Fidget Busters provides teachers with a wealth of stimulating activities to connect movement and learning, and helps you to create greater opportunities for children to be more physical in their routine learning.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
Planning lessons, activities, concepts, skills and values is essential for effective social studies teaching. The document outlines several key steps in planning including: 1) Choosing topics that interest learners, 2) Developing lessons that build on each other with a clear introduction, body and conclusion, 3) Incorporating a variety of engaging activities to accommodate different learning styles. It also discusses the importance of unit planning, noting that units should have a focused scope and "big understanding", introduce important concepts clearly, and relate individual lessons back to the overall goals. Thorough preparation is necessary to maximize student learning in social studies.
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
Planning lessons, activities, concepts, skills and values is essential for effective social studies teaching. The document outlines several key steps in planning including: 1) Choosing topics that interest learners, 2) Developing lessons that build on each other with a clear introduction, body and conclusion, 3) Incorporating a variety of engaging activities to accommodate different learning styles. It also discusses the importance of unit planning, noting that units should have a focused scope and "big understanding", introduce important concepts clearly, and relate individual lessons back to the overall goals. Thorough preparation is necessary to maximize student learning in social studies.
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
The document discusses six key didactic principles:
1. The principle of totality which emphasizes integrating learning units into a unified whole and considering the total development of the learner.
2. The principle of perception which uses teaching aids like pictures and models so learners can perceive and learn through their senses.
3. The traditional principle which builds on learners' existing knowledge to introduce new topics.
4. The principle of motivation which can encourage intrinsic or extrinsic motivation through the learning situation and program.
5. The principle of mother tongue instruction which allows learners to be taught in their native language.
6. The principle of activity which channels learners' natural activity towards successful learning.
Matrix of effective behaviour support in schoolsi4ppis
This document outlines a matrix of effective behavior support strategies in schools organized across three levels - universal, selected, and individual - and within ecological/environmental, social emotional development, and positive/negative consequence domains. At the universal level, strategies include school rules, codes of conduct, and whole-school social emotional learning programs. Selected strategies involve classroom behavior management plans and small group SEL curricula. Individualized supports encompass functional behavior assessment, counseling, social skills training, and behavior intervention plans.
This document discusses the use of movement in the classroom. It explains that movement can stimulate creativity, communication, and ease learning as it engages different types of learners. Movement allows students to experience subjects from new perspectives using kinesthetic intelligence. Group games and structured movement activities promote learning, fun, and a positive classroom environment. They can match different comfort levels and management needs. Benefits of fun and laughter in the classroom include boosting the immune system, exercising muscles, releasing tension, and stimulating creativity.
The document outlines principles of effective teaching:
1) Teachers must have clear goals and objectives to remain focused; planning helps achieve these goals.
2) Teaching must be flexible and adaptable to students' needs; drawing on prior knowledge helps learning.
3) The interests and experiences of individual students should be considered; teaching works best when linked to real life.
4) Multiple teaching strategies and materials keep students engaged; participation further aids achieving objectives.
The document discusses establishing effective relationships with students through teacher behaviors. It emphasizes that teacher behavior is different from thoughts and that actions should communicate both concern and cooperation as well as guidance and control. Specific recommended actions include getting to know students, engaging in friendly behaviors, personalizing learning, using humor appropriately, and maintaining consistency and emotional objectivity.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
This document discusses using learning centers to provide more engaging and individualized instruction for students. It provides examples of what students say they want from classes, such as more hands-on activities and help with difficult content. Learning centers are defined as areas that allow students choice and independent or small group work. The document outlines how to set up learning centers, including starting with a few centers and gradually adding more. It provides examples of differentiated activities for different subject areas. Teachers are advised to clearly explain center objectives and procedures to students.
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
This document discusses the skill of teaching. It defines teaching as causing students to learn knowledge, skills, and ways of living in society through guidance and direction. Teaching aims to help students learn effectively and respond well to their environment. Good teaching is interactive, motivational, helps students adjust, and establishes relationships between teacher, students, and curriculum. It also explains characteristics of good teaching like proper guidance, kindness, cooperation, and stimulation. The document outlines various functions and maxims of teaching.
Teachers must be aware of their own expectations for students and whether some students receive differential treatment based on those expectations. Specifically, teachers should examine if they interact less positively with "low expectancy" students through things like less eye contact, smiles, or challenging questions. The document provides action steps for teachers to treat all students equally through maintaining a positive tone, paying attention to interactions and questions asked, and ensuring low expectancy students feel valued and respected.
