Inovation in education
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This document outlines an accelerated education program that allows students to complete a 4-year undergraduate teaching degree in 4 years by incorporating 2 years of student teaching. It proposes assigning each student an education coach who will mentor and monitor the student's progress throughout their academic and student teaching experience, assisting with scheduling online courses and providing daily communication during student teaching. The program aims to provide students with intensive hands-on teaching experience and support through regular meetings with their coach and other teachers.
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Difference Between Teacher and Lecturer
A teacher works in primary and secondary schools, teaching children. A lecturer works in colleges and universities, teaching and researching at the bachelor's and master's levels. While both educate students, teachers can progress to administration roles like principal, while lecturers can become professors. To be a teacher requires a bachelor's degree and teaching certificate, while to be a lecturer requires passing the UGC NET exam. Their responsibilities also differ, with teachers focusing more on student support and testing while lecturers emphasize research and course guidance.
online assignment
The document discusses several innovative instructional strategies for teaching and learning, including programmed instruction, cooperative learning, team teaching, and computer-assisted instruction. Programmed instruction breaks learning down into small sequential units and provides feedback, while cooperative learning emphasizes group work and interaction. Team teaching involves pooling teacher resources and expertise to jointly teach students. Computer-assisted instruction applies programmed learning principles through computer technology. Microteaching allows teachers to practice specific skills by teaching small units to small groups of students. These innovative strategies aim to make learning more effective by incorporating psychological principles.
What are the different types of teaching courses
There are four main types of teaching courses that one can pursue in India to become a successful teacher: pre-primary, primary, secondary, and higher education training courses. Pre-primary courses require completion of higher secondary education and take 1-2 years. Primary courses include certification or diploma programs requiring secondary education or a PG diploma requiring graduation. Secondary courses focus on skills through a 1-year B.Ed. requiring graduation. Higher education courses include 1-year M.Ed., 2-year M.A. in Education, 2-year Ph.D with prior degrees, or a PG diploma with B.Ed. completion.
Educational Technology: Systematic Approach to Teaching
The document discusses the system approach to instruction, which involves carefully coordinating different elements to achieve educational goals. It outlines several key elements the teacher must consider, including learners' needs, entry skills, interests, backgrounds and developmental stages. The system approach has three phases - formulating objectives, planning instruction, and assessing learning. Instructional objectives can be specific or general, and the planning process involves introduction, development and conclusion sections. The overall purpose is to ensure orderly interaction of resources to fulfill established instructional goals.
Microteaching rating sheet
This document contains a rating sheet to evaluate a pre-service teacher's actual teaching performance. It consists of six sections that assess the teacher's personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. Each section contains criteria that are rated on a scale of 1 to 5, with numerical equivalents. The rating sheet is used to provide an overall assessment of the pre-service teacher's teaching abilities.
Functions of instructor
The document outlines the key functions of an instructor in distance education. It discusses that an instructor acts as a facilitator to support learners. The main functions of an instructor are grouped into four categories: 1) teaching functions like highlighting important content and interacting with students, 2) reviewing student assignments and providing feedback on progress, 3) responding to student queries and helping solve problems, and 4) acting as a liaison to evaluate course effectiveness and help administrators make decisions about the system. Overall, the instructor has many responsibilities to support students and help ensure their success in distance learning courses.
Induction meeting
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Recommended
Difference Between Teacher and Lecturer
A teacher works in primary and secondary schools, teaching children. A lecturer works in colleges and universities, teaching and researching at the bachelor's and master's levels. While both educate students, teachers can progress to administration roles like principal, while lecturers can become professors. To be a teacher requires a bachelor's degree and teaching certificate, while to be a lecturer requires passing the UGC NET exam. Their responsibilities also differ, with teachers focusing more on student support and testing while lecturers emphasize research and course guidance.
online assignment
The document discusses several innovative instructional strategies for teaching and learning, including programmed instruction, cooperative learning, team teaching, and computer-assisted instruction. Programmed instruction breaks learning down into small sequential units and provides feedback, while cooperative learning emphasizes group work and interaction. Team teaching involves pooling teacher resources and expertise to jointly teach students. Computer-assisted instruction applies programmed learning principles through computer technology. Microteaching allows teachers to practice specific skills by teaching small units to small groups of students. These innovative strategies aim to make learning more effective by incorporating psychological principles.
