Jigsaw pp
•Download as PPTX, PDF•
0 likes•200 views
The document outlines the steps to conducting a jigsaw activity in the classroom which involves dividing students into groups, assigning each group a topic to research, regrouping the students so that one "expert" from each original topic is in a new group to teach their topic to their peers, and then regrouping again for students to share what they have learned from the experts. The purpose is for students to teach other students, improve diversity and collaboration, and reinforce cooperative learning. Potential downsides are students getting distracted, not participating, and needing teacher oversight to confirm accuracy.
Report
Share
Report
Share
Recommended
7 Test Prep Strategies to Utilize in Your Classroom
Preparing for a test does not have to be overwhelming or intimidating. Help your students beat test-day anxieties with these 7 test prep strategies. Remember to spread the love and share with your colleagues!
Resilient learners
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
Growth mindset 1
This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
Cpd differentiation presentation
The document outlines the GROW differentiation model and suggestions for implementing aspects of the model in the classroom. It discusses using cold and hot questioning as well as choice-based tasks. It acknowledges obstacles like the time it takes to prepare differentiated work and students not wanting to engage with different tasks. The document provides recommendations to create a culture with no fear of failure, use cold and hot questions over multiple lessons, allow pre-learning to prevent panic, and support hot questions with sample answers. Teachers are advised to not rush implementation and continue encouraging students if they do not initially engage.
Parent focus session 3pptx
This document discusses feedback and its purpose in reducing the discrepancies between a student's current understanding and desired goals. Effective feedback answers three questions: where am I going, how am I going, and where to next. Feedback works at four levels - task, process, self-regulation, and self. Powerful questions can promote reflection and stimulate thinking, while role playing can help explore giving feedback.
Stretch and challenge big question lesson planning
The document describes a lesson plan that uses a "Big Question" approach to engage students in critical thinking about the iPhone. The central question - "Is the iPhone a positive or negative innovation?" - is presented to students at the start. Throughout the lesson, the teacher provides more information that allows students to continually revisit and refine their answer to the question. First, students learn how iPhone production boosts Asian economies, making them view the iPhone more positively. However, after learning about poor working conditions, some students change their view and see negatives. By the end of the lesson, students can thoughtfully justify their stance using evidence they have learned. The Big Question structure provides clarity and allows students to see their own progression in developing
Friday briefing 9th oct
This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
Recommended
7 Test Prep Strategies to Utilize in Your Classroom
Preparing for a test does not have to be overwhelming or intimidating. Help your students beat test-day anxieties with these 7 test prep strategies. Remember to spread the love and share with your colleagues!
Resilient learners
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
Growth mindset 1
This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
Cpd differentiation presentation
The document outlines the GROW differentiation model and suggestions for implementing aspects of the model in the classroom. It discusses using cold and hot questioning as well as choice-based tasks. It acknowledges obstacles like the time it takes to prepare differentiated work and students not wanting to engage with different tasks. The document provides recommendations to create a culture with no fear of failure, use cold and hot questions over multiple lessons, allow pre-learning to prevent panic, and support hot questions with sample answers. Teachers are advised to not rush implementation and continue encouraging students if they do not initially engage.
Parent focus session 3pptx
This document discusses feedback and its purpose in reducing the discrepancies between a student's current understanding and desired goals. Effective feedback answers three questions: where am I going, how am I going, and where to next. Feedback works at four levels - task, process, self-regulation, and self. Powerful questions can promote reflection and stimulate thinking, while role playing can help explore giving feedback.
Stretch and challenge big question lesson planning
The document describes a lesson plan that uses a "Big Question" approach to engage students in critical thinking about the iPhone. The central question - "Is the iPhone a positive or negative innovation?" - is presented to students at the start. Throughout the lesson, the teacher provides more information that allows students to continually revisit and refine their answer to the question. First, students learn how iPhone production boosts Asian economies, making them view the iPhone more positively. However, after learning about poor working conditions, some students change their view and see negatives. By the end of the lesson, students can thoughtfully justify their stance using evidence they have learned. The Big Question structure provides clarity and allows students to see their own progression in developing
Friday briefing 9th oct
This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
Parent focus session 1
This document discusses skills needed for the 21st century classroom including thinking skills like comprehension and analysis. It presents videos about creativity in schools and a classroom in Australia. Activities are suggested to help students connect, extend, and challenge their thinking on these topics by discussing their ideas with partners and the group. Five key skill sets are identified: thinking skills, social skills, communication skills, self-management skills, and research skills.
