Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
The document discusses 10 different instructional methods: presentation, demonstration, discussion, games, simulation, cooperative learning, discovery, problem solving, drill and practice, and tutorial. It provides a brief description of each method, highlighting their key attributes and purposes. These include one-way vs two-way communication, illustrating concepts, stimulating questions, incorporating rules/competition, allowing students to learn from each other and experience, applying skills to solve problems, memorizing information, and introducing new material. The document asks which instructional method is being used at various points.
Scaffolding for student ownership and independence pbl mariamelya
This document discusses strategies for scaffolding lessons to promote student independence. It describes showing examples, tapping prior knowledge, giving think time and discussion opportunities, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions. The goal of scaffolding is to meet students at their level and help them develop skills and understanding to work more independently.
This document provides tips for succeeding in a college-level course, including thorough study involving analysis and discussion; developing good work habits and study skills; cultivating intellectual curiosity, self-discipline, and critical thinking. It recommends allocating at least 6 hours per week outside of class for assignments, using campus resources like the library, setting up a distraction-free study area, taking notes, starting study groups, and using online course content and extra credit quizzes. For in-class success, it advises being proactive by coming prepared and staying ahead of material, as well as being an active participant through paying attention, taking notes, asking questions, and participating in discussions.
You have been asked to teach your first online class next semester. While you may have concerns about teaching online, the document provides reassurance and strategies for interactive instruction. It recommends using a familiar platform like Blackboard and emphasizes the importance of communication. Interactive methods like brainstorming, role playing, cooperative learning, interviews, and problem solving can help engage students. You are encouraged to enjoy the experience and not be afraid, as interactive instruction and communication can help make your first online class a success.
Rupert Middle-UDK & Backwards Design, Jan 2014Faye Brownlie
This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
The document discusses 10 different instructional methods: presentation, demonstration, discussion, games, simulation, cooperative learning, discovery, problem solving, drill and practice, and tutorial. It provides a brief description of each method, highlighting their key attributes and purposes. These include one-way vs two-way communication, illustrating concepts, stimulating questions, incorporating rules/competition, allowing students to learn from each other and experience, applying skills to solve problems, memorizing information, and introducing new material. The document asks which instructional method is being used at various points.
Scaffolding for student ownership and independence pbl mariamelya
This document discusses strategies for scaffolding lessons to promote student independence. It describes showing examples, tapping prior knowledge, giving think time and discussion opportunities, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions. The goal of scaffolding is to meet students at their level and help them develop skills and understanding to work more independently.
This document provides tips for succeeding in a college-level course, including thorough study involving analysis and discussion; developing good work habits and study skills; cultivating intellectual curiosity, self-discipline, and critical thinking. It recommends allocating at least 6 hours per week outside of class for assignments, using campus resources like the library, setting up a distraction-free study area, taking notes, starting study groups, and using online course content and extra credit quizzes. For in-class success, it advises being proactive by coming prepared and staying ahead of material, as well as being an active participant through paying attention, taking notes, asking questions, and participating in discussions.
You have been asked to teach your first online class next semester. While you may have concerns about teaching online, the document provides reassurance and strategies for interactive instruction. It recommends using a familiar platform like Blackboard and emphasizes the importance of communication. Interactive methods like brainstorming, role playing, cooperative learning, interviews, and problem solving can help engage students. You are encouraged to enjoy the experience and not be afraid, as interactive instruction and communication can help make your first online class a success.
Rupert Middle-UDK & Backwards Design, Jan 2014Faye Brownlie
This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
B cweek 16 differentiation + monographs updatedBeth Carey
This document provides an overview of differentiated instruction. It begins with asking students to define fairness without looking it up. The agenda then lists discussing peer-based presentations, differentiated instruction, and working on student monographs. It provides examples of how instruction can be differentiated based on environment, content, process and product. Students are instructed to listen to a story and work in groups to create a differentiated literacy lesson for a diverse classroom. Finally, it provides homework directing students to prepare for an interview discussion in the next class and finalize monographs.
