The document outlines an agenda and goals for a new teacher math and science institute, including discussing common math learning difficulties, pedagogical strategies like concrete-pictorial-abstract learning, and an overview of the science curriculum. Teachers will participate in hands-on math activities using manipulatives and participate in discussions around effective math instruction.
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
Thanks to all of the faculty, parents, and students for participating in our BTSN. We are off to a great start and we are so blessed to work with and learn with your children each school day.
In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
Thanks to all of the faculty, parents, and students for participating in our BTSN. We are off to a great start and we are so blessed to work with and learn with your children each school day.
In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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.
A Strategic Approach: GenAI in EducationPeter Windle
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.
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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.
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Group Presentation 2 Economics.Ariana Buscigliopptx
New Teachers 2012
1. K-5 Math & Science
New Teacher Institute
Welcome!
We re excited to do
math & science with you!
Please
make a
name tag
with your
first name
on it!
Kimberly Beane
K-5 Supervisor of Math & Science
Katie Costello
kbeane@somsd.k12.nj.us
K-5 Math Specialist
973-769-2413
kcostell@somsd.k12.nj.us
973-476-8440
2. Agenda
&
Goals
• Math
Learning
Difficul7es
• Math
Pedagogy
and
Strategies
• Math
Instruc7onal
Formats
and
Minutes
• Math
Differen7a7on
and
Individualiza7on
• Materials,
Assessment,
Homework
• Science
Curriculum
Overview
3. Math
Learning
Difficul7es
✭
The
math
learning
difficul7es
you
think
you
will
encounter
this
year
Discuss:
Which
learning
difficul7es
are
“High
Impact”
on
future
math
learning?
4. Strategies
for
Math
Learning
Difficul7es
Select
instruc7onal
strategies
that
target
“High
Impact”
math
learning
difficul7es
5.
6. Pedagogy:
C-‐P-‐A
Jerome
Bruner’s
research
proved
that
instruc7onal
strategies
build
understanding
for
students
when
they
move
from…
• Concrete
(manipula7ves)
to
• Pictorial
(visual
models
or
drawings)
to
• Abstract
representa7ons
(numbers,
symbols)
7. Pedagogy:
Rela7onal
Understanding
Richard
Skemp’s
research
proved
that
for
long
term
learning
to
occur
rela4onal
understanding
is
more
successful
than
instrumental
learning.
Rela4onal
Understanding
Instrumental
Understanding
Conceptual
Procedural
WHY
before
HOW
How
One
to
One
Correspondence
Oral
Coun7ng
Quan77es
and
Values
Wri7ng
numbers,
Spelling
numbers
Each
piece
RELATES
to
all
others
Isolated
steps
or
steps
without
meaning
Reading
with
understanding
Phone7c
or
word
calling
8. Pedagogy:
Perceptual
Variability
Zoltan
Diene’s
research
proved
that
children
gain
the
most
conceptual
understanding
when
they
are
exposed
to
a
concept
through
a
variety
of
materials
or
experiences.
Perceptual
Variability
?
z! ;!
p! /!
"
q!
9. Reflec7ng
On
Pedagogy
Select
one
strategy
for
addressing
math
learning
difficul7es.
Discuss
how
it
connects
to
Singapore
Math
Pedagogy…
v Concrete-‐Pictorial-‐Abstract
(Bruner)
v Rela7onal
Understanding
(Skemp)
v Mul7ple
Representa7ons
(Dienes)
10. Beginning
Look
&
Say
(Math
Talk)
Count
together
One
to
One
Corr.
Intermediate
Student
counts
Touching
objects
Transi7oning
from
manipula7ves
Advanced
Group
similar
objects
Grouping
for
coun7ng
Making
number
bonds
Challenge
Coun7ng
beyond
pic
If
one
more
frog…
If
one
less
frog…
Making
stories
20. Place
Value
Strips
1.
Find
a
partner
to
compose
one
of
these
numbers:
61
42
23
35
14
56
2.
With
your
partner
say
these
about
your
number:
a.
____
tens
and
____
ones
make
_____
b._____
+
_____
=
_______
21. Place
Value
Strips
3.
Find
another
pair
to
add
these
numbers
mentally:
61
+
35
=
42
+
23
=
56
+
14
=
4. Use
the
hundreds
around
the
room
(and
a
partner)
to
make
these
numbers…
142
361
523
435
614
256
22. Place
Value
Strips
5. Come
to
the
front
of
the
room
and
put
the
3-‐digit
numbers
in
order
from
least
to
greatest.
6.
Find
another
pair
to
add
these
numbers
mentally:
435
+
361
=
523
+
142
=
256
+
614
=
28. Instruc4onal
Minutes
Mon.
Tues.
Wed.
Thurs.
Friday
60
min.
Math
Math
Math
Math
Math
60
min.
Reading
Reading
Reading
Reading
Reading
60
min.
Wri7ng
Wri7ng
Wri7ng
Wri7ng
Wri7ng
30
min.
Sci
or
SS
Sci
or
SS
Sci
or
SS
Sci
or
SS
Sci
or
SS
30
min.
Indiv.
Math
IMI
IMI
IMI
IMI
Instruc7on
60
min.
Special
Special
Special
Special
Special
29. Differen4a4on
vs.
Individualiza4on
60
Minute
30
Minute
Math
Lesson
Individualized
Math
Instruc7on
Follows
curriculum
Meets
child
where
he/she
is
Covers
all
standards
Focuses
on
founda4onal
skills
New
content
Familiar
content
Similar,
4ered
tasks
Individualized
tasks
Same
concept
for
all
Concepts
individualized
31. Homework
K-‐1
• Number
Sense
Games
or
Hands-‐on
Tasks
• Fact
Games
• Online
Games
and
Tasks
(LiveBinder,
Math
in
Focus)
Gr.
2-‐5
• FACT
PRACTICE
Online
Games
and
Tasks
(LiveBinder,
Math
in
Focus)
• Extra
Prac7ce
of
what
has
been
taught
• Extension
word
problems
of
what
has
been
taught
• Blackline
masters
from
district
instruc7onal
materials
32.
33. Kim’s
Math
PD
Resources
Find
ALL
of
Kim’s
PowerPoints
by
searching
Kbeane
on
SlideShare.net.
hjp://www.slideshare.net/KimberlyBeane/presenta7ons
Find
ALL
of
Kim’s
STEM
LiveBinders
by
searching
Kbeane
on
LiveBinders.com
hjp://www.livebinders.com/shelf/search_display_author?
terms=KBeane
Follow
Kim’s
educa7onal
research,
policy,
and
STEM
tweets
@KimberlyLBeane
For
STEM
updates,
PD
discussions,
and
general
collegiality
friend
Kimberly
Beane
on
Facebook