Election day pd
•Download as PPT, PDF•
0 likes•417 views
This document discusses strategies for ensuring rigorous learning environments and effective lesson planning. It suggests that teachers should model high-level learning, support all students, engage students through questioning, and allow multiple ways for students to demonstrate understanding. Effective lessons connect new content to prior knowledge, involve teaching and demonstrating concepts, provide opportunities for student practice, and reinforce the link between the lesson and long-term learning goals.
Report
Share
Report
Share
Recommended
Learner based teaching in english
Learner-based teaching focuses on using students' own knowledge and experiences in class activities. The teacher acts as a participant, helper and monitor. Key advantages include tapping into students' diverse ideas and expertise, tailoring lessons to students' current needs, allowing discussion of timely topics, and encouraging peer teaching and collaboration. Potential problems include some students preferring traditional teaching, external constraints on curriculum, and increased demands on teachers' preparation time.
Active learning
Active learning strategies like group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups can be used in middle school classrooms to actively engage students in learning. These strategies improve students' critical thinking skills, increase retention and transfer of new information, boost motivation, and enhance interpersonal skills. While abandoning the traditional lecture format, active learning takes more class time but benefits students.
8. problem solving method
The document discusses different methods for teaching mathematics, including teacher-centered methods like lecture and demonstration, student-centered methods like problem-solving and experiential learning, and interactive learning methods involving small groups or whole classes. It also covers recent trends in mathematics pedagogy such as constructivist learning, problem-based learning, and blended/e-learning approaches. The document provides examples of suggested activities for different methods of teaching mathematics.
7. project method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Project Method, Merits and Demerits
3. team teaching
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Team Teaching, Merits and Demerits
1. lecture method
The document discusses various methods for teaching mathematics, including teacher-centered methods like lecture, analytical, synthetic, deductive, and inductive methods. It also discusses student-centered methods such as project, peer tutoring, individual activities, and experiential learning. Interactive learning methods covered include student seminars, group discussions, mixed-ability grouping, and games/puzzles. Recent trends mentioned are constructivist learning, problem-based learning, brain-based learning, collaborative learning, flipped learning, blended learning, e-learning, and video conferencing. The lecture method is then described in more detail, noting its merits of being economical and helping develop concentration, but that it provides little student activity and does not consider individual differences
What do we want teaching materials
The document discusses different views of the role of teaching materials in language education, including addressing teachers' deficiencies or supporting different teaching approaches, and notes that teaching materials alone cannot determine educational goals. It also examines problems like teacher overload and learner underinvolvement, and proposes solutions like providing more learner training to take greater responsibility for their own language learning.
Selection and preparation of instructional materials
The document provides guidance on selecting and preparing instructional materials. It recommends that instructors thoroughly familiarize themselves with the content of all materials used, and choose materials that are appropriate for the teaching format and consistent with students' capabilities and learning styles. Additionally, instructors should objectively select materials based on their ability to contribute to learning outcomes and produce locally-made materials when possible. Effective preparation involves readying oneself, students, the materials, and following up.
Recommended
Learner based teaching in english
Learner-based teaching focuses on using students' own knowledge and experiences in class activities. The teacher acts as a participant, helper and monitor. Key advantages include tapping into students' diverse ideas and expertise, tailoring lessons to students' current needs, allowing discussion of timely topics, and encouraging peer teaching and collaboration. Potential problems include some students preferring traditional teaching, external constraints on curriculum, and increased demands on teachers' preparation time.
Active learning
Active learning strategies like group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups can be used in middle school classrooms to actively engage students in learning. These strategies improve students' critical thinking skills, increase retention and transfer of new information, boost motivation, and enhance interpersonal skills. While abandoning the traditional lecture format, active learning takes more class time but benefits students.
8. problem solving method
The document discusses different methods for teaching mathematics, including teacher-centered methods like lecture and demonstration, student-centered methods like problem-solving and experiential learning, and interactive learning methods involving small groups or whole classes. It also covers recent trends in mathematics pedagogy such as constructivist learning, problem-based learning, and blended/e-learning approaches. The document provides examples of suggested activities for different methods of teaching mathematics.
