Lesson plan(6)
โขDownload as DOC, PDFโข
2 likesโข326 views
This lesson plan is for a 6th grade boys class about human organs and systems. The lesson will introduce the major organs of the body, where they are located, and their main functions. Students will learn the scientific names for some organs. A variety of teaching methods and resources will be used, including a textbook, workbook, PowerPoint, worksheets, and video. Formative assessment strategies include targeted questioning, showing answers, traffic lights, thumbs up signals, and exit cards. The homework will involve further study of organs and systems.
Report
Share
Report
Share
Recommended
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Robertson b 16217197_assignment1_presentation
This document discusses principles of effective writing instruction and assessment. It outlines seven principles that effective teachers follow, including understanding how students learn, supporting students' use of writing cues, and creating a community of learners. It also describes the five stages of the writing process, ways to assess student writing through tools like rubrics and checklists, and creative methods to teach writing, such as using word walls, literacy centers, and environmental print.
Robertson b 16217197_assignment_1_presentation1
This document discusses principles of effective writing instruction and assessment. It outlines seven principles that effective teachers follow, including understanding how students learn, creating a community of learners, and linking instruction to assessment. It also describes the five stages of the writing process: pre-writing, drafting, revising, editing, and publishing. Various methods for assessing student writing and monitoring progress are provided. The document concludes by suggesting creative ways to teach writing in the classroom.
Lcc
This document outlines the goals and format for a professional development workshop for faculty at BC. It will include sessions for faculty to write responses to questions, discuss issues in small groups, and share ideas with the whole group. The workshop aims to help BC address accreditation goals around differentiated instruction, assessment, and using data to improve learning. It also ties to debates about creating learning-centered classrooms that focus on student learning rather than lecture-based teaching.
07.08 Student Learning Plans
The document discusses a student learning plan training for elementary school teachers and administrators in the Puyallup School District. It provides information on selecting students who require learning plans based on their Washington Assessment of Student Learning (WASL) scores and outlines the responsibilities of staff in creating, communicating, and implementing the plans. The deadline to complete student learning plan forms and conferences with families is January 30. Various tools to help develop the plans are also listed.
Recommended
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Robertson b 16217197_assignment1_presentation
This document discusses principles of effective writing instruction and assessment. It outlines seven principles that effective teachers follow, including understanding how students learn, supporting students' use of writing cues, and creating a community of learners. It also describes the five stages of the writing process, ways to assess student writing through tools like rubrics and checklists, and creative methods to teach writing, such as using word walls, literacy centers, and environmental print.
Robertson b 16217197_assignment_1_presentation1
This document discusses principles of effective writing instruction and assessment. It outlines seven principles that effective teachers follow, including understanding how students learn, creating a community of learners, and linking instruction to assessment. It also describes the five stages of the writing process: pre-writing, drafting, revising, editing, and publishing. Various methods for assessing student writing and monitoring progress are provided. The document concludes by suggesting creative ways to teach writing in the classroom.
Lcc
This document outlines the goals and format for a professional development workshop for faculty at BC. It will include sessions for faculty to write responses to questions, discuss issues in small groups, and share ideas with the whole group. The workshop aims to help BC address accreditation goals around differentiated instruction, assessment, and using data to improve learning. It also ties to debates about creating learning-centered classrooms that focus on student learning rather than lecture-based teaching.
07.08 Student Learning Plans
The document discusses a student learning plan training for elementary school teachers and administrators in the Puyallup School District. It provides information on selecting students who require learning plans based on their Washington Assessment of Student Learning (WASL) scores and outlines the responsibilities of staff in creating, communicating, and implementing the plans. The deadline to complete student learning plan forms and conferences with families is January 30. Various tools to help develop the plans are also listed.
