on formative assessment. It discusses the differences between formative and summative assessment, with formative assessment focusing on using evidence to adapt instruction to meet student needs and affect growth, compared to summative assessment which measures learning after the fact. The document reviews research by Black and Wiliam finding that the most significant learning gains occur when teachers and students work together using assessment to understand needs and goals. It provides implications for incorporating formative assessment practices in the classroom.
Problem-based learning is a student-centered pedagogy where small groups of students work to solve real-world problems. The teacher acts as a facilitator, providing guidance as students research issues, analyze solutions, and present their findings. The goal is for students to build skills like collaboration, communication, and self-directed learning that are important for their future careers. Computerized programs and email can supplement traditional problem-based learning discussions to reduce personnel needs and facilitate communication between groups.
This document discusses four trends in differentiated instruction: choice boards/menus, learning centers, educational software, and allowing multiple student product possibilities for assessments. Choice boards and menus allow students to choose their own activities to meet lesson goals. Learning centers provide hands-on learning opportunities but can be noisy and space-intensive. Educational software provides benefits like feedback and practice but issues with resources, training and guiding students. Multiple student product possibilities engage different learners but can be difficult to grade objectively.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
The document discusses how the Education Perfect platform enhances learning in maths. It does this through a spaced repetition system for revising key concepts, fully dynamic questions that promote a deeper understanding of mathematical ideas, and immediate feedback on questions and summaries of student progress. The platform also provides in-depth explanations of concepts and questions, customizable content aligned to the New Zealand curriculum, and tools for automated marking and tracking individual student progress. It highlights an annual maths world championship competition run on Education Perfect that offers students prizes for their participation.
This document discusses a case study of Forever Growing, a small preschool, implementing technology-based instruction to improve student readiness and teacher effectiveness. The school director plans to work with UHCL to develop DVD and web-based learning modules. The case study will illustrate how Forever Growing develops a strategy to introduce the technology to teachers, train them on usage, and ensure proper adoption, given the challenges of their small size and uneven technical skills among teachers.
This document is a presentation from the New Zealand Ministry of Education on self and peer assessment. It discusses how self and peer assessment can help students develop skills to evaluate their own learning progress. It provides guidance on implementing self and peer assessment strategies in the classroom, including establishing clear success criteria, teaching assessment skills, and using informal methods like traffic lights or smiley faces for feedback. The presentation emphasizes that self and peer assessment should focus on learning and improvement, not right/wrong judgments, and requires developing a supportive classroom culture.
This document discusses reflection and metacognition in education. It provides guidance for teachers on developing reflective practices in their classrooms. Some key points include:
- Reflective learning involves thinking about one's own thinking and learning processes. It helps students strengthen their ability to learn.
- Teachers should model reflective thinking, ask reflective questions, and train students to reflect routinely. Regular reflection helps teachers and students evaluate and improve the teaching and learning process.
- Reflection requires making time for it, planning opportunities for students to reflect, and teaching reflective techniques. It benefits learning when used before, during and after lessons.
This document presents information from the New Zealand Ministry of Education on formative assessment. It discusses the differences between formative and summative assessment, with formative assessment focusing on using evidence to adapt instruction to meet student needs and affect growth, compared to summative assessment which measures learning after the fact. The document reviews research by Black and Wiliam finding that the most significant learning gains occur when teachers and students work together using assessment to understand needs and goals. It provides implications for incorporating formative assessment practices in the classroom.
Problem-based learning is a student-centered pedagogy where small groups of students work to solve real-world problems. The teacher acts as a facilitator, providing guidance as students research issues, analyze solutions, and present their findings. The goal is for students to build skills like collaboration, communication, and self-directed learning that are important for their future careers. Computerized programs and email can supplement traditional problem-based learning discussions to reduce personnel needs and facilitate communication between groups.