7. project method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Project Method, Merits and Demerits
3. team teaching
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Team Teaching, Merits and Demerits
1. lecture method
The document discusses various methods for teaching mathematics, including teacher-centered methods like lecture, analytical, synthetic, deductive, and inductive methods. It also discusses student-centered methods such as project, peer tutoring, individual activities, and experiential learning. Interactive learning methods covered include student seminars, group discussions, mixed-ability grouping, and games/puzzles. Recent trends mentioned are constructivist learning, problem-based learning, brain-based learning, collaborative learning, flipped learning, blended learning, e-learning, and video conferencing. The lecture method is then described in more detail, noting its merits of being economical and helping develop concentration, but that it provides little student activity and does not consider individual differences
What do we want teaching materials
The document discusses different views of the role of teaching materials in language education, including addressing teachers' deficiencies or supporting different teaching approaches, and notes that teaching materials alone cannot determine educational goals. It also examines problems like teacher overload and learner underinvolvement, and proposes solutions like providing more learner training to take greater responsibility for their own language learning.
Selection and preparation of instructional materials
The document provides guidance on selecting and preparing instructional materials. It recommends that instructors thoroughly familiarize themselves with the content of all materials used, and choose materials that are appropriate for the teaching format and consistent with students' capabilities and learning styles. Additionally, instructors should objectively select materials based on their ability to contribute to learning outcomes and produce locally-made materials when possible. Effective preparation involves readying oneself, students, the materials, and following up.
Jigsow Method
The jigsaw technique is a teaching method invented by Elliot Aronson in 1971 where students are divided into groups and each student is assigned a subtopic to learn. Students then join "expert" groups with students from other home groups learning the same subtopic. After researching their subtopic, students return to their home groups to teach their peers what they have learned. The benefits of this technique include that the teacher is not the sole provider of knowledge, it is an efficient way for students to learn, and it promotes accountability and interaction among peers during the learning process.
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Instructional strategies
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
6. inductive and deductive method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Inductive and Deductive Method, Merits and Demerits
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Collaboration & Co-Teaching for ELLs
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
An Introduction to Differentiated Instruction
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
LESSON 6:Using and Evaluating Instructional Materials
This document discusses the effective use and evaluation of instructional materials. It defines instructional materials as devices that assist facilitators in the teaching and learning process. When selecting materials, the document provides questions to consider regarding the accuracy, content, appropriateness for learners, and existence of a teacher's guide. While properly selecting materials is important, effective use is also critical. The document outlines the "Four P's" of effective use: prepare yourself, prepare students, present the material, and follow up. It also discusses Robert Gagne's nine instructional events model for enhancing learning transfer.
Teaching How to Learn
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Co teaching.crosscurrants.2014
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
Workshop 4 Collaborative Teaching
This document discusses collaborative teaching models. It begins by outlining the topics that will be covered, including how co-teaching helps students access the general education curriculum and the benefits of co-teaching for both students and educators. Several co-teaching models are described, and it is noted that co-teaching can build respect among students and professionals while allowing for more individualized support. The benefits of co-teaching include increased achievement for students through individualization and the sharing of teaching strategies.
Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Co-Teaching: Six Models for Teacher Success
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
Active Learning Dr Phyllis Dawkins
The document discusses various active and collaborative learning techniques including cooperative learning, collaborative learning, and discussion strategies. It provides examples of cooperative learning techniques like base groups and jigsaw activities. It also discusses principles of collaborative learning where students work together in small groups to discuss issues. Overall, the document outlines different active learning approaches that involve students working together to achieve common goals and help each other learn.
Using and Evaluating Instructional Materials
You will see the effects of the slideshow once downloaded. It may look messy here but the presentation is actually well-organized. This presentation includes guidelines on how to properly select and use your Instructional Materials (IMs).
Team-Teaching
Team teaching involves two or more teachers collaborating together to set goals, prepare lessons, teach students, and assess learning. There are several models of team teaching: lead-support where one teacher leads instruction while the other supports students; alternative teaching where one teacher re-teaches a small group while the other provides enrichment; parallel teaching where teachers split the class in half to teach the same content simultaneously; station teaching where teachers divide content and students, rotating between stations; and teaming where both teachers deliver the same instruction simultaneously by modeling, demonstrating, or taking turns. Effective implementation requires teachers to discuss views on teaching, agree on behavior management, communicate with parents, and work as equal partners who plan ways to resolve disagreements.
Presentation on preparation of instructional materials
This presentation provides an information about preparation of Instructional Materials which includes its definition, roles, types, and basic principles.
