Shaping the future of CPD: Creating a culture of learningKatie Eldridge
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
Chapter 9 Solving Problems in the Encouraging ClassroomMichelle Cottrell
This document discusses conflict management in early childhood classrooms. It provides guidance questions on the basics of conflict management and how understanding child development can help. The five-finger formula for mediating conflicts is presented, which involves cooling down, discussing the problem, brainstorming solutions, agreeing on a solution to try, and following up. Teachers are advised to teach conflict skills by first mediating heavily and gradually having children take more responsibility for resolving their own conflicts. The document notes the increasing diversity of family structures teachers need to be aware of.
The document discusses strategies for managing an encouraging classroom, including balancing reliability and novelty in the daily schedule, using large group activities sparingly, effectively managing transitions between activities to reduce misbehavior, establishing routines to build confidence, and partnering with families and volunteers. The teaching team works collaboratively to share responsibilities and model respect.
The document discusses recent developments in curriculum and pedagogy for early childhood education in India. It outlines the National Curricular and Pedagogical Framework for Early Childhood Care and Education which includes 3 sections covering the foundation, goals, and implementation of early childhood learning. The framework adopts a flexible, activity-based approach and emphasizes the importance of play, art, music and craft in developing children's skills.
The document discusses perceptions of teaching and play in early years education. It finds that the most successful providers view teaching and play as interconnected, with adults playing a key role in children's learning through both formal and informal interactions. These providers prioritize developing communication skills for disadvantaged children. When assessing children, accurate evaluation of typical development is important. Collaboration between early years providers helps improve the quality of teaching.
This document discusses strategies for intervening in and addressing mistaken behaviors among children. It outlines four quick intervention strategies including negotiation reminders, humor, nonverbal techniques, and briefly explaining. When behaviors require follow-up, the document recommends strategies like reflective listening, guidance talks, teacher-child negotiations, including children's ideas, and facilitating reconciliation. It emphasizes taking time to problem-solve behaviors teaches democratic life skills and prevents future issues. When partnering with families, teachers should monitor biases, understand parent development, and problem-solve or refer families to other services as needed.
The document discusses strategies for building an encouraging classroom environment through leadership communication. It suggests using guidelines instead of rules to establish positive expectations. Encouragement is preferred over praise as it empowers student effort. Class meetings provide opportunities for discussion and problem-solving. Friendliness is taught through literature, roleplaying scenarios, and cooperative group work. Regular communication with parents in various forms helps maintain partnerships.
Shaping the future of CPD: Creating a culture of learningKatie Eldridge
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
Chapter 9 Solving Problems in the Encouraging ClassroomMichelle Cottrell
This document discusses conflict management in early childhood classrooms. It provides guidance questions on the basics of conflict management and how understanding child development can help. The five-finger formula for mediating conflicts is presented, which involves cooling down, discussing the problem, brainstorming solutions, agreeing on a solution to try, and following up. Teachers are advised to teach conflict skills by first mediating heavily and gradually having children take more responsibility for resolving their own conflicts. The document notes the increasing diversity of family structures teachers need to be aware of.
The document discusses strategies for managing an encouraging classroom, including balancing reliability and novelty in the daily schedule, using large group activities sparingly, effectively managing transitions between activities to reduce misbehavior, establishing routines to build confidence, and partnering with families and volunteers. The teaching team works collaboratively to share responsibilities and model respect.
The document discusses recent developments in curriculum and pedagogy for early childhood education in India. It outlines the National Curricular and Pedagogical Framework for Early Childhood Care and Education which includes 3 sections covering the foundation, goals, and implementation of early childhood learning. The framework adopts a flexible, activity-based approach and emphasizes the importance of play, art, music and craft in developing children's skills.
The document discusses perceptions of teaching and play in early years education. It finds that the most successful providers view teaching and play as interconnected, with adults playing a key role in children's learning through both formal and informal interactions. These providers prioritize developing communication skills for disadvantaged children. When assessing children, accurate evaluation of typical development is important. Collaboration between early years providers helps improve the quality of teaching.
This document discusses strategies for intervening in and addressing mistaken behaviors among children. It outlines four quick intervention strategies including negotiation reminders, humor, nonverbal techniques, and briefly explaining. When behaviors require follow-up, the document recommends strategies like reflective listening, guidance talks, teacher-child negotiations, including children's ideas, and facilitating reconciliation. It emphasizes taking time to problem-solve behaviors teaches democratic life skills and prevents future issues. When partnering with families, teachers should monitor biases, understand parent development, and problem-solve or refer families to other services as needed.