This document discusses four trends in differentiated instruction: choice boards/menus, learning centers, educational software, and allowing multiple student product possibilities for assessments. Choice boards and menus allow students to choose their own activities to meet lesson goals. Learning centers provide hands-on learning opportunities but can be noisy and space-intensive. Educational software provides benefits like feedback and practice but issues with resources, training and guiding students. Multiple student product possibilities engage different learners but can be difficult to grade objectively.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
The document discusses how the Education Perfect platform enhances learning in maths. It does this through a spaced repetition system for revising key concepts, fully dynamic questions that promote a deeper understanding of mathematical ideas, and immediate feedback on questions and summaries of student progress. The platform also provides in-depth explanations of concepts and questions, customizable content aligned to the New Zealand curriculum, and tools for automated marking and tracking individual student progress. It highlights an annual maths world championship competition run on Education Perfect that offers students prizes for their participation.
This document discusses a case study of Forever Growing, a small preschool, implementing technology-based instruction to improve student readiness and teacher effectiveness. The school director plans to work with UHCL to develop DVD and web-based learning modules. The case study will illustrate how Forever Growing develops a strategy to introduce the technology to teachers, train them on usage, and ensure proper adoption, given the challenges of their small size and uneven technical skills among teachers.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
1. The document discusses strategies for being a leader in the classroom as a teacher. It provides 19 ideas for promoting creativity in the classroom such as incorporating hands-on learning, flexible classroom layouts, and unconventional learning materials.
2. The document also discusses challenges teachers may face, including a lack of teamwork among students, taking on too many roles, and not having enough time for planning and paperwork. It recommends strategies for overcoming these challenges such as acting as a resource provider, instructional specialist, and mentor to other teachers.
3. Finally, the document emphasizes that every teacher can be a leader and that leadership skills are important to develop over time through education and experience in order to best guide students
This document provides recommendations for Multi-Classroom Leadership schools transitioning to at-home learning during COVID-19. It recommends high-connection virtual learning with some live video instruction when possible. When not possible, it recommends lower-connection options like phone check-ins and paper packets. The document outlines recommended shifts to technology, roles, instruction, and schedules to support at-home learning and continue strong student growth. Research shows all-online learning without live teaching performs significantly worse, especially for disadvantaged students.
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
The document discusses using technology to advance education. It notes that the traditional classroom model of teachers lecturing and students passively taking notes is outdated. Today, teachers use tools like PowerPoint and video to engage students. Technology has transformed society and students into a "Computer Generation" accustomed to learning through digital means. The integration of computers and the internet into classrooms has had profound positive effects on student learning. Technology allows for new teaching methods that trigger higher-order thinking skills.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas like English, math, and science aligned with the Australian curriculum. For English, Education Perfect takes a skills-based approach and uses spaced repetition to develop students' abilities to analyze, understand, communicate, and build relationships through contextualized activities with immediate feedback. Teachers can utilize Smart Lessons, assign customized tasks, and access reporting on students' learning progress. An annual English championship competition further engages students through online contests with prizes.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas aligned with the New Zealand curriculum. Teachers can assign automated homework and assessments, and use advanced reporting to track student progress. The program uses spaced repetition and adaptive questioning to help students master challenging topics through immediate feedback. It aims to make teaching and learning more effective through customized content and comprehensive student data.
Tips for Creating a Sustainable Intervention ModelAva O'Keefe
Suffering from a scattered, fragmented RTI plan? View this webinar to learn strategies to create an effective program for grades K-8.
View the on demand webinar here, info.compasslearning.com/RTIWebinar2016.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...viswanadham vangapally
2015Oct17 - Problems faced by Teachers - Faculty Development Programme - Aurora Degree and PG College, Hyderabad.
A presentation was made on Problems faced by Teachers, and a power point presentation was used. The live audio recording of the session can be easily accessed:
https://archive.org/details/151017001FacultyPart1Aurora
Those who are interested in having a copy of the same are requested to drop a line: viswam.vangapally@gmail.com.
You are most welcome to give your valuable feedback.