Team Teaching
The document discusses team teaching, which involves two or more teachers working together in the same classroom. It defines team teaching as having multiple teachers present who cooperate strongly with each other and students. This allows for differentiation of instruction and a higher focus on individual pupils. The benefits of team teaching include addressing growing student differences, reducing large class sizes, providing relief for teachers, and allowing more individual attention. However, team teaching is also expensive, demands high collaboration between teachers, and requires compatible personalities. Different forms of team teaching include teaching one subject, multiple subjects, or mixed age groups.
Collaboration and co teaching strategies for effective classroom practice
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.
Calkins guide to lesson planning and management checklist for writing
This document outlines the components and structure of Lucy Calkins' Units of Study for writing workshops. It describes the typical format of a mini-lesson which includes a connection, teaching point, demonstration or example, guided practice, active engagement, and link. It also outlines the independent writing period where students conference individually or in groups and the teacher provides mid-workshop teaching. Finally, it discusses the share portion where students share their work and connect back to the teaching point. It provides guidance on classroom management for the workshop including materials, student roles, and teacher responsibilities.
Writer's Workshop
The document provides an overview of writing workshop, which is a framework for writing instruction that allows students to write frequently and at length about self-selected topics. Key components of writing workshop include a daily mini-lesson, independent writing time with teacher conferencing, mid-workshop interruption, partner work, and sharing. The document also discusses the Common Core writing standards, 6+1 Traits writing model, and resources to support writing instruction.
More Related Content
What's hot
Jigsow Method
The jigsaw technique is a teaching method invented by Elliot Aronson in 1971 where students are divided into groups and each student is assigned a subtopic to learn. Students then join "expert" groups with students from other home groups learning the same subtopic. After researching their subtopic, students return to their home groups to teach their peers what they have learned. The benefits of this technique include that the teacher is not the sole provider of knowledge, it is an efficient way for students to learn, and it promotes accountability and interaction among peers during the learning process.
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Instructional strategies
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
6. inductive and deductive method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Inductive and Deductive Method, Merits and Demerits
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Collaboration & Co-Teaching for ELLs
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
An Introduction to Differentiated Instruction
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
LESSON 6:Using and Evaluating Instructional Materials
This document discusses the effective use and evaluation of instructional materials. It defines instructional materials as devices that assist facilitators in the teaching and learning process. When selecting materials, the document provides questions to consider regarding the accuracy, content, appropriateness for learners, and existence of a teacher's guide. While properly selecting materials is important, effective use is also critical. The document outlines the "Four P's" of effective use: prepare yourself, prepare students, present the material, and follow up. It also discusses Robert Gagne's nine instructional events model for enhancing learning transfer.
Teaching How to Learn
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Co teaching.crosscurrants.2014
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
Workshop 4 Collaborative Teaching
This document discusses collaborative teaching models. It begins by outlining the topics that will be covered, including how co-teaching helps students access the general education curriculum and the benefits of co-teaching for both students and educators. Several co-teaching models are described, and it is noted that co-teaching can build respect among students and professionals while allowing for more individualized support. The benefits of co-teaching include increased achievement for students through individualization and the sharing of teaching strategies.
Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Co-Teaching: Six Models for Teacher Success
In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.
Active Learning Dr Phyllis Dawkins
The document discusses various active and collaborative learning techniques including cooperative learning, collaborative learning, and discussion strategies. It provides examples of cooperative learning techniques like base groups and jigsaw activities. It also discusses principles of collaborative learning where students work together in small groups to discuss issues. Overall, the document outlines different active learning approaches that involve students working together to achieve common goals and help each other learn.
Using and Evaluating Instructional Materials
You will see the effects of the slideshow once downloaded. It may look messy here but the presentation is actually well-organized. This presentation includes guidelines on how to properly select and use your Instructional Materials (IMs).
Team-Teaching
Team teaching involves two or more teachers collaborating together to set goals, prepare lessons, teach students, and assess learning. There are several models of team teaching: lead-support where one teacher leads instruction while the other supports students; alternative teaching where one teacher re-teaches a small group while the other provides enrichment; parallel teaching where teachers split the class in half to teach the same content simultaneously; station teaching where teachers divide content and students, rotating between stations; and teaming where both teachers deliver the same instruction simultaneously by modeling, demonstrating, or taking turns. Effective implementation requires teachers to discuss views on teaching, agree on behavior management, communicate with parents, and work as equal partners who plan ways to resolve disagreements.