The document discusses strategies for building an encouraging classroom environment through leadership communication. It suggests using guidelines instead of rules to establish positive expectations. Encouragement is preferred over praise as it empowers student effort. Class meetings provide opportunities for discussion and problem-solving. Friendliness is taught through literature, roleplaying scenarios, and cooperative group work. Regular communication with parents in various forms helps maintain partnerships.
This document outlines Developmentally Appropriate Practice (DAP) in early childhood programs. It discusses the key principles of DAP according to the National Association for the Education of Young Children (NAEYC). DAP is based on what is known about child development and learning, individual children, and the social and cultural contexts in which children live. The document provides guidelines for DAP, including creating a caring community, teaching to enhance development, planning curriculum, assessing children, and establishing relationships with families. It emphasizes the importance of intentional teaching and ongoing observation of children to individualize instruction.
Education World Global ECE Conference Workshops.
Workshop 4: “What happens if we invest in developing staff and then they leave us?” – A ‘Hackathon’ on Strategies for Attracting and Retaining Teachers, 22 January 2016.
Chapter 12 Liberation Teaching: A Guidance Response to Violence in SocietyMichelle Cottrell
Liberation teaching aims to help children overcome the effects of societal violence by creating a safe learning environment. The teacher works to prevent bullying and stigma by teaching social and emotional skills through books, role play, and class meetings. Liberation teaching is connected to other educational practices like encouraging classrooms, guidance, anti-bias education, and peace education that promote respect and social-emotional development. The teacher also encourages family involvement through sharing information, active involvement in the classroom, program participation, and supporting further education.
This document discusses several resources related to improving education for Maori students. It references a quote about every child's right to education from 1935. It also discusses the Tataiako document which focuses on cultural competencies for teachers of Maori learners and ensuring Maori students achieve education success as Maori. The Waihi College charter commits to providing instruction in tikanga Maori and te Reo Maori for students whose parents request it. Goals include improving achievement rates for Maori and Pasifika students and ensuring 70% of Maori students pass level one. Additional resources emphasize reducing disparities for all students and ensuring Maori achieve education success as Maori.
The revised Early Years Foundation Stage: what does it mean for children with...Dr Julian Grenier
The document discusses changes to the Early Years Foundation Stage (EYFS) and how they may impact children with special educational needs and disabilities (SEND). Key changes to the EYFS include simpler assessment of new Early Learning Goals, removal of the "exceeding" level, and more guidance for reception year. The document emphasizes that early identification and the right support are important to help all children progress, including those who may struggle or be behind developmental expectations. Assessment should focus on essential building blocks and understanding causes of difficulties rather than just end goals. An inclusive curriculum and scaffolding techniques can help children learn.
This document outlines the syllabus for an early childhood education course. It includes the following sections: getting to know students in the class, discussing goals and beliefs about child guidance, important standards in early childhood education, the importance of social-emotional development and skills for children's success, and challenges related to developing these skills. The overarching goal is to teach students to be successful global citizens.
St. Gregory's Catholic Primary School EYFS Curriculum Maps 2015/2016MrPerree
This document provides curriculum maps for the nursery class at St. Gregory's Catholic Primary School for the 2015-2016 school year. It outlines the planned topics, themes and learning objectives for the three terms (Autumn, Spring, Summer) under the seven areas of learning: Personal, Social and Emotional Development; Communication and Language; Physical Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. The maps provide details on the stories, activities, skills and concepts that will be covered each term to support children's learning and development in nursery.
A culture of learning is an environment that is free of judgement, where individuals support each other to grow. The document discusses ways to cultivate such a learning culture, which includes activities like problem solving, experimenting with new approaches, learning from others' experiences, and efficiently transferring knowledge. It provides a facilitator's guide for applying these concepts to create a culture of learning in Miami through work time, reflection, and small group discussions from July 29 to July 31.
Title I is a federal program that provides financial assistance to schools with high percentages of children from low-income families to help ensure all children meet state academic standards. At Hawthorne Elementary, Title I funds are used to lower class sizes, provide programs for English language learners, hire intervention teachers for reading and math, and offer professional development for teachers. The goal of these programs is to improve instruction and help students, especially those struggling in certain subjects, achieve academic success.
This presentation explains the benefits of cooperative learning, and what structures are needed in order for it to be successfully implemented in schools.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document discusses developmentally appropriate practice in early childhood education as defined by the National Association for the Education of Young Children (NAEYC). It outlines several challenges facing early childhood education including a shortage of quality care, more children living in poverty or with special needs, and difficulties developing a qualified teaching force. It also discusses the standards/accountability movement and how to close achievement gaps between different groups of children by creating better connections between early education and elementary grades. The document provides eight principles of child development and learning that should inform developmentally appropriate practices based on early childhood research.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand.
