Half time evaluation teachers
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12 teachers participated in a questionnaire about a project involving game-based learning. Most teachers agreed that the project helped them assess and enrich their teaching methods, and that students learned easily through games and were more enthusiastic about school. Many teachers also thought the project increased language motivation and showed that people from different cultures can work collaboratively.
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Tr teacher pretest
This survey of 40 teachers at Sht.Pi.Onb.Orhan Tezcan Primary School in December 2017 looked at various teaching methods and techniques. The majority of teachers agreed that using various methods helps students learn better. Many teachers felt partly confident using games as a teaching tool. Nearly all teachers said students are active participants in lessons when their interests and needs are considered. Teachers believed good communication skills and following common rules help students in the classroom. They also thought the school environment and modern teaching methods can reduce student anxiety and stress. Teachers agreed preventative activities are important to keep at-risk students attending school. The survey aimed to determine the effectiveness of using games as an educational method.
Heutagogy for Primary (edited) DOWNLOAD
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
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An overview of how and why collaborative teaching counts, designed for school teams in Burnaby. Elizabeth Garder, Tanis Anderson, Faye Brownlie
Authentic materials
This document provides a summary of a handbook for adult literacy practitioners on creating authentic materials and activities for adult literacy classrooms. It discusses research conducted as part of the Literacy Practices of Adult Learners Study (LPALS) which found that instruction using authentic, real-life materials and activities helped adult students transfer literacy skills to their daily lives more than instruction relying solely on decontextualized school materials. The handbook provides guidance for practitioners to develop instruction centered around students' lives and literacy needs outside of the classroom. It includes examples of authentic thematic activities and assessments drawn from real classrooms. The goal is to help teachers reflect on their practice and explore new ways to structure curriculum around students' interests and needs.
#oersymposium2014 S2 P1 KS Yuen and KC Li
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
How Do Hong Kong Teachers Like to Use Open Textbooks?
Kin Sun Yuen, Kam Cheong Li
Research plan draftImportance of Students’ interaction in the .docx
Research plan draft
Importance of Students’ interaction in the school
Area of Focus
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning.
This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem –interest
There is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class.
The interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers.
another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing.
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
3
Problem-background
Majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something.
This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all leve ...
EDUC6353 Topic 6
The document summarizes the components of sustainable change leadership based on readings and findings from a sustainable whole school renewal and innovation pilot project. It identifies six key components of sustainable change leadership: shared vision, understanding of change, building relationships, fostering continuous learning, promoting coherence, and being responsive to external demands. It provides examples from participant quotes in the pilot project that illustrate how these components were demonstrated in practice to bring about sustainable change.
Earli 2013 poster
This document summarizes a study that examined the relationship between classroom structure, self-determined motivation, and engagement in elementary foreign language classes in Japan. The study hypothesized that (1) teachers' classroom structure would promote students' feelings of autonomy, competence, and relatedness, and (2) these psychological needs would mediate the influence of structure on students' emotional and behavioral engagement. Surveys and observations were used to analyze these relationships in 14 foreign language classes involving 396 fifth-year Japanese students. The results supported the hypotheses, showing that classroom structure positively predicted the three psychological needs and engagement.
Karin sustentacion[1]
1. Five English teachers participated in an intensive workshop on developing reading materials inspired by Multiple Intelligences theory and Montessori methods.
2. The teachers created various materials like charts, flashcards, and books to engage students.
3. Students enjoyed the new activities and were more motivated and attentive. However, making materials required significant teacher time.
4. After the workshop, teachers continued developing custom materials and sharing ideas with colleagues. They realized the importance of hands-on materials for reading instruction.
Karin sustentacion[1]
1. Five English teachers participated in an intensive workshop on developing reading materials inspired by Multiple Intelligences theory and Montessori methods.
2. The teachers created various materials like charts, flashcards, and books to engage students.
3. Students enjoyed the new activities and were more motivated and attentive. However, making materials required significant teacher time.
4. After the workshop, teachers continued developing custom materials and sharing ideas with colleagues. They realized the importance of hands-on materials for reading instruction.
Modzelewski DigitalPowerhouses
This document summarizes the findings from a 5-year international education initiative in Delaware schools. Key findings include:
- 75 teachers completed a 90-hour professional development cluster on international education and technology, earning a 2% salary increase.
- Student projects through iEARN showed increased engagement, connections to other cultures, and international knowledge.
- Teachers reported thinking more globally, taking more initiative in teaching international topics, and finding international education rewarding.