What are the different types of teaching courses
There are four main types of teaching courses that one can pursue in India to become a successful teacher: pre-primary, primary, secondary, and higher education training courses. Pre-primary courses require completion of higher secondary education and take 1-2 years. Primary courses include certification or diploma programs requiring secondary education or a PG diploma requiring graduation. Secondary courses focus on skills through a 1-year B.Ed. requiring graduation. Higher education courses include 1-year M.Ed., 2-year M.A. in Education, 2-year Ph.D with prior degrees, or a PG diploma with B.Ed. completion.
Educational Technology: Systematic Approach to Teaching
The document discusses the system approach to instruction, which involves carefully coordinating different elements to achieve educational goals. It outlines several key elements the teacher must consider, including learners' needs, entry skills, interests, backgrounds and developmental stages. The system approach has three phases - formulating objectives, planning instruction, and assessing learning. Instructional objectives can be specific or general, and the planning process involves introduction, development and conclusion sections. The overall purpose is to ensure orderly interaction of resources to fulfill established instructional goals.
Microteaching rating sheet
This document contains a rating sheet to evaluate a pre-service teacher's actual teaching performance. It consists of six sections that assess the teacher's personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. Each section contains criteria that are rated on a scale of 1 to 5, with numerical equivalents. The rating sheet is used to provide an overall assessment of the pre-service teacher's teaching abilities.
Functions of instructor
The document outlines the key functions of an instructor in distance education. It discusses that an instructor acts as a facilitator to support learners. The main functions of an instructor are grouped into four categories: 1) teaching functions like highlighting important content and interacting with students, 2) reviewing student assignments and providing feedback on progress, 3) responding to student queries and helping solve problems, and 4) acting as a liaison to evaluate course effectiveness and help administrators make decisions about the system. Overall, the instructor has many responsibilities to support students and help ensure their success in distance learning courses.
Induction meeting
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Actfl 2016 utah level chinese
Utah has implemented a large-scale Chinese dual language immersion program across 33 elementary schools and 15 middle schools for the 2016-2017 school year, involving over 8,000 students. The program follows a 50/50 model where instruction is divided daily between one teacher teaching only in Mandarin Chinese and one teacher teaching only in English. At the 6th grade level specifically, there were 19 teachers and 700 students spread across 19 separate schools and 8 districts receiving Chinese instruction. The goals of targeting just 6th graders were to establish consistent standards, collect benchmark data on the transition to middle school, and identify gaps to address before moving to higher grades.
20170901 earli -introducing differentiated instruction
After participating in a differentiated instruction professional development program, teachers were able to partially implement differentiated instruction strategies in their classrooms. The main concerns that arose were related to facilities, time and support constraints, as well as teachers' and students' existing attitudes and beliefs. Effective differentiated instruction requires viewing teaching as a cyclical process that incorporates ongoing assessment to meet students' varying needs. Long-term, school-wide support is needed to fully integrate differentiated instruction as a fundamental approach in secondary education.
Statement of Professional Goals
This document outlines the professional goals of a teacher in 4 areas: 1) Teaching goals including applying teaching methods in practice and developing self-evaluation skills. 2) Classroom management goals such as creating a positive atmosphere, managing discipline, and reinforcing good behavior. 3) Improving student academic levels by clearly explaining lessons, providing engaging activities, and helping low achieving students. 4) Social goals like communicating with others, building teacher-student relationships, and developing more confidence in interactions.
