Welcome to Kindergarten at IST. Our philosophy is that learning starts with what children can do rather than what they cannot do. The school aims to meet the unique needs of each student through differentiated activities and opportunities for self-directed learning. Key areas of learning include reading, writing, mathematics, and units of inquiry. Daily routines and parent involvement are also discussed to support students' learning at home and school.
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
This document provides information about a learning task using finger puppets to retell stories. Students use finger puppets to represent characters as they act out and speak the story. This activity accommodates different learning styles and develops fine motor and language skills. The document describes how to introduce the activity, make finger puppets, assess student performance, and includes extensions such as creating their own puppets or telling stories through animation.
This document provides an introduction and activities guide for running a MY HERO program in afterschool settings. The guide includes introductory activities to help students define what a hero is. Students then identify local heroes from their community through a library research activity. Students select their own personal hero and develop interview questions to learn more about their hero's qualities and experiences. The goal is to provide students with the information they need to create their own hero story profiles to share on the MY HERO website.
The document discusses strategies for promoting social emotional competence in children, including developing friendship skills, enhancing emotional literacy, controlling anger and impulse, problem solving, and identifying teachable moments in daily routines. It provides examples of activities to support developing friendship skills and emotional literacy, such as using puppets, friendship art, and teaching feeling vocabulary.
The presentation discusses memory development in kindergarten students. It explains that memory involves retaining, storing, and recalling experiences. For information to move from short-term to long-term memory, children must focus attention and practice recall. The types of memory discussed include short-term, long-term, and verbal memory. Brain maturation allows for improved coordination, attention, language, and intelligence from ages 5 to 15. Memory capacity is limited in early childhood but can be enhanced through neutral questioning rather than leading questions.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
This document discusses differentiating instruction based on gender. It begins by noting there are cognitive differences between boys and girls, though neither has an advantage. The focus should be on addressing different learning needs. Strategies are provided for differentiating assignments, activities, and instructional approaches for various subjects based on typical strengths and interests of boys versus girls. Both genders can benefit from differentiation, though sometimes for different reasons. Educators are encouraged to think about how to design lessons that meet the needs of all students regardless of gender.
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
This document provides information about a learning task using finger puppets to retell stories. Students use finger puppets to represent characters as they act out and speak the story. This activity accommodates different learning styles and develops fine motor and language skills. The document describes how to introduce the activity, make finger puppets, assess student performance, and includes extensions such as creating their own puppets or telling stories through animation.
This document provides an introduction and activities guide for running a MY HERO program in afterschool settings. The guide includes introductory activities to help students define what a hero is. Students then identify local heroes from their community through a library research activity. Students select their own personal hero and develop interview questions to learn more about their hero's qualities and experiences. The goal is to provide students with the information they need to create their own hero story profiles to share on the MY HERO website.
The document discusses strategies for promoting social emotional competence in children, including developing friendship skills, enhancing emotional literacy, controlling anger and impulse, problem solving, and identifying teachable moments in daily routines. It provides examples of activities to support developing friendship skills and emotional literacy, such as using puppets, friendship art, and teaching feeling vocabulary.
The presentation discusses memory development in kindergarten students. It explains that memory involves retaining, storing, and recalling experiences. For information to move from short-term to long-term memory, children must focus attention and practice recall. The types of memory discussed include short-term, long-term, and verbal memory. Brain maturation allows for improved coordination, attention, language, and intelligence from ages 5 to 15. Memory capacity is limited in early childhood but can be enhanced through neutral questioning rather than leading questions.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
This document discusses differentiating instruction based on gender. It begins by noting there are cognitive differences between boys and girls, though neither has an advantage. The focus should be on addressing different learning needs. Strategies are provided for differentiating assignments, activities, and instructional approaches for various subjects based on typical strengths and interests of boys versus girls. Both genders can benefit from differentiation, though sometimes for different reasons. Educators are encouraged to think about how to design lessons that meet the needs of all students regardless of gender.
This document provides an overview of the early childhood program at IST. It discusses the philosophy of encouraging independence and learning through doing. It outlines the focus on developing language skills through opportunities for reading and writing. The mathematics program is supported by Everyday Mathematics and covers key strands. Units of inquiry follow the PYP framework and learner profile. Reminders are provided about daily routines.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document provides information from an open house for parents of kindergarten students at the Rainbow Riders school. It outlines the agenda for the evening which includes introductions of the kindergarten teaching team and specialists, an overview of the curriculum including units of study and learning dispositions, and housekeeping items. It also discusses what the school wants kindergarteners to develop into and ways for parents to communicate and volunteer.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
More Art Than Science: Differentiating Instruction for the Gifted and TalentedMorgan Appel
This document contains information from a presentation on gifted education. It discusses various characteristics of gifted learners, such as experiencing both blessing and burden from being gifted. It also discusses challenges gifted students may face, such as looking outward for approval and inward for blame. The document provides advice for educators, such as using differentiated instruction and ensuring solutions are epiphany-based to address gifted students' socioemotional needs.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
Thinking and Discussing at Higher Levels in the Literacy BlockJennifer Jones
This document discusses strategies for promoting higher level thinking during guided reading sessions. It recommends engaging students in deeper comprehension of stories, even for emerging readers, by asking big questions that go beyond simple retellings or details. Guided reading should be conversational in format and help students problem-solve, connect, and discover independently. The goal is to teach students to comprehend text actively and think about it in sophisticated ways, developing habits they can apply elsewhere.
This document summarizes a meeting between parents and facilitators from the School City of Hobart Parents as Teachers program. The goals of the meeting were to learn from each other, discuss new research on parenting, and identify nurturing parenting behaviors that positively impact children's development. Attendees observed video examples of parent-child interactions and discussed how a nurturing relationship is linked to improved memory, stress response and brain development in children. Parents collaborated to identify their top nurturing parenting behaviors to focus on, such as responding warmly to a child's cues, in order to create healthier families and community.
Lisa 21st C Dispositions at Hobsonville Point Primarylsquire
The document discusses developing student dispositions in schools. It defines disposition as a person's inherent qualities of mind and character. It notes that schools need to identify key dispositions aligned with competencies and create models linking beliefs, principles and practices for developing each disposition. The document outlines example dispositions in areas like theoretical, organizational, experimental and interpersonal skills. It stresses the need to deliberately plan learning for developing dispositions alongside academic curriculum. Personalized learning and using technology are suggested to enable developing dispositions like managing self and resilience.
Sizzling Strategies for Reading NonfictionStevi Quate
1) The document discusses strategies for engaging students in comprehending non-fiction text.
2) It provides examples of instructional strategies teachers can use, such as annotating, asking questions, and summarizing.
3) The document emphasizes the importance of connecting strategies to building students' background knowledge and linking new information to what they already know.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
Communication - Bridge Beyond Teaching (Teachers)Ameeta Pereira
This document provides guidance on effective teaching strategies focused on communication, discipline, and building presence in the classroom. It emphasizes controlling body language to show leadership, listening to students, using positive reinforcement, establishing clear rules and consequences, and modeling good communication to build trust and engagement. The overall message is that teaching is about more than just imparting knowledge - it's about how teachers interact with and guide students through challenges of adolescence with respect, empathy, and consistency.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
Athena was born from Zeus's forehead after he swallowed her mother Metis. She emerged fully grown and clad in armor. Athena and Poseidon had a contest to name the city of Athens, with Athena providing the olive tree and winning. Arachne boasted that she was a better weaver than Athena. In a contest, Arachne wove a tapestry mocking the gods, so Athena turned her into a spider in anger. Meropis and her family dishonored the gods and were turned into various birds by Athena, Artemis and Hermes as punishment.
The document provides reminders and tips for parents to help their children be successful in various classroom activities and routines, including suggestions to send food in easy-open containers for snack time, arrive before 7:30 am to allow time to prepare for the day, and send appropriate shoes for swimming days. It also discusses units of inquiry that will be covered in the classroom around topics like classmates, friendships, and safety in the classroom environment.