Characteristics
The document discusses characteristics of effective teachers based on research by Rosenshine and Furst. It identifies 11 behaviors across all subject areas, including clarity, variability, enthusiasm, being task-oriented, and providing students opportunity to learn. Students are assigned to present on one characteristic to teach their classmates. The assignment is to discuss five key characteristics in a 2-3 page paper, including examples from their own education experience.
Weac
The document provides an overview of Wisconsin's educator effectiveness system, which uses the Danielson Framework for Teaching to evaluate educators. It describes the key components of the system, including setting student learning objectives and professional practice goals to identify strengths and areas of growth. Data from pilots of the system found that educators rated themselves lowest on assessment-related practices and goals. The system is intended to improve student outcomes by supporting educators' professional development and reflection on their practice.
Accelerated Reader and Best Practices
What happens when you train elementary school teachers on the best practices of using Accelerated Reader? View this slideshow to find out how it impacts implementation and perception of the program.
Learning Partner (Student-Managed Teaching)
This document discusses learning partners, which are pairs of students who work together. It provides tips for implementing learning partners, including less preparation needed from the teacher, students teaching one another, and developing critical thinking and interpersonal skills. Various pairing methods are outlined, such as ability level, compatibility, and student choice. Guidelines are provided for effective learning partner interactions, such as asking open-ended questions, focusing on behaviors, and adapting to time needs. Benefits mentioned include higher achievement, stronger relationships, and better social skills.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Ma1 a4 plan
Julie Robinson has identified that seating arrangements may impact the behavior and engagement of low attaining students in her English class. Specifically, she notes that boys often distract girls, hindering their development and learning. Her research topic will explore how different seating arrangementsโfollowing the school's boy/girl policy, grouping by attainment, or student choiceโaffect off-task behavior and work quality for a Year 7 set. To study this, she will have students complete literacy tasks under the various seating structures, collect data through questionnaires, focus groups, observations, and assessing student work. The goal is to determine if seating can influence behavior and learning outcomes.
PD August NPS
SOLO is a taxonomy developed by Biggs and Collis in 1982 to describe the structure of observed learning outcomes. It categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended - based on increasing cognitive complexity. The SOLO taxonomy is advantageous as it describes learning progression, is reliable, and can be used for self and peer assessment as well as providing feedback. It also caters for differentiation in teaching and learning.
Stockton Supervisor Meeting Summer 14
This powerpoint was used to provide training to college supervisors of RSC School of Education for Fall 2014.
Pli leadership project
This document outlines a school's plan to improve literacy instruction and intervention for at-risk students. It discusses establishing a multi-tiered Response to Intervention (RTI) framework to identify struggling students, provide evidence-based instruction and intervention, and monitor student progress. Key aspects of the plan include using screening assessments, implementing reading tiers, developing goal-directed interventions, evaluating the system through surveys and student data, and modifying the approach based on feedback to better support teachers and students.
Extended Essay student workshop 2
This document provides guidance to students on developing their Extended Essay question and Researcher's Reflective Space. It outlines the timeline students should follow, including choosing a topic and supervisor. It emphasizes the importance of reflection throughout the research process. Students are instructed to develop a physical or digital Researcher's Reflective Space to document their thoughts, questions, and progress. Regular reflection in this space will help students prepare for supervisor meetings and demonstrate their engagement with the research process. The document also provides tips on formulating a well-focused research question, including workshopping questions in pairs and getting supervisor feedback.
Locating Instructional Materials dg-revised
This document provides information about instructional materials and resources available in an online system. Teachers can search for standards and related curriculum units, instructional units, lesson plans, assessments, and resources. Materials can also be added to a teacher's My Materials section if they create them or save them from a materials search. The document encourages teachers to practice locating lessons and resources to save in My Materials and check their understanding of how materials are stored and what is available for their subject areas.
Common Core State Standards (Sept 2 2011 SIP)
The document discusses the Common Core State Standards and provides information about their implementation. It notes that the standards will be fewer but more in-depth and fully implemented by 2014. It also discusses how the standards will be assessed through the PARCC consortium with online testing four times per year providing instant feedback. Finally, it provides tips for effective vocabulary instruction and ideas for writing and reading strategies that teachers can use.