This document discusses various aspects of creating an effective classroom learning environment, including the physical classroom space, group learning spaces, individual learning spaces, and electronic learning spaces. It emphasizes that the learning environment should promote both group and individual learning, incorporate visual aids, and be arranged to suit student needs and characteristics. The classroom should implement diverse teaching strategies to engage all students. Beyond the classroom, excursions and community engagement can enhance learning. Electronic devices can be used to transform learning when implemented safely and accessibly. Both group and individual learning are important, with the former developing collaboration skills and the latter cultivating self-direction.
This document outlines a presentation on 21st century teaching and assessment strategies for effective learning. The presentation discusses how education has changed in the last 20 years and the need to foster deep learning in students using 21st century skills. It explores strategies like designing interactive lessons and using formative and summative assessments to improve learning. The goals are to examine how the teacher role and priorities have changed and to explore 21st century skills needed for future success.
Joint Practice Development (Parts 1 and 2) - Prof. David HargreavesChallenge Partners
The second Joint Practice Development session explores the approach as a tool for radical innovation in teaching and learning. There will be discussion of the potential of the new technologies and the use of student voice.
Subject specific booklet aust english - pp editTim Vaughan
Education Perfect is an online platform that enhances learning in English through a skills-based approach, developing students' abilities to analyze texts and communicate effectively. It provides contextualized activities to help students make and create meaning, uses spaced repetition to encourage revision of key concepts, and gives immediate feedback and progress summaries. The platform also supports technology integration in English classrooms using the SAMR model, and hosts annual world championships in English to motivate students with prizes and competitive experiences.
The document discusses continuing professional development (CPD) for teachers. It defines CPD as a planned, continuous, and lifelong process that helps teachers improve their knowledge, skills, practice, and student outcomes. Effective CPD is collaborative over time rather than one-off workshops, and is teacher-driven and linked to classroom practice. Countries can benefit from learning from each other's experiences with CPD through regional communities of practice.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
2019 International Trainings & Seminar -Innovation Leadership in EducationTimothy Wooi
Content
Concepts of Innovation Leadership
Innovation, Leadership, Why Innovation Leadership in Education?
Leadership Skills in Innovation
21st Century Shift in Leadership
Leading Innovation in Education
Innovation Leadership Checklist
Developing Skills in Innovation
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
The document appears to be a memo from Rebecca Capparelli regarding quiz planning dated March 7, 2016. It includes her name, what seems to be a class or project name of "Quiz Planning", and a number that is likely a student or employee ID of 7175680.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
1. The document discusses strategies for being a leader in the classroom as a teacher. It provides 19 ideas for promoting creativity in the classroom such as incorporating hands-on learning, flexible classroom layouts, and unconventional learning materials.
2. The document also discusses challenges teachers may face, including a lack of teamwork among students, taking on too many roles, and not having enough time for planning and paperwork. It recommends strategies for overcoming these challenges such as acting as a resource provider, instructional specialist, and mentor to other teachers.
3. Finally, the document emphasizes that every teacher can be a leader and that leadership skills are important to develop over time through education and experience in order to best guide students
This document provides recommendations for Multi-Classroom Leadership schools transitioning to at-home learning during COVID-19. It recommends high-connection virtual learning with some live video instruction when possible. When not possible, it recommends lower-connection options like phone check-ins and paper packets. The document outlines recommended shifts to technology, roles, instruction, and schedules to support at-home learning and continue strong student growth. Research shows all-online learning without live teaching performs significantly worse, especially for disadvantaged students.
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
The document discusses using technology to advance education. It notes that the traditional classroom model of teachers lecturing and students passively taking notes is outdated. Today, teachers use tools like PowerPoint and video to engage students. Technology has transformed society and students into a "Computer Generation" accustomed to learning through digital means. The integration of computers and the internet into classrooms has had profound positive effects on student learning. Technology allows for new teaching methods that trigger higher-order thinking skills.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas like English, math, and science aligned with the Australian curriculum. For English, Education Perfect takes a skills-based approach and uses spaced repetition to develop students' abilities to analyze, understand, communicate, and build relationships through contextualized activities with immediate feedback. Teachers can utilize Smart Lessons, assign customized tasks, and access reporting on students' learning progress. An annual English championship competition further engages students through online contests with prizes.