This document summarizes the history and key aspects of problem-based learning (PBL), an educational approach developed in the 1960s by Howard Barrow and colleagues at McMaster University in Canada. PBL places students in collaborative groups to discuss open-ended problems with multiple potential answers. The teacher acts as a facilitator rather than lecturer. Proponents argue PBL enhances skills like problem solving, critical thinking, and motivation while helping students apply knowledge to real-life situations. Potential criticisms include the time commitment required of teachers to develop effective questions and guide discussions.
The document provides tips for teachers to get students thinking critically and creatively in class. It recommends having students do brainstorming activities when they enter class to focus them. Teachers should start with basic questions and build up to more open-ended, higher-order thinking questions. Putting students in groups allows them to discuss ideas, answer questions, and teach each other. Giving creative assignments and making lessons relevant encourages outside-the-box thinking. The document emphasizes making the learning process dynamic and providing positive feedback.
Engaging Students in Online Discussion & CollaborationDerrick Mears
The document discusses strategies for setting up successful online class discussions. It recommends embedding discussions into the course design and tying them to learning objectives. Instructors should explain why participation is required and how it will be evaluated. Guidelines for high-quality participation should be provided, and instructors should foster discussion through questions while avoiding dominance. Introverts may participate more online than in person. Constructive disagreement should be encouraged through discussion guidelines.
This document outlines techniques for teaching workshops, including setting up chairs in a U-shape and discussing relevant games, warming ups, probing questions, and visual aids. It provides examples of warming up games like active knowledge sharing and post for answers that get students moving. For probing questions, it recommends asking open-ended questions to encourage speculation and guiding note-taking with blanks. It also suggests never asking "Are there any questions?" and instead proposing questions that clarify, compare, challenge views, request examples, and test applicability. Overall, the document emphasizes preparation, involving students, and reinforcing learning.
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
This document provides an introduction and schedule for an "Exploring Teaching" course. It introduces the instructor, Lisa Beal Hoxie, and outlines her background and qualifications. The schedule lists activities for the first class, including introductions, icebreakers, and an overview of the syllabus. It also outlines assignments like a reflection paper on why students want to teach, observations, and a vision paper. Students are asked to introduce themselves and share why they are interested in teaching and any questions. The class will review the School of Education framework and work in groups to understand its elements.
Scaffolding instruction using the workshop model in pbljeffcockrum
The document discusses how to use the workshop model to scaffold instruction for project based learning. It describes a three part workshop structure of a mini-lesson, practice/application, and assessment for learning. Additionally, it provides an example of how a teacher implemented this workshop model in her middle school humanities classroom to scaffold a project analyzing a Supreme Court case.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.
This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.
The document outlines best practices for teaching large lecture courses with diverse student learners. It recommends putting together a complete syllabus, fostering active learning, and giving captivating lectures. It also suggests making the large class feel small by interacting with students, forming small groups, and learning students' names. The document advises encouraging questioning, bringing in student backgrounds, connecting concepts to other disciplines, cultivating multicultural learning, being available to students, reaching out to struggling students, personalizing the course, and getting student feedback.
The document outlines 10 strategies for teaching students to effectively provide evidence to support their ideas. Some key strategies include starting early in the year to stress the importance of evidence-based ideas over unsupported guesses, teaching what strong evidence looks like using examples from texts, having students find and annotate evidence in texts through activities like scavenger hunts and journals, and providing anchor charts and discussion starters to help students express evidence-based ideas. Regular practice and reflection are also emphasized so students learn to successfully find and use evidence.
This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
6 scaffolding strategies to use with your studentsNoor Eleman
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
The document discusses various strategies for teaching writing to grade 12 students. It outlines the teacher's roles as a motivator, resource, and feedback provider. It also describes different types of writing assignments, including controlled and free writing. Some challenges with free writing are having a lack of ideas, limited vocabulary, and issues using proper English structures. The document provides guidance for teachers to help students with free writing, such as selecting content, organizing ideas, modeling writing, and using oral preparation exercises like brainstorming.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
The document discusses the Jigsaw strategy for cooperative learning. With Jigsaw, students are broken into groups where each member becomes an expert on a different subtopic related to an overall topic. Experts then meet with students from other groups who are studying the same subtopic. They return to their original groups and teach their topic to help build comprehension and encourage collaboration. The strategy allows each student to play a vital role and contributes their unique piece to the overall understanding, like a jigsaw puzzle. The document then outlines the 9 easy steps to implementing Jigsaw in the classroom and provides examples of possible topics.