HOW TO CONSTRUCT A QUESTIONNAIRE
This document provides guidance on conducting project writing workshops and developing survey questionnaires. It discusses best practices for writing questions, including using simple language, being formal, avoiding abbreviations and multiple dimensions. It also covers organizing questions into sections and placing demographic questions at the end. The document describes different types of questions like close-ended, open-ended, Likert scale and rating scale questions. It provides examples of dichotomous and polychotomous close-ended questions. Finally, it discusses sampling techniques like cluster sampling and convenience sampling.
Tla2008 Simple
This document discusses simple ways to add active learning to library instruction. It describes how the University of North Texas used a library instruction assessment software and adding a worksheet increased student success from 11% to 38%. The document recommends designing instruction using experience, practice, and application. It explains that active learning engages students and facilitates assessment and teacher learning. Some simple strategies suggested include using worksheets, dividing students into groups for searches, and using cards to illustrate Boolean concepts.
Lesson planning by Nadia Jaffery (Nadia khurram)
This document outlines a lesson plan for a training workshop on lesson planning. The objectives of the workshop are to help participants identify issues in writing lesson plans, find solutions to specific problems, write smart objectives, discuss implementing effective lesson plans, and write a successful lesson plan. The workshop instructs participants on how to write measurable objectives and provides examples. It describes developing a sample lesson plan on the topic of using the internet that incorporates different teaching methods like mind mapping, group work, and independent writing. The document also covers assessing students, evaluating the lesson, and planning for improvement.
Inclusion
The document discusses the benefits of co-teaching, where two teachers are present in the classroom. It provides background on the history of co-teaching at Tiffin Middle School, starting in 1993. Surveys of students found that most felt they got more help, behaved better, asked more questions, and earned higher grades with two teachers. Benefits included increased student engagement, assistance, and social acceptance, as well as shared responsibilities and collaboration for teachers. In conclusion, co-teaching effectively supports student and teacher needs.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
CCSA Catching Them
This document outlines a literacy intervention program called "Catching Them Before They Fall" at Chocowinity Primary School. It discusses five key steps to the program: 1) Strong leadership that holds teachers accountable and provides support. 2) Creating a sense of urgency around early literacy interventions. 3) Analyzing student data from various assessments to identify struggling readers. 4) Implementing an integrated literacy framework school-wide with small group instruction. 5) Building teacher capacity through coaching, mentoring, and professional development to lower turnover. The program aims to identify struggling readers early and provide targeted support through a multi-tiered system of interventions to improve literacy outcomes.
Effective teaching
This seminar discusses effective teaching. It defines a teacher as the most responsible member of society whose work shapes the future. It outlines different forms of teaching, including silent education where the teacher serves as a role model, and formal education using both the prescribed curriculum and out-of-curriculum teaching of values. The document lists qualities of effective teachers, such as engaging personalities and classroom management skills. It also discusses barriers to teaching effectiveness that can come from students, teachers, administrators, or the government, and emphasizes the need for reflection to improve teaching.
Backwards design
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Nineteenth World Conference on Gifted and Talented Children
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
Teaching Methods
The document discusses various educational methods including direct instruction/lecture, supervised study, small group discussion, role play, games, and field trips/use of resource persons. It provides details on when and how to use each method, as well as tips for planning and conducting activities using these techniques. For many of the methods, planning objectives, instruction, and facilitating discussion are emphasized as important teacher roles.
More Related Content
What's hot
Characteristics
The document discusses characteristics of effective teachers based on research by Rosenshine and Furst. It identifies 11 behaviors across all subject areas, including clarity, variability, enthusiasm, being task-oriented, and providing students opportunity to learn. Students are assigned to present on one characteristic to teach their classmates. The assignment is to discuss five key characteristics in a 2-3 page paper, including examples from their own education experience.