Education Perfect is an online learning platform used by over 300,000 students from more than 1,000 schools globally. It covers major subject areas aligned with the New Zealand curriculum. Teachers can assign automated homework and assessments, and use advanced reporting to track student progress. The program uses spaced repetition and adaptive questioning to help students master challenging topics through immediate feedback. It aims to make teaching and learning more effective through customized content and comprehensive student data.
Tips for Creating a Sustainable Intervention ModelAva O'Keefe
Suffering from a scattered, fragmented RTI plan? View this webinar to learn strategies to create an effective program for grades K-8.
View the on demand webinar here, info.compasslearning.com/RTIWebinar2016.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...viswanadham vangapally
2015Oct17 - Problems faced by Teachers - Faculty Development Programme - Aurora Degree and PG College, Hyderabad.
A presentation was made on Problems faced by Teachers, and a power point presentation was used. The live audio recording of the session can be easily accessed:
https://archive.org/details/151017001FacultyPart1Aurora
Those who are interested in having a copy of the same are requested to drop a line: viswam.vangapally@gmail.com.
You are most welcome to give your valuable feedback.
This document discusses various aspects of creating an effective classroom learning environment, including the physical classroom space, group learning spaces, individual learning spaces, and electronic learning spaces. It emphasizes that the learning environment should promote both group and individual learning, incorporate visual aids, and be arranged to suit student needs and characteristics. The classroom should implement diverse teaching strategies to engage all students. Beyond the classroom, excursions and community engagement can enhance learning. Electronic devices can be used to transform learning when implemented safely and accessibly. Both group and individual learning are important, with the former developing collaboration skills and the latter cultivating self-direction.
This document outlines a presentation on 21st century teaching and assessment strategies for effective learning. The presentation discusses how education has changed in the last 20 years and the need to foster deep learning in students using 21st century skills. It explores strategies like designing interactive lessons and using formative and summative assessments to improve learning. The goals are to examine how the teacher role and priorities have changed and to explore 21st century skills needed for future success.
Joint Practice Development (Parts 1 and 2) - Prof. David HargreavesChallenge Partners
The second Joint Practice Development session explores the approach as a tool for radical innovation in teaching and learning. There will be discussion of the potential of the new technologies and the use of student voice.
Subject specific booklet aust english - pp editTim Vaughan
Education Perfect is an online platform that enhances learning in English through a skills-based approach, developing students' abilities to analyze texts and communicate effectively. It provides contextualized activities to help students make and create meaning, uses spaced repetition to encourage revision of key concepts, and gives immediate feedback and progress summaries. The platform also supports technology integration in English classrooms using the SAMR model, and hosts annual world championships in English to motivate students with prizes and competitive experiences.
The document discusses continuing professional development (CPD) for teachers. It defines CPD as a planned, continuous, and lifelong process that helps teachers improve their knowledge, skills, practice, and student outcomes. Effective CPD is collaborative over time rather than one-off workshops, and is teacher-driven and linked to classroom practice. Countries can benefit from learning from each other's experiences with CPD through regional communities of practice.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
2019 International Trainings & Seminar -Innovation Leadership in EducationTimothy Wooi
Content
Concepts of Innovation Leadership
Innovation, Leadership, Why Innovation Leadership in Education?
Leadership Skills in Innovation
21st Century Shift in Leadership
Leading Innovation in Education
Innovation Leadership Checklist
Developing Skills in Innovation
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
The document appears to be a memo from Rebecca Capparelli regarding quiz planning dated March 7, 2016. It includes her name, what seems to be a class or project name of "Quiz Planning", and a number that is likely a student or employee ID of 7175680.
El documento presenta un plan de estudios para la comprensión y expresión de lenguaje que incluye lectura, expresión escrita, expresión oral y estudio de la lengua. Las actividades propuestas son leer un texto sobre proteger el planeta, completar poemas, jugar con ritmo y rima, juegos lingüísticos, trabajar vocabulario técnico, ortografía con la r y rr, gramática de preposiciones, y repasar unidades anteriores; el tema actual es sobre meteoritos.