The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
The document outlines 12 principles of developmentally appropriate practice (DAP) in early childhood education. The principles state that child development occurs across physical, social, emotional and cognitive domains; skills build on prior abilities in sequences; rates vary individually; development results from biology and experience; early experiences have long-term effects; complexity increases over time; secure relationships and peer interactions are important; culture and context influence development; children are active learners in various ways; play promotes learning and self-regulation; challenges that build on but exceed skills support growth; and motivation and dispositions shape learning.
A half day conversation examining what counts in adolescent literacy, beginning with big ideas and the ILA 2012 Adolescent Literacy Position Statement.
Shaping the future of CPD: Creating a culture of learningIRIS Connect
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
This document outlines Developmentally Appropriate Practice (DAP) in early childhood programs. It discusses the key principles of DAP according to the National Association for the Education of Young Children (NAEYC). DAP is based on what is known about child development and learning, individual children, and the social and cultural contexts in which children live. The document provides guidelines for DAP, including creating a caring community, teaching to enhance development, planning curriculum, assessing children, and establishing relationships with families. It emphasizes the importance of intentional teaching and ongoing observation of children to individualize instruction.
Education World Global ECE Conference Workshops.
Workshop 4: “What happens if we invest in developing staff and then they leave us?” – A ‘Hackathon’ on Strategies for Attracting and Retaining Teachers, 22 January 2016.
Chapter 12 Liberation Teaching: A Guidance Response to Violence in SocietyMichelle Cottrell
Liberation teaching aims to help children overcome the effects of societal violence by creating a safe learning environment. The teacher works to prevent bullying and stigma by teaching social and emotional skills through books, role play, and class meetings. Liberation teaching is connected to other educational practices like encouraging classrooms, guidance, anti-bias education, and peace education that promote respect and social-emotional development. The teacher also encourages family involvement through sharing information, active involvement in the classroom, program participation, and supporting further education.
This document discusses several resources related to improving education for Maori students. It references a quote about every child's right to education from 1935. It also discusses the Tataiako document which focuses on cultural competencies for teachers of Maori learners and ensuring Maori students achieve education success as Maori. The Waihi College charter commits to providing instruction in tikanga Maori and te Reo Maori for students whose parents request it. Goals include improving achievement rates for Maori and Pasifika students and ensuring 70% of Maori students pass level one. Additional resources emphasize reducing disparities for all students and ensuring Maori achieve education success as Maori.
The revised Early Years Foundation Stage: what does it mean for children with...Dr Julian Grenier
The document discusses changes to the Early Years Foundation Stage (EYFS) and how they may impact children with special educational needs and disabilities (SEND). Key changes to the EYFS include simpler assessment of new Early Learning Goals, removal of the "exceeding" level, and more guidance for reception year. The document emphasizes that early identification and the right support are important to help all children progress, including those who may struggle or be behind developmental expectations. Assessment should focus on essential building blocks and understanding causes of difficulties rather than just end goals. An inclusive curriculum and scaffolding techniques can help children learn.
This document outlines the syllabus for an early childhood education course. It includes the following sections: getting to know students in the class, discussing goals and beliefs about child guidance, important standards in early childhood education, the importance of social-emotional development and skills for children's success, and challenges related to developing these skills. The overarching goal is to teach students to be successful global citizens.
St. Gregory's Catholic Primary School EYFS Curriculum Maps 2015/2016MrPerree
This document provides curriculum maps for the nursery class at St. Gregory's Catholic Primary School for the 2015-2016 school year. It outlines the planned topics, themes and learning objectives for the three terms (Autumn, Spring, Summer) under the seven areas of learning: Personal, Social and Emotional Development; Communication and Language; Physical Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. The maps provide details on the stories, activities, skills and concepts that will be covered each term to support children's learning and development in nursery.
A culture of learning is an environment that is free of judgement, where individuals support each other to grow. The document discusses ways to cultivate such a learning culture, which includes activities like problem solving, experimenting with new approaches, learning from others' experiences, and efficiently transferring knowledge. It provides a facilitator's guide for applying these concepts to create a culture of learning in Miami through work time, reflection, and small group discussions from July 29 to July 31.