The document discusses different modalities of teaching: conditioning, training, instruction, and indoctrination. It provides definitions and comparisons of each:
1) Conditioning is the lowest level and involves establishing automatic responses through reinforcement. It is not considered teaching.
2) Training focuses on developing skills through practice and is a higher level than conditioning. It can overlap with teaching when developing understanding.
3) Instruction imparts knowledge but only affects the cognitive domain, while teaching aims to develop the whole person. Instruction is part of teaching.
4) Indoctrination uncritically teaches a fixed set of beliefs through repetition without questioning. It aims to promote actions rather than independent thought, unlike educ
1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior.
2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies.
3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.
The document describes two information processing models: the concept attainment model and the scientific inquiry model.
The concept attainment model, developed by Bruner, Goodrow, and Austine, focuses on developing inductive reasoning skills. It involves presenting data, forming and testing hypotheses, and reaching a conclusion. The scientific inquiry model, developed by Suchman, aims to develop scientific inquiry skills through a five step process of encountering a problem, gathering data through verification and experimentation, formulating an explanation, and analyzing the inquiry process. Both models are aimed at actively engaging students in the learning process and developing skills like critical thinking, but can be challenging to implement and rely heavily on student and teacher participation.
This team analyzed their knowledge, experience, and interest in various teaching models. They found they were most knowledgeable and experienced in direct instruction, cooperative learning, and oral discussion. They had the highest interest in areas they already knew. They were interested in concept formation, where they had the least experience. Overall, they had considerable interest in all models. Direct instruction was what most were familiar with from their own education experiences. They saw value in different models and mixing approaches to keep learning engaging.
This document discusses mathematical skills and concepts in early childhood education. It covers how mathematics is used in everyday life, key areas of mathematics taught in early years frameworks, Piaget's stages of cognitive development and how they relate to mathematical learning, practical early mathematics skills, and the importance of understanding children's mathematical development and assessing their understanding to inform planning. The document emphasizes linking mathematics activities to children's experiences and ensuring all children feel confident in their mathematical abilities.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
This document summarizes Julie Papp's teaching philosophy portfolio, which demonstrates her competence in meeting the NSW Professional Teacher Standards. It discusses her background and motivation for becoming a teacher, as well as her beliefs about creating a safe classroom, accommodating different learning styles, and the importance of communication skills. The portfolio also addresses elements of the Teacher Standards, including understanding subject content and how to teach it, knowing your students and how they learn, planning and assessing lessons effectively, communicating with students, managing the classroom, continuing professional development, and engaging with the teaching community.
The child-centered curriculum focuses on the child being at the center of the educational process. [1] It emerged from research showing children are capable learners who construct their own knowledge through exploration and discovery. [2] The curriculum is built around the child's interests, abilities, purposes, and needs rather than focusing on rote memorization. [3] Teachers facilitate learning through asking questions, observing children, and providing opportunities for them to explore concepts in their own way.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
The document discusses six key didactic principles:
1. The principle of totality which emphasizes integrating learning units into a unified whole and considering the total development of the learner.
2. The principle of perception which uses teaching aids like pictures and models so learners can perceive and learn through their senses.
3. The traditional principle which builds on learners' existing knowledge to introduce new topics.
4. The principle of motivation which can encourage intrinsic or extrinsic motivation through the learning situation and program.
5. The principle of mother tongue instruction which allows learners to be taught in their native language.
6. The principle of activity which channels learners' natural activity towards successful learning.
Matrix of effective behaviour support in schoolsi4ppis
This document outlines a matrix of effective behavior support strategies in schools organized across three levels - universal, selected, and individual - and within ecological/environmental, social emotional development, and positive/negative consequence domains. At the universal level, strategies include school rules, codes of conduct, and whole-school social emotional learning programs. Selected strategies involve classroom behavior management plans and small group SEL curricula. Individualized supports encompass functional behavior assessment, counseling, social skills training, and behavior intervention plans.
This document discusses the use of movement in the classroom. It explains that movement can stimulate creativity, communication, and ease learning as it engages different types of learners. Movement allows students to experience subjects from new perspectives using kinesthetic intelligence. Group games and structured movement activities promote learning, fun, and a positive classroom environment. They can match different comfort levels and management needs. Benefits of fun and laughter in the classroom include boosting the immune system, exercising muscles, releasing tension, and stimulating creativity.