Difference Between Teacher and Lecturer
Teacher teach in primary and secondary schools and require a bachelor's degree with B.Ed certification. Their responsibilities include teaching subjects, assisting struggling students, ensuring students are prepared for tests, and assisting with administrative and communication tasks. Lecturers teach in colleges and universities at the bachelor's and master's level and require a postgraduate degree and passing the UGC NET exam. Their responsibilities involve advising students, conducting research and publishing in their subject area, collaborating with other lecturers, and assisting with administrative duties.
Practice of Course Design
This document discusses the practice of course design and need analysis. It explains that need analysis examines what learners already know and need to know to ensure the course contains relevant content. The steps of need analysis are identified as: 1) identifying the audience and purpose, 2) describing the target population, 3) describing problems and solutions, 4) needs assessment, and 5) getting conclusions. An example is provided of analyzing learning problems in a classroom and finding solutions. Guidelines for a course book are also discussed, including its aims of encouraging discussion, developing fluency, improving accuracy, and consolidating progress.
Evaluation
This document contains an evaluation of instructor Mansour Lotayif from the Winter 2010 season. He received an average grade of 1.62 from 19 students. The evaluation includes grades for Mr. Lotayif in 4 courses: Transnational Management (average grade 1.6), Intercultural Aspects (average grade 1.6), Seminar (average grade 1.59), and Management Bachelor Thesis (average grade 1.96). Student feedback was generally positive, with average grades between 1.4-2 for most evaluation criteria in the courses.
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The document compares teacher-centered and learner-centered paradigms. In a teacher-centered paradigm, knowledge is transmitted from the professor to passive students, assessment is used to monitor learning, and the focus is on acquiring knowledge outside of its context. In contrast, a learner-centered paradigm views students as actively constructing knowledge through inquiry and problem-solving, assessment is used to promote learning, and emphasis is placed on using knowledge to address real-life issues. The professor's role shifts from primary information giver to coach and facilitator who learns alongside students.
B.Ed. Technology Presentation
This document describes the Personalized System of Instruction (PSI), also known as the Keller Plan, which is a mastery-based learning technique developed by F.S. Keller in 1963. PSI is a self-paced, individualized instructional model that uses written study guides and tutors to evaluate student mastery of content. Key aspects of PSI include breaking content into units, allowing students to learn at their own pace until achieving a fixed mastery standard, providing frequent feedback and reinforcement, and utilizing proctors and instructors to help students through the learning process. The document outlines the personnel, features, objectives, principles, steps, advantages, and limitations of the PSI model.
Summative Review 2014-2015
Mrs. Amanda Edwards received an overall rating of "Accomplished" on her teacher evaluation covering Standards I-V for the 2014-2015 school year. The evaluation noted that she is a leader in her classroom and school, plans engaging lessons aligned to standards, builds positive relationships with her diverse students, integrates technology effectively, and is consistently reflective on her practice to improve student outcomes.
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It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
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This document is a reflection from a student, Kyla Neely, on her performance in a teaching methods course. She evaluates herself on 5 dispositions that are important for teachers: reliability & dependability, initiative, communication skills, professionalism & ethical behavior, and diversity. For each disposition, she describes why it is important for teachers, how she met it through her coursework, and she gives herself a grade of 3 on a scale, noting there is always room for improvement. In the overall reflection, she believes she successfully met all the dispositions but recognizes the need for continuous growth and improvement as a teacher.
تقويم البرامج التعليمية متطلبات تكوينية وإجمالية ومتطلبات المساءلة للتقويم بغ...
This document discusses the different purposes and demands of assessment including formative, summative, and accountability assessments. It provides examples of how teachers in New Zealand primary science classrooms balance these different assessment needs. Teachers must be accountable to both the curriculum and to students. Planning assessments can help teachers target learning outcomes and student performance expectations. Teachers also work to develop student self-assessment skills. Formative and summative assessments are balanced throughout and at the end of teaching sequences. Teachers further account for student learning by reporting to families in various ways beyond just written reports. Support at the system level is important to help teachers navigate these various assessment demands and purposes.
