Managing Instruction
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The document discusses classroom management strategies presented by Brent Daigle, Ph.D. It covers establishing procedures and routines, minimizing disruptive behavior, monitoring student work, providing feedback, modeling time-on-task behavior, and starting and ending class on time. It also discusses instructional time, engaged time, academic learning time, accommodations versus modifications, curriculum development, and fostering diversity and equality in the classroom.
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The document discusses current trends and issues in education in India. It outlines how the traditional classroom model is shifting to facilitate more collaborative and technology-enabled learning. Students are now teaching teachers by providing feedback, while educators are paying closer attention to individual student needs. Virtual and online learning are also becoming more prevalent, with open educational resources available online. Overall, the trends reflect how the education system is improving by becoming less stagnant and better accommodating diverse learning styles.
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This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Edu 505 lesson_plan new
This document provides guidance for lesson planning to teach a group of 9th-12th grade students about drug and alcohol use and prevention. The lesson will use Storybird, an online creative writing tool, to have students write a short story where the main character is presented with an opportunity to use drugs or alcohol but chooses not to. The lesson objectives are for students to create a Storybird and have the story clearly depict a situation involving drug/alcohol offers and end with a decision not to use. It will relate to state academic standards on drug prevention and be assessed using a rubric. The lesson will incorporate small group work, discussion, and individual reflection to engage students.
Online Teamwork: Making the Most of Teamwork in Distance Education
The document discusses strategies for forming and structuring online teams. It notes that students may prefer self-selecting their own teams so they can work with friends, but that instructor-assigned teams can better mix skills. Ideal team size is debated but often cited as 3-5 students. Roles like facilitator, recorder and timekeeper can help structure work. Tools like Google Docs, Dropbox and Skype support collaboration. Grading can consider individual and team contributions to assess participation and outcomes. Self-assessments and instructor oversight help ensure fair work distribution. Effective team assignments produce deliverables like presentations, videos and reports.
Blind & low vision
The document discusses the history and education of individuals with visual impairments from ancient times to the present. It covers topics like the development of Braille, the establishment of schools for the blind, definitions of visual impairment terms, identifying visual impairments in children, instructional strategies, technologies, and considerations for educating students with visual impairments. The presentation provides an overview of the evolution of services and supports for individuals with low vision or blindness.
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Phone: 470-331-9413
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The document announces workshops for the CPACE and CBEST exams in Oakland and Los Angeles. It provides contact information for Brent Daigle, PhD, who can be emailed or called to attend the workshops preparing applicants for the California Preliminary Administrative Credential Examination and California Basic Educational Skills Test.
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Email: drbrentdaigle@praxisreview.org
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A GACE workshop is being held on August 15, 2015 with sessions on ESOL from 10AM to 1PM, SPED from 1:30PM to 4:30PM, and Educational Leadership from 5:30PM to 8:30PM. The workshop contact is Brent Daigle who can be reached by email, phone, or Twitter to register for the event.
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This document advertises FTCE and FELE exam workshops in May 2015 in Palm Beach, Tampa, and Tallahassee. It provides contact information for Brent Daigle, PhD, who can be emailed or called to attend workshops on the Professional Education Test, ESOL K-12 exam, Exceptional Student Education K-12 exam, and the Florida Educational Leadership Examination.
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Managing Instruction
- 1. Presented by: Brent Daigle, Ph.D.
- 2. management classroom procedures used to manage the learning environment used to maximize learning time for all students is not synonymous with behavior management
- 3. terminology instructional time engaged time academic learning time Presented by: Brent Daigle, Ph.D.
- 4. management classroom Strategic planning (i.e., “good lesson plans”) established procedures / routines minimize disruptive behavior monitor student work/ provide immediate feedback teacher models time-on-task behavior start on time no secrets – tell what’s expected – be logical active teaching and active questioning room arrangement teach the rules/procedures Presented by: Brent Daigle, Ph.D.
- 5. management classroom withitness overlapping signal continuity Presented by: Brent Daigle, Ph.D.
- 6. sequence instructional Presented by: Brent Daigle, Ph.D.
- 7. sequence instructional Presented by: Brent Daigle, Ph.D.
- 8. modifications accommodations & allows student to complete the same task as other students, but with a change in timing, format, setting, schedule, or response Presented by: Brent Daigle, Ph.D.
- 9. modifications accommodations & adjustment that changes the standard or what the test is supposed to measure Presented by: Brent Daigle, Ph.D.
- 10. modifications accommodations & otherwise qualified reasonable vs. not it’s ok to say no! Presented by: Brent Daigle, Ph.D.
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