Flipped Classroom
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Flexible learning environments allow students to choose when and where they learn, with teachers providing topics for students to research from different sources, developing a learner-centered approach. The goal is to create relevant content that helps students develop conceptual understanding and procedural fluency, with teachers conducting ongoing assessments and collaborating with other educators to support students' creative learning.
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Iste1in32016 poth
(1) The document discusses how flipped classrooms can change learning spaces and roles by having students complete work outside of class and engage in more interactive learning and peer teaching during class.
(2) It describes experiments where students took on asynchronous learning at their own pace and became leaders by designing their own lessons to teach peers using tools like Nearpod.
(3) The results showed that students were highly engaged when leading their own learning, designing interactive lessons and projects for peers, and taking on new roles as advocates, leaders and creators both in and outside the classroom.
Angelia Paga 1
Angelia Paga is an elementary teacher with over 20 years of experience in diverse classroom settings. She aims to create a safe, motivating, and engaging learning environment for students using a variety of teaching strategies tailored to individual learning styles. Her achievements include effectively working with special needs students, parents, and innovative lesson planning. Paga has a bachelor's degree in elementary education and general studies from Louisiana State University-Shreveport and over 10 years of teaching experience in Caddo Parish schools.
Meeting the teachers
Moving Education conducted research in schools to understand teachers' and students' needs and develop furniture solutions. They observed classrooms and saw students working in different positions, cramped spaces, and short class periods. They then interviewed teachers, who said they lack storage, want to share ideas, and that technology and different student needs impact the classroom. Moving Education invited teachers to a workshop to deepen their research themes of environment, pedagogy, media, and community. The teachers provided feedback that helped Moving Education develop a furniture brief focused on real classroom needs.
Curriculum Integration
This document discusses curriculum integration in early childhood education. It defines curriculum and curriculum used in the Department of Education. Curriculum integration is explained as implementing an interdisciplinary approach to help students see connections between subjects. Values education, disaster risk reduction, and drug education are provided as examples of subjects that can be integrated into lessons. Pretend and constructive play are also described as ways to integrate drug education for early learners. The theoretical framework of the project approach is constructivist-based and believes that students learn best through hands-on experiences and reflection.
Teacher's Responsibility to Value all Learners
Inclusive teaching values all learners and helps ensure their success. It involves improving learning quality for all students regardless of ability, addressing each student's needs through a collaborative approach, and believing all children can learn. Effective inclusive teaching considers learner diversity, develops student autonomy, assesses learning skills, supports communication development, and differentiates instruction through collaborative problem solving.
Flipped classroom
Flipped learning is an educational approach that moves direct instruction outside of the classroom, allowing class time to focus on active, student-centered learning activities. It creates a flexible environment where students can choose when and where they learn. During class, educators observe students and provide feedback to help them construct knowledge in a personally meaningful way. Educators use instructional content to maximize classroom activities that develop students' skills while accommodating different grade levels and subjects.
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Amanda Montello's teaching philosophy focuses on creating a positive learning environment, allowing students to take part in their own education, and providing individualized attention. She aims to build relationships with students, make lessons relevant to their lives, and use different methods like differentiated instruction, real-world examples, and feedback to engage students and measure their learning and progress. Montello believes teaching is important for being a role model, making a difference in students' lives, and setting them up for success through the power of education.
Angelia Paga 1 teach
Angelia Paga is an elementary teacher with over 20 years of experience in classroom management and adapting to diverse learning styles. She aims to create a safe and engaging learning environment for students to reach their full potential. She has experience with special needs students, innovative lesson planning, interactive teaching, and excellent classroom management. Paga has a bachelor's degree in elementary education and general studies from Louisiana State University-Shreveport and tutors 8-10 students per week, helping all students make the honor roll.
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Iste1in32016 poth
(1) The document discusses how flipped classrooms can change learning spaces and roles by having students complete work outside of class and engage in more interactive learning and peer teaching during class.
(2) It describes experiments where students took on asynchronous learning at their own pace and became leaders by designing their own lessons to teach peers using tools like Nearpod.
(3) The results showed that students were highly engaged when leading their own learning, designing interactive lessons and projects for peers, and taking on new roles as advocates, leaders and creators both in and outside the classroom.
Angelia Paga 1
Angelia Paga is an elementary teacher with over 20 years of experience in diverse classroom settings. She aims to create a safe, motivating, and engaging learning environment for students using a variety of teaching strategies tailored to individual learning styles. Her achievements include effectively working with special needs students, parents, and innovative lesson planning. Paga has a bachelor's degree in elementary education and general studies from Louisiana State University-Shreveport and over 10 years of teaching experience in Caddo Parish schools.
Meeting the teachers
Moving Education conducted research in schools to understand teachers' and students' needs and develop furniture solutions. They observed classrooms and saw students working in different positions, cramped spaces, and short class periods. They then interviewed teachers, who said they lack storage, want to share ideas, and that technology and different student needs impact the classroom. Moving Education invited teachers to a workshop to deepen their research themes of environment, pedagogy, media, and community. The teachers provided feedback that helped Moving Education develop a furniture brief focused on real classroom needs.