Title I is a federal program that provides financial assistance to schools with high percentages of children from low-income families to help ensure all children meet state academic standards. At Hawthorne Elementary, Title I funds are used to lower class sizes, provide programs for English language learners, hire intervention teachers for reading and math, and offer professional development for teachers. The goal of these programs is to improve instruction and help students, especially those struggling in certain subjects, achieve academic success.
This presentation explains the benefits of cooperative learning, and what structures are needed in order for it to be successfully implemented in schools.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document discusses developmentally appropriate practice in early childhood education as defined by the National Association for the Education of Young Children (NAEYC). It outlines several challenges facing early childhood education including a shortage of quality care, more children living in poverty or with special needs, and difficulties developing a qualified teaching force. It also discusses the standards/accountability movement and how to close achievement gaps between different groups of children by creating better connections between early education and elementary grades. The document provides eight principles of child development and learning that should inform developmentally appropriate practices based on early childhood research.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand.
The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
The document outlines 12 principles of developmentally appropriate practice (DAP) in early childhood education. The principles state that child development occurs across physical, social, emotional and cognitive domains; skills build on prior abilities in sequences; rates vary individually; development results from biology and experience; early experiences have long-term effects; complexity increases over time; secure relationships and peer interactions are important; culture and context influence development; children are active learners in various ways; play promotes learning and self-regulation; challenges that build on but exceed skills support growth; and motivation and dispositions shape learning.
A half day conversation examining what counts in adolescent literacy, beginning with big ideas and the ILA 2012 Adolescent Literacy Position Statement.
Shaping the future of CPD: Creating a culture of learningIRIS Connect
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
Finnish education system mirroring Life Skills Training ProgramHeikki Ervast
Finnish education system mirroring lstp 23 251117 brescia: A slideshow in Conference 'Life Skills Training Program' in Brescia, Italy on the 24th of November, 2017
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document outlines an online course aimed at parents, stakeholders, researchers, developers, and policymakers. The course covers five key challenges related to educational success: supporting parenting; learning together; communication; volunteering; and participating in the community. It aims to help parents reflect on practices to support children's development and academic achievement. The course also seeks to stimulate attitudes about creating supportive family and school environments and designing strategies to promote educational success for all children. The course materials include resources, audiovisual content, and tools for reflection. It is intended for both individual self-learning and shared learning through online discussion.
How to Make Elementary School Effective from within - Appraoch of LOKMITRA, 2012Rajesh kumar
Lokmitra has evolved and activity system to transform the school from within. This practice has evolved over last six years. Recent improvisation has been inspired by the work of Prof Manbo Sato of Tokyo University. His work was introduced to Lokmitra by Prof B K Passi, who also did a workshop of DIalogue in Education with Lokmitra staff and teachers in 20011.
The document discusses the important role that parents play in a child's educational success. It states that investing time, money, and effort into a child's education can have lasting benefits for the child and society. When parents are involved in a child's education by helping with homework, communicating with teachers, having high expectations, and creating a home environment that supports learning, children tend to have higher test scores and grades, better school attendance, and are more likely to complete high school and pursue further education. The document emphasizes that developing a partnership between parents and teachers is key to promoting students' academic and social development.
Promote Social Change for Academically Diverse LearnersElizabeth Morgan
This document discusses teaching diverse learners. It emphasizes using various teaching styles and assessments to understand students' strengths and interests. Teachers should adapt materials to students' individual needs, appreciate diversity, and plan engaging lessons that connect to students' lives. Effective instruction for English language learners develops oral language through meaningful discussions and connects native language words to English. Academic language development requires scaffolding and using concept maps to build understanding of key terms and concepts. Collaboration in literacy teams can improve reading achievement through regular data analysis, instructional planning, and reflection.
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
This document summarizes the key points from a meeting at Moonlight High School on their mission, vision, guiding principles and current status. It discusses that the school's mission is to ensure rigorous learning for all students through engaging instruction and community collaboration focused on student success. The vision is to produce globally competitive learners ready for college and careers. Current status is positive with increased enrollment and quality education, but infrastructure and academic programs could be improved, as well as strengthening communication between school and parents.
Developing positive relationships with parents2008090264
This MS PowerPoint presentation shows the importance of teacher relationships to students, parents and other teachers and how it impacts upon students performance.
1. The document discusses the roles and responsibilities of an early childhood educator. It explores how historical theories like John Dewey's have influenced the author's teaching through hands-on and experiential learning.
2. Key roles of educators include inspiring students, guiding lifelong learning, and teaching across subjects using technology. Beyond instruction, teachers also mentor, build relationships, and look for signs of student needs.
