This document provides teaching strategies for literacy, numeracy, and differentiation in an INTAD (Industrial Technology and Design) workshop environment. It discusses strategies such as direct instruction, using worksheets to identify tool sizes and characteristics, and providing pictures to support students with weaker literacy. Peer teaching of computer programs and using graphic organizers like PMI charts to develop higher-order thinking are also presented.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Professional development for teachers, on how to give quality feedback to your students based on John Hattie and the Seven Keys to Effective Feedback from Grant Wiggins
This talk describes Wayang Outpost, an electronic math practice software that uses multimedia, animated characters and animated adventures to help high-school students practice for their math classes. The system teaches students to solve problems in the format of standardized math tests,
such as the SAT, MCAS, Accuplacer, while providing complex multimedia help.
Wayang Outpost individualizes instruction; it learns along with students. As students progresses though the curriculum, Wayang Outpost adjusts the challenge level of problems, using individualized strategies that are effective for each student. It can fall back to earlier mathematics topics if students need that.
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Professional development for teachers, on how to give quality feedback to your students based on John Hattie and the Seven Keys to Effective Feedback from Grant Wiggins
This talk describes Wayang Outpost, an electronic math practice software that uses multimedia, animated characters and animated adventures to help high-school students practice for their math classes. The system teaches students to solve problems in the format of standardized math tests,
such as the SAT, MCAS, Accuplacer, while providing complex multimedia help.
Wayang Outpost individualizes instruction; it learns along with students. As students progresses though the curriculum, Wayang Outpost adjusts the challenge level of problems, using individualized strategies that are effective for each student. It can fall back to earlier mathematics topics if students need that.
Directions Please answer the discussion questions in 150 words eaAlyciaGold776
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
Running head STUDENT POPULATIONS .docxtoltonkendal
Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. A Hands-On Tutorial for teaching strategies
including literacy and numeracy specific
pedagogy with differentiation to the syllabus
for a middle phase cohort of students within
a INTAD work shop and Graphics
environment.
vid Sunderlandvid Sunderland
vey Flynnvey Flynn
Stacey HendersonStacey Henderson
Industrial Technology and Design
Woodwork/MetalworkWoodwork/Metalwork
GraphicsGraphics
3. Pedagogical Strategy
The emphasis for Direct Instruction is “Teaching in small steps,The emphasis for Direct Instruction is “Teaching in small steps,
providing for student practice after each step, and guiding studentsproviding for student practice after each step, and guiding students
during the initial practice” Rosenshine, (1987). This involves teachersduring the initial practice” Rosenshine, (1987). This involves teachers
entering the classroom with carefully designed lesson plans thatentering the classroom with carefully designed lesson plans that
focus on small tasks and objectives with content relevant andfocus on small tasks and objectives with content relevant and
engaging. It can be suggested that students with poor literacy andengaging. It can be suggested that students with poor literacy and
numeracy skills best benefit from Direct Instructionnumeracy skills best benefit from Direct Instruction
teachingRosenshine, (1987).teachingRosenshine, (1987).
4. Workshop Strategy
A suggested activity could be a year seven woodwork class using aA suggested activity could be a year seven woodwork class using a
Philips head screwdriver for the first time in completing a class task.Philips head screwdriver for the first time in completing a class task.
Direct Instruction would consist of the teacher explaining the safeDirect Instruction would consist of the teacher explaining the safe
handling procedures and the outcomes expected to the whole classhandling procedures and the outcomes expected to the whole class
clearly and directly. The teacher would then demonstrating how twoclearly and directly. The teacher would then demonstrating how two
pieces of wood can be joined using a Philips head screw driver andpieces of wood can be joined using a Philips head screw driver and
screw. The next step would be the teacher guiding students in usingscrew. The next step would be the teacher guiding students in using
the screw driver for the first time in a step by step process boththe screw driver for the first time in a step by step process both
verbally and with reference to written instruction on the white boardverbally and with reference to written instruction on the white board..
5. Numeracy Strategy
Targeting and reporting numeracy specific could be: studentsTargeting and reporting numeracy specific could be: students
identifying the different size screw driver blades and screws with inidentifying the different size screw driver blades and screws with in
the work shop and recording these differences as measured by thethe work shop and recording these differences as measured by the
student in millimetre increments on a work sheet supplied by thestudent in millimetre increments on a work sheet supplied by the
teacher.teacher.
6. Literacy Strategy
Furthermore on the work sheet could be additional tasks that helpFurthermore on the work sheet could be additional tasks that help
support literacy and reporting by having students name and identifysupport literacy and reporting by having students name and identify
the different characteristics and types of screw drivers located in thethe different characteristics and types of screw drivers located in the
work shop.work shop.
7. Differentiation Strategy
One example of differentiation could be for identified students withOne example of differentiation could be for identified students with
poor literacy skills: screw drivers placed alongside pictures matchingpoor literacy skills: screw drivers placed alongside pictures matching
the actual screw drivers to be reported on. This form of differentiationthe actual screw drivers to be reported on. This form of differentiation
helps students identify objects with word recognition and thehelps students identify objects with word recognition and the
characteristics associated with the picture matching the object or forcharacteristics associated with the picture matching the object or for
this exercise a screwdriverthis exercise a screwdriver
9. Literacy
Graphical organisers such as a PMI chart can be used to extendGraphical organisers such as a PMI chart can be used to extend
literacy skills and promote higher order thinking in a graphics class.literacy skills and promote higher order thinking in a graphics class.