Curriculum Integration
This document discusses curriculum integration in early childhood education. It defines curriculum and curriculum used in the Department of Education. Curriculum integration is explained as implementing an interdisciplinary approach to help students see connections between subjects. Values education, disaster risk reduction, and drug education are provided as examples of subjects that can be integrated into lessons. Pretend and constructive play are also described as ways to integrate drug education for early learners. The theoretical framework of the project approach is constructivist-based and believes that students learn best through hands-on experiences and reflection.
Teacher's Responsibility to Value all Learners
Inclusive teaching values all learners and helps ensure their success. It involves improving learning quality for all students regardless of ability, addressing each student's needs through a collaborative approach, and believing all children can learn. Effective inclusive teaching considers learner diversity, develops student autonomy, assesses learning skills, supports communication development, and differentiates instruction through collaborative problem solving.
Flipped classroom
Flipped learning is an educational approach that moves direct instruction outside of the classroom, allowing class time to focus on active, student-centered learning activities. It creates a flexible environment where students can choose when and where they learn. During class, educators observe students and provide feedback to help them construct knowledge in a personally meaningful way. Educators use instructional content to maximize classroom activities that develop students' skills while accommodating different grade levels and subjects.
Teaching phil
Amanda Montello's teaching philosophy focuses on creating a positive learning environment, allowing students to take part in their own education, and providing individualized attention. She aims to build relationships with students, make lessons relevant to their lives, and use different methods like differentiated instruction, real-world examples, and feedback to engage students and measure their learning and progress. Montello believes teaching is important for being a role model, making a difference in students' lives, and setting them up for success through the power of education.
Angelia Paga 1 teach
Angelia Paga is an elementary teacher with over 20 years of experience in classroom management and adapting to diverse learning styles. She aims to create a safe and engaging learning environment for students to reach their full potential. She has experience with special needs students, innovative lesson planning, interactive teaching, and excellent classroom management. Paga has a bachelor's degree in elementary education and general studies from Louisiana State University-Shreveport and tutors 8-10 students per week, helping all students make the honor roll.
MLE Area Schools Conference Presentation
Modern learning environments aim to personalize education rather than standardize it. They feature open spaces, visibility, and agile furniture to encourage collaborative teaching approaches like one teach, one observe and team teaching. The focus shifts from "my kids" to "our kids" and learner-centered curriculum prioritizes learner agency and knowledge building over filling students with existing knowledge. Such future-focused curriculum helps students recognize their stake and role in the future.
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This document discusses using student portfolios as a learning, monitoring, and assessment tool. It aims to encourage cognitive development and meaningful learning experiences. Portfolios are a collection of student work that show effort, progress, and achievements. They are made in folders containing dated work that allow judging improvements. Students keep portfolio works and self-assess with teacher input. Portfolios support a constructivist view of active learning and help students rethink works by improving papers. They integrate diverse experiences and encourage self-reflection to authentically assess learning.
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This document summarizes a teacher's strategy for teaching. It includes sections on the teacher's resume, philosophy of teaching, classroom environment setup, student work displays, definitions of art education, cooperative learning approaches, spaces for different group sizes, programs for gifted students, encouraging student artwork and participation in activities. The overall presentation highlights the teacher's commitment and creativity in engaging students in learning.
Introduction secondary level
Teachers should consider several factors when planning lessons for secondary students learning a new language. First, teachers must create an engaging learning environment that gives all students opportunities to practice the language through classroom interaction, instructions in English, and a variety of techniques. Additionally, teachers should promote diversity and inclusion by implementing specific techniques for students with special needs. Finally, teachers are responsible for motivating students and developing their autonomy by selecting interesting materials and exercises that encourage decision-making.
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An inclusive school is led by a principal who establishes open communication, actively participates in IEP meetings, and personally involves parents. It provides students with disabilities the minimum knowledge for inclusion outlined by special education experts. An inclusive classroom features less whole-class instruction, worksheets, and covering large amounts of material. It instead focuses more on active learning, higher-order thinking, student responsibility, individual needs, and special help in general classrooms.
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Differentiated instruction (DI) is an instructional model that acknowledges that students learn in different ways. It requires teachers to clearly define learning goals, know their students well through constant assessment, and adjust instruction based on each student's needs. DI is misunderstood by some teachers who think it means having students work separately according to their levels or that it is extra work. To apply DI effectively, teachers should provide guidance for practice, present material in smaller chunks, give students time to process new concepts, and know each student's standing point.
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This document discusses key components of a quality school from the Finnish perspective. It identifies four main components: 1) Professional teachers who have autonomy in the classroom and strong relationships with students; 2) A dynamic curriculum and learning environments that are student-centered and focus on active, purposeful learning; 3) Strong leadership skills at the school level, including strategic planning and communication; and 4) School outreach that involves collaboration with families, the community, and employers to support student learning and development. Each component is then discussed in more detail with examples and research findings about how these elements contribute to student outcomes.
Peer assessment #2
This document discusses key factors for effective lesson planning and instruction. It notes that students have different backgrounds, learning styles, and life experiences, requiring a differentiated classroom. A differentiated classroom is proactive, qualitative over quantitative, provides multiple assessment and learning approaches tailored to students, is student-centered by engaging students in relevant material, and blends whole-class, group and individual instruction. Differentiated instruction allows teachers to meet the diverse needs of all students.
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This document provides information about the Ninth Grade Academy program at Titusville High School, a small high school in northwest Pennsylvania. It summarizes several elements of the Ninth Grade Academy including having core teachers share common students and be physically located together, implementing a Ninth Grade block schedule and dedicated lunch, and having a Ninth Grade student assistance program team to provide classroom intervention. It also describes the IGNITE program for ninth graders to help with the transition to high school, covering topics like schedules, expectations, and conflicts. Directed learning and reward systems are utilized to encourage positive behavior. Technology integration training and resources like laptop labs and Promethean boards are part of the program. The goal is to establish a path for lifelong learning
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Teachers should speak to students like parents speak to young children, using clear, simple instructions and being aware of nonverbal cues. The best lessons are flexible and break rules while focusing on quality over quantity. Good learners are willing to listen, ask questions, experiment, and accept correction, though what makes a successful student depends on their background, skills, and the resources available to them through their institution. Physical presence, voice, clearly defined lesson stages, and seating arrangements all impact teaching, and evaluating lessons after can help improve classroom practices.
Espinal_Yanely_Resume
Yanely Maria Espinal has over 10 years of experience in education. She holds a Master's degree from Relay Graduate School of Education and Bachelor's degree from Brown University. Her experience includes teaching 3rd and 4th grade, developing curriculum, and filming educational videos. She currently works as the director of a Kumon learning center and as an on-screen instructor for Edgenuity.
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The document discusses creating a positive classroom environment for middle school students. It emphasizes treating students with respect, recognizing their individual strengths, and staying positive. Visual elements like posters and bulletin boards can engage students by welcoming them and highlighting course content. Hands-on activities allow students to interact socially, think critically, and feel recognized for their work, helping sustain their attention and engagement in learning. The classroom environment set by the teacher determines how well students will learn and succeed.
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야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
Hazardous Signs
Hazardous signs and labeling systems communicate hazards through standardized symbols and information. There are several systems, including OSHA, NFPA, HMIS, DOT, and CHIP. They each use colors, numbers, and symbols to indicate the type and degree of hazards like flammability, health risks, and reactivity. Proper labeling is required by law to warn workers of chemical and physical dangers and protect health and safety. When labels are missing or unreadable, workers should not use the chemical and notify supervisors so it can be re-labeled correctly.
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Introduction secondary level
Teachers should consider several factors when planning lessons for secondary students learning a new language. First, teachers must create an engaging learning environment that gives all students opportunities to practice the language through classroom interaction, instructions in English, and a variety of techniques. Additionally, teachers should promote diversity and inclusion by implementing specific techniques for students with special needs. Finally, teachers are responsible for motivating students and developing their autonomy by selecting interesting materials and exercises that encourage decision-making.
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This document discusses rethinking how schools work in light of changing ways that students learn. It identifies several areas to consider changing, including physical school and classroom design, schedules, curriculum, and teachers' roles. Alternative models are presented, such as project-based learning programs that use flexible schedules without grades. The traditional classroom model is changing to support more collaborative, multi-disciplinary learning through projects aimed at solving real-world problems.
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An inclusive school is led by a principal who establishes open communication, actively participates in IEP meetings, and personally involves parents. It provides students with disabilities the minimum knowledge for inclusion outlined by special education experts. An inclusive classroom features less whole-class instruction, worksheets, and covering large amounts of material. It instead focuses more on active learning, higher-order thinking, student responsibility, individual needs, and special help in general classrooms.
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EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina Malste
This document discusses key components of a quality school from the Finnish perspective. It identifies four main components: 1) Professional teachers who have autonomy in the classroom and strong relationships with students; 2) A dynamic curriculum and learning environments that are student-centered and focus on active, purposeful learning; 3) Strong leadership skills at the school level, including strategic planning and communication; and 4) School outreach that involves collaboration with families, the community, and employers to support student learning and development. Each component is then discussed in more detail with examples and research findings about how these elements contribute to student outcomes.
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This document discusses key factors for effective lesson planning and instruction. It notes that students have different backgrounds, learning styles, and life experiences, requiring a differentiated classroom. A differentiated classroom is proactive, qualitative over quantitative, provides multiple assessment and learning approaches tailored to students, is student-centered by engaging students in relevant material, and blends whole-class, group and individual instruction. Differentiated instruction allows teachers to meet the diverse needs of all students.
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야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
야구토토 축구픽 《∼∼》ｐｕpu82，cＯm《∼∼》 축구배팅사이트
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- 2. AND EDUCATION TOO….
- 3. “School work at home and homework at school”…. But with supervision and guidance from educators.
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- 6. THANKSTHE NEW EDUCATIONAL ERA