In Recent approach toward implementation of NEP2020 , Teachers are required to improve their skill sets. Collaborative Learning is suggested approach which will lead the Teachers with the understanding and implementing the Teaching -learning pedagogy.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
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In Recent approach toward implementation of NEP2020 , Teachers are required to improve their skill sets. Collaborative Learning is suggested approach which will lead the Teachers with the understanding and implementing the Teaching -learning pedagogy.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
Student-Centered Teaching and its Impact on Learning.docxorlandov3
Student-Centered Teaching and its Impact on Learning Outcomes
Tyronnica Mingo
Concordia University
A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Master’s in Education
Concordia University - Portland
Running head: STUDENT-CENTERED TEACHING 1
2019
Student-centered Teaching and its Impact on Learning Outcomes Today’s teachers are presented instruction in different ways. Teachers want learning to be spontaneous. Teaching and learning are no longer traditional. Teachers are not handing out notes and students are following along taking notes. The days are long gone. Students have formative assessment throughout their lessons to check for understanding. Through research and professional developments, teachers have learned to measure their student’s success in a new way. In this new way of learning and teaching, the lessons are more student-centered. Teachers still write lesson plans, but in hopes that students will use strategies previously learned to keep all students engaged in the lesson. The question is how the instructional outcomes becomes successful when they are student-led when students are still in grade school. Students begin to learn this process at the beginning of school in hopes to get better each week. In most schools, holidays breaks come in towards the ends of the year. At this time, educators notice that students are not really engaged in the lesson. The middle years of schooling have been identified as a time when disengagement with education is likely (Chan, Baker, Slee, & Williamson, 2015). This is a problem for teachers because engagement is key when measuring the success of the lesson taught. Engagement is seen as important in promoting school completion (Chan et al., 2015). In rural areas, grades have been shifted around to meet budget cuts. Sixth grade is now considered still elementary in most of these areas. In the older days, sixth grade was the start of middle school. You would remain in middle school until eighth grade graduation. In order to cut the dropout rate, students must come to school and participate in their learning. This means that the lesson must be interested, and less teacher oriented. Research shows that engaging students is a challenging and often frustrating task for mathematics teachers (Madelinebevs, 2013). The planning of activities to go along with the curriculum is key. Students should use strategies that keeps everyone talking and thinking. Student-centered teaching can help alleviate this disengagement. It increases time spent in class on engaging activities (Gorzycki, n.d.). The literature review shows in research that lessons and curriculums that provides room for student-centered activities will have a positive impact on grade schools. The instructional outcomes are met using these strategies.
Review of the Literature
Cooperative Learning vs. Teacher Oriented Learning
Research shows that an experime.
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxmccormicknadine86
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like ...
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxbartholomeocoombs
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like .
Ethics issues for administrators power point session #5.bb.fa2017brucemiller9901
I understand the components necessary for due process.
I understand what it means to practice due process with regard to teacher evaluation (or other applications).
I understand why it is important to follow due process.
I under stand the application of a rational approach.
