How to do the benchmark
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This document outlines the sections and topics to be addressed in a teaching benchmark assignment, including an introduction outlining the instructor's teaching philosophy, how classroom culture and relationships will be developed, classroom rules and procedures, how student behavior will be managed, and how the instructor plans to improve their teaching. The assignment requires discussion of desired classroom culture, regular communication with families, classroom rules and expectations, supporting student development, and managing misbehavior. Sources must be cited using APA 7th edition style.
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How did you establish and manage daily routines and transitions?
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Include two additional interview questions based on your observation.
Write a 750-1,000-word summary and analysis of the following:
Summary of the lesson observed
Age group
Teacher's instructional approach and practices
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Analysis of the lesson observed
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Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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Observe your clasroom teacher conducting a social studies lesson. Make note of how the following methods and processes are implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Interview the classroom teacher to learn more about the social studies classroom using the following:
How long have you been teaching and in what grade levels?
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How did you build a sensitive and caring classroom learning community?
What challenges have you encountered when working in your current classroom?
How did you establish and manage daily routines and transitions?
What do you feel are the most important components of social studies lesson?
What instructional strategies do you use and why?
How do you differentiate instruction based on the needs of your students?
What resources and technology do you use and why?
How do you use assessment to drive your instruction?
Include two additional interview questions based on your observation.
Write a 750-1,000-word summary and analysis of the following:
Summary of the lesson observed
Age group
Teacher's instructional approach and practices
Students' responses
Analysis of the lesson observed
Effectiveness of the lesson
What would you change?
What components of the classroom environment are appropriate for the age group? Or are not?
How the following were implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Summary of teacher interview responses
Include all questions and responses
Analysis of teacher interview responses
What did you learn from the responses?
How will what you learned effect your future classroom?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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Counselors often worry about balancing caring relationships with effective classroom management. The document provides tips for counselors, including being prepared but flexible, creating a trusting atmosphere, enforcing consistent rules respectfully, and positively reinforcing good behavior. An effective classroom manager understands their role as an educator providing clear expectations and consequences, while also building relationships through enthusiasm and humor.
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The Teachers' Standards document establishes the minimum requirements for teachers in England regarding their professional practice and conduct. It outlines 8 standards for teaching, including setting high expectations for pupils, promoting good progress, demonstrating strong subject knowledge, planning effective lessons, adapting teaching to meet all pupils' needs, using assessment to support learning, managing behavior, and fulfilling wider professional responsibilities. It also specifies personal and professional conduct expectations, such as treating pupils with dignity, respecting others, and upholding fundamental British values.
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The document discusses how a school's mission could be restated to focus on developing 21st century learners by meeting ISTE NETS standards for students, which may help increase dropping enrollment numbers. Global collaborative projects are suggested as they are based on sound learning principles and could help the school foster critical thinking, collaboration, and creativity, in line with the restated mission.
Global collaborative projects course project educ8841
This document discusses ways for a school to update its mission statement and educational approach to better develop 21st century learners and meet modern standards, which could help increase declining enrollment numbers. The school's current mission focuses on academic excellence but restating it to also develop critical thinking, collaboration, and creativity in students would foster a better learning climate. Aligning with the ISTE NETS Standards could further boost the school's competitive edge and appeal to parents.
Wk 7 storyboard->slides 5 & 6
The document discusses implementing global collaborative projects in a school to foster critical thinking, collaboration, creativity, and meet national technology standards. It describes how such projects are based on constructivist learning principles and recent studies have found online collaboration positively impacts learning outcomes. The document outlines developing a paradigm shift to include global education by using existing digital equipment and online lesson plans. It discusses teachers at the school who were early adopters and laggards of this innovation, with strategies to help convince laggards, including finding ways to supplement the curriculum.
Week 4 Storyboard
This document discusses the need for global collaboration projects at a school to foster critical thinking, collaboration, creativity, and develop 21st century learners in line with the school's mission. It discusses how constructivist learning theories support global collaborative projects. While recent studies have found positive learning outcomes from online collaboration, the document notes a need for more recent studies within the past five years specifically showing global collaborative projects raise student achievement. The document also discusses how incorporating global education can be accomplished using existing digital equipment and online lesson plans.