Weac
The document provides an overview of Wisconsin's educator effectiveness system, which uses the Danielson Framework for Teaching to evaluate educators. It describes the key components of the system, including setting student learning objectives and professional practice goals to identify strengths and areas of growth. Data from pilots of the system found that educators rated themselves lowest on assessment-related practices and goals. The system is intended to improve student outcomes by supporting educators' professional development and reflection on their practice.
Accelerated Reader and Best Practices
What happens when you train elementary school teachers on the best practices of using Accelerated Reader? View this slideshow to find out how it impacts implementation and perception of the program.
Learning Partner (Student-Managed Teaching)
This document discusses learning partners, which are pairs of students who work together. It provides tips for implementing learning partners, including less preparation needed from the teacher, students teaching one another, and developing critical thinking and interpersonal skills. Various pairing methods are outlined, such as ability level, compatibility, and student choice. Guidelines are provided for effective learning partner interactions, such as asking open-ended questions, focusing on behaviors, and adapting to time needs. Benefits mentioned include higher achievement, stronger relationships, and better social skills.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Ma1 a4 plan
Julie Robinson has identified that seating arrangements may impact the behavior and engagement of low attaining students in her English class. Specifically, she notes that boys often distract girls, hindering their development and learning. Her research topic will explore how different seating arrangementsโfollowing the school's boy/girl policy, grouping by attainment, or student choiceโaffect off-task behavior and work quality for a Year 7 set. To study this, she will have students complete literacy tasks under the various seating structures, collect data through questionnaires, focus groups, observations, and assessing student work. The goal is to determine if seating can influence behavior and learning outcomes.
PD August NPS
SOLO is a taxonomy developed by Biggs and Collis in 1982 to describe the structure of observed learning outcomes. It categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended - based on increasing cognitive complexity. The SOLO taxonomy is advantageous as it describes learning progression, is reliable, and can be used for self and peer assessment as well as providing feedback. It also caters for differentiation in teaching and learning.
Stockton Supervisor Meeting Summer 14
This powerpoint was used to provide training to college supervisors of RSC School of Education for Fall 2014.
Pli leadership project
This document outlines a school's plan to improve literacy instruction and intervention for at-risk students. It discusses establishing a multi-tiered Response to Intervention (RTI) framework to identify struggling students, provide evidence-based instruction and intervention, and monitor student progress. Key aspects of the plan include using screening assessments, implementing reading tiers, developing goal-directed interventions, evaluating the system through surveys and student data, and modifying the approach based on feedback to better support teachers and students.
Extended Essay student workshop 2
This document provides guidance to students on developing their Extended Essay question and Researcher's Reflective Space. It outlines the timeline students should follow, including choosing a topic and supervisor. It emphasizes the importance of reflection throughout the research process. Students are instructed to develop a physical or digital Researcher's Reflective Space to document their thoughts, questions, and progress. Regular reflection in this space will help students prepare for supervisor meetings and demonstrate their engagement with the research process. The document also provides tips on formulating a well-focused research question, including workshopping questions in pairs and getting supervisor feedback.
Locating Instructional Materials dg-revised
This document provides information about instructional materials and resources available in an online system. Teachers can search for standards and related curriculum units, instructional units, lesson plans, assessments, and resources. Materials can also be added to a teacher's My Materials section if they create them or save them from a materials search. The document encourages teachers to practice locating lessons and resources to save in My Materials and check their understanding of how materials are stored and what is available for their subject areas.
Common Core State Standards (Sept 2 2011 SIP)
The document discusses the Common Core State Standards and provides information about their implementation. It notes that the standards will be fewer but more in-depth and fully implemented by 2014. It also discusses how the standards will be assessed through the PARCC consortium with online testing four times per year providing instant feedback. Finally, it provides tips for effective vocabulary instruction and ideas for writing and reading strategies that teachers can use.