I understand how ends-based and care-based thinking relate to teacher performance evaluation and the evaluation of student learning.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
Student-Centered Teaching and its Impact on Learning.docxorlandov3
Student-Centered Teaching and its Impact on Learning Outcomes
Tyronnica Mingo
Concordia University
A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Master’s in Education
Concordia University - Portland
Running head: STUDENT-CENTERED TEACHING 1
2019
Student-centered Teaching and its Impact on Learning Outcomes Today’s teachers are presented instruction in different ways. Teachers want learning to be spontaneous. Teaching and learning are no longer traditional. Teachers are not handing out notes and students are following along taking notes. The days are long gone. Students have formative assessment throughout their lessons to check for understanding. Through research and professional developments, teachers have learned to measure their student’s success in a new way. In this new way of learning and teaching, the lessons are more student-centered. Teachers still write lesson plans, but in hopes that students will use strategies previously learned to keep all students engaged in the lesson. The question is how the instructional outcomes becomes successful when they are student-led when students are still in grade school. Students begin to learn this process at the beginning of school in hopes to get better each week. In most schools, holidays breaks come in towards the ends of the year. At this time, educators notice that students are not really engaged in the lesson. The middle years of schooling have been identified as a time when disengagement with education is likely (Chan, Baker, Slee, & Williamson, 2015). This is a problem for teachers because engagement is key when measuring the success of the lesson taught. Engagement is seen as important in promoting school completion (Chan et al., 2015). In rural areas, grades have been shifted around to meet budget cuts. Sixth grade is now considered still elementary in most of these areas. In the older days, sixth grade was the start of middle school. You would remain in middle school until eighth grade graduation. In order to cut the dropout rate, students must come to school and participate in their learning. This means that the lesson must be interested, and less teacher oriented. Research shows that engaging students is a challenging and often frustrating task for mathematics teachers (Madelinebevs, 2013). The planning of activities to go along with the curriculum is key. Students should use strategies that keeps everyone talking and thinking. Student-centered teaching can help alleviate this disengagement. It increases time spent in class on engaging activities (Gorzycki, n.d.). The literature review shows in research that lessons and curriculums that provides room for student-centered activities will have a positive impact on grade schools. The instructional outcomes are met using these strategies.
Review of the Literature
Cooperative Learning vs. Teacher Oriented Learning
Research shows that an experime.
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxmccormicknadine86
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like ...
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Profess.docxbartholomeocoombs
Classroom Management Plan Keyona Ingram GCU-250March 2, 2020Professor Snyder
Classroom Management Plan
In anticipation of my classroom management plan the executives, there are three areas are essential to ensure effective classroom management that reinforces positive behaviors. These include a clear understanding of what is expected from each student in order to achieve desired behavior goals. I will also discuss how this can be achieved by using appropriate classroom management strategies and procedures. Also, a clear understanding of the expectations for the student in order to achieve desired behavior and how they can be implemented.
· Classroom Organization and Environment
· Classroom Rules and Guidelines
· Classroom Positive Reinforcement (Behavior Interventions) and Rewards that promote positive behavior.
· Classroom discipline and discipline plans
· Classroom monitoring and control
· School-wide policies that support discipline.
Professionalism
Professionalism as a teacher is an important component of effective classroom management. It is essential to develop a sense of professional competence, which is necessary to effectively manage student learning. Teachers must have the ability to recognize and respond appropriately when students are behaving in ways that may not reflect their own values or beliefs. They must be able to identify and address problems that arise from inappropriate behavior. The following steps will help you develop a strong foundation for your classroom management plan and a clear path toward achieving these goals.
· Define what you want your classroom to look like and how it should work
· Determine the goals and objectives of your classroom
· Create a clear vision for your school’s future and goals, including the types of activities and resources that will support them.
· Create a plan for you and how you will implement these goals and strategies.
Children learn best when they are giving opportunities to express themselves and make mistakes. This is why it is important to me to have a classroom management plan that is loving and supportive in a professional manner and that also supports their learning process.
Student Engagement Strategies
In the classroom by engaging in activities that are meaningful, challenging, and fun. The purpose of student engagement is to encourage participation and develop self-efficacy. This helps the student learn about their own learning styles, interests, and abilities. It also helps them understand how to use their strengths and weaknesses effectively in a variety of different situations. When students are engaged with their peers, they will be more likely to engage in cooperative behaviors with others. They will be more likely to participate in group projects that involve teamwork. The student will have a positive attitude toward school and feel confident in their ability to succeed. A key element of student engagement is having a sense of belonging. Students who feel like .
Ethics issues for administrators power point session #5.bb.fa2017brucemiller9901
I understand the components necessary for due process.
I understand what it means to practice due process with regard to teacher evaluation (or other applications).
I understand why it is important to follow due process.
I under stand the application of a rational approach.
I understand how ends-based and care-based thinking relate to teacher performance evaluation and the evaluation of student learning.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
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This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. “Tell me and I forget.
Teach me and I remember.
Involve me and I learn.”