Resume - Vip
Tran The Tuat is a Vietnamese citizen seeking a position as an educator. He has over 10 years of experience teaching English in Vietnam, most recently as an Academic Coordinator for an education solutions company from 2013-2014. Prior to that, he held roles such as Group Leader for an English tutoring group and English Teacher at a high school. Tran holds a Bachelor's degree in English from the University of Can Tho as well as a Philosophy Certificate. He is looking for a new opportunity where he can continue utilizing his teaching experience and English language skills.
Presentation curriculum & syllabus.docx
The document discusses curriculum and syllabus. It defines curriculum as the overall framework and content taught in an educational system, including objectives, structure of subjects, and methods of evaluation. A syllabus provides a more specific outline for a particular subject. Curriculum is set by governments and looks at a whole course, while a syllabus is set for a subject and term. The document discusses different methods for constructing curriculum, including concentric, regional, linear, unit, and mixed methods. It also outlines the key components and stakeholders involved in the curriculum process.
Concluding Lesson Study
This document discusses the process of concluding a lesson study. It provides examples of typical lesson study reports which include the professional learning goal, unit description, lesson plans, key findings from research lessons, and evidence from observations. The key findings are discussed and then an action plan is developed based on the findings to improve future instruction, such as using anchor tasks in mathematics lessons or basing all language lessons around a central anchor text.
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The document defines and explains what an instructional framework is. An instructional framework provides teachers with a structured approach to purposeful planning, effective teaching, and high student achievement. It divides teaching into domains, elements, and components to address all aspects of instructional design, classroom environment, pedagogy, and professional responsibilities. The framework is meant to support teachers and give them freedom to utilize their strengths while ensuring students reach their highest potential.
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This document discusses the basic articulation of an English curriculum. It describes the vertical articulation from grade to grade, with content becoming more advanced each year. It also describes the horizontal articulation within a grade, with topics, experiences, and themes integrated across subject areas. Finally, it emphasizes the importance of continuity from basic to more complex concepts to allow students to build on foundational knowledge.
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Chapter 15: Being a Professional
Teaching can be considered a profession according to several criteria: it offers a unique service to society, relies on intellectual skills, and requires specialized training. Teachers can operate at different levels of professionalism - from simply going through the motions to taking a wide view of knowledge and creating a desire to learn. National Board-certified teachers are committed to their students, help manage learning, think systematically about their practice, and are members of a learning community. Professional development for teachers includes opportunities within their school or district as well as graduate study, mentoring, and reflection to continuously improve.
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIA
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
criticalanalysiseducation-200430184846.pdf
The document provides a critical analysis of teacher education programs in India. It discusses the philosophy, aims, admission requirements, duration, specializations, and assessment methods of programs as per the National Council of Teacher Education (NCTE) and for AIIMS College of Nursing. While AIIMS programs meet some NCTE criteria, it was found that AIIMS has less stringent admission requirements, additional specializations offered, and different attendance policies and facilities compared to NCTE guidelines. The document also reviews issues and suggestions for improving quality of teacher education in India.
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Actfl 2016 utah level chinese
Utah has implemented a large-scale Chinese dual language immersion program across 33 elementary schools and 15 middle schools for the 2016-2017 school year, involving over 8,000 students. The program follows a 50/50 model where instruction is divided daily between one teacher teaching only in Mandarin Chinese and one teacher teaching only in English. At the 6th grade level specifically, there were 19 teachers and 700 students spread across 19 separate schools and 8 districts receiving Chinese instruction. The goals of targeting just 6th graders were to establish consistent standards, collect benchmark data on the transition to middle school, and identify gaps to address before moving to higher grades.
