The document provides an overview of the Classroom Assessment Scoring System (CLASS), which is an observational tool used to assess classroom quality. It describes the three domains and ten dimensions that CLASS measures, including Emotional Support, Classroom Organization, and Instructional Support. Each dimension contains multiple indicators and behavioral markers that define the quality of teacher-student interactions and classroom processes. The document explains how CLASS is used as a reliable lens to view classroom complexity while focusing on domains like positive climate, teacher sensitivity, and concept development.
The document discusses several aspects of effective classroom management for teachers. It emphasizes building mutual trust and respect between teachers and students through democratic processes like involving students in setting classroom rules. It stresses using praise generously, adjusting teaching techniques based on student needs, and incorporating interactive activities to maintain student engagement over strictly controlling students. Effective time management and subject expertise are also highlighted as important for teachers' classroom authority and impact.
1st session (current approches to learning and teaching).pptHithadhooSchool
1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application.
2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning.
3. Common problems in teaching are also outlined, such as diverse learning needs, classroom management, limited resources, and addressing individual differences.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
This newsletter provides an overview of observations from visits by the ShantiLal Muttha Foundation training team to classrooms implementing the Mulyavardhan educational program. Key points include:
- Students seem engaged and enjoy participating in class discussions and activities. Teachers appreciate how involved the students are.
- Classroom rules have been established in many schools and both students and teachers are managing behavior well.
- Teachers are preparing lessons and following the Mulyavardhan process with enthusiasm. Some are innovating in their own ways.
- The newsletter encourages teachers to think deeply about how each lesson step connects to achieving the stated learning outcome, and to reflect on how outcomes align with Mulyavardhan
Facilitating 21st century learning by leilani c. avilaLeilani Avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
This document outlines best practices for teaching in schools based on a presentation about marking learning visible. It discusses defining good teaching as creating circumstances that lead to significant learning. It emphasizes the importance of addressing different learning styles like auditory, visual, and kinesthetic. It also discusses strategies for creating conducive learning environments, making natural connections, using authentic assessments, and achieving discipline. Some issues with the current system include the need to enhance monitoring, improve teacher attitude, incorporate teaching and learning laboratories, and foster parental involvement to promote discipline.
Using Problem Solving to Resolve Behaviour ProblemsEcem Cengiz
This document discusses various problem solving methods that can be used to resolve behavior problems in the classroom. It begins by introducing the topic and some relevant quotes. It then outlines the contents which include tools like the Gantt card, fishbone diagram, matrix diagram and surveys. It also provides examples of implementing problem solving approaches like using class meetings and peer mediation. Guidelines are given for facilitating these group processes. The document concludes by listing references for further information.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
The document discusses several aspects of effective classroom management for teachers. It emphasizes building mutual trust and respect between teachers and students through democratic processes like involving students in setting classroom rules. It stresses using praise generously, adjusting teaching techniques based on student needs, and incorporating interactive activities to maintain student engagement over strictly controlling students. Effective time management and subject expertise are also highlighted as important for teachers' classroom authority and impact.
1st session (current approches to learning and teaching).pptHithadhooSchool
1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application.
2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning.
3. Common problems in teaching are also outlined, such as diverse learning needs, classroom management, limited resources, and addressing individual differences.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
This newsletter provides an overview of observations from visits by the ShantiLal Muttha Foundation training team to classrooms implementing the Mulyavardhan educational program. Key points include:
- Students seem engaged and enjoy participating in class discussions and activities. Teachers appreciate how involved the students are.
- Classroom rules have been established in many schools and both students and teachers are managing behavior well.
- Teachers are preparing lessons and following the Mulyavardhan process with enthusiasm. Some are innovating in their own ways.