HOW TO CONSTRUCT A QUESTIONNAIRE
This document provides guidance on conducting project writing workshops and developing survey questionnaires. It discusses best practices for writing questions, including using simple language, being formal, avoiding abbreviations and multiple dimensions. It also covers organizing questions into sections and placing demographic questions at the end. The document describes different types of questions like close-ended, open-ended, Likert scale and rating scale questions. It provides examples of dichotomous and polychotomous close-ended questions. Finally, it discusses sampling techniques like cluster sampling and convenience sampling.
Tla2008 Simple
This document discusses simple ways to add active learning to library instruction. It describes how the University of North Texas used a library instruction assessment software and adding a worksheet increased student success from 11% to 38%. The document recommends designing instruction using experience, practice, and application. It explains that active learning engages students and facilitates assessment and teacher learning. Some simple strategies suggested include using worksheets, dividing students into groups for searches, and using cards to illustrate Boolean concepts.
Lesson planning by Nadia Jaffery (Nadia khurram)
This document outlines a lesson plan for a training workshop on lesson planning. The objectives of the workshop are to help participants identify issues in writing lesson plans, find solutions to specific problems, write smart objectives, discuss implementing effective lesson plans, and write a successful lesson plan. The workshop instructs participants on how to write measurable objectives and provides examples. It describes developing a sample lesson plan on the topic of using the internet that incorporates different teaching methods like mind mapping, group work, and independent writing. The document also covers assessing students, evaluating the lesson, and planning for improvement.
Inclusion
The document discusses the benefits of co-teaching, where two teachers are present in the classroom. It provides background on the history of co-teaching at Tiffin Middle School, starting in 1993. Surveys of students found that most felt they got more help, behaved better, asked more questions, and earned higher grades with two teachers. Benefits included increased student engagement, assistance, and social acceptance, as well as shared responsibilities and collaboration for teachers. In conclusion, co-teaching effectively supports student and teacher needs.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
CCSA Catching Them
This document outlines a literacy intervention program called "Catching Them Before They Fall" at Chocowinity Primary School. It discusses five key steps to the program: 1) Strong leadership that holds teachers accountable and provides support. 2) Creating a sense of urgency around early literacy interventions. 3) Analyzing student data from various assessments to identify struggling readers. 4) Implementing an integrated literacy framework school-wide with small group instruction. 5) Building teacher capacity through coaching, mentoring, and professional development to lower turnover. The program aims to identify struggling readers early and provide targeted support through a multi-tiered system of interventions to improve literacy outcomes.
Effective teaching
This seminar discusses effective teaching. It defines a teacher as the most responsible member of society whose work shapes the future. It outlines different forms of teaching, including silent education where the teacher serves as a role model, and formal education using both the prescribed curriculum and out-of-curriculum teaching of values. The document lists qualities of effective teachers, such as engaging personalities and classroom management skills. It also discusses barriers to teaching effectiveness that can come from students, teachers, administrators, or the government, and emphasizes the need for reflection to improve teaching.
Backwards design
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
What's hot (20)
Similar to Lesson plan(6)
Nineteenth World Conference on Gifted and Talented Children
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
Teaching Methods
The document discusses various educational methods including direct instruction/lecture, supervised study, small group discussion, role play, games, and field trips/use of resource persons. It provides details on when and how to use each method, as well as tips for planning and conducting activities using these techniques. For many of the methods, planning objectives, instruction, and facilitating discussion are emphasized as important teacher roles.
Core Content Coaching Grade 7 4th SW Heredity & Reproduction 14-15
This document provides resources and planning information for teaching a unit on heredity and reproduction in 7th grade science. It includes the state standards for the unit, examples of past test questions, lesson components, and suggested activities, videos, and readings. The document is intended to support teachers in planning effective lessons that align with state standards and help students understand key concepts such as asexual and sexual reproduction, heredity, and the passage of genetic traits between generations.