The document outlines principles of effective teaching:
1) Teachers must have clear goals and objectives to remain focused; planning helps achieve these goals.
2) Teaching must be flexible and adaptable to students' needs; drawing on prior knowledge helps learning.
3) The interests and experiences of individual students should be considered; teaching works best when linked to real life.
4) Multiple teaching strategies and materials keep students engaged; participation further aids achieving objectives.
The document discusses establishing effective relationships with students through teacher behaviors. It emphasizes that teacher behavior is different from thoughts and that actions should communicate both concern and cooperation as well as guidance and control. Specific recommended actions include getting to know students, engaging in friendly behaviors, personalizing learning, using humor appropriately, and maintaining consistency and emotional objectivity.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
This document discusses using learning centers to provide more engaging and individualized instruction for students. It provides examples of what students say they want from classes, such as more hands-on activities and help with difficult content. Learning centers are defined as areas that allow students choice and independent or small group work. The document outlines how to set up learning centers, including starting with a few centers and gradually adding more. It provides examples of differentiated activities for different subject areas. Teachers are advised to clearly explain center objectives and procedures to students.
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
This document discusses the skill of teaching. It defines teaching as causing students to learn knowledge, skills, and ways of living in society through guidance and direction. Teaching aims to help students learn effectively and respond well to their environment. Good teaching is interactive, motivational, helps students adjust, and establishes relationships between teacher, students, and curriculum. It also explains characteristics of good teaching like proper guidance, kindness, cooperation, and stimulation. The document outlines various functions and maxims of teaching.
Teachers must be aware of their own expectations for students and whether some students receive differential treatment based on those expectations. Specifically, teachers should examine if they interact less positively with "low expectancy" students through things like less eye contact, smiles, or challenging questions. The document provides action steps for teachers to treat all students equally through maintaining a positive tone, paying attention to interactions and questions asked, and ensuring low expectancy students feel valued and respected.
The document discusses different modalities of teaching: conditioning, training, instruction, and indoctrination. It provides definitions and comparisons of each:
1) Conditioning is the lowest level and involves establishing automatic responses through reinforcement. It is not considered teaching.
2) Training focuses on developing skills through practice and is a higher level than conditioning. It can overlap with teaching when developing understanding.
3) Instruction imparts knowledge but only affects the cognitive domain, while teaching aims to develop the whole person. Instruction is part of teaching.
4) Indoctrination uncritically teaches a fixed set of beliefs through repetition without questioning. It aims to promote actions rather than independent thought, unlike educ
1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior.
2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies.
3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.
The document describes two information processing models: the concept attainment model and the scientific inquiry model.
The concept attainment model, developed by Bruner, Goodrow, and Austine, focuses on developing inductive reasoning skills. It involves presenting data, forming and testing hypotheses, and reaching a conclusion. The scientific inquiry model, developed by Suchman, aims to develop scientific inquiry skills through a five step process of encountering a problem, gathering data through verification and experimentation, formulating an explanation, and analyzing the inquiry process. Both models are aimed at actively engaging students in the learning process and developing skills like critical thinking, but can be challenging to implement and rely heavily on student and teacher participation.
This team analyzed their knowledge, experience, and interest in various teaching models. They found they were most knowledgeable and experienced in direct instruction, cooperative learning, and oral discussion. They had the highest interest in areas they already knew. They were interested in concept formation, where they had the least experience. Overall, they had considerable interest in all models. Direct instruction was what most were familiar with from their own education experiences. They saw value in different models and mixing approaches to keep learning engaging.
This document discusses mathematical skills and concepts in early childhood education. It covers how mathematics is used in everyday life, key areas of mathematics taught in early years frameworks, Piaget's stages of cognitive development and how they relate to mathematical learning, practical early mathematics skills, and the importance of understanding children's mathematical development and assessing their understanding to inform planning. The document emphasizes linking mathematics activities to children's experiences and ensuring all children feel confident in their mathematical abilities.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
This document summarizes Julie Papp's teaching philosophy portfolio, which demonstrates her competence in meeting the NSW Professional Teacher Standards. It discusses her background and motivation for becoming a teacher, as well as her beliefs about creating a safe classroom, accommodating different learning styles, and the importance of communication skills. The portfolio also addresses elements of the Teacher Standards, including understanding subject content and how to teach it, knowing your students and how they learn, planning and assessing lessons effectively, communicating with students, managing the classroom, continuing professional development, and engaging with the teaching community.