- The newsletter encourages teachers to think deeply about how each lesson step connects to achieving the stated learning outcome, and to reflect on how outcomes align with Mulyavardhan
Facilitating 21st century learning by leilani c. avilaLeilani Avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
This document outlines best practices for teaching in schools based on a presentation about marking learning visible. It discusses defining good teaching as creating circumstances that lead to significant learning. It emphasizes the importance of addressing different learning styles like auditory, visual, and kinesthetic. It also discusses strategies for creating conducive learning environments, making natural connections, using authentic assessments, and achieving discipline. Some issues with the current system include the need to enhance monitoring, improve teacher attitude, incorporate teaching and learning laboratories, and foster parental involvement to promote discipline.
Using Problem Solving to Resolve Behaviour ProblemsEcem Cengiz
This document discusses various problem solving methods that can be used to resolve behavior problems in the classroom. It begins by introducing the topic and some relevant quotes. It then outlines the contents which include tools like the Gantt card, fishbone diagram, matrix diagram and surveys. It also provides examples of implementing problem solving approaches like using class meetings and peer mediation. Guidelines are given for facilitating these group processes. The document concludes by listing references for further information.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Creating Positive Peer Relationships
The document discusses the importance of creating positive peer relationships in the classroom. It provides several recommended activities teachers can implement to help students get to know each other better through "acquaintance activities", establish a cohesive learning community through group bonding activities, and enhance diverse friendship patterns. Examples of activities provided include name games, interviews, secret gift exchanges, and initiatives to recognize positive student behaviors. Fostering positive relationships is important for student engagement, academic performance, and developing social-emotional skills.
Classroom management is the process of ensuring lessons run smoothly without disruptive student behavior, which is often one of the most difficult aspects of teaching. Many factors influence classroom management including teacher characteristics, preparation, the learners' attributes, and contextual factors like class size. Effective classroom management involves avoiding behavior problems through establishing clear rules and procedures, solving issues constructively, and fostering student growth in a positive environment.
current approches to learning and teaching.pptHithadhooSchool
This document discusses various approaches to teaching and learning processes. It begins with definitions of key terms and principles of effective teaching and learning. It then covers principles of learning, aspects of the teaching-learning process, and information processing. Various teaching approaches are examined, including teacher-centered vs learner-centered and examples like subject-matter centered and interactive. Principles of teaching, selection and use of strategies, and the teaching process of planning, implementing, and evaluating are also outlined. Specific strategies like cooperative learning techniques, case methods, problem-solving methods, and discovery learning are then defined and discussed.
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Classroom Rules & Routines, and Teacher MovesIwan Syahril
This document discusses the importance of establishing rules, routines, and teacher "moves" in classroom management. It notes that teaching does not come naturally and requires consciously developed systems to control student behavior. Effective classroom management involves addressing competing ideals through rules and routines, such as treating students the same versus responding to individual needs, encouraging independence versus ensuring all students learn core content. It is difficult for new teachers because they lack experience noticing student behavior, establishing authority, and understanding diverse learners. The document emphasizes that even with planning, lessons may not go perfectly, so teachers need practiced "moves" to quickly redirect students without disrupting instructional flow.
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
The document discusses shifting from a teacher-centered classroom (TCC) to a learner-centered classroom (LCC). It outlines tactics for implementing an LCC, including asking questions instead of telling, focusing on students' experiences, learning by doing, and giving students choices. Relinquishing control can empower students and foster skills like problem-solving and critical thinking. Challenges include maintaining quality while being more flexible, and preparing students for the new active model. Assessing learning can include both quantitative measures like tests and qualitative measures like student satisfaction.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
The document discusses various teaching methods and strategies for effective teaching. It advocates for Socratic teaching, which focuses on asking questions rather than providing answers, to foster critical thinking. It also discusses blended learning, which combines different learning environments and methods to accommodate different learning styles. Throughout, it emphasizes the importance of giving students opportunities to practice, providing feedback, addressing multiple learning styles, being consistent, unbiased, passionate and believing in students.