Challenging the most able
The document discusses how to effectively challenge gifted students and promote learning. It contrasts traditional teaching styles that focus on rote learning with more student-centered approaches. An effective approach cultivates intelligence through engaging students in challenging, open-ended learning that allows for mistakes, reflection, and developing lifelong learning skills and habits. Teachers should aim to facilitate self-directed student learning, collaboration, and opportunities for higher-order thinking rather than simply transmitting knowledge.
What is GREAT teaching and learning? By the staff at Chalfonts.
Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
2008 Peer Coaching Memo
The document discusses a peer coaching report for an AP Computer Science teacher who implemented bi-weekly take home exams to challenge students. The exams are completed in groups and take a week to finish. They require students to learn new material independently by answering step-by-step questions that guide their discovery. The teacher finds that over the year, students become more proficient at independent learning as they gain ownership over topics. Students are now more organized, focused, and take pride in their work as a result of the take home exams.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Week Four
This chapter discusses setting high expectations for students and yourself. It emphasizes having unwavering belief in your own teaching abilities to create a self-fulfilling prophecy of student success. The chapter also stresses confronting the brutal facts of your current classroom reality through reflective practice and asking questions to improve teaching strategies.
Stretch and challenge the high attaining students v2
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
Purple for progress staff training v2
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Kumon parent orientation
This document summarizes the benefits of Kumon, an after-school learning program. It claims that Kumon helps children build confidence, self-discipline, independence and a love of learning. It says Kumon offers individualized assignments to ensure students master skills and advance at their own pace. The goal is for children to achieve their full potential in school and beyond. It also provides testimonials from students about how Kumon empowers them to succeed through their own efforts.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Ba Year 1 Session 6 Acti Vote 09 10 Student
The document discusses the benefits of using voting pods, also known as ACTIVote, for assessment in the classroom. Voting pods allow students to respond to teacher questions or polls using individual handsets, with responses displayed anonymously. This encourages participation from all students, including high achievers, low achievers, and nervous students. Teachers receive immediate feedback on student understanding to guide instruction. Assessment becomes painless, paperless, and stimulating for students.
2005 Peer-to-Peer Memo
Mr. Garcia's peer-to-peer focus for the 2005-2006 school year is to involve as many students as possible in homework review. He has students explain homework problems at the board one by one, with another student continuing where the previous left off until the problem is solved. This allows him to evaluate each student's work, check their preparation, and provide feedback to help them understand expectations. The process also emphasizes academic rigor through discussion of problem-solving techniques and holds students accountable through daily grades worth 15% of their quarter grade.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
CPD assessment 2018
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
Create learning communities quote exchange
This activity involves students sharing quotes with each other to get to know different perspectives on an upcoming unit of study. The teacher hands out quote strips for students to read and think about how it relates to the unit. Students then walk around and exchange quotes with at least five other classmates within five minutes. The teacher participates as well to model engagement and ensure all students are on task. Tips are provided for redirecting reluctant students, such as asking to see their quote, suggesting who to talk to first, and practicing what they will say about the quote. The goal is for students to learn from multiple perspectives of their peers.
Empwering students competition or cooperation
Education today is more than even a question of cooperation. Give your students a voice by empowering them with diverse strategies where cooperation becomes a strategic alternative to competition. This workshop sets its aim to provide synergy in teaching and learning for better academic results of the students. A therapy to cure the secretive and score oriented approach towards education. The teachers will learn various strategies to inculcate cooperative learning and teaching to bring qualitative competition.
Empwering students competition or cooperation by Nadia Khurram
Students are forced to get education via winning competitions and competitions!This approach actually make them slave to win-lose game only.Let we empower our students with cooperation skill...the shift from ordinary competitions to the extra ordinary skill of cooperation.
Jigsaw Technique
Tips for executing an effective jigsaw activity. Students gain confidence in being an 'expert' on their specific topic within each group. Group members work together to synthesize information and develop understanding of new concept based on each individual sharing with the rest of the group. All groups present on their findings. Great activity to introduce a topic as students present their understanding before teacher instruction.
NewReume
This document is a resume for Holly Cupp. In 3 sentences: Holly Cupp is seeking a job where she can work as part of a team and utilize her strong work ethic, customer service, communication, and organizational skills. She has experience as a medical assistant and state tested nurse assistant. Holly will graduate from Miami University in May 2016 with a Bachelor's degree.