An morning presentation on literature circles without roles, for primary, middle and secondary, using Indigenous texts. A grade 6/7 example using visual journals is included.
Learner Training - Developing Student Autonomy to Increase EngagementIrina K
This document discusses learner training (LT), which involves helping students become effective, independent language learners. It outlines the benefits of LT, such as increased self-efficacy and autonomy. Key aspects of LT include helping learners understand their learning styles, develop strategies for learning independently and from others, and reflect on their learning. The document provides examples of cognitive and metacognitive strategies, resources, and activities teachers can use to implement LT, such as learning style quizzes and journals. It also addresses how LT can help solve common problems students face, such as vocabulary retention, through strategy instruction.
The document discusses various strategies for teaching English at the secondary school level in British Columbia. It provides information on:
- The purposes, strategies, thinking processes and text features covered in English classes from grades 8-12.
- Sample units and lessons incorporating group work, oral discussions, written reflections, graphic representations and mind maps to analyze texts like poems and Shakespearean plays.
- The emphasis on developing learning intentions, success criteria, self and peer assessment, and feedback.
This document discusses assessment for learning strategies to improve teaching practices in adult classrooms. It outlines six key strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Examples are provided for how to incorporate these strategies into lesson planning, including establishing learning goals, using open-ended learning strategies, differentiation, gradual release of responsibility, and formative assessment techniques.
B cweek 16 differentiation + monographs updatedBeth Carey
This document provides an overview of differentiated instruction. It begins with asking students to define fairness without looking it up. The agenda then lists discussing peer-based presentations, differentiated instruction, and working on student monographs. It provides examples of how instruction can be differentiated based on environment, content, process and product. Students are instructed to listen to a story and work in groups to create a differentiated literacy lesson for a diverse classroom. Finally, it provides homework directing students to prepare for an interview discussion in the next class and finalize monographs.
This document summarizes the history and key aspects of problem-based learning (PBL), an educational approach developed in the 1960s by Howard Barrow and colleagues at McMaster University in Canada. PBL places students in collaborative groups to discuss open-ended problems with multiple potential answers. The teacher acts as a facilitator rather than lecturer. Proponents argue PBL enhances skills like problem solving, critical thinking, and motivation while helping students apply knowledge to real-life situations. Potential criticisms include the time commitment required of teachers to develop effective questions and guide discussions.
The document provides tips for teachers to get students thinking critically and creatively in class. It recommends having students do brainstorming activities when they enter class to focus them. Teachers should start with basic questions and build up to more open-ended, higher-order thinking questions. Putting students in groups allows them to discuss ideas, answer questions, and teach each other. Giving creative assignments and making lessons relevant encourages outside-the-box thinking. The document emphasizes making the learning process dynamic and providing positive feedback.
Engaging Students in Online Discussion & CollaborationDerrick Mears
The document discusses strategies for setting up successful online class discussions. It recommends embedding discussions into the course design and tying them to learning objectives. Instructors should explain why participation is required and how it will be evaluated. Guidelines for high-quality participation should be provided, and instructors should foster discussion through questions while avoiding dominance. Introverts may participate more online than in person. Constructive disagreement should be encouraged through discussion guidelines.
This document outlines techniques for teaching workshops, including setting up chairs in a U-shape and discussing relevant games, warming ups, probing questions, and visual aids. It provides examples of warming up games like active knowledge sharing and post for answers that get students moving. For probing questions, it recommends asking open-ended questions to encourage speculation and guiding note-taking with blanks. It also suggests never asking "Are there any questions?" and instead proposing questions that clarify, compare, challenge views, request examples, and test applicability. Overall, the document emphasizes preparation, involving students, and reinforcing learning.
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
This document provides an introduction and schedule for an "Exploring Teaching" course. It introduces the instructor, Lisa Beal Hoxie, and outlines her background and qualifications. The schedule lists activities for the first class, including introductions, icebreakers, and an overview of the syllabus. It also outlines assignments like a reflection paper on why students want to teach, observations, and a vision paper. Students are asked to introduce themselves and share why they are interested in teaching and any questions. The class will review the School of Education framework and work in groups to understand its elements.