This presentation discusses techniques for effectively dealing with disruptive student behavior while maintaining authority. It recommends using non-verbal cues like silence, not engaging with tantrums, turning off lights or ringing a bell. Verbally, teachers can say positive things, send disruptive students to the hall, or give responsibilities. Good behavior should be rewarded with non-verbal cues like stars/prizes or verbal praise. Teachers should develop routines, reduce downtime, have positive attitudes and apply discipline fairly. Students are ultimately responsible for their actions.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
This document discusses strategies for effective classroom management in the 21st century. It begins by outlining paradigm shifts in education, moving from teacher-centered to learner-centered approaches and incorporating new technologies. Good classroom management is key to maintaining a positive learning environment. It involves addressing student challenges, fostering respectful teacher-student relationships, and ensuring all students succeed at high levels. The document provides examples of classroom management issues and recommends strategies like using assertive body language, establishing clear expectations, developing routines, and treating students with dignity. It emphasizes the importance of consistency and avoiding personal reactions to disciplinary issues.
MANAGING LEARNING ENVIRONMENT in the K-12 CURRICULUM.pptxNORACANARIA1
This document discusses strategies for creating a positive learning environment in K-12 classrooms. It emphasizes establishing safe, secure, and fair learning environments through consistent policies and procedures. It also stresses maintaining environments that promote respect, care, collaboration, and motivation. Specific strategies mentioned include arranging furniture appropriately, keeping the classroom clean and orderly, having clear expectations, engaging activities, minimizing distractions, getting to know different student types, and using positive discipline. The overall goal is to nurture students and inspire continued learning.
Jacob Kounin was an educational psychologist and classroom management theorist. He studied classroom behavior and developed principles for managing student behavior and movement in the classroom. Some of his key principles included with-it-ness, where the teacher is aware of what all students are doing; overlapping, where the teacher attends to multiple events at once; and momentum, where lessons are kept moving with smooth transitions to maintain student engagement. Kounin's work emphasized the importance of actively involving all students, addressing misbehaviors promptly, and designing engaging lesson plans to minimize off-task behavior.
Creating Positive Peer Relationships
The document discusses the importance of creating positive peer relationships in the classroom. It provides several recommended activities teachers can implement to help students get to know each other better through "acquaintance activities", establish a cohesive learning community through group bonding activities, and enhance diverse friendship patterns. Examples of activities provided include name games, interviews, secret gift exchanges, and initiatives to recognize positive student behaviors. Fostering positive relationships is important for student engagement, academic performance, and developing social-emotional skills.
Classroom management is the process of ensuring lessons run smoothly without disruptive student behavior, which is often one of the most difficult aspects of teaching. Many factors influence classroom management including teacher characteristics, preparation, the learners' attributes, and contextual factors like class size. Effective classroom management involves avoiding behavior problems through establishing clear rules and procedures, solving issues constructively, and fostering student growth in a positive environment.
current approches to learning and teaching.pptHithadhooSchool
This document discusses various approaches to teaching and learning processes. It begins with definitions of key terms and principles of effective teaching and learning. It then covers principles of learning, aspects of the teaching-learning process, and information processing. Various teaching approaches are examined, including teacher-centered vs learner-centered and examples like subject-matter centered and interactive. Principles of teaching, selection and use of strategies, and the teaching process of planning, implementing, and evaluating are also outlined. Specific strategies like cooperative learning techniques, case methods, problem-solving methods, and discovery learning are then defined and discussed.
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Classroom Rules & Routines, and Teacher MovesIwan Syahril
This document discusses the importance of establishing rules, routines, and teacher "moves" in classroom management. It notes that teaching does not come naturally and requires consciously developed systems to control student behavior. Effective classroom management involves addressing competing ideals through rules and routines, such as treating students the same versus responding to individual needs, encouraging independence versus ensuring all students learn core content. It is difficult for new teachers because they lack experience noticing student behavior, establishing authority, and understanding diverse learners. The document emphasizes that even with planning, lessons may not go perfectly, so teachers need practiced "moves" to quickly redirect students without disrupting instructional flow.
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
The document discusses shifting from a teacher-centered classroom (TCC) to a learner-centered classroom (LCC). It outlines tactics for implementing an LCC, including asking questions instead of telling, focusing on students' experiences, learning by doing, and giving students choices. Relinquishing control can empower students and foster skills like problem-solving and critical thinking. Challenges include maintaining quality while being more flexible, and preparing students for the new active model. Assessing learning can include both quantitative measures like tests and qualitative measures like student satisfaction.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
The document discusses various teaching methods and strategies for effective teaching. It advocates for Socratic teaching, which focuses on asking questions rather than providing answers, to foster critical thinking. It also discusses blended learning, which combines different learning environments and methods to accommodate different learning styles. Throughout, it emphasizes the importance of giving students opportunities to practice, providing feedback, addressing multiple learning styles, being consistent, unbiased, passionate and believing in students.
This presentation discusses techniques for effectively dealing with disruptive student behavior while maintaining authority. It recommends using non-verbal cues like silence, not engaging with tantrums, turning off lights or ringing a bell. Verbally, teachers can say positive things, send disruptive students to the hall, or give responsibilities. Good behavior should be rewarded with non-verbal cues like stars/prizes or verbal praise. Teachers should develop routines, reduce downtime, have positive attitudes and apply discipline fairly. Students are ultimately responsible for their actions.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
This document discusses strategies for effective classroom management in the 21st century. It begins by outlining paradigm shifts in education, moving from teacher-centered to learner-centered approaches and incorporating new technologies. Good classroom management is key to maintaining a positive learning environment. It involves addressing student challenges, fostering respectful teacher-student relationships, and ensuring all students succeed at high levels. The document provides examples of classroom management issues and recommends strategies like using assertive body language, establishing clear expectations, developing routines, and treating students with dignity. It emphasizes the importance of consistency and avoiding personal reactions to disciplinary issues.
MANAGING LEARNING ENVIRONMENT in the K-12 CURRICULUM.pptxNORACANARIA1
This document discusses strategies for creating a positive learning environment in K-12 classrooms. It emphasizes establishing safe, secure, and fair learning environments through consistent policies and procedures. It also stresses maintaining environments that promote respect, care, collaboration, and motivation. Specific strategies mentioned include arranging furniture appropriately, keeping the classroom clean and orderly, having clear expectations, engaging activities, minimizing distractions, getting to know different student types, and using positive discipline. The overall goal is to nurture students and inspire continued learning.
Jacob Kounin was an educational psychologist and classroom management theorist. He studied classroom behavior and developed principles for managing student behavior and movement in the classroom. Some of his key principles included with-it-ness, where the teacher is aware of what all students are doing; overlapping, where the teacher attends to multiple events at once; and momentum, where lessons are kept moving with smooth transitions to maintain student engagement. Kounin's work emphasized the importance of actively involving all students, addressing misbehaviors promptly, and designing engaging lesson plans to minimize off-task behavior.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. What contributes to a high quality
classroom?
Activity: Written Strategy on Post-It
-Notes
Group Share
3. Classroom “Quality”
What? Who? Where?
STRUCTURE
Curriculum
Standards
How?
PROCESS
Implementation
Relationships
Children’s Academic &
Social Development
Academic & Social
Interactions
Materials
Training and Education
4. How Do We Measure Classroom
Process?
• Classrooms are complex places
• We need a lens through which to view
them
• The lens we choose impacts what we see
5. The CLASS Lens
• The Classroom Assessment Scoring System (CLASS) offers a lens
through which to view classrooms that has several advantages:
– Reliable, validated measure
– Reflects the complexity of classrooms
– Provides a common language
Reliable, not valid Not valid, not reliable Reliable and valid
Source: www.georgetown.edu/departments/psychology/researchmethods/ researchanddesign/validityandreliability.htm
6. What Does the CLASS Measure?
Emotional
Support
Positive Climate
Negative Climate
Teacher Sensitivity
Regard for Student
Perspectives
Instructional
Support
Concept Development
Quality of Feedback
Language Modeling
Classroom
Organization
Behavior Management
Productivity
Instructional Learning
Formats
7. What the CLASS Is NOT
• Not just about the teacher, i.e., this teacher is a
‘3’
• Not a checklist
• Not about the physical environment
• Doesn’t capture all aspects of the classroom
– Cultural Sensitivity
– Literacy
9. How is the CLASS Organized?
3 Domains
Emotional
Support
Classroom
Organization
Instructional
Support
10 dimensions PC NC TS RSP BM P ILF CD QF LM
Multiple Indicators Define Each Dimension
Multiple Behavioral Markers Define Each Indicator
10. How is the CLASS Organized?
Dimension
Indicator
Behavioral
Markers
Domain
11. Emotional Support Domain
How do teachers help students
develop
– Warm, supportive relationships with
teachers and peers
– Enjoyment of and excitement about
learning
– Feelings of comfort in the classroom
– Appropriate levels of autonomy
12. Positive Climate
• Reflects the emotional connection between teachers
and students and among students, and the warmth,
respect, and enjoyment communicated by verbal and
non-verbal interactions.
– Relationships
– Positive Affect
– Positive Communication
– Respect
13.
14. Positive Climate
• Teachers and children are comfortable with one
another and enjoy spending time together:
matched affect, enthusiasm, social conversation.
• Not necessarily all grins and giggles - different
teachers have different styles and demeanors
• Respect - different from regard
15. Positive Climate Examples
• Shared Enjoyment When Puppet Says “Boo!”
– Relationships
– Positive Affect
– Respect
• Social Conversation During Center Time
– Relationships
– Positive Affect
– Positive Communication
– Respect
16. Negative Climate
• Reflects the overall level of expressed negativity in the
classroom. The frequency, quality, and intensity of teacher and
peer negativity are key to this scale.
– Negative Affect
– Punitive Control
– Sarcasm/disrespect
– Severe Negativity
17.
18. Negative Climate
• Not the absence of Positive Climate, but rather the
presence of specific behaviors that express negativity in
the classroom.
• These include
– Anger or irritation
– Use of threats or yelling to control the children
– Sarcasm or disrespect
– Severely negative behaviors such as hitting or fighting
19. Negative Climate
• It is rare to have classrooms score in the middle
or high range.
• The more instances of negativity the higher the
code.
• Severe negativity results in automatic 7.
20. Teacher Sensitivity
• Encompasses the teacher’s awareness of and
responsiveness to students’ academic and emotional
needs. High levels of sensitivity facilitate students’ abilities
to actively explore and learn because the teacher
consistently provides comfort, reassurance, and
encouragement.
– Awareness
– Responsiveness
– Addresses Problems
– Student Comfort
21.
22. Teacher Sensitivity
• Levels of awareness influence abilities to adapt and
respond to children’s needs.
• Teachers address academic and emotional needs.
• How comfortable are the children approaching and
sharing their ideas and products with the teacher?
23. Teacher Sensitivity
• Addressing Fire Alarm Concerns
– Awareness
– Addresses Problems
– Student Comfort
• Differentiating Instruction to Support Individual Students
– Awareness
– Responsiveness
– Addresses Problems
– Student Comfort
24. Regard for Student Perspectives
• Captures the degree to which the teacher’s interactions with
students and classroom activities place an emphasis on
students’ interests, motivations, and points of view, and
encourage student responsibility and autonomy.
– Flexibility and Student Focus
– Support of Autonomy and Leadership
– Student Expression
– Restriction of movement
25.
26. Regard for Student Perspectives
• Teachers follow the children’s lead.
• Children have opportunities to participate and contribute.
• Teachers encourage student independence.
• Children assume leadership roles.
• Children are encouraged to express themselves.
• Appropriate movement is allowed and encouraged.
27. Regard for Student Perspectives
Examples
• Children Lead a Classroom Routine
– Flexibility and student focus
– Support for autonomy and leadership
– Restriction of movement
• Giving Children Leadership Roles
– Flexibility and student focus
– Support for autonomy and leadership
– Student expression
– Restriction of movement
28. Instructional Support Domain
How do teachers help students
– Learn to solve problems and think creatively
– Get individualized feedback about their learning
– Develop more complex language abilities
29. Concept Development
• Measures the teacher’s use of instructional discussions and activities to
promote students’ higher order thinking skills and cognition and
teacher’s focus on understanding rather than rote instruction.
– Analysis and Reasoning
– Creating
– Integration
– Connections to the Real World
30.
31. Concept Development
• Discussions and activities encourage analysis and
reasoning.
• Opportunities for creativity are provided.
• Activities are integrated with previous learning.
• Connections to life outside of school are made.
32. Concept Development
Examples
• Predicting and Experimenting with Eggs
– Analysis and reasoning
– Creating
– Integration
– Connections to the real world
• Linking Prior Knowledge to New Knowledge
– Analysis and reasoning
– Connections to the real world
33. Quality of Feedback
• Assesses the degree to which the teacher provides feedback that
expands learning and understanding and encourages
continued participation.
– Scaffolding
– Feedback Loops
– Prompting Thought Processes
– Providing Information
– Encouragement and Affirmation
34.
35. Quality of Feedback
• Scaffolding supports student learning.
• Teachers persist in feedback loops with children.
• Children are asked to explain their thought
processes.
• Teachers clarify and expand information.
• Encouragement and affirmation increase
children’s involvement in learning.
36. Feedback Loop Example #1
It is a cold and rainy day. Lucas asks his teacher why they are not going
outside to play. The following exchange takes place:
Lucas: Why do we have to stay inside?
Teacher: What do you think, Lucas?
Lucas: I don’t know.
Teacher: Look out the window and tell me what you see.
Lucas: Rain.
Teacher: What would happen if we went outside?
Lucas: We’d get wet.
Teacher: And how would that make us feel?
Lucas: Yucky.
Teacher: That’s right. We would feel yucky because our clothes
would get wet from the rain. That is why we are staying
inside right now.
37. Feedback Loop Example #2
Hwa is playing shape bingo. She has not had any trouble matching the pictures of the
circle, square, oval, or triangle to the pictures on the bingo mat. However, she is stumped
by the rectangle and calls her teacher over.
Hwa: I need help.
Teacher: I think you can figure this one out. Let’s look and see whether there
is another one that looks similar.
Hwa: (places the picture of the rectangle on top of a picture of a square and asks her
teacher if that is right)
Teacher: They look a lot alike, but they are not the same. See how all four
sides of the square are the same? What is different about the sides of this
shape?
Hwa: (looks as the rectangle again) Bigger.
Teacher: You are right, two of the sides are bigger or longer. Can you find a
shape where two of the sides are longer?
Hwa: (scans the bingo mat and quickly matches the rectangle)
38. Providing Information Examples
• Expansion
– The teacher wraps up a lesson on community helpers by asking if
anyone can think of a community helper. Alonzo says, “Mail carrier.” His
teacher says, “That’s right, mail carriers are community helpers because
they bring us our letters and packages.”
• Clarification
– Child calls a pair of gloves “mittens.” The teacher explains, “Gloves are
like mittens because they keep our hands warm, but gloves are different
because they have spaces for each of our fingers. Mittens have a big
space for all of the fingers on one hand.”
• Specific feedback
– The teacher asks if anyone can tell her two rhyming words. John says,
“Cat and hat.” The teacher says, “Yes, cat and hat are rhyming words.
Cat has ‘at’ and hat has ‘at’. They sound the same in the middle and
the end.”
39. Ineffective Feedback
• Miss Karen asks the children to look at the
weather chart and tell her whether they have
had more sunny days or more cloudy days.
Sharice says, “Cloudy.” Miss Karen says, “No”
and then asks if anyone else knows the answer.
40. Effective Feedback
• When discussing the weather chart, Sharice says that there have
been more cloudy days than sunny days which is the wrong answer.
In response, the teacher says, “Let’s look at the chart and count the
number of cloudy days.” The teacher and Sharice count together.
Sharice forgets the number that comes after 3 so the teacher gives
her a hint, “Ffff….” Sharice says, “4, 5 – 5 cloudy days!” Then the
teacher says, “Let’s count the number of sunny days,” and they
count together again. After Sharice correctly identifies the number of
days as 7, the teacher asks Sharice to tell her which number is
bigger. Sharice answers, “Sunny.” The teacher responds, “You’re
right. There are 7 sunny days and 5 cloudy days so there are more
sunny days than cloudy because 7 is more than 5.”
41. Quality of Feedback
Examples
• Prompting Thought Processes about Shadows
– Feedback loops
– Prompting Thought Processes
– Provide Information
– Encouragement and Affirmation
• Using Clues to Identify the Name of a Book
– Scaffolding
– Feedback Loops
– Encouragement and Affirmation
42. Language Modeling
• Captures the quality and amount of teacher’s use of language-
stimulation and language-facilitation techniques.
– Frequent Conversation
– Open-ended Questions
– Repetition and Expansion
– Self & Parallel Talk
– Advanced Language
43.
44. Language Modeling
• Natural conversations are encouraged.
• Teachers ask open-ended questions that require more
complex language to answer.
• Repetition and extension honors and models language
use.
• Teachers connect actions to words with self- and
parallel talk.
• Advanced language is used and connected to known
words.
45. Language Modeling
Examples
• Walkie-Talkies in Centers
– Frequent Conversation
– Open-ended Questions
– Repetition and Extension
• Encouraging a Child to Describe Her Hat
– Open-ended Questions
– Repetition and Extension
46. Classroom Organization Domain
How do teachers help students…
– Develop skills to help them
regulate their own behavior
– Get the most learning out of
each school day
– Maintain interest in learning
activities
47. Behavior Management
• Encompasses the teacher’s ability to provide clear
behavior expectations and use effective methods to
prevent and redirect misbehavior.
– Clear Behavior Expectations
– Proactive
– Redirection of Misbehavior
– Student Behavior
48.
49. Behavior Management
Examples
• Communicating Expectations before Work Time
– Clear behavior expectations
– Proactive
– Student behavior
• Clear Behavioral Expectations during Transition
– Clear behavior expectations
– Proactive
– Redirection of misbehavior
– Student behavior
50. Productivity
• Considers how well the teacher manages instructional
time and routines and provides activities for students
so that they have the opportunity to be involved in
learning activities.
– Maximizing Learning
Time
– Routines
– Transitions
– Preparation
51.
52. Productivity Examples
• Making the Most of Snack Time
– Maximizing learning time
– Transitions
• Creating Routines in the Classroom
– Maximizing learning time
– Routines
– Transitions
– Preparation
53. Instructional Learning Formats
• Focuses on the ways in which teachers maximize
students’ interest, engagement, and ability to learn
from lessons and activities.
– Effective Facilitation
– Variety of Modalities and Materials
– Student Interest
– Clarity of Learning Objectives
54.
55. Instructional Learning Formats
• Even though ‘instructional’ is in the title, this is NOT about
the quality of instruction.
• It’s about the ‘hooks’ teachers use to engage children.
– NOT the kinds of questions the teacher asks, rather that the teacher
asks questions to engage children; and
– NOT whether or not the children are learning something, rather that
they are engaged and interested so that the potential for learning is
there.
• Clarity of learning objectives is not all or nothing.