Promoting Excellence And Reflective Learning in Simulation (PEARLS):
In this presentation Dr. Eppich outlines the PEARLS Framework, a blended approach to healthcare debriefing that reconciles multiple approaches.
Learning and development
This document discusses key aspects of learning, development, and assessment in early childhood education. It addresses how learners develop best when they understand what they are trying to learn and what is expected of them. It also discusses the importance of observation, assessment, and the planning cycle (OAP) in early childhood education. Assessment is described as being for multiple purposes, including the child, family, practitioner, and government accountability. The document outlines various forms of assessment and emphasizes the importance of formative assessment in moving learning forward.
Presentation 3-100723175330-phpapp01 (1)
This document provides guidance on how to write an effective lesson plan. It discusses key components of a lesson plan such as objectives, materials, procedures and assessment. It also covers models for lesson plan design like Gagne's Nine Events of Instruction and Hunter's Seven Step Model. Teachers are advised to know their students, the content and available materials when developing a lesson plan. The document also includes examples of instructional strategies, materials and assessment types that can be used. Overall it serves as a useful reference for educators on how to structure, design and refine their lesson plans.
Takes teamwork to make the dream work
The document discusses team teaching at Freeville School in Christchurch, New Zealand. It outlines the school's model of team teaching, which includes teachers sharing instruction, collaborating on course design, and dividing classes into smaller groups. The benefits highlighted are improved student attitudes towards learning, the development of independent learners, and increased teacher time through small group instruction. Planning systems cover student timetables, classroom areas, sign-ups, and self-assessment.
Guiding Coalition Summit 2023
The document discusses the essential role that guiding coalitions play in developing a professional learning community (PLC) culture. It covers defining what a PLC is, examining the role of guiding coalitions, assessing a school's current PLC status, and strategies for the upcoming year including organizing teachers into collaborative teams, using data to provide interventions, and supporting team development.
Effective Walkthroughs in Math and ELA Classrooms
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
Ev681 session3 planning
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
Chapter 4
The educator plays a crucial role in the learning process by assessing learners' needs, providing tailored instruction, giving feedback, and evaluating progress. An educator must consider a learner's readiness to learn and learning style in order to best support them. Readiness depends on physical, emotional, experiential, and knowledge-based factors, while learning styles refer to how information is best received and processed, such as visually, through hands-on experience, or logically. By understanding learners' needs, readiness, and preferences, educators can customize their teaching for optimal learning.
HDF435 U1 L1
This course introduces early childhood education students to teaching preschoolers. The goals are to provide knowledge of child development, teaching strategies, and working with diverse learners. Students will demonstrate their understanding through assignments observing classrooms and designing lesson plans. Evaluation includes participation, reading reflections, and developing curriculum materials. The syllabus outlines assignments, policies, and required readings to support students in gaining the skills for inclusive preschool environments.
Question, question, question
The document describes a research project analyzing questioning techniques in further education. It involved observing lessons to classify questions, developing a questioning tool for teachers, and having teachers complete a survey on their own questioning. The observations found that most questions were low-order recall questions, with little wait time. The questioning tool provides a framework to help teachers plan for higher-order, open questions and reflection. Initial feedback from teachers indicated the tool would help improve their questioning practices.
Plenary+sessions
Effective plenary sessions are characterized by carefully reviewing and consolidating learning objectives, addressing misconceptions, assessing student understanding, and linking new learning to past or future lessons. Plenaries provide opportunities for students to recall, summarize, evaluate, and connect their new knowledge. Well-planned plenaries incorporate questioning to reinforce objectives and diagnose misunderstandings. In contrast, weak plenaries focus more on student activities than learning objectives.