20170901 earli -introducing differentiated instruction
After participating in a differentiated instruction professional development program, teachers were able to partially implement differentiated instruction strategies in their classrooms. The main concerns that arose were related to facilities, time and support constraints, as well as teachers' and students' existing attitudes and beliefs. Effective differentiated instruction requires viewing teaching as a cyclical process that incorporates ongoing assessment to meet students' varying needs. Long-term, school-wide support is needed to fully integrate differentiated instruction as a fundamental approach in secondary education.
Statement of Professional Goals
This document outlines the professional goals of a teacher in 4 areas: 1) Teaching goals including applying teaching methods in practice and developing self-evaluation skills. 2) Classroom management goals such as creating a positive atmosphere, managing discipline, and reinforcing good behavior. 3) Improving student academic levels by clearly explaining lessons, providing engaging activities, and helping low achieving students. 4) Social goals like communicating with others, building teacher-student relationships, and developing more confidence in interactions.
Difference Between Teacher and Lecturer
Teacher teach in primary and secondary schools and require a bachelor's degree with B.Ed certification. Their responsibilities include teaching subjects, assisting struggling students, ensuring students are prepared for tests, and assisting with administrative and communication tasks. Lecturers teach in colleges and universities at the bachelor's and master's level and require a postgraduate degree and passing the UGC NET exam. Their responsibilities involve advising students, conducting research and publishing in their subject area, collaborating with other lecturers, and assisting with administrative duties.
Practice of Course Design
This document discusses the practice of course design and need analysis. It explains that need analysis examines what learners already know and need to know to ensure the course contains relevant content. The steps of need analysis are identified as: 1) identifying the audience and purpose, 2) describing the target population, 3) describing problems and solutions, 4) needs assessment, and 5) getting conclusions. An example is provided of analyzing learning problems in a classroom and finding solutions. Guidelines for a course book are also discussed, including its aims of encouraging discussion, developing fluency, improving accuracy, and consolidating progress.
Evaluation
This document contains an evaluation of instructor Mansour Lotayif from the Winter 2010 season. He received an average grade of 1.62 from 19 students. The evaluation includes grades for Mr. Lotayif in 4 courses: Transnational Management (average grade 1.6), Intercultural Aspects (average grade 1.6), Seminar (average grade 1.59), and Management Bachelor Thesis (average grade 1.96). Student feedback was generally positive, with average grades between 1.4-2 for most evaluation criteria in the courses.
Teacher centered vs learner centered paradigms
The document compares teacher-centered and learner-centered paradigms. In a teacher-centered paradigm, knowledge is transmitted from the professor to passive students, assessment is used to monitor learning, and the focus is on acquiring knowledge outside of its context. In contrast, a learner-centered paradigm views students as actively constructing knowledge through inquiry and problem-solving, assessment is used to promote learning, and emphasis is placed on using knowledge to address real-life issues. The professor's role shifts from primary information giver to coach and facilitator who learns alongside students.
B.Ed. Technology Presentation
This document describes the Personalized System of Instruction (PSI), also known as the Keller Plan, which is a mastery-based learning technique developed by F.S. Keller in 1963. PSI is a self-paced, individualized instructional model that uses written study guides and tutors to evaluate student mastery of content. Key aspects of PSI include breaking content into units, allowing students to learn at their own pace until achieving a fixed mastery standard, providing frequent feedback and reinforcement, and utilizing proctors and instructors to help students through the learning process. The document outlines the personnel, features, objectives, principles, steps, advantages, and limitations of the PSI model.
Summative Review 2014-2015
Mrs. Amanda Edwards received an overall rating of "Accomplished" on her teacher evaluation covering Standards I-V for the 2014-2015 school year. The evaluation noted that she is a leader in her classroom and school, plans engaging lessons aligned to standards, builds positive relationships with her diverse students, integrates technology effectively, and is consistently reflective on her practice to improve student outcomes.