-Benjamin Franklin
3. Types of Engagement
Levels of Engagement
Strategies for Engagement
Action Research Study
Role of the Teacher
Teacher Self-Assessment
Agenda
1
2
3
4
5
6
4. What is
ENGAGEMENT?
Engagement in the classroom
refers to the ways that students
interact with their teachers,
peers, academics, and anything
connected to their educational
experience (Mercadal, 2021).
6. 3 Main Types of Engagement in Students
Cognitive
Emotional
Behavioral
7. Behavioral Engagement
Behavioral engagement breaks down into 3
categories of school participation
● Positive Conduct
○ obeying the rules, avoiding disruptive
behavior
● Involvement in learning and academic tasks
○ raising hands, paying attention, conversing
with the teacher
● Participation in School Activities
○ clubs, sports, extracurricular activities
Behavioral engagement
also stretches to include
attending school regularly
and on time. (Conner, 2011)
8. Emotional Engagement
Emotional
● often based on the connection between the
teacher and the student
○ environment provided by the teacher
increases the student’s emotional engagment
● student reactions in the classroom such as:
happiness, boredom, interest, anxiety,
frustrations
● the connection the student feels between the
academic content, teacher and fellow
classmates
Student’s sense of
BELONGING in a
classroom
(Conner, 2011)
9. Cognitive Engagement
Cognitive Engagement refers primarily to how
students go about completing any activities that
are related to instruction.
● If lessons are not engaging to the students,
their minds will wander
● Push students to use higher order thinking skills
● Students who are cognitively engaged are able
to adapt their thinking to other areas life
● The more their cognitive skills grow, the longer
students will be able to maintain engagement
ENGAGEMENT of
the MIND
(Conner, 2011)
11. Engagement
HIGH Attention
HIGH Commitment
● Student shows persistent
● Student associates task with
learning outcome
● Student finds value in
educational activities
Retreatism
Strategic Compliance
Rebellion
5 Levels of Student
Engagement in the
Classroom
Ritual Compliance
(The 5 levels of student engagement (Infograph),
2017)
HIGH Attention
LOW Commitment
DIVERTED Attention
NO Commitment
NO Attention
NO Commitment
LOW Attention
LOW Commitment
● Student only finds value in
getting the good grade, and
will follow along for that
● Goals are not realized
● Retention will be low
● Student just wants to avoid
negative consequences
● Minimal effort is given
● Student learning will be low
and superficial
● Student is disengaged and
doesn’t even want to try
● Lack of participation
● Student not disruptive to
others
● Student refuses to work or
substitutes work with preferred task
● disruptive to others
● poor attitude towards anything
academic
12. PAUSE:
See if you can think of one
student from your class last year
that would fit into each of those
engagement levels
14. Higher Order Thinking Skills
● Students need to remain engaged in
higher level thinking activities rather
than lower level
● Assignments and discussions need to
challenge students with questions at a
higher thinking level
● Higher level thinkers can manage better
in workplace environments and manage
their lives for effectively
● Bloom’s Revised Taxonomy guides
teachers to continue building and
challenging students
● Higher level thinking engages the brain
significantly more
(Al Maani & Shanti, 2023)
15. Collaboration
It is amazing what you can
accomplish if you do not
care who gets the credit.
-Harry S. Truman
● Students need to be encouraged to
reach out to one another to help solve
problems
● Compare answers and work together to
find different solutions
● Teachers need to be willing to model
how to collaborate appropriately with
peers and teach how to have productive
discussions
● This moves the focus from the solution
to the process
● The more students work together and
spend less time absorbing information
the more engaged they will be
16. Choice
● Motivation of students is increased
when choice is given
● Research also proves that students use
higher order thinking skills over time
when given choice in academic
assignments (Pretorius et al., 2017)
● When students leave the school systems
they are flooded with choices they have
to make; they need to be trained how
to make proper choices
● Most students will choose activities that
interest them which leads to learning
rather than just completing work.
17. Relevance
● When learning is relevant to students,
their intrinsic motivation is increased
● work to build SKILLS rather than only
CONTENT knowledge
● make connections through relationships
that are built
● Even when the content seems
disinteresting, if students understand
WHY it is worth knowing, their
engagement increases
● The stronger their background
knowledge has been build, the easier it
will be for them to see relevance
(Ferlazzo, 2021)
Create relevance, not
awareness
-Steve Jobs
18. Project-Based Learning
● Student centered teaching approach
● PBL is organized around projects and
encourages collaboration and higher
order thinking skills
● students are finding answers to real-life
problems by means of:
○ research
○ investigation
○ finding various strategies
○ developing products
● ACTIVE participation is required to
make this work
(Şahin, & Kiliç, 2023)
19. Response Cards
● Low stress for teachers, but high
engagement strategy
● Research has proven to show
approximately 30% increase in
engagement AND decrease in
disruptive behaviors (Duchaine et al.,
2018; Hirsch et al., 2018)
● Allows the teacher to quickly scan and
see active participation
● Gives an opportunity for IMMEDIATE
feedback for all students
● Builds confidence in students
(Nagro et al., 2018)
This is a chance to hear
from ALL students, not just
those that raise their hands!
21. Problem
The problem is a lack of student engagement during whole group
instructional time at Herman E. Dummer School in Sandwich, Illinois.
Research Question
How will the use of group response cards increase engagement during
instructional time for academically struggling students?
Intervention Strategy
Students will learn to use pre-printed response cards to keep the
engagement levels high throughout the entire lesson.
Goal
The goal is to increase the engagement of students, especially lower
performing students, during whole group instruction which will be
evidenced with an increase in achievement on assessments.
Target Population
Elementary aged students, grades two through five are the ideal
target population for this strategy.
Sample Population
The sample population of students being studied are fourth graders.
This group of students falls in the middle of the grades that would be
targeted by this strategy.
Action Research Study
22. Action Steps
The classroom of students will be divided into two groups, one which will use the group response cards, the other will not.
The groups of students will receive the exact same instruction of the lesson including the same questions to respond to.
Students will also be given pre- and post-assessments to measure academic growth. Documentation will be made by
observing student behavior as well as numerical data of the number of times students are actively involved in the lesson
indicated by use of the response card or raising their hand. At the end of each week, a focus group will be conducted with
the students who used the response cards to identify their thoughts and feelings towards how helpful or not helpful the use
of the cards were.
Person Responsible
The classroom teacher will be responsible for planning and carrying out the instruction to ensure that it is consistent across
the groups. They will also take notes on observations and during the focus groups. The instructional assistant in the classroom
will be documenting the number of participatory responses and making notes on student behavior and during focus groups.
Timeline
This study will be conducted over the course of four school weeks beginning the first week of October. Focus groups will be
every Friday after the week of research has been completed.
Resources
The teacher will need curriculum as provided by the district as well as a computer for note taking for both the teacher and the
instructional assistant. A pre-printed chart with student names for making tally marks to indicate participation needs to be
provided to the instructional assistant. Pre-printed and laminated group response cards will be prepared for student use.
Evaluation Data
Students will take pre and post assessments on Google forms. That data will be organized into charts for clear data display.
Qualitative data will be organized through thematic analysis identifying commonly occurring themes and ideas.
Outcomes
I believe that my research will prove that students are more engaged through the use of response cards and it will be
indicated with higher academic achievement on post unit assessments. As with any engagement strategy, when overused,
the students, I imagine, will get bored with it, but keeping it for use a couple of times a week, especially when new content is
introduced will be helpful to increase their engagement during instructional time.
Action Research Study continued
23. Role of the Teacher
Teachers need to be
intentional about
creating an environment
that maximizes students’
ability to succeed both
academically and
socially. It’s okay to
allow students to lead, it
reduces their feelings of
inferiority and isolation.
(Duchaine et al., 2018;
Yang et al., 2023)
Educators need
opportunities to
research and learn
evidence based
practices that will
increase engagement in
their classroom
(Duchaine et al., 2018).