3. Meeting children's developmental needs around social skills, language, movement, and cognition is important. The author aims to provide a rich learning environment that promotes choice, play, and intellectual challenge.
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
This document summarizes a presentation about achieving success in Ofsted early years inspections. It discusses teaching, learning, and assessment in the early years foundation stage and how Ofsted evaluates these areas. It also addresses outcomes and equality, characteristics of effective learning, assessment practices, spiritual, moral, social and cultural development, and how leaders should approach Ofsted inspections with confidence in their pedagogy rather than fearing inspections. The presentation aims to guide early years teachers to lead with their values and principles rather than using Ofsted as a motivator.
The document summarizes Thomas Toch's book which examines five alternative high schools in the US that have smaller student populations compared to traditional large high schools. The schools profiled are Julia Richman Education Complex, Urban Academy, High Tech High, The Met School, and Minnesota New Country School. Each school has a distinctive approach but they share common features like personalized learning, strong sense of community, autonomy for teachers, and emphasis on preparing students for citizenship. The document concludes that downsizing schools and reforming to involvement-based education can help schools catalyze change and better prepare students to compete globally.
The document summarizes Thomas Toch's book which examines five alternative high schools in the US that have smaller student populations compared to traditional large high schools. The schools profiled are Julia Richman Education Complex, Urban Academy, High Tech High, The Met School, and Minnesota New Country School. Each school has a distinctive approach but they share common features like personalized learning, strong sense of community, autonomy for teachers, and emphasis on preparing students for citizenship. The document concludes that downsizing schools and reforming to involvement-based education can help schools better educate students to compete globally.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
We are In This Together: Quick Tips to Keep Families, Staff and Communities E...Luisa Cotto
Early childhood education it is a shared responsibility with all those who support children’s learning. As an administrator, you and your program are in a unique position to promote children’s well-being – in your school and beyond the boundaries of your school – by engaging families and the community at large Successful engagement starts when program administrators are committed to meaningful engagement and provide a clear message to staff, families and the community that they matter and they are critical partners in the program decision-making.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Similar to How parents can best support theri children's learning (20)
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
Embedding Principles and Practices of the YWIES/YCIS Foundation through Perfo...Adrian Scarlett
Teachers at Yew Wah International Education School of Shanghai Lingang are required to set a minimum of three SMART targets for the academic year. The targets must fall under four categories: a whole school target linked to the school's principles and practices, a department target reflecting priorities agreed to with their department, a personal target for professional development, and an attainment target for examination classes related to student performance. Success will be measured by targets explicitly focusing on the school's principles and practices, lesson observations showing targets being put into practice, monitoring of teacher performance, ongoing professional dialogue, and principles and practices being evident in curriculum, policies, communications and classroom practice.
This document discusses key concepts and principles for organizing a curriculum review at a school. It addresses factors that should guide curriculum choices like mission and vision statements. It also discusses curriculum models and how assessment should inform curriculum planning. Additional topics covered include the importance of transferable skills, 21st century learning skills, and monitoring curriculum implementation through lesson observations and student interviews. The overall purpose is to provide guidance on conducting a thorough and meaningful curriculum review process.
Marymount International School in Paris offers a holistic elementary school curriculum that includes fine and performing arts, physical education, technology, and religion and spirituality. The school's mission is to educate every student so that they may think creatively, reason critically, communicate effectively and learn continuously, in keeping with the RSHM Mission of ensuring all may have life.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. • To understand how parent’s can best support their children’s learning
• To consider ways that school and home can work in partnership to
promote learning
• To understand the key pitfalls to avoid
Aims of Workshop
3. What are the key findings of
Professor John Hattie’s
research?
Effect sizes were ranked for 138 different variables
Parental involvement in their children’s learning as a
significant effect in raising attainment according to
the research published by Professor John Hattie of
the University of Melbourne.
4. • When teachers see learning
through the eyes of the student
• When students see themselves as
their own teachers
• When parents understand what
has a significant effect on learning
and achievement
• Six signposts towards excellence
in education
Visible teaching and learning
9. School culture
“School leaders and teachers need to create school and
classroom environments where error is welcomed as a
learning opportunity […] and where participants can
feel safe to learn, re-learn and explore knowledge and
understanding.”
John Hattie (2009)
Think about:
• How can parents help promote such a culture in our school?
• What do you do well to support your child’s learning?
• What can you do more to support your child?
Editor's Notes
This slide is significant for parents as it emphasizes the role of the teacher in promoting academic achievement.
It is beneficial for parents to understand what factors have the most significant effects on learning.