Teaching as Inquiry
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
Cooperative Learning
The document discusses cooperative learning as an instructional strategy where students work together in small groups towards a common goal. It describes five key elements of cooperative learning: positive interdependence, individual accountability, group processing, small group skills, and face-to-face interaction. Specific cooperative learning strategies are also outlined, including jigsaw, corners, fishbowl, team-pair-solo, rally coach, and one stray. The roles of both the teacher and students are discussed.
EV682 planning to teach and facilitate learning
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
How to make a Lesson Plan.pptx
This document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It outlines what teachers should consider, such as their students' backgrounds and abilities, as well as the content and instructional materials. The key components of a lesson plan are identified as the profile, objectives, materials/equipment, procedure, and assessment. Popular lesson planning models like Gagne's Nine Events of Instruction and Hunter's Seven Step Model are also referenced. Finally, the document provides guidance on developing lesson plans and reviewing other teachers' plans to ensure clear objectives, appropriate materials, and direct assessment.
Dyson (2001) cooperative learning
This study examined the experiences of students and a teacher with implementing cooperative learning in an elementary physical education program. The researcher observed classes and interviewed the teacher and students. They found that assigning specific roles to group members helped students work together to learn motor skills and develop social skills. Both lower- and higher-skilled students benefited from collaborating in this format. The teacher concluded that cooperative learning can effectively aid motor skill development and social skill enhancement when students are given well-structured roles and responsibilities.
Chris-Farrell-Plenary-Slides-2018 -2019.ppt
This document discusses teacher development and the "right things" to focus on. It examines workshops, action research groups, professional development groups, and mentoring. Workshops are criticized for being too top-down and not allowing for implementation and evaluation. Action research is praised for being reflective, practical, and collaborative. Professional development groups are intended to better inform training through discussion. Mentoring is discussed in terms of support for teachers' development and roles. The document advocates for teacher development that is impactful, needs-based, sustained, peer-collaborative, in-practice, and reflective.
Similar to Lesson plan(6) (20)
Nineteenth World Conference on Gifted and Talented Children
Nineteenth World Conference on Gifted and Talented Children
ย
Core Content Coaching Grade 7 4th SW Heredity & Reproduction 14-15
Core Content Coaching Grade 7 4th SW Heredity & Reproduction 14-15
ย
Promoting Excellence And Reflective Learning in Simulation (PEARLS):
Promoting Excellence And Reflective Learning in Simulation (PEARLS):
ย
Recently uploaded
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Bossa Nโ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15ย
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ย
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
ย
Lesson plan(6)
- 1. Teacher: Nashwa Said Lesson Plan Grade (6)(boys) Class: grade 6 (boys) Date:10-9-2018 Title of unit/Scheme of work: Human organs and systems Lesson no.1 Human organs CF objective/s: Learning objective /intention Learn where the major organs are to be found in the human body. Find out about the main functions of the major organs . Learn scientific names for some major organs of the body system. Success criteria Cooperative learning is very effected Play roles Resources โข Text Book โข Workbook โข Power point โข Worksheets โข video โข Strategies for differentiation(Highlight/tick) Strategies for AFL(Highlight/tick) โข Modified learning objectives/success criteria โข Additional adult support โข Targeted teacher support โข Modified /selective tasks โข Grouping โข Peer support / peer teaching โข Resources adapted / modified โข Word banks provided โข Writing frame provided โข Targeted questioning โข Show answers โข Traffic lights โข Thumbs up โข โ Iโm stuckโ card โข Success criteria written in exercise books โข Student learning/misconceptions written on post it notes โข Quiz โข Marking : 2 stars and a wish
- 2. โข Targeted teacher questioning โข Extra / challenging tasks โข Marking: highlighting of learning/misconceptions โข Marking : peer/self โข Exit cards / passes โข Review /summing up โwhat Iโve learnedโ slot โข Plenary Teaching / Learning activities : Power point of elements Lesson objective Fully met ๏บ Partially met ๏บ Needs to be revisited ๏บ Homeworks/Assessments; Teacher comment: