This document describes two learning intervention programs - Project TERE and Project CBRI - implemented at San Felipe Elementary School to improve students' reading abilities. Project TERE assessed students' reading levels and provided leveled reading materials and parent involvement. After implementation, 78% of students improved their reading skills based on assessments. Project CBRI established daily reading routines including flashcards, vocabulary words, and a reading corner. It is currently being implemented along with progress monitoring. The document also identifies gaps and provides a technical assistance plan to address developing quality materials, funding, teacher training, and collaboration.
Enhancing an Effective EFL Classroom through Lesson Planningijtsrd
Outcome based education OBE is being carried out in university education in Myanmar. It involves assessments and evaluation practice to reflect certain specific outcomes. And there is also paradigm shift to learner centred learning in teaching learning situations. So in EFL classrooms in Myanmar, the effective use of interactive activities is essential for students being exposed to voluntary learning in a given time limit. To fulfil this gap, the author tried to ingest suitable interactive activities and structured activities in her lesson planning to save time and to meet expectations for the outcomes. The target students were 30 of fourth year students at Technological University Kyaukse . A case study using a carefully prepared lesson plan was done to find out effectiveness achieved. The results show that the involvement of students was raised up not only by the intrinsic nature of interactive activities but also by the assessment plans. So it is hoped that this paper would be able to point out that lesson planning ahead of time is necessarily needed so that adaptations and required activities can be made well and required assessment plans can be set as roadmaps for students and teachers alike. Thida Kyaw | San San Lwin "Enhancing an Effective EFL Classroom through Lesson Planning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26576.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/26576/enhancing-an-effective-efl-classroom-through-lesson-planning/thida-kyaw
Enhancing an Effective EFL Classroom through Lesson Planningijtsrd
Outcome based education OBE is being carried out in university education in Myanmar. It involves assessments and evaluation practice to reflect certain specific outcomes. And there is also paradigm shift to learner centred learning in teaching learning situations. So in EFL classrooms in Myanmar, the effective use of interactive activities is essential for students being exposed to voluntary learning in a given time limit. To fulfil this gap, the author tried to ingest suitable interactive activities and structured activities in her lesson planning to save time and to meet expectations for the outcomes. The target students were 30 of fourth year students at Technological University Kyaukse . A case study using a carefully prepared lesson plan was done to find out effectiveness achieved. The results show that the involvement of students was raised up not only by the intrinsic nature of interactive activities but also by the assessment plans. So it is hoped that this paper would be able to point out that lesson planning ahead of time is necessarily needed so that adaptations and required activities can be made well and required assessment plans can be set as roadmaps for students and teachers alike. Thida Kyaw | San San Lwin "Enhancing an Effective EFL Classroom through Lesson Planning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26576.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/26576/enhancing-an-effective-efl-classroom-through-lesson-planning/thida-kyaw
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
------------------------------------------------------------------------------------------------------------------------------------------
Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
------------------------------------------------------------------------------------------------------------------------------------------
Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
Similar to LEARNING-INTERVENTION-PROGRAM-FOR GRADE I-LEARNERS.pptx (20)
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. LEARNING INTERVENTIONS: PROJECT TERE
This program was proposed to equip Grade-One to
Three pupils with enhanced reading ability. Early Grade
Assessment Tool (EGRA) was used to diagnose one’s
reading ability and to know the level where the teacher
should start. Parental involvement is also a crucial part of
the program. The proponent envisioned learning beneficial
both to parents and children through collaboration and
DESCRIPTION
3. LEARNING INTERVENTIONS: PROJECT TERE
• Categorize pupils according to their reading ability
• Provide reading materials suited to one’s reading
capability
• Promote reading to pupils through parent-teacher
partnership
• Increase parents’ awareness about reading and how
to enrich the ability of their child.
OBJECTIVES
4. LEARNING INTERVENTIONS: PROJECT TERE
STRATEGIES AND IMPLEMENTATION
1. The teacher used EGRA Tool to assess pupils’ prior knowledge in reading.
2. The proponent asked for a parents’ meeting and discuss about the proposed program.
3. The teacher taught the parents the sounds of every letter through a video originally created by
the teacher.
4. The teacher had given the leveled reading materials to parents.
5. Reading evaluation was and is done every fourth week of the month, 10:30-12:00 noon
respectively. Rescheduling was on a case-to-case basis.
6. The next reading materials were given when the previously one are perfectly read.
7. Every perfect reading on each page is equivalent to 1 star which can be exchanged for exciting
items.
8. Contextualized reading material was provided to each pupil to monitor their reading ability
progression.