Presentation on preparation of instructional materials
This presentation provides an information about preparation of Instructional Materials which includes its definition, roles, types, and basic principles.
Team Teaching
The document discusses team teaching, which involves two or more teachers working together in the same classroom. It defines team teaching as having multiple teachers present who cooperate strongly with each other and students. This allows for differentiation of instruction and a higher focus on individual pupils. The benefits of team teaching include addressing growing student differences, reducing large class sizes, providing relief for teachers, and allowing more individual attention. However, team teaching is also expensive, demands high collaboration between teachers, and requires compatible personalities. Different forms of team teaching include teaching one subject, multiple subjects, or mixed age groups.
Collaboration and co teaching strategies for effective classroom practice
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.
What's hot (20)
Preparation and evaluation of instruction materials
Preparation and evaluation of instruction materials
LESSON 6:Using and Evaluating Instructional Materials
LESSON 6:Using and Evaluating Instructional Materials
English Language Teaching Materials and Media: Instructional Material and Med...
English Language Teaching Materials and Media: Instructional Material and Med...
Presentation on preparation of instructional materials
Presentation on preparation of instructional materials
Collaboration and co teaching strategies for effective classroom practice
Collaboration and co teaching strategies for effective classroom practice
Viewers also liked
Calkins guide to lesson planning and management checklist for writing
This document outlines the components and structure of Lucy Calkins' Units of Study for writing workshops. It describes the typical format of a mini-lesson which includes a connection, teaching point, demonstration or example, guided practice, active engagement, and link. It also outlines the independent writing period where students conference individually or in groups and the teacher provides mid-workshop teaching. Finally, it discusses the share portion where students share their work and connect back to the teaching point. It provides guidance on classroom management for the workshop including materials, student roles, and teacher responsibilities.
Writer's Workshop
The document provides an overview of writing workshop, which is a framework for writing instruction that allows students to write frequently and at length about self-selected topics. Key components of writing workshop include a daily mini-lesson, independent writing time with teacher conferencing, mid-workshop interruption, partner work, and sharing. The document also discusses the Common Core writing standards, 6+1 Traits writing model, and resources to support writing instruction.
One to one
The document discusses conferring with young writers through writing conferences. It covers establishing writing workshops, record keeping, the research and decision phases of conferences, linking conferences to independent work, supporting reading development, conferring in kindergarten focusing on drawings, conferring in other content areas, conferring with English language learners, and techniques for conferring such as focusing on process and offering compliments. Sample conferences are also provided.
Writer's Workshop An Introduction
A powerpoint presentation introducing the Writer's Workshop format. This was presented to my school staff as part of professional development.
Reuters: Pictures of the Year 2016 (Part 2)
This document contains 20 photos from news events around the world between January and November 2016. The photos show international events like the US presidential election, the conflict in Ukraine, the migrant crisis in Europe, the Rio Olympics, and more. They also depict human interest stories and natural phenomena from various countries.
The Six Highest Performing B2B Blog Post Formats
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
The Outcome Economy
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
Viewers also liked (7)
Calkins guide to lesson planning and management checklist for writing
Calkins guide to lesson planning and management checklist for writing
Similar to Election day pd
8 principles of effective teaching and assessment
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
Engaging readers,writers,researchers walterboro
This document provides an overview of a professional development session on creating engaged readers, writers, and researchers through summer reading camp. It describes a typical day in a reading, writing, and research classroom, which includes 1 hour and 15 minutes each of reading workshop, writing workshop, and research workshop. During these workshops, students engage in mini lessons, independent work with teacher conferencing, and strategy sharing. The document emphasizes building background knowledge, developing questions, taking notes, and making students' thinking visible through structured literacy activities. The overall goal is to develop confident, competent, and independent readers, writers, and researchers in six weeks through explicit instruction and student engagement.
1st session (current approches to learning and teaching).ppt
1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application.
2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning.
3. Common problems in teaching are also outlined, such as diverse learning needs, classroom management, limited resources, and addressing individual differences.
Differentiated Learning.pptx
Differentiated learning, also known as differentiated instruction, is a teaching approach that tailors instruction to meet individual student needs. It allows students to show what they have learned in different ways. There are four main ways to differentiate: content, process, product, and learning environment. Teachers can differentiate by adjusting activities, materials, lessons, and assessments based on a student's readiness, interests, and preferred mode of learning. The goal is to develop engaging tasks that challenge and enhance learning for each student. While research shows differentiated instruction is effective, it also requires more planning time from teachers.
Literacy
This document outlines the components of a balanced literacy model, including read aloud, modelled writing, shared reading, guided reading, interactive writing, word study, and independent reading and writing. It describes strategies for each component, such as exposing students to new vocabulary during read aloud, modeling writing skills during modelled writing, and providing feedback and expanding ideas during guided writing. Recommended digital tools to support each literacy activity are also included, such as interactive writing apps, ebooks, and drawing apps.
1677256414985_TEAM TEACHING AND.pptx.pdf
Team teaching, also known as co-teaching or collaborative teaching, involves two or more teachers collectively imparting instruction to a group of students. The key objectives of team teaching are to improve classroom instruction quality, maximize student engagement, make best use of teacher expertise, optimize resource usage, and role model teamwork. Effective team teaching requires proper planning, organization of teacher roles, flexible grouping of students, and a willingness from teachers and students to accept new ideas. While team teaching has advantages like improved learning outcomes and teacher support, it also has disadvantages such as potential conflicts between teachers and challenges in tracking student performance.
Diff learn
The document discusses differentiating instruction to meet the varied needs of students by modifying content, process, and product based on learning styles, interests, and ability levels. It provides examples of differentiation strategies like scaffolding, tiered lessons, interest centers and formative assessment to engage all students. The goal of differentiation is to ensure all students have access to the curriculum by providing what each student needs to succeed.
Elaboration of learning activities based on various pedagogies.pptx
This document discusses different pedagogical approaches and their use in designing learning activities. It defines pedagogy as a teacher's method and practices for delivering curriculum. Following a specific pedagogy when designing activities can improve teaching and learning quality by tailoring lessons to student needs. The document outlines four major pedagogical approaches - constructivist, collaborative, reflective, and inquiry-based learning - and provides examples of activities for each. Overall, the document advocates that adopting a pedagogical approach can benefit students' understanding and learning outcomes.
The national literacy strategy carmen
The document discusses the components of a balanced literacy model for teaching literacy skills. It includes reading aloud, modelled writing, shared reading and writing, word study, guided reading and writing, and independent reading and writing. Direct instruction is provided alongside opportunities for students to practice literacy skills. Teachers use various tools and apps to engage students in literacy lessons and activities.
writer's workshop model ppt.pptx
The philosophy of Writer's Workshop encourages independence, choice, and a regular structure. It focuses on the process of writing through daily writing sessions where teachers teach writing skills every day. Students build stamina and volume through daily writing. The workshop includes a mini-lesson to introduce a writing skill or concept, individual writing time, and a sharing period at the end.
Teaching Skills.pptx
This document discusses teaching skills, including defining teaching skills as behaviors aimed at facilitating student learning to achieve objectives. It notes that professional teachers should identify and practice all needed skills through training. Teaching skills make the class active and effective by helping achieve objectives, presenting topics simply to enhance learning. Dr. Passi identified 13 important teaching skills such as writing objectives, introducing lessons, questioning techniques, explaining, using examples, varying stimuli, non-verbal communication, reinforcement, participation, using the blackboard, closure, and recognizing attention. Teaching skills are crucial as they define a teacher's activity and help create an effective learning environment where students can gain knowledge.
Week 2 Teacher and Educators
This document discusses the roles and responsibilities of teachers and art educators. It defines teachers as people who help others learn, considering students' backgrounds and learning goals. The key roles of teachers are to keep students safe, decide what is important to learn, and help students prepare for their next level of education. For art educators specifically, the document outlines that they must consider why art is taught, what content to teach, how to teach it, and measure results. It provides examples of elements to teach and emphasizes adapting instruction to individual students. Overall, the document provides guidance on effective planning and teaching methods for art educators.
Collaborative learning
The document discusses collaborative learning, which involves groups of learners working together to solve problems or complete tasks. Some key points:
- Collaborative learning has principles like students teaching each other and taking responsibility for their own and others' learning.
- The teacher takes a facilitating role rather than close monitoring. They provide instructions and allow student groups to work independently.
- When used effectively it can develop students' thinking and social skills while increasing retention, but some students may feel uncomfortable in groups or some may dominate without letting others contribute.