Este documento presenta un tema sobre un zapato fugitivo. Incluye secciones sobre comprensión y expresión de lectura, escritura de resúmenes, expresión oral al exponer en voz alta, juegos con el lenguaje como juegos lingüísticos, estudio de la lengua incluyendo vocabulario, ortografía, gramática y verbos, y repaso de unidades anteriores relacionadas al tema del zapato fugitivo.
O documento discute os efeitos das drogas maconha, cocaína, heroína e LSD, descrevendo seus efeitos físicos e psíquicos, como euforia, perda de coordenação, ansiedade, alucinações e outros que podem variar de acordo com a quantidade consumida e o método de ingestão. O texto alerta sobre os riscos do uso dessas drogas e os danos que podem causar à saúde.
Covered California es un mercado de seguros médicos en el estado de California. Las personas que califican tienen ingresos entre el 138% y 400% del nivel federal de pobreza, son ciudadanos estadounidenses o residentes permanentes que viven en California y tienen entre 18 y 64 años. El precio de los planes depende del tipo de plan seleccionado, el tamaño de la familia, los ingresos y el condado de residencia. Las personas que no califican para Covered California tienen opciones como clínicas comunitarias, Medi-Cal restringido u
This document lists the names of 14 British television shows that are set in different regions within the UK, including Brookside, Poldark, Broadchurch, Happy Valley, Vera and Grantchester. The document ends by asking "Where do you think this is set?", suggesting that the reader should identify the British region(s) that the listed television shows are set in based on the names provided.
Este documento resume conceptos básicos de electricidad como el transformador, la corriente continua, el transistor, el protoboard, el diodo, el condensador, la corriente alterna, la resistencia, la pila seca, el sensor y el LED. Explica brevemente el funcionamiento, componentes e historia del transformador, así como las características de la corriente continua y alterna.
This document discusses effective feedback strategies for students. It defines effective feedback as providing students with an understanding of the learning goal, information about their current progress, and guidance to close the gap. Descriptive feedback, rather than just evaluative feedback, is most useful as it focuses on improvement. Teachers should provide feedback during learning, check students understand it, and give students opportunities to apply the feedback through revision.
This document is a presentation from the New Zealand Ministry of Education on self and peer assessment. It discusses how self and peer assessment can help students own their learning, learn from each other, and assess their own and peers' work. It provides strategies for implementing self and peer assessment, including establishing clear success criteria, modeling the process, and providing scaffolds and feedback. Quick informal strategies and more formal methods are presented. The importance of a learning-focused classroom culture and training students in assessment skills are emphasized.
The document discusses the importance of self and peer assessment in the New Zealand education system. It provides strategies for teachers to develop students' skills in assessing their own and peers' work, including having students set assessment criteria and giving feedback. The goal is for students to be able to independently evaluate the quality of their work and make improvements.
This document discusses the importance of establishing "next steps" in learning. It defines next steps as clarifying the direction of learning for teachers and students after a topic is taught. It emphasizes the need for teachers to effectively communicate the next steps to students. The document provides strategies for developing next steps, including: starting with the end in mind, having excellent subject knowledge, promoting student identity in a subject, and using student learning progressions. It includes examples of resources teachers can create to help students understand where they are and what comes next in their learning.
The document discusses the importance of clarity in learning. It states that both teachers and students need to be clear on what is being learned, as well as how and how it will be assessed. When this clarity is present, students are more motivated, focused, and able to take responsibility for their learning.
The document then provides strategies and examples for teachers to clarify learning objectives. It emphasizes establishing clear learning intentions, modeling the process, and co-developing success criteria with students. The goal is to make sure both teachers and students have a shared understanding of what is to be learned.
To review and reflect on the formative assessment practices in your classroom or school. Use as a resource for exploring professional development in formative assessment.