This document provides an overview of the early childhood program at IST. It discusses the philosophy of encouraging independence and learning through doing. It outlines the focus on developing language skills through opportunities for reading and writing. The mathematics program is supported by Everyday Mathematics and covers key strands. Units of inquiry follow the PYP framework and learner profile. Reminders are provided about daily routines.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document provides information from an open house for parents of kindergarten students at the Rainbow Riders school. It outlines the agenda for the evening which includes introductions of the kindergarten teaching team and specialists, an overview of the curriculum including units of study and learning dispositions, and housekeeping items. It also discusses what the school wants kindergarteners to develop into and ways for parents to communicate and volunteer.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
More Art Than Science: Differentiating Instruction for the Gifted and TalentedMorgan Appel
This document contains information from a presentation on gifted education. It discusses various characteristics of gifted learners, such as experiencing both blessing and burden from being gifted. It also discusses challenges gifted students may face, such as looking outward for approval and inward for blame. The document provides advice for educators, such as using differentiated instruction and ensuring solutions are epiphany-based to address gifted students' socioemotional needs.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
Thinking and Discussing at Higher Levels in the Literacy BlockJennifer Jones
This document discusses strategies for promoting higher level thinking during guided reading sessions. It recommends engaging students in deeper comprehension of stories, even for emerging readers, by asking big questions that go beyond simple retellings or details. Guided reading should be conversational in format and help students problem-solve, connect, and discover independently. The goal is to teach students to comprehend text actively and think about it in sophisticated ways, developing habits they can apply elsewhere.
This document summarizes a meeting between parents and facilitators from the School City of Hobart Parents as Teachers program. The goals of the meeting were to learn from each other, discuss new research on parenting, and identify nurturing parenting behaviors that positively impact children's development. Attendees observed video examples of parent-child interactions and discussed how a nurturing relationship is linked to improved memory, stress response and brain development in children. Parents collaborated to identify their top nurturing parenting behaviors to focus on, such as responding warmly to a child's cues, in order to create healthier families and community.
Lisa 21st C Dispositions at Hobsonville Point Primarylsquire
The document discusses developing student dispositions in schools. It defines disposition as a person's inherent qualities of mind and character. It notes that schools need to identify key dispositions aligned with competencies and create models linking beliefs, principles and practices for developing each disposition. The document outlines example dispositions in areas like theoretical, organizational, experimental and interpersonal skills. It stresses the need to deliberately plan learning for developing dispositions alongside academic curriculum. Personalized learning and using technology are suggested to enable developing dispositions like managing self and resilience.
Sizzling Strategies for Reading NonfictionStevi Quate
1) The document discusses strategies for engaging students in comprehending non-fiction text.
2) It provides examples of instructional strategies teachers can use, such as annotating, asking questions, and summarizing.
3) The document emphasizes the importance of connecting strategies to building students' background knowledge and linking new information to what they already know.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
Communication - Bridge Beyond Teaching (Teachers)Ameeta Pereira
This document provides guidance on effective teaching strategies focused on communication, discipline, and building presence in the classroom. It emphasizes controlling body language to show leadership, listening to students, using positive reinforcement, establishing clear rules and consequences, and modeling good communication to build trust and engagement. The overall message is that teaching is about more than just imparting knowledge - it's about how teachers interact with and guide students through challenges of adolescence with respect, empathy, and consistency.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
Athena was born from Zeus's forehead after he swallowed her mother Metis. She emerged fully grown and clad in armor. Athena and Poseidon had a contest to name the city of Athens, with Athena providing the olive tree and winning. Arachne boasted that she was a better weaver than Athena. In a contest, Arachne wove a tapestry mocking the gods, so Athena turned her into a spider in anger. Meropis and her family dishonored the gods and were turned into various birds by Athena, Artemis and Hermes as punishment.
The document provides reminders and tips for parents to help their children be successful in various classroom activities and routines, including suggestions to send food in easy-open containers for snack time, arrive before 7:30 am to allow time to prepare for the day, and send appropriate shoes for swimming days. It also discusses units of inquiry that will be covered in the classroom around topics like classmates, friendships, and safety in the classroom environment.
The document provides reminders and tips for parents to help their children be successful in various classroom activities and routines, including suggestions to send food in easy-open containers for snack time, arrive before 7:30 am to allow time to prepare for the day, and send appropriate shoes for swimming days. It also discusses units of inquiry that will be covered in the classroom around topics like classmates, friendships, and safety in the classroom environment.