For example, students could be asked to research and evaluateFor example, students could be asked to research and evaluate
selected relevant product designs and then record their analysisselected relevant product designs and then record their analysis
using complete sentences into a PMI chart. This approach creates ausing complete sentences into a PMI chart. This approach creates a
platform that encourages student literacy’s skills and implementsplatform that encourages student literacy’s skills and implements
industry language. PMI organisers facilitate a thought provokingindustry language. PMI organisers facilitate a thought provoking
situation where students compare and contrast existing designs andsituation where students compare and contrast existing designs and
concepts. Furthermore, to provide an authentic learning experience,concepts. Furthermore, to provide an authentic learning experience,
students could be asked to present their PMI using different forms ofstudents could be asked to present their PMI using different forms of
media.media.
10. Pedagogical Strategy
Right is right is a teaching strategy taken from Lemov (2010), thisRight is right is a teaching strategy taken from Lemov (2010), this
strategy targets the difference between a student being partially rightstrategy targets the difference between a student being partially right
and 100% right when answering a question or completing a task. Anand 100% right when answering a question or completing a task. An
example of how this strategy could be used in graphics is when aexample of how this strategy could be used in graphics is when a
student comes to present a drawing to the teacher and has drawnstudent comes to present a drawing to the teacher and has drawn
the drawing perfect, all lines meet, it is the correct size andthe drawing perfect, all lines meet, it is the correct size and
representation however, the student has not labeled the drawingrepresentation however, the student has not labeled the drawing
correctly. If the teacher says, “great job, this is perfect however oncorrectly. If the teacher says, “great job, this is perfect however on
your next job I want you to label it correctly”, the teacher is telling theyour next job I want you to label it correctly”, the teacher is telling the
student that their job is perfect, yet they ‘could’ not ‘must’ change astudent that their job is perfect, yet they ‘could’ not ‘must’ change a
few things. The teacher should instead say, “I like what you havefew things. The teacher should instead say, “I like what you have
done but in order for it to be perfect, go back and correct yourdone but in order for it to be perfect, go back and correct your
labeling”. Letting the student know that they are on the right track butlabeling”. Letting the student know that they are on the right track but
in order to be 100% right, they must make a few changesin order to be 100% right, they must make a few changes..
11. Numeracy Strategy
On any given drawing there will be dimensions labeling how long,On any given drawing there will be dimensions labeling how long,
wide, deep or the diameter of an object is. Student’s knowledge andwide, deep or the diameter of an object is. Student’s knowledge and
understanding of numeracy will be challenged, as they may have tounderstanding of numeracy will be challenged, as they may have to
redraw the drawing to a different scale. Also drawings drawn toredraw the drawing to a different scale. Also drawings drawn to
Australian Standards will not have redundant dimensions, meaningAustralian Standards will not have redundant dimensions, meaning
that students will have to use numeracy skills to determine somethat students will have to use numeracy skills to determine some
measurements.measurements.
12. Peer Teaching
Teaching a complicated computer-based program such as AutoCadTeaching a complicated computer-based program such as AutoCad
in a Technology class requires patience and pedagogy that allow forin a Technology class requires patience and pedagogy that allow for
diversity in student abilities. Facilitated thoughtfully, peer teachingdiversity in student abilities. Facilitated thoughtfully, peer teaching
and working collaboratively would benefit students learning this typeand working collaboratively would benefit students learning this type
of software. This approach allows student to share thoughts, justify orof software. This approach allows student to share thoughts, justify or
build upon existing ideas and concepts. Students that collaboratebuild upon existing ideas and concepts. Students that collaborate
and mediate their ongoing enquiries are able to grasp ideas andand mediate their ongoing enquiries are able to grasp ideas and
concepts and a new understanding may become visible. Oftenconcepts and a new understanding may become visible. Often
students crossing a common ground in learning can explain softwarestudents crossing a common ground in learning can explain software
methods and concepts to fellow students on an entirely different levelmethods and concepts to fellow students on an entirely different level
than an educator.than an educator.
13. References
Bahr, N., Pendergast, D. (2010). Teaching Middle Years:Bahr, N., Pendergast, D. (2010). Teaching Middle Years: Rethinking curriculum,Rethinking curriculum,
pedagogy and assessment.pedagogy and assessment. (2(2ndnd
ed.). Crows Nest, N.S.W: Allen & Unwin.ed.). Crows Nest, N.S.W: Allen & Unwin.
Creative Education, Practical Teaching Advice, Ideas andCreative Education, Practical Teaching Advice, Ideas and
OpinionOpinionhttp://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-http://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-
the-classroom/the-classroom/
Effective teaching strategies: lessons from research and practice / Roy Killen. EditionEffective teaching strategies: lessons from research and practice / Roy Killen. Edition
6th Ed. Publisher Details South Melbourne, Vic.: (2013).6th Ed. Publisher Details South Melbourne, Vic.: (2013).
Lemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-BassLemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-Bass
Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia,Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia,
Sydney.Sydney.
O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012).O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). Educational psychologyEducational psychology..
(1st ed.). Milton, Qld: John Wiley &? Sons.(1st ed.). Milton, Qld: John Wiley &? Sons.