The child-centered curriculum focuses on the child being at the center of the educational process. [1] It emerged from research showing children are capable learners who construct their own knowledge through exploration and discovery. [2] The curriculum is built around the child's interests, abilities, purposes, and needs rather than focusing on rote memorization. [3] Teachers facilitate learning through asking questions, observing children, and providing opportunities for them to explore concepts in their own way.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
This document outlines the elements required for teachers to meet the NSW Professional Teacher Standards. It includes sections on the teacher's teaching philosophy, reflections on how they meet each standard, and examples and evidence of meeting the standards. The standards covered are: know their subject content, know their students and how they learn, plan, assess and report effectively, communicate effectively, create safe learning environments, improve professional knowledge, and engage with their profession and community.
1. The document discusses various instructional schemes that can be used to individualize instruction for students with special needs within the Philippine education system.
2. These schemes include pull out within the room, pull out in another venue, resource room plan, assistanceship plan, team teaching plan, shadow teaching plan, support service plan, integration plan, and multigrade/multilevel plan.
3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
The document discusses teaching strategies for early education. It recommends setting up daily time for creativity and exploration with art materials. It also suggests implementing small group activities to promote cooperative learning among preschoolers. Finally, it emphasizes the importance of reading to children every day from an early age and getting them interested in literacy.
The document discusses teaching strategies for early education. It recommends setting up daily time for creativity and exploration with art materials. It also suggests implementing small group activities to promote cooperative learning among preschoolers. Finally, it emphasizes the importance of reading to children every day from an early age and getting them interested in literacy.
This document summarizes a case study on a professional development program for teachers of adult English language learners with low literacy skills. The program had teachers observe literacy instruction in kindergarten through 2nd grade classrooms. Through these observations and related activities, the teachers discovered key literacy practices and strategies they could apply to their own adult students. They developed a visual model grouping effective practices under themes like independent learning, choices for learners, and transparent instruction. The document outlines implications for teachers of adult literacy students, including establishing routines, offering literacy choice time, integrating numeracy into lessons, and explaining instructional choices to students.
Bridging Gap in Literacy Development through Activity Based LearningSantosh Yadav
The document discusses bridging gaps in literacy development through activity-based learning. It notes that gaps were identified between two schools in communication, curriculum, teaching, and student learning. To address this, opportunities were provided for teacher and student exchange between schools and better curriculum planning. Activity-based learning involves students being actively involved mentally and physically in projects and fieldwork to learn at their own pace without burden. It provides a platform for learning through experiences and opportunities for learning from teachers and peers. Hearing impaired children will feel secure learning in groups in this method.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored instruction and its goals of reducing "inert knowledge" by contextualizing skills. It provides examples of anchoring activities and principles of anchored instruction, emphasizing collaborative problem-solving. The document concludes that anchoring focuses awareness, transfers learning to other contexts, and is an effective instructional technique.
This document discusses the concept of anchored instruction, which is a teaching approach that situates learning within an authentic problem-solving context presented through a video or story. Anchored instruction aims to engage students and help them transfer knowledge to new situations. It emphasizes collaborative problem-solving and using rich multimedia resources to immerse students. The document provides examples of how anchored instruction has been used, including with anchoring activities for students to work on independently.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
This document discusses teaching strategies for early education. It recommends (1) setting up daily time for creativity and exploration with art materials, (2) organizing small groups and cooperative learning activities for preschoolers, and (3) reading to students everyday and encouraging families to read to get students hooked on literacy from an early age. Consistency is also important for setting clear classroom rules and allowing student choice to build problem-solving and social skills.
CLASSROOM MANAGEMENT for Multigrade Class.pptxAnneCa1
The document discusses effective classroom management strategies for multigrade classrooms, including establishing consistent routines, balancing variety in activities while maintaining challenge, resolving minor issues before they escalate, and reinforcing positive behavior. It also emphasizes the importance of individualized instruction, independent study, and teaching students to become self-directed learners. A multigrade teacher must meet diverse student needs through organized, well-planned lessons that develop independent study skills.
The document provides information on teaching fractions to students using different methods and materials. It discusses using tortillas and fraction circle sets to teach fractions, outlining their strengths and weaknesses. It describes using fraction circle sets for a classroom activity, explaining why this approach would be chosen and the benefits it provides students. Finally, it outlines a teaching and learning activity on dividing units of time in hours and minutes, including learning outcomes, prior knowledge, teaching aids, and the procedure.
How tutoring helps [benefits of tutoring]ChloeDaniel2
Tutoring is an excellent way for children to learn and improve. Some parents may feel unable to help their child with schoolwork, but tutors can provide the assistance needed. Tutors have a lot of experience teaching different skills that they will teach your child on top of what they are learning at home or school.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Award Winning Resources
Helping every child achieve their best
Fidget Busters
Fidget Busters provides teachers with a wealth
of stimulating activities to connect movement
and learning, and helps you to create greater
opportunities for children to be more physical
in their routine learning.
The activities are ideal for children with special educational needs and
to aid concentration. All the activities involve minimal
resources and disruption, and the majority can be used
within the confines of the classroom.
Fidget Busters is divided into three sections, each starting
with a short introduction. The first of these is ‘Shake and
Wake’, with activities to help children wake up and
refocus. The second section is ‘Active Bodies, Active
Minds’, with activities that link movement to a selection
of curriculum areas. The final section is ‘Simmer down
to a Frenzy’, with activities to help overexcited children
calm down in order to listen, or to reflect quietly over a Ideal for
• Concentration
particular lesson objective or event. • Lesson activities
Fidget Busters enables you to combine physical fitness
and kinaesthetic learning, helping children to be physically
• All abilities
✓
active, to play, learn and have a great deal of fun.
Contains 144 pages (246 x 168mm)
ADMT11455* £15.99
What our customers say…
The activities in the book are fantastic for giving children a fidget break during
long or intense lessons. They are also a great way of filling in the spare minutes Fidget busters is a fantastic publication
that happen from time to time in the week… Great for improving children’s providing a wealth of fun stimulating
attention levels in lessons. The activities can be used as a fun reward at the end of activities for children when they just
a lesson, or simply to break up lessons, especially for children that find it hard to need a break! Built on sound theoretical
work for long periods of time. and practical understanding of how
children learn and the need to keep
The activities are varied, which give different children the ability to shine in minds receptive and bodies active, this is
different activities. It is also very easy to include children with SEN in the activities. a fantastic resource for ‘brain breaks’ and
The book can be used across all year groups in a primary school and can be used ‘energizers’.
by both teachers and teaching assistants in groups of all sizes; whole class or small
groups. This means it is very cost effective, as it can be used throughout the school. Presented in a clear snappy style and easy
to use Fidget Busters is a must for any
The book can be picked up at last minute and a new activity started very quickly, teacher’s toolkit!
so no time is wasted working through confusing task instructions!
Sarah Westville – Primary School Teacher
Rachel Flory – Year 6 Class Teacher
*VAT will be added
to these prices
Call: 0845 120 4776 Fax: 0800 783 8648
www.LDAlearning.com
2. About the authors and a
background to the book…
The authors, Sharon Drew
and Liz Atter are both
experienced therapists wh
o have been involved over
number of years with child a
ren with a variety of differen
learning abilities and difficu t
lties. They firmly believe in
use of everyday activities in the
order to improve interventio
outcomes, in particular by n
working in ‘context’. For
children this generally mean
s working within the schoo
setting, hence the need to l
have activities which can be
inclusive and easy for educ
ation staff to introduce with
minimal equipment and dis
ruption. This has also given
them a more ‘realistic’ view
of the needs of educators an
children within the classroo d Author: Sharon Drew
m setting who are working
tight schedules and budgets to
.
Working predominantly wi
th children who have
additional learning need
s has enabled the author
to explore the benefits of s
movement to enhance
learning concepts by intro
ducing a multi-sensory
approach to learning.
They also noted the benefi
ts of regular movement
breaks to help children and
young people to moderate
their levels of attention and
concentration and maintain
higher quality periods of tim
e Author: Liz Atter
engaged in learning when
they
might ordinarily have difficu
lty
being still, processing langu
age or
visual information or maint
aining
motor control.
Fidget Busters is an accumu
lation
of all these factors and
experiences wrapped up in
fast,
fun activities which require
little
space and no special resou
rces.
For more exciting resource
s from LDA or to request
visit our website www.LD a catalogue
Alearning.com
Call: 0845 120 4776 Fax: 0800 783 8648
LDA280
www.LDAlearning.com