Researchers Didion et
al. (2020) also found
that when students
were more engaged
and actively
participating, it
increased the quality of
instruction delivered by
the teacher.
One success leads to
another. This has to
become a change in
pedagogy for a
teacher, not just
become one more
thing that they need
to try and do during
the day. When the
teacher can see the
benefit and use it to
their advantage as
well as the students’,
then that change is
taking place (Zeegers
& Elliott, 2019).
24. Teacher Self-Assessment
Think about the last week’s worth of lessons you have taught
● What percentage of time was spent on direct whole group
instruction?
● What percentage of time was spent allowing students to explore
learning strategies?
● How often were small groups or one-on-one instruction utilized?
● How many times were the students given the opportunity to work
collaboratively?
● How concerned are you on a regular basis about covering ALL the
content in the curriculum?
● What new ideas might you try and implement in your classroom
after learning from this presentation?
25. References
Al Maani, D. & Shanti, Z. (2023). Technology-Enhanced Learning in Light of Bloom’s Taxonomy: A Student-Experience Study of the History of Architecture Course. Sustainability, 15(2624),
2624. https://doi.org/10.3390/su15032624
Conner, T. (2011). Academic Engagement Ratings and Instructional Preferences: Comparing Behavioral, Cognitive, and Emotional Engagement among Three School-Age Student Cohort. Review
of Higher Education & Self-Learning, 4(13), 52–66.
Didion, L. A., Toste, J. R., and Wehby, J. H. (2020). Response cards to increase engagement and active participation of middle school students with EBD. Remedial and Special Education, 41(2).
http://dx.doi.org/10.1177/0741932518800807.
Duchaine, E. L., Jolivette, K., Frederick, L. D., & Alberto, P. A. (2018). Increase engagement and achievement with response cards: Science and mathematics inclusion classes. Learning
Disabilities: A Contemporary Journal, 16(2), 157-176. https://discovery.ebsco.com/c/36ffkw/viewer/pdf/s6qlgfiwuj.
Ferlazzo, L. (2021, March 5). Ways to make lessons “relevant” to students’lives (opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-ways-to-make-lessons-relevant-
to-students-lives/2020/05.
Hirsch, S. E., Ennis, R. P., & Driver, M. K. (2018). Three student engagement strategies to help elementary teachers work smarter, not harder, in mathematics. Beyond Behavior, 27(1), 5-14.
https://www.jstor.org/stable/26866805.
Mercadal, T. (2021). Student Engagement. Salem Press Encyclopedia.
Nagro, S. A., Hooks, S. D., Frase, D. W., & Corneliu, K. E. (2018). Whole-group response strategies to promote student engagement in inclusive classrooms.
Teaching Exceptional Children, 50(4), 243-249. DOI: 10.1177/0040059916640749.
26. References continued
Pretorius, L., van Mourik, G. P., & Barratt, C. (2017). Student Choice and Higher-Order Thinking: Using a Novel Flexible Assessment Regime Combined With Critical Thinking Activities to
Encourage the Development of Higher Order Thinking. International Journal of Teaching & Learning in Higher Education, 29(2), 389–401.
Şahin, Ş., & Kiliç, A. (2023). Effectiveness of the Project-Based 6E Learning Model. European Journal of Open, Distance & E-Learning, 25(1), 31–48. https://doi.org/10.2478/eurodl-2023-0003.
The 5 levels of student engagement (Infograph). Learning Success. (2017, September 18). https://www.learningsuccessblog.com/5-levels-student-engagement-infograph.
Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: Patterns of engagement and burnout among elementary students using a person-centered
approach. BMC Psychology, 11(38). https://doi.org/10.1186/s40359-023-01071-z.
Zeegers, Y. & Elliott, K. (2019). Who’s asking the questions in the classroom? Exploring teaching practice and student engagement in generating engaging and intellectually challenging
questions. Pedagogies, 14(1), 17-32. DOI: 10.1080/1554480X.2018.1537186.