This document provides information for parents about Grade 2 at the International School of Tanganyika. It summarizes that there are 4 Grade 2 classes taught by 8 teachers, lists the curriculum used including PYP and core subjects, and outlines the homework, technology, and other programs in Grade 2 such as specials, meals, and expectations for students.
This document provides an overview of the Grade 1 curriculum and team at an international school in Tanzania. It introduces the 4 teachers and support staff. It outlines the communication methods, expectations around food, hats, and times. It describes measuring academic progress and covers the subjects of language arts, math, units of inquiry. It also discusses report cards, conferences, homework, assemblies, after school activities, and ways parents can support their children at home. The overall purpose is to welcome and inform parents about the Grade 1 program.
The document discusses a parent workshop on cyber bullying held at the International School of Tanganyika. It defines cyber bullying as the use of technology to deliberately harm or harass others. The workshop aims to educate parents on the differences between traditional bullying and cyber bullying, which can be anonymous and constant. Videos are shown depicting a case of cyber bullying and a mother's perspective on the issue. Parents discuss how their children currently interact online and ways to protect them from cyber bullying through privacy settings and monitoring their activities on social media.
This document appears to be about a unit of inquiry for second grade students at Fables International School of Tanganyika. The school uses a PYP (Primary Years Programme) curriculum framework from the International Baccalaureate Organization. The document is likely an overview or outline of the topics and lessons to be covered in a unit of study for the month of January 2011.
The document provides the itinerary and logistical information for a 5-day trip to Mikumi National Park in Tanzania for Grade 5 students from November 2-5. It outlines the daily schedules which include game drives in the park, visits to local schools and villages, hiking, and educational activities focused on the interdependence of living things and humans. Safety precautions and what to pack are also listed.
Some clothing companies are interested in sustainable development and producing fabrics from natural resources like bamboo and corn that can be replenished, as these alternative fabrics do not require toxic chemicals or large amounts of energy to produce like cotton and polyester. Bamboo and corn fabrics are increasingly being manufactured in countries like the US, China, India and others to help protect the environment and conserve limited resources like petroleum.
A blue stork was found nesting in the German village of Biegen on April 5th, sparking interest from locals and scientists. Experts are puzzled by the stork's unusual blue coloring as it is not considered natural. However, the author believes the stork could be naturally blue, citing other blue bird species like kingfishers. The article provides information on the rare sighting of a blue stork in Germany.
Box jellyfish have among the most deadly venom in the world, attacking the heart, brain, and skin. They live in coastal waters off northern Australia and throughout the Indo-Pacific from October to April. Though they can cause human death in under 3 minutes if anti-venom is not administered within 30 minutes, a 10-year-old girl survived extensive stings from a box jellyfish through 6 weeks of treatment.
Heavy rains in Mexico caused widespread flooding in February 2010, killing at least 33 people, leaving over 3,500 homeless, and forcing the closure of 165 out of 174 schools in Mexico City. Mudslides resulting from the heavy rains claimed additional lives and left 83 people missing. The Mexican government and aid organizations responded by providing food, medicine, shelter and other assistance to displaced flood victims.
A massive earthquake struck Haiti on January 12th, killing thousands and collapsing many buildings including schools and the presidential palace. The epicenter was just 10 miles from the capital city of Port-au-Prince, leaving people without water or power in the aftermath. The article urges readers that Haiti needs global assistance to recover from the devastating natural disaster.
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.
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.
A the end of the year, grade 5 students reflected over their lower school experience and created this memory book. Students used school pictures Comic Life to create unique pages and personal bios to remember their SCIS experience.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Survey of Techniques for Maximizing LLM Performance.pptx
Open house pp 2012
1. Welcome to Kindergarten
at IST
Our philosophy
“What children can do rather
than what they cannot do
are the starting points in
their learning.”
Tina Bruce (1987)
Childhood is a journey...
not a race!
4. How best will my child learn?
We expect to have children in our classes who are
unique individuals, with:
•Different learning
rates and styles
•Different
developmental stages
•Social, emotional
and personal
differences
5. How best will my child learn?
We aim to meet the needs of each individual student in
the following ways:
- Grouping students according
to ability, interest, friendship,
etc
- Differentiated activities
according to children’s ability
-Opportunities for children to
select activities according to
interest
-Teacher assistants to help
improve student/teacher ratio
6. How best will my child learn?
Self-management skills
- showing awareness of personal safety
- completing tasks appropriately
- taking care of self and belongings
- following routines independently
Communication skills Social skills
- listening carefully to others - understanding what behaviour is
- sharing ideas appropriate
- responding to questions - working cooperatively in a group
- making relevant contributions - respecting others
Thinking skills Research skills
-having ideas for how to solve problems - developing own questions
-making decisions - using senses to notice details
-using prior knowledge - choosing ways to find information
7. Reading Development
Children learn to
read by reading.
Some developmental stages
of reading-
•Role playing reading
•Using the illustrations to
tell the story
•Reading from memory
8. Reading Development
•Recognising repetition in
the text
•Pointing to each word as
you read
•Looking at initial letters
and making predictions
•Using knowledge of
story language
10. Reading opportunities
•Guided reading sessions
•Author and illustrator focus
•Student generated books
•Computer and whiteboard
•Book corner
11. Writing Development
Children learn to write by writing.
mark making
letter-like shapes
linking letters to sounds
heard in a word
random letters
12. Writing Development
spelling familiar
words accurately
phonetic spelling
writing longer messages
independently
13. Writing opportunities
Writing should be purposeful, and
is focused on conveying meaning.
Opportunities to write meaningfully
around the classroom
recording their
a writing area book title
Opportunities to where children can
write across choose to write
the curriculum messages, make
books, etc
journal writing
14. Mathematics
• All activities are hands-on,
concrete and practical
• We aim to establish
understanding of real maths
concepts
• Activities are open-ended
and encourage exploration
and thinking
• Emphasis is on learning
process rather than quick
right answers
• Mistakes are important in
the learning process.
15. Mathematics
Our Maths program is supported by materials from the
Everyday Mathematics program, including the following
strands:
•Number
•Pattern and function
•Handling data
•Shape and space
•Measurement
•Working mathematically
Please take advantage of
the EDM home books
provided each term! “Maths is the language of pattern”
16. PYP – Units of Inquiry
Where we are in
place and time
Change
Change happens
throughout time
and affects us in
different ways
How we express
ourselves How the world
works
The Arts
We can express Plants
ourselves through Like humans,
the arts. plants need
particular
conditions to
survive.
17. PYP – Units of Inquiry
How we organise
ourselves
Who we are
Transport
systems
Transportation Myself
systems are We learn about
organized to help why we are
us connect with unique by
people and exploring our
places families and life
experiences.
Sharing the
planet
Oceans
We share our
environment
with a variety of
fascinating sea
creatures and
our actions can
affect their lives.
18. Enduring Understandings
Key Concepts:
“It is tempting, if the
Form- what is it like? only tool you have is a
Function- how does it work? hammer, to treat
everything as if it were
Causation- why is it like it is? a nail.”
Change- how is it changing? Abraham Maslow
Connection- how is it connected to other things?
Perspective- what are the points of view?
Responsibility- what is our responsibility?
Reflection- how do we know?
…try using these kinds of questions with your child to encourage in-depth
thinking!
19. Daily Routines
Don’t forget!
hat, water bottle, snack, lunch, Link book, reading book, folder
Please check the Link book and folder daily & return the following day
Morning routine: End of day
•Hang up bag routine: At
1.45pm,
•Put away food, children wait
hat, water and on carpet until
folder called. We
•You are welcome ensure your
to help your child child’s safety
settle into the by handing
classroom between them over to a
7.00 and 7.10am responsible
•The school day adult at the
end of the day.
starts at 7.10am
20. Our day
• Each day begins with a morning meeting
• Each day, children will have time to engage in language, maths
and unit of inquiry related tasks
• There are two outdoor playtimes, a snack time and a lunch time
• KG students have various specials during the week, including
Kiswahili (or EAL), music, art, PE, swimming, ICT, and library
• We have an EAL teacher, access to student services support, and a
counsellor assigned to KG, to help children who are learning
English or who need extra support in other ways.
21. Food, food, food!
• School is a great way to introduce
new foods - children will try what
they see others eating
• Try to include a balance: protein,
fruit, vegetables, carbohydrates.