5. PROGRESS REPORT OF PROJECT TERE
• With the continuous implementation, pupils are
gradually improving their reading skills (6 big
components of reading)
• Based on the individual progress report of the
pupils in reading, 78% of the pupil recipient have
already improved their reading skills.
Improvement is also manifested in the MPS of
first and second quarter.
6. LEARNING INTERVENTION: PROJECT CBRI
(CLASSROOM-BASED READING INTERVENTION)
Reading routine is a strong intervention to
continuously improve the reading skills of learners. This
project stablishes reading routine activities. It includes,
early morning flashcard and passage reading, a word a
day, a sentence a day, labeling of objects, weekly
spelling test, reading stories and other reading materials
in classroom reading corner during vacant hours and
reading remediation after class in the afternoon.
DESCRIPTION
7. LEARNING INTERVENTION: PROJECT CBRI
STRATEGIES AND IMPLEMENTATION
1. Teachers prepared and developed all needed reading materials for the
activities e.g., flashcards, charts/power point of passages/ short stories. All
new words learned were listed on board and copied to their reading diary
notebooks for vocabulary development and spelling improvement.
2. Reading materials developed by the teachers was placed in the reading
corner for pupils to read during their vacant time. A board of “Word a
Day” and Sentence a Day” is also placed in reading corner or anywhere in
the classroom where it is visible to learners.
3. All objects was labeled in the classroom(in Filipino and English)
8. PROGRESS REPORT OF PROJECT CBRI
• The “ Reading Aloud and Individual Reading was
done after the EGRA and it currently continues.
• The additional activities in the Project CBRI such
as A Word a Day , A Sentence a Week,
Enhancement and Utilization of Reading Corners
and labeling of objects are currently
implementing.
9.
10.
11.
12.
13.
14.
15.
16.
17. GAPS/ ISSUES AND CONCERNS
1. Some of the reading materials provided by the teacher are
lost/destroyed.
2. Insufficient fund in developing more reading materials.
3. Poor parental support of other parents in reading intervention.
4. Insufficient time of implementation.
5. Overlapping of activities affects the implementation.
6. Some ancillary services of teachers hinders the full implementation of
the reading interventions
7. Differentiated learning styles of learners also needs more differentiated
activities (plans vs. implementation)
18. TECHNICAL ASSISTANCE PLAN
TA needs Strategies Intervention Activities Output
Time Frame Resources Outcome
Start End Human
Non-
Human
Financia
l
Source of
Fund
Comput
er-Based
Assessm
ent in
Reading
Conduct
enhancem
ent
training in
CBA
Provide ample
time for
training
Hands-on
training in
CBA
CBA
using
differen
t
applica
tions
Febr
uary
2023
March
2023
School
Head,
ICT
Coor.
Comp
uter/
laptop
1000 MOOE Teachers
are able to
use CBA in
reading
assessment
Developi
ng
quality
reading
materials
Collaborati
on in
developin
g quality
reading
materials
Round Table
Conference in
Provision of
machines for
developing
sturdy reading
resources and
learning
materials such
as binding
machine,
laminating
machine,
Hands-on
developm
ent of
reading
materials
Quality
Readin
g
Materia
ls
Febr
uary
2023
April
2023
School
Head,
All
Teache
rs
Bindin
g and
lamina
ting
Machi
ne,
Bond
Paper,
lamina
ting
Film,
etc.
10,000 School
Fund,
Donatio
n,
MOOE
Teachers
are
equipped
with
quality
reading
materials
for their
learners
19. TECHNICAL ASSISTANCE PLAN
TA needs Strategies Intervention Activities Output
Time Frame Resources Outcome
Start End Human
Non-
Human
Financia
l
Source of
Fund
Ways of
funding/
sourcing
for
develop
ment of
reading
materials
Intensive
advocacy
of reading
programs
Posting in
social media,
requesting
from other
stakeholders,
earning more
partners
Making
posters,
tarpaulins,
assemblies
, alumni
gatherings
,
stakeholde
r
convergen
ce
More
partner
s in
project
s
Febr
uary
2023
June
2023
School
Head,
SPTA,
Teache
rs,
Stakeh
olders
Coupo
n
bond,
interne
t,
laptop,
tarpaul
ins,
poster
s
5,000 School
Fund,
Donatio
n,
MOOE
More
partners in
developme
nt of
reading
materials
Strength
ening
Teachers’
Collabor
ation
Round-
Table
Conferenc
e
Creation of
committees,
TWG in
different
projects and
activities
Forming
Committe
es and
TWGs in
different
projects
and
activities
Commi
ttees
and
TWGs
in
Project
s and
Activiti
Febr
uary
2023
March
2023
School
Head,
All
Teache
rs
500 School
Fund
Strengthen
ed
Collaborati
on among
teachers