Observing and Reflecting
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The document provides ways for teachers to understand their classroom better which includes watching themselves and students through observation and recordings, taking notes on lesson plans, class activities, and individual students, and reflecting on lesson plans and classes through both unstructured free writing and answering structured reflective questions to analyze strengths, weaknesses, and ways to improve for the future. Teachers are also encouraged to keep ongoing reflective teaching journals to document their learning and development over time.
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This document describes two simple brain exercises - the first asks the reader to read words on slides and the second asks them to say the color of the text rather than read the word. It suggests that the second exercise may be more difficult and that with practice, performance on both exercises could improve, demonstrating how the brain processes information differently when asked to complete slightly varied tasks. It closes by noting that with practice and patience, some children may be able to overcome difficulties in seeing or processing information as clearly.
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This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
Types of lessons and lesson observations as instruments
This document discusses using lesson observations and reflections as tools for teacher professional development. It describes different types of traditional and non-traditional lessons and the roles of teachers and students in each. The document also discusses Kolb's experiential learning cycle and how reflective practice involves critically evaluating lessons to identify strengths and areas for improvement. Various methods of reflection are presented, such as keeping a learning diary, collecting student feedback, or having a colleague observe lessons. The value of lesson observations for learning from other teachers is also explored, with 10 different observation tasks described to focus observations, such as noting student participation levels or language practice opportunities.
How to teach listening.pptx
This document provides guidance on teaching listening skills and includes recommendations for activities before, during, and after listening exercises. It outlines pre-listening activities like brainstorming, pre-teaching vocabulary, analyzing questions, and making predictions. While-listening activities include listening and completing tasks, checking answers, and listening again. Post-listening activities involve reflecting on challenges, summarizing, creative responses, critical thinking, and problem-solving. The document aims to establish a structured approach to developing students' listening comprehension abilities.
Lesson planning
Lesson planning is an essential part of classroom management and the learning process. A lesson plan outlines the objectives, activities, timeline, and resources for a lesson. It should define what the teacher wants students to know or be able to do by the end of the lesson. An effective lesson plan structures the content, determines how it will be delivered, assesses student learning, and evaluates the lesson's effectiveness. Proper preparation, including considering students' level and needs, is important for a successful lesson.
Learning teaching append
This document provides 8 observation tasks for students to complete when observing an English language classroom. The tasks focus on different elements of classroom interaction including mapping student and teacher participation, identifying stages of a lesson, determining lesson objectives, focusing observation on a single student, analyzing teacher feedback, and noting student errors and corrections. The tasks are intended to guide students' observation and analysis of classroom dynamics, teaching techniques, and the learning process.
Notetakingonline
The document discusses strategies for effective note taking, including using a 3-ring binder, reading before class, identifying important points verbally and visually, using the Cornell note taking method or mind mapping during class, reviewing notes within 24 hours of class, and practicing the strategies in future lectures.
Student centred teaching
This document discusses principles of student-centered teaching and provides examples of student-centered activities. It suggests that warmers, lead-ins, and parts of input should be more student-centered, giving options like brainstorming, picture discussions, and self-directed learning. Controlled practice can involve peer editing and error correction. Output activities should personalize the target language and allow student collaboration, reflection and self-correction with teacher as facilitator. Assessment can include role-plays, checklists, and focus on language use rather than just accuracy. The goal is an interactive classroom where students work together, direct their own learning, and evaluate themselves, moving the focus from the teacher to the learner.
Note Taking Tips for Incoming Freshmen at UIC Honors College
Powerpoint of college-level note-taking tips for incoming first-year students at UIC Honors College's Orientation.
Lesson plan
This document discusses lesson planning for language teaching. It provides various metaphors that can be used to conceptualize a lesson, such as a variety show, conversation, climbing a mountain, etc. It also discusses questions about lesson preparation, including how far in advance lessons are planned, whether notes are used, what those notes consist of, and what is done with the notes after. Guidelines are provided for ordering components of a lesson, such as putting harder tasks earlier and having quieter activities before lively ones. Hints are also given for effective lesson management, like preparing more than needed and keeping time visible.
Class Assessment
Classroom Assessment presentation for the 2013 TaLK Orientation in 조치원 대한민국, 11th generation TaLK Scholars. The presentation covered the basic concepts of classroom assessment and specific strategies that have been used in the EFL contexts in South Korea.