Successful teaching2 (1)
Teachers have three loves: the love of learning, the love of learners, and bringing those two loves together through teaching. Effective teachers display patience, have high expectations for students, and inspire students with a desire to learn. Building positive relationships with students and treating them with respect is also important for teachers.
Syllabus and Curriculum
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Neely k videoreflectioned586
This document is a reflection from a student, Kyla Neely, on her performance in a teaching methods course. She evaluates herself on 5 dispositions that are important for teachers: reliability & dependability, initiative, communication skills, professionalism & ethical behavior, and diversity. For each disposition, she describes why it is important for teachers, how she met it through her coursework, and she gives herself a grade of 3 on a scale, noting there is always room for improvement. In the overall reflection, she believes she successfully met all the dispositions but recognizes the need for continuous growth and improvement as a teacher.
تقويم البرامج التعليمية متطلبات تكوينية وإجمالية ومتطلبات المساءلة للتقويم بغ...
This document discusses the different purposes and demands of assessment including formative, summative, and accountability assessments. It provides examples of how teachers in New Zealand primary science classrooms balance these different assessment needs. Teachers must be accountable to both the curriculum and to students. Planning assessments can help teachers target learning outcomes and student performance expectations. Teachers also work to develop student self-assessment skills. Formative and summative assessments are balanced throughout and at the end of teaching sequences. Teachers further account for student learning by reporting to families in various ways beyond just written reports. Support at the system level is important to help teachers navigate these various assessment demands and purposes.
Resume - Vip
Tran The Tuat is a Vietnamese citizen seeking a position as an educator. He has over 10 years of experience teaching English in Vietnam, most recently as an Academic Coordinator for an education solutions company from 2013-2014. Prior to that, he held roles such as Group Leader for an English tutoring group and English Teacher at a high school. Tran holds a Bachelor's degree in English from the University of Can Tho as well as a Philosophy Certificate. He is looking for a new opportunity where he can continue utilizing his teaching experience and English language skills.
Presentation curriculum & syllabus.docx
The document discusses curriculum and syllabus. It defines curriculum as the overall framework and content taught in an educational system, including objectives, structure of subjects, and methods of evaluation. A syllabus provides a more specific outline for a particular subject. Curriculum is set by governments and looks at a whole course, while a syllabus is set for a subject and term. The document discusses different methods for constructing curriculum, including concentric, regional, linear, unit, and mixed methods. It also outlines the key components and stakeholders involved in the curriculum process.
Concluding Lesson Study
This document discusses the process of concluding a lesson study. It provides examples of typical lesson study reports which include the professional learning goal, unit description, lesson plans, key findings from research lessons, and evidence from observations. The key findings are discussed and then an action plan is developed based on the findings to improve future instruction, such as using anchor tasks in mathematics lessons or basing all language lessons around a central anchor text.
What is instructional frame work
The document defines and explains what an instructional framework is. An instructional framework provides teachers with a structured approach to purposeful planning, effective teaching, and high student achievement. It divides teaching into domains, elements, and components to address all aspects of instructional design, classroom environment, pedagogy, and professional responsibilities. The framework is meant to support teachers and give them freedom to utilize their strengths while ensuring students reach their highest potential.
Fs4 5
This document discusses the basic articulation of an English curriculum. It describes the vertical articulation from grade to grade, with content becoming more advanced each year. It also describes the horizontal articulation within a grade, with topics, experiences, and themes integrated across subject areas. Finally, it emphasizes the importance of continuity from basic to more complex concepts to allow students to build on foundational knowledge.
Effective teaching strategies (1)
This document discusses effective teaching strategies for training adult learners. It outlines six key characteristics of adult learners: that they are autonomous, have life experiences, are goal-oriented, want practical relevance, are practical, and want respect. It also discusses principles of active learning and using a variety of instructional strategies like quizzes, games, role-playing and group work. The overall message is that trainings should apply principles of adult learning theory, engage learners actively, and model the instructional strategies being taught.