Scaffolding instruction using the workshop model in pbljeffcockrum
The document discusses how to use the workshop model to scaffold instruction for project based learning. It describes a three part workshop structure of a mini-lesson, practice/application, and assessment for learning. Additionally, it provides an example of how a teacher implemented this workshop model in her middle school humanities classroom to scaffold a project analyzing a Supreme Court case.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.
This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.
The document outlines best practices for teaching large lecture courses with diverse student learners. It recommends putting together a complete syllabus, fostering active learning, and giving captivating lectures. It also suggests making the large class feel small by interacting with students, forming small groups, and learning students' names. The document advises encouraging questioning, bringing in student backgrounds, connecting concepts to other disciplines, cultivating multicultural learning, being available to students, reaching out to struggling students, personalizing the course, and getting student feedback.
The document outlines 10 strategies for teaching students to effectively provide evidence to support their ideas. Some key strategies include starting early in the year to stress the importance of evidence-based ideas over unsupported guesses, teaching what strong evidence looks like using examples from texts, having students find and annotate evidence in texts through activities like scavenger hunts and journals, and providing anchor charts and discussion starters to help students express evidence-based ideas. Regular practice and reflection are also emphasized so students learn to successfully find and use evidence.
This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
6 scaffolding strategies to use with your studentsNoor Eleman
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
The document discusses various strategies for teaching writing to grade 12 students. It outlines the teacher's roles as a motivator, resource, and feedback provider. It also describes different types of writing assignments, including controlled and free writing. Some challenges with free writing are having a lack of ideas, limited vocabulary, and issues using proper English structures. The document provides guidance for teachers to help students with free writing, such as selecting content, organizing ideas, modeling writing, and using oral preparation exercises like brainstorming.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
The document discusses the Jigsaw strategy for cooperative learning. With Jigsaw, students are broken into groups where each member becomes an expert on a different subtopic related to an overall topic. Experts then meet with students from other groups who are studying the same subtopic. They return to their original groups and teach their topic to help build comprehension and encourage collaboration. The strategy allows each student to play a vital role and contributes their unique piece to the overall understanding, like a jigsaw puzzle. The document then outlines the 9 easy steps to implementing Jigsaw in the classroom and provides examples of possible topics.
An morning presentation on literature circles without roles, for primary, middle and secondary, using Indigenous texts. A grade 6/7 example using visual journals is included.
Learner Training - Developing Student Autonomy to Increase EngagementIrina K
This document discusses learner training (LT), which involves helping students become effective, independent language learners. It outlines the benefits of LT, such as increased self-efficacy and autonomy. Key aspects of LT include helping learners understand their learning styles, develop strategies for learning independently and from others, and reflect on their learning. The document provides examples of cognitive and metacognitive strategies, resources, and activities teachers can use to implement LT, such as learning style quizzes and journals. It also addresses how LT can help solve common problems students face, such as vocabulary retention, through strategy instruction.
The document discusses various strategies for teaching English at the secondary school level in British Columbia. It provides information on:
- The purposes, strategies, thinking processes and text features covered in English classes from grades 8-12.
- Sample units and lessons incorporating group work, oral discussions, written reflections, graphic representations and mind maps to analyze texts like poems and Shakespearean plays.
- The emphasis on developing learning intentions, success criteria, self and peer assessment, and feedback.
This document discusses assessment for learning strategies to improve teaching practices in adult classrooms. It outlines six key strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Examples are provided for how to incorporate these strategies into lesson planning, including establishing learning goals, using open-ended learning strategies, differentiation, gradual release of responsibility, and formative assessment techniques.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.
CongreUEM 09. Madrid 2016: Más que un evento.
Otro de los aspectos importantes a cuidar en nuestra candidatura en el acondicinamiento para las personas con alguna discapacidad.
This document appears to be a portfolio for an individual named Pedro Praschil. It likely contains examples of Pedro's work, skills, qualifications and experience to showcase his abilities and qualifications for potential opportunities. The portfolio format allows Pedro to highlight relevant information about himself in order to pursue job or project opportunities.