Learner autonomy.pdf
This document discusses promoting learner autonomy. It provides advice for teachers on developing learner autonomy through raising awareness of learning processes, providing strategies for independent study, and giving guidance in one-on-one tutorials. Teachers are encouraged to give learners ownership over their learning by explaining goals, needs, and strategies. Example comments from learners are given along with constructive responses teachers could provide to help learners develop autonomy.
Reflection: Woodstock School
The document summarizes two classroom observations of mathematics and science lessons. In the first observation, the mathematics teacher clearly stated the learning objectives and outcomes and used individualized instruction and assessment for learning. However, the teacher could have addressed common problems among students more and ensured passive students were engaged. In the second observation, the science teacher had a well-structured lesson plan and learning objectives. Students designed and tested water filters in groups and conducted self, peer, and teacher assessments. The lesson incorporated learning by doing and catered to different learning styles.
Activelistening.effectivenotetaking
The document provides tips for active listening and effective note taking in class. It discusses the importance of preparing for class, developing a note taking system, communicating with instructors, avoiding distractions, focusing on the key ideas, and reviewing notes after class. Regular review of notes is emphasized as the most effective way to remember and understand the material. Students are encouraged to take responsibility for their own learning by utilizing these note taking strategies.
Introduction to Action Research
Action research involves teachers systematically observing their classroom, collecting data about student learning and behavior, reflecting on their teaching practices, and implementing changes to improve student outcomes and teacher processes through a cyclical process of looking, thinking, and doing. Teachers look at their classroom by observing and collecting information from students, think by analyzing data and reflecting on their practices, and do by implementing changes and sharing their findings.
Unit 9-Monitoring 2019.ppt
The document outlines best practices for classroom monitoring during lessons. It discusses defining monitoring, when and why teachers should monitor, and key verbs for different monitoring tasks. It provides examples of matching monitoring jobs to lesson stages and problem situations with suggested solutions. The document emphasizes the importance of clear instructions, checking understanding, encouraging participation, and addressing weaknesses to promote effective student learning.
Teacher Collaboration
The document summarizes teacher collaboration at Queens High School for Language Studies. It discusses intra-department and cross-department collaboration including intervisitation where teachers observe each other's classrooms. During intervisitation, teachers take low-inference notes focused on evidence of student learning and use a debrief protocol to provide constructive feedback. Cross-department meetings aim to align standards, curriculum, and expectations across subjects. Intra-department collaboration includes analyzing student data and test preparation. Setting norms and assigning roles helps make collaboration more effective.
Lesson Study: Collaborating with Our Colleagues in Other Languages
This document describes a lesson study conducted by a group of world language teachers at Adlai E. Stevenson High School. The goal of the lesson study was for students to use the target language during travel. The teachers first studied curriculum and goals. They planned a research lesson where students worked through travel scenarios and provided advice. Teachers observed the lesson and reflected on results. Changes were made to improve understanding for a second lesson iteration. The process helped teachers examine practice and improve student experiences.
Using the experiential learning cycle to promote reflection
1. The document describes the experiential learning cycle and how it can be used to promote reflective teaching. The cycle involves having a learning experience, observing and describing it, analyzing it, and creating an action plan.
2. As an example, participants in a workshop observe a classroom lesson on video and take notes without adding their own reactions. They then compare notes and analyze what helped or hindered student learning to create an action plan for improving instruction.
3. The experiential learning cycle can be applied to a variety of learning experiences beyond classroom observations. It encourages teachers to reflect critically on their practice in order to improve.
Revision & Exam Skills
This document provides guidance and techniques for effective revision and exam preparation. It discusses gathering resources like course materials and contacting others for support. It recommends identifying topics you are confident and nervous about. An active revision process is emphasized over passive reading. Creating a schedule is advised, including identifying optimal study times. The KWL technique of listing what you know, want to know and have learned is presented. Tips are offered for the exam like having a plan, practicing questions, and managing anxiety. Common pitfalls like procrastination are highlighted and techniques like starting with easier questions are suggested. The document concludes by stressing the importance of relaxation after exams.
Study skills assessment
This document provides tips and strategies for improving study habits. It discusses setting goals to improve at least one study skill. Examples of study skills habits are given like setting a daily study time and place. The document also provides tips for note-taking, textbook reading, test preparation, test-taking, and staying focused while studying. Students are encouraged to identify their strongest and weakest study skills habits.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Reading
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Reading A
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Vocabulary List
This document discusses contemporary Japanese vocabulary related to relationships, marriage, and work. It provides translations and explanations of terms used to describe modern attitudes towards spouse-hunting, dating, gender roles, careers, and family structures. Words outlined include those referring to job-hunting, personal traits, appropriate marriage timelines, types of employment, living situations, expectations of wives, and packaged relationships. The terms presented seek to characterize evolving Japanese concepts and cultural practices.
Vocabulary List
This document defines terms related to Japanese culture, society, and gender roles:
- Terms like "sarariiman", "daikoku bashira", and "kigyou senshi" describe traditional Japanese concepts like salaried employees, the head of the household, and corporate warriors.
- Other terms like "hentai seiyoku", "waakahorikku", and "karoushi" refer to concepts like queer desires, workaholism, and death from overwork.
- Additional terms define concepts related to family ("koseki", "chounan"), etiquette ("kamiza", "keigo"), and traditional gender roles ("ryousai ken
Reading 3
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Reading 2
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Class 4 PPP
This document provides an overview of the Japanese education system from preschool through primary school. It details the different types of preschools (hoikuen and yochien), enrollment rates, characteristics, curriculum, and administration. Primary schools are compulsory, run by municipalities, and emphasize group learning and socialization. Teachers instruct all core subjects, and schools provide lunches and extracurricular activities. The education system aims to develop both academic and social-emotional skills from an early age.
Class 3 PowerPoint Slides
This document provides an introduction to the concept of socialization. It defines socialization as the process by which humans learn to function in society and defines it as culturally and individually relative. The document outlines socialization as a two-step process involving external teaching of social norms and internalization of those norms. It discusses why socialization is needed for both society and individual development. The document also covers primary and secondary socialization, the role of different agents of socialization like family, peers, media and schools, and different types of socialization like planned vs natural, positive vs negative, and gender socialization.
Class 3 Reading A
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Yearly Cycle Rituals
Yearly cycle rituals are celebrations that occur at different points throughout the year. There are two main types - seasonal rituals associated with agricultural practices intended to harmonize social activities with the rhythms of nature or influence the seasons, and commemorative rituals that historically remember the past and reaffirm cultural identities and behaviors. Some examples mentioned are New Year celebrations, Setsubun on February 3rd, autumn harvest festivals, and the Asuke Festival held on the second Sunday of October. Students were assigned a reading and asked to write a two-page resume with discussion questions, and bring money if attending the Asuke Festival.
Reading C
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Reading B
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Reading C
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
2017 Class 2 Reading B
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Syllabus
This course provides an overview of contemporary life in Japan from birth to old age. It is organized around the life course of Japanese people and explores how they learn to become Japanese through socialization processes like family, education, and performing appropriate gender roles. The instructor will give short lectures on weekly topics, show related media, and occasionally have guest speakers. Students will discuss assigned readings in small groups and participate in end-of-class discussions. Japanese students will also join each week as cultural guides. The goal is for students to understand key aspects of living in Japan today by the end of the course.
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Observing and Reflecting
- 1. Ways to understand your classroom Watch watch: observe yourself and make notes observe your students record yourself / record your students
- 2. observe yourself and make short notes
- 3. make notes about your class Lesson Plans Comments Reflections (before class) (in class) (after class) 1. 2. 3.
- 5. observe some students only …
- 6. … or observe the whole class
- 7. make notes about your class and students Lesson Plans / Tasks Notes about the Class Notes about Student 1 Notes about Student 2 1. 2. 3.
- 8. make audio or visual recordings
- 9. take pictures of your white board
- 10. take pictures of your white board
- 11. take pictures of your class
- 12. take pictures of your class activities
- 13. keep a teaching portfolio
- 14. Ways to understand your classroom Reflect reflect: reflect about your lesson plans reflect about your class – unstructured and structured keep a teaching journal
- 15. reflect about your lesson plans Lesson Plans Comments Reflections (before class) (in class) (after class) 1. 2. 3.
- 16. reflect about your class –unstructured reflection Note: Just write generally about how your feel the class went, and note any ideas that you have. You could look at your class notes as you do this. Example: Today’s class went well. I was feeling relaxed, and fully prepared. All of the students had done their homework, so we could start the speaking activity immediately …..
- 17. reflect about your class –structured reflection Note: You could write your answers to a list of questions. Example questions: What went well in the class today? What didn’t go well? What will I do differently next time? What did I learn about my students? What did I learn about my teaching?
- 18. reflect about your class –structured reflection
- 19. keep a reflective journal