Journey
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The document discusses strategies for differentiating instruction to meet the diverse needs and abilities of students in the classroom. It provides examples of how learning is currently taking place through group work, projects, experiments and other activities. The school aims to improve student engagement by incorporating more hands-on learning, thinking strategies, and opportunities for choice. Teachers will receive professional development in differentiated instruction techniques, including flexible grouping, tiered lessons, learning contracts, and classroom management.
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Teacher is a leader for his students. He inspires them. He cares for him. Most importantly, he drives them to work hard for studies. A teacher therefore has to see himself as a leader and lead his students for the excellence in the teaching learning process.
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The Teacher as a leader
Teacher is a leader for his students. He inspires them. He cares for him. Most importantly, he drives them to work hard for studies. A teacher therefore has to see himself as a leader and lead his students for the excellence in the teaching learning process.
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Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
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The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
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According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
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Andragogic instructors vs. traditonal educator
Traditional educators stick strictly to preset course content and goals, which may not address students' real needs. They also maintain distance from students, making learning feel disengaged and lacking support.
Andragogic instructors design courses collaboratively with students to satisfy their work and personal needs. They promote friendly relationships and community to engage students actively in meaningful, creative learning tasks. Course goals and content are modified over time based on students' evolving needs and challenges. Andragogic instructors also teach a variety of learning strategies so students can choose what works best for their individual styles.
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A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
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Analysis
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Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
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In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
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Constructive leadership is crucial for school improvement. Effective constructive leaders set a clear vision and high expectations, develop staff, strengthen school culture, and respond to accountability pressures and diversity. They focus on teaching and learning, professional development, and developing the school as a learning organization. While constructive leadership is important, it is not sufficient for improvement on its own. More research is still needed to fully understand effective educational leadership.
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in search for comprehending learning attitudes chart
The document discusses some key differences and similarities between working adult students (WASs) and traditional students in terms of their knowledge/abilities, self-concept, expectations, needs, and attitudes towards learning. WASs tend to have specific practical knowledge but lack theoretical backgrounds, see themselves as "misfits", expect validation of work experience, and have needs for professional competencies. They can be resistant to change and tired from work commitments. Meanwhile, traditional students tend to be open to new methods, not tired from work, and focus on grades over achievement. Both groups prioritize short-term goals.
MYP Assessment Sept 2013
The document discusses MYP assessment at the LIS school. It aims to improve understanding of MYP assessment and LIS reports, and how parents can support students. It covers principles of assessment like supporting learning through a variety of methods and developing approaches to learning skills. The document also discusses reporting at LIS through written reports, conferences, and how grades are decided based on criterion levels and totals within published grade boundaries for subjects like mathematics. It encourages questions to improve understanding of assessments.
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This document compares the pedagogical educator approach to the andragogical instructor approach. The pedagogical educator decides on the content that is learned and students depend on the instructor's teaching. In contrast, the andragogical instructor allows students to decide what they want to study. For andragogical students, learning depends more on their own experience and information than the instructor, and they are intrinsically motivated to succeed. The chart is designed to help faculty better guide adult learners called WASs (Workplace Adult Students) by understanding their self-directed learning process compared to traditional pedagogical students.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina Malste
This document discusses key components of a quality school from the Finnish perspective. It identifies four main components: 1) Professional teachers who have autonomy in the classroom and strong relationships with students; 2) A dynamic curriculum and learning environments that are student-centered and focus on active, purposeful learning; 3) Strong leadership skills at the school level, including strategic planning and communication; and 4) School outreach that involves collaboration with families, the community, and employers to support student learning and development. Each component is then discussed in more detail with examples and research findings about how these elements contribute to student outcomes.
SRL Good Practices? 2 examples from Doukas School
SLIDEshow Erasmus+ Project
Teacher Educator Training (C1)
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Collecting Good Practices
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
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Erica Zigelman had a career in education spanning over 40 years, serving as a teacher, literacy coach, principal, and mentor. She now works as a leadership consultant for the Center for Educational Innovation (CEI), which has developed educational reforms and programs in New York City for over 30 years. CEI offers professional development to principals on building literacy culture, family engagement, and collaborative teams, and to teachers on authentic assessments, blended learning, and culturally responsive teaching to improve student outcomes.
Lur
This document discusses innovative and effective teaching strategies. It outlines 8 categories of strategies: enhanced context, collaborative grouping, questioning, inquiry, manipulation, assessment, instructional technology, and enhanced material strategies. The document emphasizes that teachers should guide students without dictating and participate without dominating. It also notes that learning never ends and anyone who stops learning is old, regardless of age.
Curriculum planning
This document discusses curriculum planning for the IB Diploma Programme (IBDP). It provides learning objectives around unit planning and what makes teaching in the IBDP different through its key hallmarks of being assessment-driven, global and local in context, inquiry-based, conceptual, collaborative, and inclusive. Sources and resources for planning are listed. IB policy around planning using unit planners as a guide not a mandate is covered. A Kahoot quiz on planning is proposed. FAQs around planning detail, textbook use, and unit length are answered with the response that many factors depend on the individual teacher. The power of teachers to help or harm learners is noted in the closing.
Danielson Domain 4
This document outlines Danielson's framework for teaching which includes 4 domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components that define the elements of that domain. For example, domain 1 includes components like knowledge of content and pedagogy, knowledge of students, and designing coherent instruction. Domain 4 focuses on professional responsibilities and includes reflecting on teaching, maintaining accurate records, communicating with families, participating in the professional community, developing professionally, and demonstrating professionalism. The document provides descriptions and examples of the types of activities and skills teachers should demonstrate for each component.
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Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
Learning
The document provides guidance on developing student independence and motivation. It emphasizes cultivating intrinsic motivation by fostering student curiosity, passion for learning, and sense of progress. Teachers are advised to plan activities that give students choice and control over their learning. Developing independence requires direct instruction on how to learn as well as opportunities for self-reflection and peer assessment. While confidence is important, students should not feel their ability is fixed or that success is guaranteed without effort.
Fis Curriculum
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
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.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
E portfoilio ashwani rehal 2013
The document outlines the Graduate Teacher Standards that the author's teaching portfolio addresses. It includes a teaching philosophy statement focusing on inclusive education and developing each student. It then addresses each standard through evidence in the portfolio such as lesson plans, assessments, use of technology, and reflections that demonstrate understanding of how students learn, catering to diverse needs, effective goal setting, using resources and communication. The evidence provided shows the author's development in applying research-informed teaching practices.
LAYOUT
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
Differentiated instruction web one
This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Di bedford hs 2010
This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.
Differentiating Instruction Through The Implementation of UDL
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
Presentation to Heads of Computing Dec 2009
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Importance of Teaching Skills : Reaching the Unreached
The document discusses the importance of effective teaching skills for student achievement. It outlines that teacher learning is a continuous process that helps teachers develop new proficiencies, master new knowledge, and improve student learning. Specific teaching skills discussed include critical thinking, communication, organization, creativity, leadership, and time management. The document also provides strategies for effective lesson delivery, classroom management, and interactive teaching and learning.
Creating a new teaching programme within a functional model - Carey
Creating a new teaching programme within a functional model - CareyIL Group (CILIP Information Literacy Group)
Áine Carey is a Teaching and Research Development Librarian at Maynooth University in Ireland. She manages a team that provides information literacy instruction using a new functional model with three areas of focus: Teaching and Learning, Research Support, and Academic Engagement. The university adopted a new curriculum emphasizing critical thinking skills, prompting the library to map its information literacy classes to a new framework. The functional model has improved collaboration, though initial concerns about specialization existed. Student feedback is now sought to further enhance responsive, activity-based teaching that scaffolds skills development.Effective Teaching
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Total School Cluster Grouping
This document summarizes research on total school cluster grouping, an approach to gifted education that places high-achieving students into clusters within general education classrooms. Key findings include:
- Student achievement increased for both high-achieving students and other students in cluster grouped classrooms compared to traditional classrooms.
- Cluster grouping allowed for flexible identification and placement of students based on achievement levels, improving how teachers viewed student ability.
- Professional development in gifted education strategies benefited all students and teachers by improving general education practices.
- When implemented well with strong leadership, cluster grouping can provide gifted services while helping all teachers better meet student needs.
Stone Wiske. Teaching for Understanding: the role of ICT and e-Learning
Stone Wiske. Teaching for Understanding: the role of ICT and e-LearningeLearn Center (Universitat Oberta de Catalunya)
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.Shared vision for learning
The document discusses several aspects of effective teaching and learning. It emphasizes the importance of teachers focusing on their craft through sharing best practices and visiting each other's classrooms. Teachers should hold high expectations for all students and assess their knowledge to set appropriate learning goals. For deep learning to occur, students need safe environments to take risks and teachers must engage in focused teaching to help students achieve quality learning. The relationship between the teacher and student, especially for Māori students, is seen as paramount to increasing student achievement.
Training workshop for teachers on participatory teaching methods
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
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Journey
- 1. Sacred Heart School Our Journey, so far…
- 2. Pedagogy Student Engagement Differentiating
- 3. School Review…..2003 What are the children learning ? Should there be other learning/higher priority ? How effective is the learning ? What evidence is available ? How do we plan for their learning ? In what other ways might we plan for their learning ?
- 4. How is the learning taking place ? In what other ways might we plan for learning to take place ? In what ways are the children engaged in the learning process ? In what other ways could children be engaged in the learning process ?
- 19. To relate effectively Respect and value difference Build and maintain friendships To listen and communicate effectively Acknowledge and respond positively to others’ feelings
- 20. To communicate effectively: Be literate and numerate Be technologically literate Be creative Apply and knowledge and skills To think critically and creatively Consider options Think through to a conclusion To produce an appropriate outcome
- 21. To know and appreciate their place in the world Understand interdependence To contribute and participate To be socially responsible To develop a global view To understand the concept of sustainability
- 22. To value and celebrate life To be curious To explore To be people of faith