This document summarizes strategies for improving literacy skills in elementary school students. It discusses the "Every Child, Every Day" framework which focuses on ensuring that every student reads something they choose, reads accurately, reads for understanding, writes about something meaningful, talks with peers, and listens to an adult read aloud each day. Specific strategies are provided, such as shared reading, guided reading, literacy centers, building connections to texts, and creating an inquiry-based classroom to increase student engagement and thinking. The goal is to ignite a passion for literacy in all students.
This document lists various items that could be made from one loaf of bread including: crash courses on creativity, love cards, antistress toys, a knife holder, jewelry, a pillow, piggybank, pictures, a home for animals, slippers, a bike, a Nintendo console, a hot dog or dog holder, and an airplane.
This document summarizes the specifications and features of the Hello Kitty 688+ phone. It is a basic pink or purple cell phone that measures 110 x 50 x 18mm and weighs 95g. It has a 2.4 inch color screen, supports music and video playback, has a camera, memory card slot, alarm clock, games, and basic phone functions like calling, texting and memory for contacts. Additional features include MP3, MP4, hands-free calling, text messaging, recording, internet access and more.
Cheesboxing is a new hybrid sport that combines chess and boxing. Matches consist of alternating rounds of chess, with each player having 12 total minutes to make all of their chess moves, and boxing. A player can win by knockout, decision, checkmate, having their opponent run out of time on the chess clock, or resignation. The goal is to find the ultimate champion by testing both physical and strategic skills.
This document appears to be a presentation for an MFA student named Rachel Smith. The presentation focuses on her work in mixed media and collage art, showing various pieces that incorporate found objects, sewing patterns, and a mixed media installation. The pieces displayed utilize different materials to create collages and installations.
Matsqui/Swift - Differentiation and EngagementFaye Brownlie
This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.
Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
This document outlines an agenda and activities for session 3 of a leadership series on current and effective teaching strategies. The session will involve teachers checking in, reporting on strategies they tried, and discussing common themes and questions. They will then work in groups to discuss how they have applied principles of universal design for learning and backwards design in their classrooms. The session aims to help teachers design lesson sequences that support all learners and develop plans to collaborate with others.
The Indirect & Experiential Instruction StrategiesNatasha Dunn
The document discusses indirect and experiential instruction strategies, including inquiry-based learning where students discover knowledge through investigation rather than direct instruction, as well as experiential learning approaches like simulations, role playing, and the Kolb model of learning through concrete experiences and reflective observation. Effective implementation of these strategies involves structuring learning environments, soliciting student involvement, and providing feedback to move students from specific examples to generalized conclusions.
Inquiring minds want to know Reading For The Love of ItMichelle Cordy
This document discusses inquiry-based learning and provides examples of how it can be implemented in the classroom. It defines inquiry as a teaching strategy that uses stimulating student questions. Several types of inquiries are described, including mini, curricular, literature circle, and open inquiries. Guidelines and examples for implementing inquiries are provided, such as using artifacts to provoke questions, slowing down to observe students, and documenting the inquiry process through photos, videos and other methods. Challenges of assessment and roadblocks are discussed along with the idea of using rubrics to evaluate student performance.
This document discusses various topics related to understanding learners, including learning styles, thinking styles, multiple intelligences, assessment strategies, and portfolios. It provides information on learning style models from Dunn & Dunn and Kolb. It also discusses pre-assessment, formative assessment tools, reflection strategies, and considerations for grading. The goal is to help teachers understand individual learners' needs and effectively assess student progress.
Creating Positive Peer Relationships
The document discusses the importance of creating positive peer relationships in the classroom. It provides several recommended activities teachers can implement to help students get to know each other better through "acquaintance activities", establish a cohesive learning community through group bonding activities, and enhance diverse friendship patterns. Examples of activities provided include name games, interviews, secret gift exchanges, and initiatives to recognize positive student behaviors. Fostering positive relationships is important for student engagement, academic performance, and developing social-emotional skills.
This document outlines an agenda for a leadership series session on teaching strategies. It includes an introduction and check-in, time for participants to report on strategies they tried and get feedback, and a group work session where participants discuss strategies in groups based on their school or subject area. The session aims to support designing lessons using universal design for learning and backwards design principles to engage all learners.