Book talks
Booktalks are conversations where students relate the sequence of events in stories they have read. Students fill out story sequence maps to organize a book's events, then create slideshows with pictures and text summaries to share the plot. These booktalks help students comprehend literature by enabling them to perceive narrative structure and relate stories' beginnings, middles, and ends.
Book talks
Booktalks are conversations where students relate the sequence of events in stories they have read. Students fill out story sequence maps to organize a book's events, then create slideshows with pictures and text summaries to share the plot. These booktalks enable students to comprehend literature by perceiving narrative structure and relating the beginning, middle, and end of stories.
Collaborative Conversations
This document provides guidance on using collaborative conversations and VoiceThreads to engage students in learning. Some suggestions include:
1. Engaging students through activities like documenting field trips, reviewing books, debating topics, and recording visits from curriculum-based characters.
2. Using tools like VoiceThreads to create lessons, activities, or tasks that relate to the curriculum and incorporate different learning styles and abilities based on Bloom's Taxonomy and Multiple Intelligences theory.
3. The document walks through the steps to set up and create a VoiceThread, including uploading a photo, recording an audio comment, and deciding whether to save or cancel the VoiceThread.
24 interesting ways to use Voicethread
This document provides 25 tips for using Voicethread in the classroom, including having students collaborate on mystery images, peer review artwork, discuss videos, practice analyzing historical sources, write poems and stories, and connect with families by sharing work. Tips also include using Voicethread for science experiments, interpreting graphs, public speaking practice, and connecting with experts through conference presentations. The document encourages sharing additional ideas for using the tool and collaborating to expand the list of classroom application examples.
China Wet Markets
Chinese wet markets offer fresh meat and produce and are known as cai shi chang in Mandarin. Photos from ordinary Chinese towns show these open air markets where one can buy vegetables and unusual fruits like pipa and mangosteens not found in the United States, while wearing sturdy shoes.
Distance Education Pedagogy Powerpoint
The document provides a brief history of distance education beginning with the University of Chicago offering correspondence courses in 1890. It discusses various technologies that have enabled distance education such as VOIP and Skype, as well as different types of online courses including synchronous, asynchronous, and blended learning models. The document also discusses principles of effective learning including active, constructive, collaborative learning and addressing different learning styles through intentional, complex, and contextual learning environments.
Intro Powerpoint
This document provides an introduction to teaching and learning online. It discusses the surface web versus the deep web and where to find educational resources like ERIC, Infomine and EBSCO in the deep web. It also briefly mentions the importance of ethics when teaching online and includes references to copyrighted images used in the slides.
Input, Output Ppt
Input devices such as keyboards and mice allow information to enter the CPU, while output devices like speakers, headphones, printers and monitors allow the CPU to share information. Input devices put info into the CPU, and output devices read info put out by the CPU. Common input and output devices include keyboards, mice, speakers, headphones, printers, monitors, and scanners.
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Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
Global collaborative projects course project educ8841
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- 3. Culture and Relationships Describe a cohesive foundation for your classroom, centering on the following: Your desired classroom culture. How you will regularly communicate with families regarding their student’s classroom behavior and ability to meet set expectations. Your role in supporting and engaging families and the community through respectful, reciprocal relationships.
- 4. Classroom Rules/Expectations and Procedures Describe your classroom rules and procedures, including: How you want to introduce and implement your classroom rules and procedures. How you will discuss with students shared values and expectations to create a healthy, respectful, supportive, and inclusive classroom. Safe, legal, and ethical use of digital information and technology, as appropriate for young children.
- 5. Student Behavior Briefly describe the following, including how you will support cognitive, social, and/or emotional development: How you will encourage and praise good behavior How you will prevent and manage misbehavior
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- 7. References Cite in APA 7th (Use the Google Scholar button for Chrome or the myBib button for Chrome)