More Related Content
What's hot
Parent focus session 1
This document discusses skills needed for the 21st century classroom including thinking skills like comprehension and analysis. It presents videos about creativity in schools and a classroom in Australia. Activities are suggested to help students connect, extend, and challenge their thinking on these topics by discussing their ideas with partners and the group. Five key skill sets are identified: thinking skills, social skills, communication skills, self-management skills, and research skills.
Challenging the most able
The document discusses how to effectively challenge gifted students and promote learning. It contrasts traditional teaching styles that focus on rote learning with more student-centered approaches. An effective approach cultivates intelligence through engaging students in challenging, open-ended learning that allows for mistakes, reflection, and developing lifelong learning skills and habits. Teachers should aim to facilitate self-directed student learning, collaboration, and opportunities for higher-order thinking rather than simply transmitting knowledge.
What is GREAT teaching and learning? By the staff at Chalfonts.
Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
2008 Peer Coaching Memo
The document discusses a peer coaching report for an AP Computer Science teacher who implemented bi-weekly take home exams to challenge students. The exams are completed in groups and take a week to finish. They require students to learn new material independently by answering step-by-step questions that guide their discovery. The teacher finds that over the year, students become more proficient at independent learning as they gain ownership over topics. Students are now more organized, focused, and take pride in their work as a result of the take home exams.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Week Four
This chapter discusses setting high expectations for students and yourself. It emphasizes having unwavering belief in your own teaching abilities to create a self-fulfilling prophecy of student success. The chapter also stresses confronting the brutal facts of your current classroom reality through reflective practice and asking questions to improve teaching strategies.
Stretch and challenge the high attaining students v2
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
Purple for progress staff training v2
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Kumon parent orientation
This document summarizes the benefits of Kumon, an after-school learning program. It claims that Kumon helps children build confidence, self-discipline, independence and a love of learning. It says Kumon offers individualized assignments to ensure students master skills and advance at their own pace. The goal is for children to achieve their full potential in school and beyond. It also provides testimonials from students about how Kumon empowers them to succeed through their own efforts.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Ba Year 1 Session 6 Acti Vote 09 10 Student
The document discusses the benefits of using voting pods, also known as ACTIVote, for assessment in the classroom. Voting pods allow students to respond to teacher questions or polls using individual handsets, with responses displayed anonymously. This encourages participation from all students, including high achievers, low achievers, and nervous students. Teachers receive immediate feedback on student understanding to guide instruction. Assessment becomes painless, paperless, and stimulating for students.
2005 Peer-to-Peer Memo
Mr. Garcia's peer-to-peer focus for the 2005-2006 school year is to involve as many students as possible in homework review. He has students explain homework problems at the board one by one, with another student continuing where the previous left off until the problem is solved. This allows him to evaluate each student's work, check their preparation, and provide feedback to help them understand expectations. The process also emphasizes academic rigor through discussion of problem-solving techniques and holds students accountable through daily grades worth 15% of their quarter grade.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
CPD assessment 2018
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
Create learning communities quote exchange
This activity involves students sharing quotes with each other to get to know different perspectives on an upcoming unit of study. The teacher hands out quote strips for students to read and think about how it relates to the unit. Students then walk around and exchange quotes with at least five other classmates within five minutes. The teacher participates as well to model engagement and ensure all students are on task. Tips are provided for redirecting reluctant students, such as asking to see their quote, suggesting who to talk to first, and practicing what they will say about the quote. The goal is for students to learn from multiple perspectives of their peers.
Empwering students competition or cooperation
Education today is more than even a question of cooperation. Give your students a voice by empowering them with diverse strategies where cooperation becomes a strategic alternative to competition. This workshop sets its aim to provide synergy in teaching and learning for better academic results of the students. A therapy to cure the secretive and score oriented approach towards education. The teachers will learn various strategies to inculcate cooperative learning and teaching to bring qualitative competition.
Empwering students competition or cooperation by Nadia Khurram
Students are forced to get education via winning competitions and competitions!This approach actually make them slave to win-lose game only.Let we empower our students with cooperation skill...the shift from ordinary competitions to the extra ordinary skill of cooperation.
What's hot (20)
What is GREAT teaching and learning? By the staff at Chalfonts.
What is GREAT teaching and learning? By the staff at Chalfonts.
Stretch and challenge the high attaining students v2
Stretch and challenge the high attaining students v2
Empwering students competition or cooperation by Nadia Khurram
Empwering students competition or cooperation by Nadia Khurram
Viewers also liked
Jigsaw Technique
Tips for executing an effective jigsaw activity. Students gain confidence in being an 'expert' on their specific topic within each group. Group members work together to synthesize information and develop understanding of new concept based on each individual sharing with the rest of the group. All groups present on their findings. Great activity to introduce a topic as students present their understanding before teacher instruction.
NewReume
This document is a resume for Holly Cupp. In 3 sentences: Holly Cupp is seeking a job where she can work as part of a team and utilize her strong work ethic, customer service, communication, and organizational skills. She has experience as a medical assistant and state tested nurse assistant. Holly will graduate from Miami University in May 2016 with a Bachelor's degree.
sphere
This document is a paper submitted by Sandhya Rishikesh for her B.Ed course at Sree Narayana Training College. The paper discusses properties of spheres, including the formula for total surface area which is 4πr^2 and volume which is (4/3)πr^3. It provides examples of calculating the total surface area and volume of spheres given their radii.
Furman lauren project 3.7.1
This is a rough completion of my personal branding. From logo to envelopes.
Corazon traspasado de Jesus herido por el desamor.
Hijos míos: soy el Dios del amor, el Dios compasivo, el Dios misericordioso, no tengáis temores en venir hacia Mí. No tengáis temores en entregarme vuestros pecados. Deseo sanar las llagas abiertas y purulentas de vuestros corazones. Quiero restaurar vuestras vidas. Quiero quitar, de una vez por todas, las cadenas oxidadas que os esclavizan, cadenas que os impiden andar en libertad. Quiero besar vuestras conciencias y daros luz.
Quiero soplar mi Espíritu Santo en todos vosotros, para que recibáis Sabiduría.
Forces
1. A force is a push or pull that can change the motion of an object or cause it to deform. Forces are measured in Newtons and can cause rotation when applied at a distance from a pivot point, known as a moment.
2. Objects in equilibrium experience equal and opposite forces and moments such that the net force and moment are both zero. Levers use moments to multiply applied forces to make lifting loads easier.
3. Radioactivity is the spontaneous decay of unstable atomic nuclei. It involves the emission of alpha, beta, or gamma radiation. Radioactive decay occurs at a constant rate described by an isotope's half-life and can be used for applications like radiotherapy or dating artifacts.
Nbr lake view
NBR Lakeview is a residential development located half a kilometer from Electronic City Phase 2 and one kilometer from Hosur Main Road in Bangalore. The apartments offer proximity to jobs while being surrounded by greenery away from city chaos. The development features 2BHK apartments with an RCC structure, solid block masonry walls, vitrified flooring, distemper and enamel paints, branded sanitary fittings, and backup power. Mortgage options are also available to make the purchase process smooth.
ILRI in Ethiopia
ILRI conducts research in Ethiopia to help improve livestock production and support livelihoods. Its research focuses on sustainably intensifying mixed crop-livestock systems through increased productivity and value chains. It also works to reduce vulnerability through market development, risk mitigation and diversification. Between 2014-2015, ILRI provided technical support to help Ethiopia's government finalize its Livestock Master Plan, which provides a strategy for livestock development and identifies research gaps.
30 Seesaw Activity Ideas
This document provides activity ideas for teachers to use the Seesaw app across various subjects. It includes over 30 activity ideas organized by subject area, including English/language arts, math, history/social studies, science, art/music. For each activity, it provides a brief description, tips for how to guide students in completing the activity on Seesaw using tools like the camera, drawing, audio recording and text. The activities are designed to support various Common Core standards. The document serves as a resource for teachers to engage students on Seesaw in hands-on learning activities both in and out of the classroom.
Jigsaw instructional strategy
The jigsaw instructional strategy divides students into home groups, where each member is assigned a different role or task. Students then join expert groups of others with the same role to learn and prepare. They return to their home groups to teach their peers, so that each group benefits from members sharing their specialized knowledge and the full issue can be explored collaboratively.
Oregon Stathood Big Book
Oregon became a territory in 1848 and a state in 1859. As more American settlers arrived in the 1840s seeking land, they established a provisional government to address safety issues from wildlife. Disputes over borders with Britain were settled with the Oregon Treaty of 1846. The Whitman Massacre and discovery of gold increased pressure on the U.S. to protect citizens and recognize Oregon. Statehood was approved after a constitution banned slavery but not African Americans, making Oregon the 33rd state.
Medians and Order Statistics
This document discusses order statistics and medians. It defines the i-th order statistic as the i-th smallest element of a sorted array. The median is defined as the halfway point of a data set. For an odd number of elements, the median is the (n+1)/2 order statistic, and for an even number it is defined as the average of the n/2 and n/2+1 order statistics. Methods for finding the minimum and maximum in expected linear time using pairs are presented. Selection algorithms for finding the k-th order statistic in expected and worst-case linear time using techniques like median of medians are also summarized.
2B Tricky Word Cards Part 2
This document contains a list of words in no particular order that are commonly confused by young readers. There are 38 words total listed from "money" to "young" with no definitions or explanations provided for each word. The list concludes with "The End".
Jigsaw Cooperative Learning
I created this presentation on the Jigsaw cooperative learning strategy during my studies at Shenandoah University.
Jigsaw presentation
Jigsaw is a cooperative learning technique where students are assigned different parts of a lesson to learn and then teach their part to their group. It was created in 1971 to help reduce racial tensions in Texas schools. Students form expert groups to learn their part and then return to teach their jigsaw group, ensuring all students understand the full lesson. Benefits include increased learning outcomes, reduced tensions, and students valuing each other's contributions to their shared task.
Jigsaw
Jigsaw is a cooperative learning strategy where students are assigned different aspects of a topic to become "experts" on. They then teach their topic to their home group. The purpose is to develop teamwork, responsibility, and a deeper understanding than learning individually. To implement jigsaw, topics are divided among expert groups who then teach their home groups. Assessment ensures all students mastered the material. Cooperative learning similarly aims to develop academic and social skills through heterogeneous groups working interdependently to achieve goals. Various roles foster accountability while social skills and group processing are emphasized.
Viewers also liked (20)
Corazon traspasado de Jesus herido por el desamor.
Corazon traspasado de Jesus herido por el desamor.
Similar to Jigsaw pp
Workshop Six
This document outlines the learning outcomes, activities, and discussions from a teacher workshop focused on identifying and celebrating good teaching practices. The workshop aimed to help teachers recognize effective strategies through photos and examples, share positive experiences from their own classrooms, and make plans to continue improving instruction. Teachers discussed strategies they had tried, such as small group work and cooperative learning, and how these approaches benefited students. The document celebrates the progress teachers described in developing active, student-centered lessons. Next steps include creating an online resource for sharing materials and arranging teacher exchanges between the workshop schools.
EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
The document outlines an agenda for a training on explicit instruction for teachers. The objectives are to recognize the importance of explicit instruction, identify the components of an explicit teaching framework, and appreciate how explicit instruction can develop concepts in vocabulary, oral language, language structure, and reading comprehension. It then provides examples of activities and strategies to actively engage students, such as think-pair-share, and outlines the key elements and principles of explicit instruction including modeling, scaffolding, and ensuring students have high levels of success.
Effective teaching that engages students (1)
Effective Teaching is a material designed to raise awareness among teacher about the strategies that can foster students' ability to grasp meaning.
ABLand Taeching Strategies.pptx
This training seminar focused on activity-based teaching strategies. The agenda included introducing active learning approaches, sharing experiences with hands-on activities from their own education, discussing definitions of active learning, and exploring specific techniques like think-pair-share, brainstorming, and cooperative learning. Participants developed sample lesson plans using strategies such as debates, experiments, and student-generated test questions to promote analysis, collaboration, and lifelong learning among their students.
La banda de patio 3 b
This document discusses cooperative learning techniques used by a student group called "La Banda del Patio". It outlines their group organization, objectives, tasks, and roles. It also provides details on various cooperative learning methods like base groups, expert groups, team-assisted individualization, peer tutoring, jigsaw, investigation groups, and team-game tournaments. These techniques are meant to help students learn from each other through shared work divided based on interests, skills, and levels of understanding.
Cooperative learning in middle school
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
Inquiry Teaching Lecture
This document discusses different teaching methods and strategies for inquiry-based learning. It compares teacher-directed, student-directed, and guided inquiry approaches. It emphasizes that guided inquiry allows students to construct their own understandings while still exposing them to curriculum content within set parameters. The document provides advice for teaching inquiry, such as letting go of control, following student interests, learning to ask questions instead of just giving answers. It also includes a suggested lesson plan format.
What Makes A Good Lesson (Ps)
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
Teaching & Learning @ Alfreton Grange 2015/16
Blair stressed the importance of education, students are told to respond to feedback, differences between growth and fixed mindsets are outlined, and developing effective teaching is explored.
Collaborative learning inset
The document discusses cooperative learning as an instructional strategy where students work together in small groups to help each other learn. It defines cooperative learning and identifies its key principles, including positive interdependence and individual accountability. The document also reviews different cooperative learning approaches such as Jigsaw and Think-Pair-Share and examines the benefits of utilizing cooperative learning in the classroom.
Cooperative Learning rpkps
The document discusses cooperative learning and its benefits. It outlines five essential components of cooperative learning: positive interdependence, individual accountability, interpersonal skills, group processing, and face-to-face interaction. Various techniques are described for structuring learning groups to promote these components, including assigning roles, assessing individual effort, and having students reflect on their work.
Cooperative learning rpkps
The document discusses cooperative learning and its benefits. It outlines five essential components of cooperative learning: positive interdependence, individual accountability, interpersonal skills, group processing, and face-to-face interaction. Various cooperative learning techniques are also described, including structuring tasks to promote interaction and interdependence among students.
Active Learning Methods in Teaching.pdf
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
PDST Biology Workshop Spring 2014
The document summarizes a biology workshop on differentiated revision activities for students. It discusses:
1) The agenda which includes exploring differentiation strategies, sharing exam tips, and using kinesthetic activities and learning style tools.
2) The concept of differentiation, which is treating students unequally according to their individual needs and learning styles.
3) Various student differences like ability, learning style, intelligence, and background that impact learning.
4) Techniques for differentiated revision like connecting new ideas to prior knowledge, learning in small chunks, and reviewing regularly.
Differentiation in practice
The document appears to be a presentation on differentiated instruction for teachers. It includes sections on defining differentiated instruction, the four elements of differentiating content, process, product and environment, tips for differentiation strategies, and accommodations for general education and special education students. The presentation encourages teachers to purposefully plan lessons to engage all learners and meet their different needs.
Newfield cpd session final
This document outlines a school's new approach to continuous professional development (CPD) for teachers. It discusses weaknesses of traditional CPD models and establishes guidelines for the new model. The new model focuses on collaboration between small groups of teachers to explore topics like questioning, celebrating mistakes, scaffolding discussions, making group work effective, and creating awe and wonder in lessons. The model involves introductory, reflection, and feedback sessions throughout the school year. The goal is for CPD to directly benefit students by providing teachers with practical strategies to use in lessons.
Jugyou kenyyuu (1)
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
Workshop Two B
This document outlines strategies and activities for a workshop on cooperative learning. Participants will experience cooperative learning structures, reflect on the experience, and learn how to apply the structures in their own classrooms. Some of the structures covered include Think-Pair-Share, Numbered Heads Together, and assigning group roles. The document provides examples of how to implement these structures. It concludes by sharing student perspectives on how cooperative learning helped them try harder, learn from others, and incorporate different ideas to reach consensus.
Differentiated Instruction.pptx
This document discusses differentiated instruction, which refers to teaching techniques that allow educators to effectively instruct diverse students with different learning needs. It provides strategies for differentiating content, process, product, and assessment based on students' readiness, interests, and learning profiles. These include modifying lessons, using various teaching materials and methods, and continuous, flexible assessment. The document emphasizes that differentiated instruction is a principle that requires training teachers to understand students' differences and upgrading systems to have the greatest impact on student learning.
Tools and habits for flipped learning success
Jasper Shotts discusses tools and habits for success with flipped learning and engaging new and diverse learners. Some key points:
1) Prepare learning materials earlier and make them highly accessible to support students with different digital readiness.
2) In class, vary teaching methods like small group work, activities, and digital tools to accommodate different learning styles.
3) Engage students before, during, and after class through preparatory online tasks, participatory learning, and getting student feedback.
Similar to Jigsaw pp (20)
Recently uploaded
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Jigsaw pp
- 2. Decide: What it is you want the students to learn?
- 3. Determine how many pieces (questions) there will be to your puzzle.
- 4. Divide students into groups of 4- 6(depending on the number of students in class).
- 5. REMIND students: They are ALL EXPERTS and EVERY ONE must explore and answer the question!
- 6. Present each “new” group with the information they will research and time limit to brainstorm
- 7. When time runs out, each student returns to original groups to share what they have learned
- 8. Now the students take turns and share what they have learned with each other!!
- 9. Let’s See This in ACTION! https://www.youtube.com/watch?v=MpF9t-mr098
- 10. Pros: •Students teach Students •Improves classroom Diversity •Easy Process to Learn •Builds Leadership and Collaboration •Reinforces Cooperative Learning
- 11. Cons: Students may be easily Distracted Students may not feel the Need to Participate Teacher must confirm ALL results for Accuracy May be difficult to Control at first