RETSD.EY.2018
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
ABLand Taeching Strategies.pptx
This training seminar focused on activity-based teaching strategies. The agenda included introducing active learning approaches, sharing experiences with hands-on activities from their own education, discussing definitions of active learning, and exploring specific techniques like think-pair-share, brainstorming, and cooperative learning. Participants developed sample lesson plans using strategies such as debates, experiments, and student-generated test questions to promote analysis, collaboration, and lifelong learning among their students.
Reflective Teaching
- Reflective teaching involves teachers thinking critically about their teaching practices, analyzing how lessons were taught and how they could be improved for better student outcomes.
- John Dewey introduced the concept of "reflective thought" in 1910 to encourage teachers to self-evaluate their methods.
- Reflective teaching helps teachers develop professionally by gaining a deeper understanding of their own styles and roles through self-observation and assessment of what works best for students.
- Common reflective teaching strategies include keeping a reflective diary, conducting peer observations, recording lessons, and gathering student feedback.
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
The document discusses different levels and approaches of teaching, including memory level teaching and understanding level teaching.
Memory level teaching focuses on imparting factual information through repetition and rote learning. Understanding level teaching aims to develop a deeper comprehension of concepts and their application. It involves exploration, presentation of content in small units with repetition, assimilation through individual work and mastery testing, organization of content, and recitation. Effective teaching at both levels requires systematic instruction, use of teaching aids, and assessment of student learning.
Innovative teaching models
The document discusses 5 innovative teaching models: 1) Contextual teaching and learning emphasizes real-world experiences and prior knowledge. 2) Quantum learning aims to accelerate learning through engagement. 3) Integrated learning combines multiple subjects through common themes. 4) PAIKEM focuses on active, fun, competency-based learning. 5) Collaborative learning involves students learning together through interaction and group work. The models provide benefits like higher-order thinking and retention, but also challenges like ensuring on-topic discussion and meeting all ability levels.
Chapter 1 fot 2015sp
Becoming a teacher, EDU 216, 2015sp, Introduction to Education, Ebert & Culyer, pedagogical competencies,
Presentación1.pptx
The teacher observed that students were highly engaged and motivated during the class activities. They responded very well to the various activities, which were more dynamic and varied than previous classes. However, some obstacles were faced, such as internet connectivity issues, which prevented the full completion of the closing activity. The teacher concluded that motivation is a fundamental part of teaching, and different strategies should be used to accommodate different learning styles.
Similar to Election day pd (20)
1st session (current approches to learning and teaching).ppt
1st session (current approches to learning and teaching).ppt
Elaboration of learning activities based on various pedagogies.pptx
Elaboration of learning activities based on various pedagogies.pptx
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
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 ...
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcMATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Election day pd
- 1. The Workshop Model and the value of Checking for Understanding November 2012 Election Day PD
- 2. Is my learning environment rigorous? • Are my students expected to learn at high levels? • Is modeling a part of every lesson? • Is each student supported so that he or she can learn at high levels? • Does each student demonstrate learning at high levels? • Are all students engaged and expected to respond when a question is posed? • Do I offer a variety of ways for students to demonstrate learning? • Is the work challenging and/or providing ongoing scaffolding to support learning for all students?
- 3. To-With-By TO WITH BY Teacher Driven Collaborative effort between teacher and student(s) Student(s) try independently •Read Aloud Think Aloud Modeling •Shared Reading, Shared Writing, Interactive Writing •Guided Reading •Strategy Group •Conferencing •Peer Group •Independent Reading •Independent Writing •Any independent activity throughout the curriculum that students are trying on their own after explicit teaching
- 4. Architecture of a Mini Lesson • Connect • Teach • Active Engagement • Link • Students learn why today’s instruction is important to them as writers and how the lesson relates to their prior work. The teaching point is stated. • The teacher shows the students how writers go about doing whatever is being taught. We may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather than simply telling what writers do); explaining and showing an example; involving the class in a shared inquiry; or taking them through guided practice. • After we teach something, students are given a chance to quickly practice what has just been taught or to share noticings about the demonstration in order to understand a kind of thinking about writing that they can try in their own work. • The teacher reiterates what has just been taught, adding it to student’s growing repertoire. Students are reminded that today’s lesson pertains not only to today, but to every day and to strengthen their writing for the specific unit inquiry.