This document discusses various active learning techniques to make students more engaged and independent learners. It defines surface learning as rote memorization and deep learning as making meaningful connections. Techniques described include the three-step interview where students take turns interviewing and reporting on each other, three-minute reviews where students summarize lessons in pairs, and book ends where students teach topics to partners. The goal is to encourage deep learning through discussion and problem-solving rather than just memorization.
This document discusses different learning styles and provides tips for students and instructors. It describes four categories of learning styles: active vs reflective, sensing vs intuitive, visual vs verbal, and sequential vs global. Mismatches between a student's learning style and an instructor's teaching style can lead to frustration. The document provides suggestions for students on how to study based on their individual learning style. It also suggests instructors provide a variety of materials and explanations to engage different types of learners.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
The 9-step literacy walk framework provides a structured process for conducting classroom observations to improve literacy teaching and learning. The framework involves preparing teachers, conducting classroom visits with a small team, discussing observations, and providing feedback. The purpose is to identify effective practices, areas for development, and support teacher growth through collaborative reflection.
This document discusses different methods for conducting classroom discussions. It defines discussion as an activity where people talk together to share information, ideas, or problems. Effective discussions require active participation from students. The document outlines various types of classroom discussions, such as small groups, think-pair-share, and jigsaw. It provides guidance on planning, organizing, and assessing discussions. Key aspects include establishing clear purposes and rules, facilitating critical thinking through questioning, and ensuring all students can contribute.
This document provides an overview of differentiated instruction. It defines differentiated instruction as a process that teaches students of varying abilities in the same class by maximizing each student's growth and meeting them where they are. It discusses differentiating by content, process, product, and learning environment. Examples are given of differentiated strategies like information circles, where students explore topics in small groups, and inquiry circles, where they discuss texts in an evidence-based manner. The goal of differentiation is to provide multiple options that allow all students to access the curriculum through varied approaches.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
This document provides guidance for principals and literacy coaches on understanding quality literacy instruction. It begins by outlining learning intentions around using data to understand student strengths and areas for growth, and developing plans to support literacy development for all students. It then presents frameworks for assessing students, analyzing data, planning instruction, and implementing and reassessing. The document emphasizes the importance of understanding individual student needs, setting goals, and choosing appropriate strategies. It also discusses elements of effective literacy instruction such as relationship building, choice, and a focus on meaning. Finally, it stresses the importance of coherence across a school system in order to improve literacy outcomes for all students.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating.
It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing.
The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
1. Inquiry – creating classrooms
where children wonder
Monday, Feb. 4th, 2013
Taylor Park and Chaffey Burke, Burnaby
Faye Brownlie
www.slideshare.net
2. • Find
a
partner
–
someone
you
don’t
usually
get
to
talk
with
• What
did
you
try?
• How
did
it
go?
3. K-3 Collaborative Study
• Goal:
to
help
students
use
their
own
ques=ons
to
develop
a
real
understanding
about
insects
• Teachers:
• Lisa
Schwartz-‐K/1
• Colleen
Reimer
-‐
1/2
• Louesa
Neuman
-‐
2/3
4. Independent Practice
• Read
• Choose
insect
• Choose
3
ques=ons
• Mul=-‐age
groups,
insect
based
• Note-‐taking:
MI
and
details
• Partner
talk
• Write
for
poster
• Diorama
and
3D
model
• Present
5.
6.
7.
8.
9.
10. Inquiry Circles
• Choose
your
inquiry
ques=on
• Model
how
to
ask
ques=ons
from
an
image,
within
the
framework
of
the
ques=on
• Fishbowl
an
inquiry
circle
conversa=on
• Other
student
observe
for
‘what
works’
• Build
criteria
for
effec=ve
group
behaviour
12. Inquiry Circles
• Select
4-‐5
different
ar=cles,
focused
on
central
topic
or
theme.
• Present
ar=cles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
mee=ng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
ar=cle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-‐alike
groups
and
present
their
informa=on
from
their
ar=cle.
13. Inquiry Blog – K
Adema Romano
• h_p://blogs.sd41.bc.ca/romanoa/category/
polarbears/