Jane ramsay
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ClassDojo is a free online behavior management system that encourages positive behavior through a points system. Teachers can award digital points or remove them to shape student behavior. This builds a positive classroom culture and improves communication between school and home by involving parents. Students enjoy receiving positive feedback through points, which motivates them to develop skills. Research shows ClassDojo is effective because it is quick and easy for teachers to use, promotes positive attitudes, and helps students feel proud of their accomplishments.
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Class Dojo is a classroom management app that allows teachers to give students points for following school rules and communicate with parents. Teachers can sign up for free and invite parents to join. At Sanders Elementary, all classrooms will use Class Dojo to track points students earn which can be redeemed for prizes. Students earn points by demonstrating the school rules of being safe, having materials ready, always trying their best, being respectful, and being polite to others.
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ClassDojo is a tool that helps teachers develop positive character traits in students. It allows teachers to give students feedback points for behaviors like being helpful, participating, and completing homework. Students can earn or lose points depending on their actions. Teachers can also communicate with parents through the app to share students' progress. The document provides instructions on setting up ClassDojo accounts, determining which behaviors to focus on, and involving students and parents.
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ClassDojo is a tool that helps teachers develop positive character traits in students. It allows teachers to give students feedback points on behaviors like participation, kindness, and focus. Teachers can customize which behaviors they want to encourage or improve. ClassDojo can be used on computers and mobile devices, and it enables teachers to share student progress with other teachers, parents, and students.
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This document outlines and discusses the online communication app Class Dojo. It describes Class Dojo as an app that allows teachers, students, and parents to share photos, videos, and messages about classroom activities and stories. The document notes several advantages of Class Dojo, including its ability to provide feedback, let students track points, and allow parent participation. It also lists some disadvantages, such as requiring online access and limited customization options. The conclusion states that Class Dojo can be used efficiently as an interactive and free tool to engage students and communicate with parents.
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ClassDojo is a tool that helps teachers develop positive character traits in students. It allows teachers to define behaviors they want to encourage and improve. Teachers can then give students feedback points when they exhibit good behaviors or remove points for undesirable behaviors. Students and parents can access students' progress from any device. The tool also allows teachers to message parents and share class rosters with other teachers.
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ClassDojo is a tool that helps teachers develop positive character traits in students. It allows teachers to give students feedback points for behaviors like being helpful, participating, and completing homework. Students can earn or lose points depending on their actions. Teachers can also communicate with parents through the app to share students' progress. The document provides instructions on setting up ClassDojo accounts, determining which behaviors to focus on, and involving students and parents.
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tools to create more involved learning communities will be discussed to offer participants new approaches for
engaging and retaining online students.
Flipping the classroom pd training presentation
This document provides an overview of a professional development training on flipping the classroom. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom, and to experiment with flipping one's own classroom. Flipping the classroom involves assigning instructional videos for students to watch at home and engaging students in hands-on activities and application during class time. The training covers how to create instructional videos, platforms for hosting videos, and examples of pre-made videos. Participants are asked to brainstorm how they will flip one of their own lessons.
Prichard Committee Prototype Final Presentation
The document proposes a program called Student Reform Day to gather student input for the Prichard Committee. It would involve randomly selecting students to participate in brainstorming forums moderated by a young adult. Students would discuss problems in the education system and generate solutions. The Prichard Committee would attend to listen but not participate. The goal is to give students a voice in policymaking and provide the Committee direct feedback from a student perspective. Accountability is important to keep students engaged, so the Committee must report back on how ideas are being implemented. The program is intended to be sustainable and scalable to benefit both students and the Committee.
V kerr intro toclassdojo
Introduction to ClassDojo by V Kerr at Teachmeet St Thomas More Catholic Academy Longton Stoke-on-Trent 23rd June 2016
Fttc session outline_final
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
PLU: Baby Steps to Blended Learning
Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.
T4E flipped classroom - what it is and should i have one?
This powerpoint will walk you through what a flipped classroom is and some of the positive and negative issues that come with this classroom model.
RETSD.MY.2018
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Flipping the classroom pd training presentation
The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
Avid parent meeting
AVID is a college readiness program that helps motivate students for success through organization, self-advocacy, collaboration, and building confidence and skills like note-taking, reading and writing. It is not a remedial class but rather challenges students to do their best and take rigorous courses while gaining support from teachers and peers. For students to be successful in AVID, they must personally choose to join and understand it is a multi-year process to acquire and refine important skills to help them through high school and apply to colleges.
Flipped uta final
This document provides an overview of the flipped classroom model. It begins by outlining the day's objectives which are to examine components of flipped classrooms, discuss research on benefits, and consider FAQs. It then defines flipped classroom as instructional content being accessed at home via videos or lessons, allowing class time to be used for problem-solving and collaborative work. The document discusses benefits found in research like increased engagement and homework completion. It also profiles Jon Bergmann, a pioneer in flipped learning. The remainder provides suggestions for getting started flipping a classroom, examples of what a flipped day may look like, answers to common questions, and contact information for the presenter.
Zest Practice
Presentation to the Brisbane QSA conference on the concept of Zest Practice - processes for reinvigorating everyday practices in education.
Peer Mentoring Programs in Online Courses
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
Technology Driven Differentiated Instruction: March 2016
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
Flipped learning workshop kys (1)
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
Class dojo flier1page(1)
ClassDojo is a free classroom tool that helps teachers improve student behavior and engagement. It allows teachers to award points to students in real-time for positive behaviors, track class trends, and send behavior reports to parents with one click. Students can also track their own progress through student accounts. The tool works on any Android or iOS device, so teachers can award points wherever they are.
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Kenny Pieper, an English teacher, conducted research on using shorter, focused homework tasks. He found that completion rates improved when homework was directly related to classroom content and took less time. Reading scores also increased, with many students achieving Level 4. Pieper attributes the improved completion rates and engagement to making homework accessible, regular, and directly connected to lessons. He now uses similar focused homework tasks across his classes.
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Kenny Pieper, an English teacher, conducted research on using shorter, focused homework tasks. He adapted existing classwork into weekly homework exercises for his S2 English class over two months. Completion rates increased from slowly to unusually low numbers not completing it. Reading scores also improved, with many achieving Level 4. The implications are that focused, timely homework can improve learning and attitudes if tied closely to classroom content.
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A 16-year-old girl named Alice ran away from home after her Ba-xi broke and she thought she lost all her progress. She regretted her decision and tried to make her way back home. When she arrived, she found the police at her house and learned that it had been broken into while her parents were searching for her. The police officer took her to the station where she was reunited with her shocked parents. They were lucky to have their house refurbished after the burglary.
Flashcards
Flash cards allows users to create and share digital flashcards for studying. Key features include automatically saving decks, reading cards aloud in different languages, easily sharing decks between groups, tracking learning progress, inserting images, searching terms, shuffling cards randomly, accessing pre-made decks, and sharing by email, messaging apps, or links. Users can collaboratively build decks by sharing with groups, improving answers over time. It provides a more organized alternative to paper notes that can be accessed anywhere.
In service day powerpoint
This document provides information about teaching pupils with autism spectrum disorder (ASD). It begins with definitions of autism and Asperger syndrome. It then discusses the triad of impairments in ASD - difficulties with social interaction, communication, and flexibility of thought. The document offers advice for teaching pupils with ASD, such as using visual supports and schedules, breaking tasks into smaller chunks, being patient, and incorporating special interests. It emphasizes the importance of preparation for transitions and handling anxiety. The overall message is that a whole school approach and support from the Communication Support Base can help pupils with ASD succeed.
K rogers assessing literacy benchmarks through class dialogue
The document discusses Community of Philosophical Inquiry (COPI), an approach where students engage in philosophical discussion about questions arising from a stimulus. Research found that COPI improved students' cognitive abilities, critical reasoning, communication skills, self-esteem, and classroom behavior. It aligns with outcomes in the curriculum for subjects like Religious and Moral Education, Science, and Social Studies by developing skills like critical thinking, discussion, and evaluating sources of information. The document provides examples of open-ended questions and prompts to structure COPI discussions.
21 11-16 dd3 growth mindset powerpoint
This document summarizes a practitioner's research on implementing a growth mindset approach in their classroom. The practitioner introduced growth mindset strategies like praise cards and a classroom display to encourage effort over ability. Students reported increased confidence and resilience. The practitioner observed students using growth mindset language, taking more ownership of learning, and providing more constructive feedback. Moving forward, the practitioner plans to target high achievers, involve parents more, and build growth mindset into regular classroom routines.
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A rights respecting school models respect for children's rights and dignity in all relationships through teaching about rights and responsibilities. Exploring one's own rights helps students exercise them appropriately while respecting others' rights, linking to health and wellbeing. Human rights begin in small daily interactions close to home, so cultivating a culture of equal respect and dignity between all members of the school community is important.
Using the Library Creatively
The document outlines various activities and challenges that different year groups can participate in at the school library including researching biographies, taking part in a Scotland themed week, and a board game challenge for S1 classes, exploring Scottish books and quizzes on US history and genres for S2 classes, comparing books to films and author visits for S3/4 classes, using the library as a base for projects and a quiz on Hamlet for S5/6 classes.
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This document provides examples of creative starters that teachers can use at the beginning of lessons to engage students and focus their attention. Some examples described include word games like bingo, scrabble, and word creators using vocabulary from the lesson topic. Another type of starter discussed is examining images or scenarios and having students make observations or inferences to introduce the lesson concept. The purpose of starters is to get students actively involved early in the lesson and provide early success and variety to support learning.
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The document discusses higher order thinking skills (HOTS). It defines HOTS as skills beyond basic recall such as analysis, evaluation, and synthesis. It notes that HOTS are important for developing critical thinking but students are often unaware of the terminology. The document provides examples of applying Bloom's Taxonomy to analyze comprehension questions about common stories at different levels of thinking. It also shares ideas for lesson starters, extension questions, tasks, and plenaries that promote HOTS. The overall purpose is to illustrate how teachers can develop and explicitly teach HOTS in the classroom.
Street week 28
This document contains multiple announcements from Duncanrig Secondary School. It reminds students that chewing gum and food are banned from the corridors. It advertises extracurricular activities like war gaming club, running club, basketball, dance and math help sessions. It congratulates students who won medals in gymnastics and dance competitions as well as athletics championships. It provides updates on fundraising efforts and trips. The last section shows the current Interhouse Challenge standings.
Rhythm & rhyme
This document contains poems and short stories written by students in class 2A4. It includes the following pieces:
- "Rhythm & Rhyme" - A poem about autumn leaves falling and nature changing with the seasons.
- "My Dog Bailey" - A poem telling the story of the author's morning routine with their dog.
- "My Garden" - A collection of short poems describing spending time in the author's garden on different occasions.
How Good is Our School? (4th Edition)
This document provides information about a professional learning event on effective self-evaluation using How Good is Our School? (4th edition). The event aims to increase understanding of self-evaluation, support reflection on quality indicators, and provide updates on national developments. It discusses approaches to self-evaluation over time, emphasizing the importance of collaborative approaches, data analysis, and impact on learner outcomes. School staff discuss their self-evaluation processes and how to ensure shared understanding of strengths and needs. The document also examines leadership and management, highlighting self-evaluation, reflection, and using challenge questions and features of highly effective practice.
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The document provides 51 different ways to introduce learning objectives to students at the beginning of a lesson. Some examples include having students write a Facebook status about the objective, dictating clues about the objective, using anagrams or images to represent the objective, and having students guess the objective by analyzing examples or resources used in the lesson. The goal is to engage students and help them understand the purpose and direction of the learning in an interactive and creative way.
Tmglasgow
Ten minutes of reading per day can significantly improve children's life chances. The document advocates for dedicating ten minutes of each class from grades 1 through 4 to reading, which amounts to forty minutes of reading per week. It notes that one in five children from low-income families leave primary school unable to read well. Simply having silent reading time is not enough - students should also read out loud occasionally and write short responses, like book tweets, to engage more with the texts. Providing time, choice, and a love of reading are what can help make children readers.
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This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
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2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
Sharing good practice - Victoria Graham
This document discusses experiential learning and teaching for understanding. It advocates for generative topics that interest pupils through personalization and choice. Lessons should have understanding goals with shared success criteria and include performances of understanding through hands-on activities. There should be ongoing assessment and feedback linked to meeting goals to help pupils develop and demonstrate their understanding.
Thinking skills Hayley Moir
This document discusses strategies for teaching higher order thinking skills in social studies classrooms. It describes several activities teachers can use, including Taboo, where students describe key terms without using common associated words, developing deeper understanding. Opinion Corners ask students to physically position themselves based on their views on different issues and explain their reasoning. Mysteries present students with clues to solve a mystery together, building evidence-based explanations. These techniques encourage skills like inquiry, reasoning, and creative thinking, benefiting both student learning and teaching.
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The document discusses using reflective learning to help lower ability pupils succeed. It outlines barriers to success such as poor attendance and confidence. An educational rationale is described using a teaching for understanding course with assessment for learning. The basic structure involves setting skill targets, teaching the skills, reflecting before and after tasks, and getting self, peer and teacher assessment. Making it work requires regular time, teacher input, tracking progress, and target setting. The impact was that all pupils made progress, metacognition improved, and behavior, attendance, homework and independence increased.
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- 2. What is ClassDojo? Why is it effective? My class Feedback from pupils Create your class
- 3. What is Class Dojo?
- 5. What is Class Dojo? • A free online points system which encourages positive behaviour and good practice • Tells a class story • Useful resources – timer/random selection/short educational videos • Improves home – school communication.
- 6. Why is it effective? • Quick and easy to use • Promotes positive ethos and builds a classroom community • Students love the positive culture • Easy to encourage and acknowledge skills development • Fun
- 7. My Class
- 9. My Class • Needs work
- 12. Pupil Feedback What do you like about Class Dojo? I like that you get points for homework and for being good in class I like the prizes It makes me feel proud of myself It’s fun I like that it encourages you to try hard
- 13. Pupil Feedback What would you like to get points for? Working hard Using skills Classwork Homework Making good progress Helping others
- 14. Pupil Feedback 79% wanted parents/carers to have access to the app 93% wanted personal access to the app 100% felt Classdojo had helped improve their progress in Music
- 15. Questions?
- 16. Time to give at go