• Ensure your child has an
appropriate amount of food for a
snack and lunch.
• Please avoid sugary food or drinks
- these have an impact on your
child’s learning.
• Please be aware of allergies
22. How can I help at home?
• Read every day! Children will bring home a class library
book daily - the focus is on reading for pleasure. Take
them to the library - it is open from 6.50am-2.30pm.
• Maths activities may be sent home at certain times and
will focus on a concept that is being discussed in class.
Use the EveryDay Maths Mathematics at Home booklet
to pick up ideas for “playful” maths activities for you
to do together with your child
• Unit of inquiry discussion questions, and other ideas for
activities to do at home, will be posted on the KG blog.
23. Some reminders
• Please try to bring your child to school and collect them on time.
Report to the Elementary office if you are late.
• Please let us know if someone different is collecting your child.
Please wait in the KG quad to collect your child. It is distracting
for children to see adults outside windows and doors before the
bell.
• Please support us by ensuring your child follows school rules whilst
under your supervision.
• You are welcome to send cakes to school for birthdays - please
notify your child’s teacher in advance. Individual pieces are easier
to hand out. Send invitations only if they are for every child in
class.
• Help your child to practice getting changed into swimwear and
back into uniform. They are encouraged to swim every week.
• Keep your child at home if they are really sick.
24. Keeping in touch
• Please use the link book or email to communicate with the
teacher
• Save the dates for the KG assemblies: 5th October and 17th April
• Informal chats with teachers before and after school
• Make an appointment if you’d like a longer chat about your child
• Look out for parent-teacher conferences in October and student-
led conferences in March
• Parent representative: two parents needed per class
• Action at home? …please share with us
– Encourage independence... “OUR CHILDREN CAN!”
“Children who are encouraged to think for themselves
are more likely to act independently.”
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Editor's Notes
Kat - ongoing medical issues - they are of a private nature. At this time, earliest possible return Wednesday 5th September. I am here to support KG team in the absence of the team leader, and provide any clarification needed.
We expect to have children in our classes:- with different learning rates and styles at different developmental stages with social, emotional and personal differences We meet their needs in a variety of ways… Variety of grouping strategies, including ability, interest, friendship, individual, pairs or whole class Differentiated activities according to children’s ability Opportunities for children to select activities according to interest Teaching assistants
We expect to have children in our classes:- with different learning rates and styles at different developmental stages with social, emotional and personal differences We meet their needs in a variety of ways… Variety of grouping strategies, including ability, interest, friendship, individual, pairs or whole class Differentiated activities according to children’s ability Opportunities for children to select activities according to interest Teaching assistants
We expect to have children in our classes:- with different learning rates and styles at different developmental stages with social, emotional and personal differences We meet their needs in a variety of ways… Variety of grouping strategies, including ability, interest, friendship, individual, pairs or whole class Differentiated activities according to children’s ability Opportunities for children to select activities according to interest Teaching assistants
Reading strategies: Reading from memory, Using the pictures as clues to the text, Pointing to each word as you read to help focus on each word, Recognizing repetition in the text, Looking at initial letters and making sensible predictions, Using knowledge of story language, Building on a bank of common words read on sight. Looking at the picture and reading from memory is not ‘cheating’, it is an important stage of learning to read. The p urpose of reading: enjoyment and meaningful
Reading strategies: Reading from memory, Using the pictures as clues to the text, Pointing to each word as you read to help focus on each word, Recognizing repetition in the text, Looking at initial letters and making sensible predictions, Using knowledge of story language, Building on a bank of common words read on sight. Looking at the picture and reading from memory is not ‘cheating’, it is an important stage of learning to read. The p urpose of reading: enjoyment and meaningful
Mark making Role play writing Letter-like forms Random letters Linking letter forms to sounds heard in a word Inventive spellings Able to spell familiar words When children have a purpose to write it makes them eager to write.
Wherever possible we have built Maths into our Units of Inquiry. All activities are hands-on, concrete and practical and we aim to establish understanding of real Maths concepts. Activities are often open-ended and leave opportunities for exploration and thinking at their own level. Emphasis is placed on the learning process rather than quick right answers. Mistakes are viewed as an important part of the learning process.