Chapter 15: Being a Professional
Teaching can be considered a profession according to several criteria: it offers a unique service to society, relies on intellectual skills, and requires specialized training. Teachers can operate at different levels of professionalism - from simply going through the motions to taking a wide view of knowledge and creating a desire to learn. National Board-certified teachers are committed to their students, help manage learning, think systematically about their practice, and are members of a learning community. Professional development for teachers includes opportunities within their school or district as well as graduate study, mentoring, and reflection to continuously improve.
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20170901 earli -introducing differentiated instruction
20170901 earli -introducing differentiated instruction
تقويم البرامج التعليمية متطلبات تكوينية وإجمالية ومتطلبات المساءلة للتقويم بغ...
تقويم البرامج التعليمية متطلبات تكوينية وإجمالية ومتطلبات المساءلة للتقويم بغ...
Similar to Inovation in education
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIA
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
criticalanalysiseducation-200430184846.pdf
The document provides a critical analysis of teacher education programs in India. It discusses the philosophy, aims, admission requirements, duration, specializations, and assessment methods of programs as per the National Council of Teacher Education (NCTE) and for AIIMS College of Nursing. While AIIMS programs meet some NCTE criteria, it was found that AIIMS has less stringent admission requirements, additional specializations offered, and different attendance policies and facilities compared to NCTE guidelines. The document also reviews issues and suggestions for improving quality of teacher education in India.
Curriculum
The document discusses key aspects of curriculum including:
1. Definitions of curriculum and how it differs from a syllabus. Curriculum encompasses the total learning experience while a syllabus is subject specific.
2. The components that make up a curriculum including objectives, content, methodology, and assessment. Curriculum development involves determining each of these elements.
3. Types of curriculum like the written, taught, supported, assessed, and hidden curriculum. The document provides examples of each type.
4. Characteristics of a good curriculum like developing the individual, meeting societal needs, and ensuring balance and relevance.
JrOrientation.pptx
This document provides an orientation for students completing junior field experiences at Messiah College. It outlines the mission and goals of the teacher education program, which are to develop educators who facilitate learning, reflect thoughtfully, apply knowledge effectively, learn continuously, care compassionately, and serve faithfully. The purpose of the junior field experience is to give students varied teaching-related experiences and provide a service to partner classrooms. The document details expectations for students, mentor teachers, and college supervisors during the field experience placement, including guidelines for lessons, observations, evaluations and maintaining contact information.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors-Madurai for B.Ed Trainees.
CURRICULUM
This PPT prepared by Teacher Educator from Thiagarajar college of preceptor -Madurai for B.Ed Trainees.
Dimensions of learning and role of a teacher
This document discusses the dimensions of teaching and learning according to Dr. Narayan Kayarkatte. It outlines the purpose of education as imparting knowledge, inspiring students, and bringing change. Key dimensions are student engagement, curriculum and pedagogy, assessment, classroom environment, and the roles and responsibilities of teachers. An effective teacher delivers engaging instruction, assesses student learning, manages the classroom, and collaborates with others to help students learn. The document also provides tips from India's National Educational Policy 2019 on implementing outcome-based credit systems and using technology to enhance educational access.
Routes into teaching by Simon Smith and Dave James
This document summarizes the various routes into teaching in the UK. It outlines the basic qualifications like GCSEs and A-levels required, as well as the university degree options including a B.Ed., B.A.(QTS), or B.Sc.(QTS) earned over 3-4 years. Post-degree options include a 1-year Initial Teacher Training (ITT) program or school-led training like School Centered Initial Teacher Training (SCITT), School Direct, or Teach First. The document also describes the Teachers' Standards, which outline the expectations for teachers at all career stages, and the eight categories of standards teachers are assessed against.
Continuous and comprehensive evaluation (cce)
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Teaching at college level
This document discusses best practices for teaching at the college level. It covers several key points:
1. The quality of teaching is critical for students' education and a nation's development. Good teachers are the most important factor in student learning.