- Facilitators learned that clearly defining international education and celebrating teacher changes are important. Ongoing communication and flexibility also support teachers.
Brent Introduction to Reggio Program
This document provides an overview of Brent Elementary's plan to transition to a Reggio-inspired early childhood education approach. It begins with a brief history of the Reggio Emilia educational philosophy developed in Italy after World War II. The core principles of Reggio Emilia are described, including viewing children as capable learners and collaborating with families. Brent Elementary sees similarities between Reggio Emilia and its current Responsive Classroom approach. The document outlines how Brent plans to incorporate Reggio elements such as long-term student projects and enhanced documentation of learning. It addresses common questions and provides resources for more information about the Reggio-inspired model.
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Research plan draftImportance of Students’ interaction in the .docx
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Last questionnaire from pupils
A questionnaire was conducted in June 2019 with 77 pupils from CEIP Virgen del Remedio in Spain participating to provide their feedback in the last questionnaire from the students.
Last questionnaire for teachers
The document is a questionnaire for teachers from June 2019 with 13 participants from CEIP Virgen del Remedio school in Algueña, Spain. It appears to be the last questionnaire for a survey of teachers.
Last questionnaire from parents
El cuestionario de junio de 2019 para padres del CEIP Virgen del Remedio en Algueña, España busca obtener información sobre las actividades extraescolares y los planes de verano de los estudiantes, así como actualizar los datos de contacto de los padres.
Game as a method of education
All 64 pupils from grades 2 to 6 who participated in the survey knew that the project involved games and that there were 6 countries involved in the project. They also almost all knew the names of the countries taking part. All of the pupils took part in project activities, which mostly included traditional games, food, story cubes, and a logo competition. Most of the pupils enjoyed taking part in the project.
Teacher survey
This survey asked teachers about a project using games as an educational method. It asked teachers if they received enough information about the project phases and activities in the first year. It also asked if communication in their school was sufficient during the project, if the project activities fit their national curriculum and school profile, if students were interested in participating, and if the project was noticed and appreciated by the school community. Finally, it asked teachers for any suggestions or wishes for the second year of the project.
Pupils survey
52 pupils from grades 1 through 4 were surveyed to evaluate the first year of an Erasmus project that used games as a method of education. The survey asked students questions about how the project's activities made them feel, what they learned, whether cooperative work and play-based learning helped them learn and remember lessons better, and if the project helped them discover other countries and feel part of a larger European community.
Analyzing textbooks final
This document provides information on lesson units and games distributed for various subjects in 1st, 2nd, and 3rd grades, including:
- Valencian language and math for 1st grade with 13 and 15 units respectively and a total of 78 and 129 learning objectives across both subjects.
- Math for 2nd grade with 15 units and a total of 109 learning objectives.
- English for 3rd grade with 6 units and a total of 21 learning objectives.
- Life science for 3rd grade with 8 units and a total of 95 learning objectives, with 56 games distributed across the units.
The publisher provides additional materials beyond textbooks to facilitate acquiring the content, such as abacuses,
Analyzing textbooks final
This document provides information on lesson units and game distribution for various subjects in 1st-3rd grade at CEIP VIRGEN DEL REMEDIO school in Spain. For 1st grade Valencian language, there are 15 units focusing on phonetic elements and 78 total learning objectives across the units. For 1st grade math, there are 15 units on number concepts and operations with 129 total objectives. Similar breakdowns are provided for 2nd and 3rd grade subjects, including the number of games associated with each unit. Comments indicate the publisher provides additional materials like manipulatives and games to support learning objectives.
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By Dr. Vinod Kumar KanvariaChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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cover support policymakers and scientists in making well-informed decisions, as alterations in
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Half time evaluation teachers
- 1. 12 teachers participated in the questionnaire
- 2. 10 teachers think that the Project helps them to assess themselves about teaching methods and 2 teachers partly agree with that.
- 3. All of the teachers think that the Project helps them to enrich their teaching methods.
- 8. 11 teachers think that children learn easily through games.
- 9. 8 teachers believe that the Project will contribute to solve early school leaving and 4 teachers partly agree with that.
- 10. 10 teachers agree that the Project increases language motivation with other teachers and pupils. 2 teachers partly agree with that.
- 11. 11 teachers think that the Project proves that people from different cultures can work collaboratively.
- 12. 10 teachers think that there has been a change in their teaching style through game-based learning.
- 13. 11 teachers think that students are more enthusiastic about school life since they have been involved in this Project.