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
The document discusses improving the quality and consistency of feedback given to students at a school. It outlines two goals: 1) improving the quality of feedback provided by framing it as questions rather than directives, and 2) giving students dedicated time to actively respond to and reflect on the feedback. The document notes that effective feedback is formative and moves learning forward by provoking student thinking, rather than just assessing learning. It provides tips for implementing dedicated improvement and reflection time (DIRT) to ensure students adequately engage with feedback.
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
Level 5 ppp assessment for learning finalLee Hazeldine
The document provides guidance on effective formative feedback practices for teachers. It discusses how feedback should be focused on learning objectives and success criteria, involve self-reflection from pupils, and indicate where students are, where they need to go, and how to get there. Effective feedback is timely and allows students to respond. Written feedback strategies like marking secretarial features have low impact, while highlighted success and next steps against learning intentions have high impact. The document also cautions against tokenistic implementation of assessment for learning and emphasizes understanding principles of teaching and learning.
This document outlines a teacher initiative to address issues arising from the pandemic through professional development. It identifies key issues like a need for collaboration between teachers and preparation for distance learning. The proposed solutions include implementing collaboration meetings between staff to discuss student needs and communicating more with families. Barriers to the solutions like scheduling and funding are also discussed. The goal is to use teacher leaders to foster changes that improve student retention and achievement.
1) The document discusses three strategies for implementing student-centric teaching: creating a culture of student-centered assessment and self-assessment, understanding by design and backwards planning, and flipped learning.
2) It provides examples of how each strategy has been applied by teachers, such as a teacher who uses online discussion forums and in-class feedback exchanges to develop student self-assessment skills.
3) The key aspects of student-centric teaching discussed are focusing on student learning over teacher teaching, helping students understand learning goals and assessments, and giving students more control over their own learning.
The document discusses universal course design and inclusive teaching strategies to benefit all learners. It provides Frank Coffield's definition of learning as significant changes in capability through experience. It then lists characteristics of learners versus students, including learners being motivated by understanding value and accomplishing goals, rather than just grades. Examples are given of professors implementing flexible instruction methods, assessments, and classroom setups to engage diverse learners. The nine principles of universal design for instruction are outlined to minimize the need for accommodations.
This document provides context for a problem-based learning project for 5 Year 11 Business students. It outlines details about the small, rural school and class. The project involves developing and testing business ideas through a feasibility study. Students will collaborate using various online tools like wikis and Prezi. The teacher will monitor and guide students, providing support when needed, while students lead tasks and evaluate their progress. Technical support will also be available to help with the multimodal presentation.
Effective marking and feedback is crucial for student progress and understanding. Providing frequent, meaningful feedback through various assessment methods allows teachers to gain insight into students' learning. It also facilitates an ongoing dialogue between teachers and students so that students can understand what they have learned well and where they need more development. Schools can develop good assessment practices by collaborating within and across departments, sharing ideas, and incorporating student perspectives to improve marking policies and enhance teaching and learning.
AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
𝐔𝐧𝐯𝐞𝐢𝐥 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐧𝐞𝐫𝐠𝐲 𝐄𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐜𝐲 𝐰𝐢𝐭𝐡 𝐍𝐄𝐖𝐍𝐓𝐈𝐃𝐄’𝐬 𝐋𝐚𝐭𝐞𝐬𝐭 𝐎𝐟𝐟𝐞𝐫𝐢𝐧𝐠𝐬
Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
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During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
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NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...BBPMedia1
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
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Efficient PHP Development Solutions for Dynamic Web ApplicationsHarwinder Singh
Unlock the full potential of your web projects with our expert PHP development solutions. From robust backend systems to dynamic front-end interfaces, we deliver scalable, secure, and high-performance applications tailored to your needs. Trust our skilled team to transform your ideas into reality with custom PHP programming, ensuring seamless functionality and a superior user experience.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
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Stone Art Hub offers the best competitive Marble Pricing in Dubai, ensuring affordability without compromising quality. With a wide range of exquisite marble options to choose from, you can enhance your spaces with elegance and sophistication. For inquiries or orders, contact us at ☎ 9928909666. Experience luxury at unbeatable prices.
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