2. The document outlines the learning objectives of what teaching is, its purpose, types of teaching methods, qualities of good teaching, and tips for how to teach effectively.
3. Effective teaching requires preparation, clear communication, engaging students, and focusing on learning objectives. It should be learner-centered and use a variety of active teaching methods like discussions and role plays.
Continuous and comprehensive evaluation
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
Secondary School Classroom Management and Co-teaching
The document provides an overview of a training session on secondary school classroom management and co-teaching. It includes an agenda that covers introductions, lectures and discussions on SSCM and co-teaching methodology, strategies that can be adapted for the classroom, and a question/closing period. The document then provides background on the presenter and has participants introduce themselves. It outlines several main topics for SSCM including understanding students, building relationships, motivations, and building a classroom management plan. It also covers co-teaching models and characteristics.
Meaning and Nature of Curriculum
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
Jacksonville Teacher Residency: NAGC 2020
The Jacksonville Teacher Residency Program provides an immersive, year-long internship for recruiting and preparing teachers for urban STEM classrooms. This presentation focuses on how the JTR program helps prepare teachers for identifying and meeting the needs of advanced learners in diverse classrooms. A key component of the success of JTR is the collaboration between university and school district partners.
HDP_PPT.pptx
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
Importance of psychology in pedagogy
Importance of psychology in pedagogy
Educational psychology contributes a large for increasing the teaching efficiency of teachers in different areas
Nc mentor training
Here are the responses:
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. TRUE
7. FALSE
8. FALSE
9. FALSE
10. TRUE
Generation Y workers are motivated by meaningful work that makes a difference. They value collaboration and diversity in the workplace. While technology-savvy, they also expect work-life balance.
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
The document discusses different levels and approaches of teaching, including memory level teaching and understanding level teaching.
Memory level teaching focuses on imparting factual information through repetition and rote learning. Understanding level teaching aims to develop a deeper comprehension of concepts and their application. It involves exploration, presentation of content in small units with repetition, assimilation through individual work and mastery testing, organization of content, and recitation. Effective teaching at both levels requires systematic instruction, use of teaching aids, and assessment of student learning.
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A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Inovation in education
- 2. Mission Give Education Majors • 4 years of academic study • 2 years of Student teaching • 2 years of on-line studies All in a 4 year undergraduate program
- 3. Vision Education majors will graduate with a four year degree and that includes two years of guided teaching.
- 4. Vision Continued Education majors will graduate with two years of time on task, the most valuable part of learning.
- 5. Concept • Education majors are assigned teaching coach. • The teaching coach monitors and coaches the student’s progress through the first two years of college.
- 6. Concept (Cont.) • The teaching coach communicates on a weekly basis. • The teaching coach works with the student to schedule their on line classes throughout their four year degree.
- 7. Concept (Cont.) • The teaching coach communicates on a daily basis as is practical during student teaching. • The teaching coach is a life coach and mentors throughout the entire education process.
- 8. Concept (Cont.) •The student teachers will have a 3 credit seminar class to discuss their progress and select teaching issues that are really only understandable to someone who has some experience teaching.
- 9. College Responsibilities The college must provide... • Intensive counseling service, • Active and consistent mentoring, • Continuous communication • Evaluation and accountability.
- 10. The coach mentors the student through every phase of the education Traditional Classes On Line Classes Student Teaching Student Teaching Seminar
- 11. The student has many people who influence them Teachers On Line Teachers Master teachers Seminar Leaders Coach
- 12. Coaches and students will meet weekly to discuss pertinent education topics.
- 13. Sample Student Teaching Activities 1. Seminar Meetings 2. Student teaching assignments. 3. Specialty workshops 4. Guest speakers
- 14. Accountability Program is monitored through timely reporting on the Learning Management System
- 15. Students and teachers have instant communication and chat capabilities
- 16. “Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin