Learninggoals
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The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
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Learninggoals
The agenda covers opening activities, interactive whiteboards, constructivism, and community building. Participants will learn about updating SMART boards, experiencing constructivist lessons, and building classroom communities through examples and work time. The day aims to examine SMART board tools, understand constructivism and its importance, explore classroom communities, and have participants create a SMART activity and transform a lesson to be more inquiry-based.
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This document announces an IB Physics workshop for teachers facilitated by Gauri Dabholkar. The workshop will cover various topics related to teaching IB Physics such as developing curiosity in students before content, designing activity-based lesson plans, understanding extended essays and research methodology. It will help teachers understand the IB course structure and assessments. Hands-on activities will be used to learn about lesson planning, curriculum design, setting up experiments and data analysis. Gauri has over 20 years experience teaching IB Physics and developing curricula. She has been an IB coordinator and Head of Theory of Knowledge.
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What do you see?
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Learninggoals
The agenda covers opening activities, interactive whiteboards, constructivism, and community building. Participants will learn about updating SMART boards, experiencing constructivist lessons, and building classroom communities through examples and work time. The day aims to examine SMART board tools, understand constructivism and its importance, explore classroom communities, and have participants create a SMART activity and transform a lesson to be more inquiry-based.
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Writer's Workshop is a student-centered approach to writing instruction where students learn skills through mini lessons and have independent work time to write, revise, and confer with teachers and peers. The goal is to help students see themselves as writers by developing fluency, confidence, and enjoyment in writing. Key aspects include daily mini lessons, independent writing time, teacher conferences, and peer collaboration, with writing assessed based on standards. The approach aims to better prepare students for more writing demands of the modern world and common core standards.
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This document summarizes the outcomes of a meeting about the Third Teacher Project. The key points are:
1) Participants recapped the strategic direction and shared an understanding of the vision and principles of the Third Teacher Project.
2) Staff have a clearer understanding of how they can participate in the Third Teacher Project by creating dynamic learning spaces.
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The document provides an overview of the Writing Workshop approach for teaching writing. It describes how Writing Workshop is structured to focus on the writing process, not just the final product. Key aspects include daily independent writing time, mini lessons to teach writing skills and strategies, and opportunities for student sharing. The document also explains how Writing Workshop is designed to help students become independent writers while still addressing the Common Core State Standards.
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2) The research found that the fellowship resulted in transformative learning for fellows, including enhanced understanding of pedagogy, increased reflection on practice, and willingness to innovate. It also led fellows to take on more leadership roles after the fellowship.
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Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
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Workshop delivered about issues in designing and running subjects through an LMS from a student's perspective. Essentially a free flowing discussion among the attendees (academics). As each issue was raised by attendees, the corresponding topic slide was selected to demonstrated the issue and how it was solved. [Shared with permission 10/11/17]
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The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
Save Fred
1) The document describes an inquiry-based lesson where students work together to save a gummy worm named Fred from drowning after his plastic cup boat flips over, trapping his gummy life saver under the boat.
2) Students are instructed to place the life saver around Fred's body using only four paper clips, without letting Fred fall into the "lake" more than once or injuring him.
3) The document encourages students to solve problems in different ways such as developing a plan, finding patterns, drawing diagrams, acting it out, making lists, guessing and testing, working backward, writing equations, or constructing tables and graphs.
Getting started powerpoint
The document lists the names of 11 teachers from various elementary schools, their schools, and the grades they teach. It includes Kortney Fisher who teaches Kindergarten at Harrison Elementary, and lists teachers from other schools who teach 1st grade through 5th grade, as well as SPED. The document outlines guidelines for an upcoming meeting, stating they will begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good examples.
What is a web quest
This document discusses WebQuests, which are inquiry-based learning activities that use online resources to produce authentic projects through meaningful research. WebQuests motivate students and support diverse learners through a variety of resources and cooperative groupings. They also promote higher-level thinking skills. Key elements of a WebQuest include an introduction, task, process, evaluation, and conclusion. Good topics for WebQuests invite creativity, require higher-order thinking, are compelling, timely, have sufficient resources, and allow for meaningful collaboration. Tips for a successful WebQuest include managing time, planning for student absences and difficulties, and providing the right amount of guidance without giving too much help.
Getting started powerpoint
The document lists the names of 8 teachers from various elementary schools in the district and their grade levels. It then provides an agenda for an upcoming eMINTS meeting on September 15, 2011, which includes guidelines for participants to begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good role models. It poses discussion questions for teachers to introduce themselves and discuss the characteristics of an ideal eMINTS classroom and instructor.
Getting started powerpoint
The document lists the names of 7 teachers from 4 different elementary schools in the district, along with their school and grade level. It then outlines the agenda and goals for an eMINTS training session on September 15, 2011, which includes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being good role models. Teachers are prompted to introduce themselves and discuss their strengths, skills they hope to gain, and what makes an eMINTS classroom different from a traditional one.
Presentation1
Practice is essential for developing skills and abilities. Regular practice in a particular area, such as playing a sport or musical instrument, allows one to gradually improve their proficiency over time through experience and repetition. Consistent practice of important tasks makes one's performance more automatic and helps maximize their potential.
Waterways
The document discusses making good choices for waterway use and developing solutions. It emphasizes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being what we want to see. A solution for waterway use will be developed, presented, and defended.
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Learninggoals
- 1. Today’s Agenda Opening Activities • Check emails- we begin at 8:15 • Welcome and Housekeeping (Lunch 11:30-12:45) Interactive Whiteboards • Update to SMART 11 • Create Constructivism • Experience a Lesson • Review Lessons Community Building • Examples • Work time • Reminders
- 2. We will… • Begin and end on time • Consider the positive possibilities • Participate and process • Practice focused listening • Be what we want to see
- 3. Examine the basic tools of SMART Notebook Understand uses for the SMART board in the classroom Understand the components of Constructivism (or Inquiry-based learning) and why it is important to 21st Century Learners Understand specific lesson components that can be used to promote inquiry Explore the relationship between Classroom Communities and successful learning.
- 4. Demonstrate basic skills in creating a SMART Notebook activity. Explain the benefits of using the SMART Board Be able to explain the components of a constructivist lesson (IBL) and the value of inquiry-based instruction for 21st Century learners. Be able to transform a lesson from coverage to inquiry. Demonstrate the differences between community and team building.