The document discusses project-based learning (PBL). It defines PBL as being curriculum-focused and standards-based, involving hands-on, real-world problem solving. Some key aspects of PBL covered include: having an essential question to guide the project; planning standards, activities and timelines; facilitating the process and providing mentorship; using authentic assessments such as rubrics; and reflecting on lessons learned. The document also provides tips for implementing PBL, such as beginning with an engaging activity, focusing on a few standards, setting clear deadlines and concluding projects with impact.
The document discusses strategies for using classroom discussions to help students learn math. It recommends using techniques like revoicing, wait time, and different formats for discussion including whole class, small group, and partner talk. Some key steps are introducing talk moves to students, starting with whole class then small group discussions, and focusing discussions on building and supporting arguments. The goal is to help students develop reasoning skills and communicate their mathematical thinking clearly.
The document discusses the differences between lectures and discussions as teaching methods. It notes that discussions allow students to actively engage with ideas and concepts, and can be effective for changing behaviors and attitudes. The goals of discussions are to develop problem-solving and critical thinking skills and enable students to articulate positions. Common issues are students not participating and discussions going off track. The document provides tips for conducting effective discussions, such as asking open-ended questions, directing discussions through targeted questions and responses, controlling discussions, and aligning discussions with curriculum goals.
This document provides an overview of using discussion as a learning strategy. It notes that discussion can assess knowledge and attitudes, be used to introduce new topics, and be either teacher- or learner-based. Advantages include discussions being more engaging than lectures and allowing students to apply their knowledge and share different views, though not all students always participate. The document provides tips for directing an effective discussion, such as displaying a map for a sample Civil War lesson, asking open-ended questions, setting rules, summarizing at the end, and encouraging student participation.
Reciprocal teaching is a comprehension strategy that involves four key strategies: summarizing, questioning, clarifying, and predicting. It is based on four foundations: think-alouds, cooperative learning, scaffolding, and metacognition. The process involves modeling the strategies, putting students into groups where they take turns filling different roles (summarizer, questioner, clarifier, predictor), and gradually reducing support as students' skills develop. The goal is to teach students to have a dialogue about what they read to foster deeper understanding.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. Next, it examines discourse through the lens of the Common Core standards, which emphasize conceptual understanding and justification. The document then outlines five teaching practices to improve discourse: using talk moves, effective questioning, building on student thinking, setting a supportive environment, and orchestrating discussions. It provides examples for implementing each practice and concludes by reflecting on discourse from kindergarten and second grade classrooms.
The document provides tips for effectively teaching with the lecture method without putting students to sleep. It recommends preparing 3-5 pages of notes for a 1-hour lecture to allow time for student engagement. Major points should be spaced 15 minutes apart with interactive activities in between to keep students attentive. Lectures should use repetition of key concepts and vary methods to engage different types of learners. Introductions should preview content and conclusions should restate major points. Effective lecturers get feedback from students and use examples, demonstrations or humor to capture attention at the beginning and end of lectures.
The document discusses interactive teaching methods for large groups as an alternative to traditional lectures. It describes lectures as passive learning where students listen and write without higher-order thinking. Interactive lectures engage students through questions, group discussions, brainstorming and other activities to make learning more active and encourage participation and understanding. The objectives are to introduce interactive large group sessions and understand their usefulness over traditional lectures.
The document discusses strategies for using classroom discussions to help students learn math. It recommends using techniques like revoicing, wait time, and different formats for discussion including whole class, small group, and partner talk. Some key steps are introducing talk moves to students, starting with whole class then small group discussions, and focusing discussions on building and supporting arguments. The goal is to help students develop reasoning skills and communicate their mathematical thinking clearly.
The document discusses the differences between lectures and discussions as teaching methods. It notes that discussions allow students to actively engage with ideas and concepts, and can be effective for changing behaviors and attitudes. The goals of discussions are to develop problem-solving and critical thinking skills and enable students to articulate positions. Common issues are students not participating and discussions going off track. The document provides tips for conducting effective discussions, such as asking open-ended questions, directing discussions through targeted questions and responses, controlling discussions, and aligning discussions with curriculum goals.
This document provides an overview of using discussion as a learning strategy. It notes that discussion can assess knowledge and attitudes, be used to introduce new topics, and be either teacher- or learner-based. Advantages include discussions being more engaging than lectures and allowing students to apply their knowledge and share different views, though not all students always participate. The document provides tips for directing an effective discussion, such as displaying a map for a sample Civil War lesson, asking open-ended questions, setting rules, summarizing at the end, and encouraging student participation.
Reciprocal teaching is a comprehension strategy that involves four key strategies: summarizing, questioning, clarifying, and predicting. It is based on four foundations: think-alouds, cooperative learning, scaffolding, and metacognition. The process involves modeling the strategies, putting students into groups where they take turns filling different roles (summarizer, questioner, clarifier, predictor), and gradually reducing support as students' skills develop. The goal is to teach students to have a dialogue about what they read to foster deeper understanding.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. Next, it examines discourse through the lens of the Common Core standards, which emphasize conceptual understanding and justification. The document then outlines five teaching practices to improve discourse: using talk moves, effective questioning, building on student thinking, setting a supportive environment, and orchestrating discussions. It provides examples for implementing each practice and concludes by reflecting on discourse from kindergarten and second grade classrooms.
The document provides tips for effectively teaching with the lecture method without putting students to sleep. It recommends preparing 3-5 pages of notes for a 1-hour lecture to allow time for student engagement. Major points should be spaced 15 minutes apart with interactive activities in between to keep students attentive. Lectures should use repetition of key concepts and vary methods to engage different types of learners. Introductions should preview content and conclusions should restate major points. Effective lecturers get feedback from students and use examples, demonstrations or humor to capture attention at the beginning and end of lectures.
The document discusses interactive teaching methods for large groups as an alternative to traditional lectures. It describes lectures as passive learning where students listen and write without higher-order thinking. Interactive lectures engage students through questions, group discussions, brainstorming and other activities to make learning more active and encourage participation and understanding. The objectives are to introduce interactive large group sessions and understand their usefulness over traditional lectures.
This document discusses interactive teaching methods. It begins by outlining some objectives of interactive lectures, including introducing the concept, discussing advantages of interactive over didactic lectures, and barriers to using interactive methods universally. It then asks questions to engage attendees. Various techniques for making lectures interactive are proposed, such as questioning, buzz groups, think-pair-share activities. Advantages of interactivity include increased attention and feedback. Barriers include fears of losing control and not covering material. The document concludes by providing a list of specific interactive techniques teachers can use, such as group work, questions, debates and role plays.
Reciprocal teaching is an instructional method that involves guided practice of reading comprehension using four concrete steps: paraphrasing, questioning, clarifying, and predicting. The teacher's role is to model, scaffold, and provide feedback to help students understand the material. Students take turns leading discussions with their peers, asking questions, and summarizing the key points. The goal is to increase student interaction and engagement with texts through collaborative discussion. Teachers are advised to clearly explain the purpose of reciprocal teaching and not to give up if initial attempts are unsuccessful.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
This document discusses lecture strategy as a teaching method. It defines lecture strategy and discusses the different types of lectures. The document outlines techniques to improve lectures, including establishing rapport, using clear voice and eye contact, and incorporating student participation. It also covers the advantages of lectures being easy to control and flexible, and the disadvantages such as being teacher-centered and not accounting for individual learners. Guidelines are provided for effective planning, presentation, and evaluation of lecture strategy.
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
The document discusses interactive teaching strategies that can be used to engage students in the learning process. It provides examples of different interactive strategies such as total physical response, discussion boards on Facebook, student-created videos, concept mapping, think-pair-share activities, and jigsaw group work. The strategies are meant to make learning more hands-on, stimulate discussion, and encourage participation from students.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
This document discusses the discussion method as a teaching technique. It defines discussion as a way for people to share ideas and experiences on a topic. The key characteristics of discussion methods are that they ensure participation, allow criticism, and involve student-led conversation guided by the teacher. There are different types of discussion including small group, whole class, and panel formats. Discussion methods are best used when students already have some knowledge and can apply what they've learned. The advantages include developing higher-level thinking, while disadvantages include some students dominating and time required. Careful planning by the teacher is needed to focus the discussion on meeting the lesson objectives.
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
This document discusses different teaching techniques including exposition, brainstorming, and buzz sessions. Exposition involves the teacher giving new information to promote thinking among students. Brainstorming allows students to generate many ideas without criticism for a short time. Buzz sessions split students into small groups to discuss a topic and then report back, aiming to develop critical thinking and problem solving skills. The document provides details on how to organize and conduct buzz sessions, and notes potential advantages and disadvantages of each technique.
The document discusses teaching grammar through an inductive approach by having learners study examples and derive understanding of rules without being directly taught the rules. It discusses how this aligns with theories like the Direct Method and Natural Approach that language is best learned inductively without translation. It also discusses discovery learning involving trial and error with teacher guidance. Finally, it outlines pros and cons of inductive teaching like rules being more memorable but also taking more time and potentially frustrating some learners.
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
This document outlines a plan to improve student interaction in an English class of 6th graders aged 11-12. The teacher hypothesizes that students do not ask questions or speak in English due to feeling shy about mistakes. The plan involves administering pre- and post-questionnaires; teaching classroom expressions to increase interaction; and providing opportunities for practice, role playing, and creating a video to apply the new vocabulary. The goal is to develop students' confidence and ability to speak English through meaningful, comprehensible input and plenty of practice.
This document discusses small group teaching methods in medical education. It describes several small group teaching formats including problem based learning (PBL), case based learning (CBL), and team based learning (TBL). For PBL, students are presented with a problem to solve as a group, such as a clinical case. The teacher acts as a facilitator. TBL involves individual and team readiness tests to apply concepts, followed by team application exercises. Effective small group teaching requires defining objectives, facilitating participation and feedback, and managing time. The teacher's role is to guide discussion rather than lecture. Preparation and understanding learner needs and the curriculum are important to lead a successful small group session.
The document discusses the lecture-cum-demonstration method, which combines lecture and hands-on demonstration to teach subjects like experiments. It involves the teacher planning lessons, introducing topics, presenting subject matter, demonstrating experiments, and discussing both theoretical and practical knowledge to foster better understanding and longer retention compared to only lecture. While more engaging for students, it requires more preparation from teachers and may not be suitable for large classes. Proper classroom setup and experiment management is important for effective use of this method.
This document provides guidance for graduate teaching assistants on teaching large groups. It discusses preparing and structuring effective lectures, using your voice well, handling nerves, and making lectures interactive. The aims are to be aware of lecture benefits, reflect on preparation and delivery style, and consider improvements. Tips include outlining themes, engaging students, using visuals and activities, and watching expert lecturers to develop skills for teaching large groups.
The document discusses various drill techniques used in language teaching including choral drill, substitution drill, question and answer drill, transformation drill, and chain drill. It provides examples of how each type of drill can be used in the classroom with a teacher and students. The document also discusses the advantages and disadvantages of using drills, such as providing intensive practice but risking boredom if not properly prepared. It outlines the typical procedure for a drill activity and provides additional resources on drill techniques.
This document defines tutorials and their purpose in distance education. Tutorials are compulsory and involve face-to-face meetings between small groups of students and a tutor. The main purpose of tutorials is to help students become independent learners by providing guidance, answering questions, and allowing discussion of problems. Tutorials can take various forms, including scheduled meetings and use of electronic media. They provide personal support and feedback to motivate students and help them prepare for exams.
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
The document discusses the lecture-cum-demonstration method of teaching, which combines lecturing with demonstrations. It involves the teacher first explaining concepts through lecturing, then demonstrating experiments and procedures for students to see. This allows students to observe concrete examples and develop skills, while also receiving explanations. Some key advantages are that it provides hands-on learning, actively engages students, efficiently imparts both theoretical and practical knowledge, and saves time and resources compared to other methods. The document provides steps for implementing this method and emphasizes the importance of teacher preparation, presentation skills, and facilitating student participation.
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
This document discusses interactive teaching methods. It begins by outlining some objectives of interactive lectures, including introducing the concept, discussing advantages of interactive over didactic lectures, and barriers to using interactive methods universally. It then asks questions to engage attendees. Various techniques for making lectures interactive are proposed, such as questioning, buzz groups, think-pair-share activities. Advantages of interactivity include increased attention and feedback. Barriers include fears of losing control and not covering material. The document concludes by providing a list of specific interactive techniques teachers can use, such as group work, questions, debates and role plays.
Reciprocal teaching is an instructional method that involves guided practice of reading comprehension using four concrete steps: paraphrasing, questioning, clarifying, and predicting. The teacher's role is to model, scaffold, and provide feedback to help students understand the material. Students take turns leading discussions with their peers, asking questions, and summarizing the key points. The goal is to increase student interaction and engagement with texts through collaborative discussion. Teachers are advised to clearly explain the purpose of reciprocal teaching and not to give up if initial attempts are unsuccessful.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
This document discusses lecture strategy as a teaching method. It defines lecture strategy and discusses the different types of lectures. The document outlines techniques to improve lectures, including establishing rapport, using clear voice and eye contact, and incorporating student participation. It also covers the advantages of lectures being easy to control and flexible, and the disadvantages such as being teacher-centered and not accounting for individual learners. Guidelines are provided for effective planning, presentation, and evaluation of lecture strategy.
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
The document discusses interactive teaching strategies that can be used to engage students in the learning process. It provides examples of different interactive strategies such as total physical response, discussion boards on Facebook, student-created videos, concept mapping, think-pair-share activities, and jigsaw group work. The strategies are meant to make learning more hands-on, stimulate discussion, and encourage participation from students.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
This document discusses the discussion method as a teaching technique. It defines discussion as a way for people to share ideas and experiences on a topic. The key characteristics of discussion methods are that they ensure participation, allow criticism, and involve student-led conversation guided by the teacher. There are different types of discussion including small group, whole class, and panel formats. Discussion methods are best used when students already have some knowledge and can apply what they've learned. The advantages include developing higher-level thinking, while disadvantages include some students dominating and time required. Careful planning by the teacher is needed to focus the discussion on meeting the lesson objectives.
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
This document discusses different teaching techniques including exposition, brainstorming, and buzz sessions. Exposition involves the teacher giving new information to promote thinking among students. Brainstorming allows students to generate many ideas without criticism for a short time. Buzz sessions split students into small groups to discuss a topic and then report back, aiming to develop critical thinking and problem solving skills. The document provides details on how to organize and conduct buzz sessions, and notes potential advantages and disadvantages of each technique.
The document discusses teaching grammar through an inductive approach by having learners study examples and derive understanding of rules without being directly taught the rules. It discusses how this aligns with theories like the Direct Method and Natural Approach that language is best learned inductively without translation. It also discusses discovery learning involving trial and error with teacher guidance. Finally, it outlines pros and cons of inductive teaching like rules being more memorable but also taking more time and potentially frustrating some learners.
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
This document outlines a plan to improve student interaction in an English class of 6th graders aged 11-12. The teacher hypothesizes that students do not ask questions or speak in English due to feeling shy about mistakes. The plan involves administering pre- and post-questionnaires; teaching classroom expressions to increase interaction; and providing opportunities for practice, role playing, and creating a video to apply the new vocabulary. The goal is to develop students' confidence and ability to speak English through meaningful, comprehensible input and plenty of practice.
This document discusses small group teaching methods in medical education. It describes several small group teaching formats including problem based learning (PBL), case based learning (CBL), and team based learning (TBL). For PBL, students are presented with a problem to solve as a group, such as a clinical case. The teacher acts as a facilitator. TBL involves individual and team readiness tests to apply concepts, followed by team application exercises. Effective small group teaching requires defining objectives, facilitating participation and feedback, and managing time. The teacher's role is to guide discussion rather than lecture. Preparation and understanding learner needs and the curriculum are important to lead a successful small group session.
The document discusses the lecture-cum-demonstration method, which combines lecture and hands-on demonstration to teach subjects like experiments. It involves the teacher planning lessons, introducing topics, presenting subject matter, demonstrating experiments, and discussing both theoretical and practical knowledge to foster better understanding and longer retention compared to only lecture. While more engaging for students, it requires more preparation from teachers and may not be suitable for large classes. Proper classroom setup and experiment management is important for effective use of this method.
This document provides guidance for graduate teaching assistants on teaching large groups. It discusses preparing and structuring effective lectures, using your voice well, handling nerves, and making lectures interactive. The aims are to be aware of lecture benefits, reflect on preparation and delivery style, and consider improvements. Tips include outlining themes, engaging students, using visuals and activities, and watching expert lecturers to develop skills for teaching large groups.
The document discusses various drill techniques used in language teaching including choral drill, substitution drill, question and answer drill, transformation drill, and chain drill. It provides examples of how each type of drill can be used in the classroom with a teacher and students. The document also discusses the advantages and disadvantages of using drills, such as providing intensive practice but risking boredom if not properly prepared. It outlines the typical procedure for a drill activity and provides additional resources on drill techniques.
This document defines tutorials and their purpose in distance education. Tutorials are compulsory and involve face-to-face meetings between small groups of students and a tutor. The main purpose of tutorials is to help students become independent learners by providing guidance, answering questions, and allowing discussion of problems. Tutorials can take various forms, including scheduled meetings and use of electronic media. They provide personal support and feedback to motivate students and help them prepare for exams.
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
The document discusses the lecture-cum-demonstration method of teaching, which combines lecturing with demonstrations. It involves the teacher first explaining concepts through lecturing, then demonstrating experiments and procedures for students to see. This allows students to observe concrete examples and develop skills, while also receiving explanations. Some key advantages are that it provides hands-on learning, actively engages students, efficiently imparts both theoretical and practical knowledge, and saves time and resources compared to other methods. The document provides steps for implementing this method and emphasizes the importance of teacher preparation, presentation skills, and facilitating student participation.
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
Presentacion de pasos sobre de hacer ejercicios de cablesCrisbel93
ejercicios sobre: Cables,y pues a simple vista se nota que se hicieron paso a paso no de manera directa para aquellos que por logica sepan como se resolverian! aqui estan varios ejemplos.
This document summarizes Kalpana Murari's presentation at the 5th Energy Transitions Conference regarding using renewable energy to alleviate poverty in developing countries. It discusses how energy poverty can be addressed by providing affordable, sustainable energy access to rural areas. It also outlines several UN instruments and legal precedents that establish principles of distributive justice, minimum rights to basic survival, and obligations for states to respect economic and social rights. The document argues that a legally binding international treaty is needed to regulate transnational corporations and mandate the deployment of renewable energy in host countries in order to effectively address issues of poverty, livelihoods, energy access, climate change, and sustainable development.
O documento apresenta o início de uma investigação sobre o assassinato de Patrick Maia, irmão de Vinícius, que foi morto em uma casa de encontros sexuais. Vinícius procura o detetive Ítalo para investigar o caso, porém Ítalo demonstra preconceito por Patrick ser gay e não quer aceitar o caso.
This document is a resume for Ahmed Saleh Metwali, a mechanical power engineer seeking a full-time engineering job. He graduated from Helwan University in 2016 with a Bachelor's degree in Mechanical Power Engineering. Since then, he has worked as a Technical Sales Engineer for Grand Water Technologies. His resume highlights his educational background and qualifications, work experience, skills, courses and training attended, and provides his contact information.
This document discusses the variational formulation and Galerkin method for finite element analysis. It begins by introducing the differential formulation of physical processes using examples like heat conduction and axial loading of a bar. For the bar problem, it derives the strong form by obtaining the differential equations of equilibrium, constitutive relations, and kinematic equations, along with the essential and natural boundary conditions. It then discusses how the variational or weak formulation is needed because analytical solutions cannot be obtained for complex problems. The principle of virtual work is introduced, where equilibrium requires that the internal virtual work equals the external virtual work for any compatible set of virtual displacements.
This document provides a summary of an individual's qualifications and experience. It outlines their education including graduating from Helwan University with a Bachelor's degree in Mechanical Power Engineering in 2016. Their work experience includes their current role as a Technical Sales Engineer since 2016 as well as various internships during their studies. Their skills include Arabic, English, Microsoft Office, AutoCAD, Revit MEP, and time management, communication, problem solving and decision making.
Methods and Techniques: The K-12 ApproachXharyu Bulok
This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
This training seminar focused on activity-based teaching strategies. The agenda included introducing active learning approaches, sharing experiences with hands-on activities from their own education, discussing definitions of active learning, and exploring specific techniques like think-pair-share, brainstorming, and cooperative learning. Participants developed sample lesson plans using strategies such as debates, experiments, and student-generated test questions to promote analysis, collaboration, and lifelong learning among their students.
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
The document discusses various teaching-learning methods including lectures, demonstrations, discussions, and seminars. It provides guidelines for selecting teaching methods, outlines the components and purposes of lectures, and describes how to effectively deliver a lecture. Advantages and disadvantages of different methods like lectures, demonstrations, and discussions are also highlighted. The document emphasizes active participation of students to promote learning.
This presentation is a brief intro of Teaching methods ,applicable to most of the school subjects. It is helpful to students, teachers, teacher educators. etc
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
This document outlines various teaching methods, including their definitions, uses, advantages, and disadvantages. It discusses interactive teaching approaches like brainstorming, think-pair-share activities, and Q&A sessions. Specific methods covered in more depth include lectures, role-playing, case studies, and problem-based learning. Guidelines are provided for selecting teaching methods, preparing the learning environment, and developing effective case studies.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
The document discusses various pedagogical frameworks and approaches for language teaching, including the Laurillard's Conversational Framework (LCF). The LCF requires appropriate use of technology and relates language teaching events to learning events. It can be used to develop learning plans. The document also discusses pedagogy, social interaction, technology, inquiry-based learning, problem-based learning, and project-based learning as approaches for developing language skills.
Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)mgcpenang
Lesson study is a process of teacher professional development that originated in Japan. It involves teachers collaboratively planning, observing, and reflecting on research lessons to improve teaching and learning. The key steps are: 1) forming a group, 2) focusing on student learning goals, 3) planning a research lesson, 4) teaching and observing the lesson, and 5) discussing and analyzing the lesson to inform future planning. Benefits include reducing teacher isolation, deepening pedagogical content knowledge, and increasing collaboration.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
slac innovative teaching using information technologyvaleriejoycamemo1
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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3. For all red topics, the inner circle speaks.
For all blue topics, the outer circle speaks.
For all green topics, both circles speak.
My mom
The best movie I have ever watched
My best educational experience
My previous partner’s best educational experience
My favourite teacher and why I liked her/him
Three things I like about teaching
Our understanding of PBL
Four things we would like to learn from these sessions.
4. Learning by doing
…. learners acquire knowledge after having
experienced or done something new
(Kotti, 2008: 32)
5. exploitation and processing of experience
acquiring knowledge
transforming the way of thinking and changing
attitudes
concrete activities
opportunities to reflect
“learning is the process whereby knowledge is
created through the transformation of
experience”
(Mezirow, 1991, Silberman, 2007:8, Kolb, 1984)
6. Language teaching – Basic Ideas
Skills and knowledge
Macro and micro (or sub-) skills
LSRW
Oral and written skills
Receptive and Productive skills
7. Approaches and methods of language
teaching and learning
Grammar translation
Audio-lingual
Communicative approach
Experiential Learning and Whole Language
Approach
8. Develops confidence and independence
Demonstrate increased self-esteem
Positive attitude towards learning
Student autonomy
Improved language skills
Use of language in relatively natural context
Purposeful communication
Select appropriate levels of difficulty or
involvement
Develops confidence and independence
Demonstrate increased self-esteem
Positive attitude towards learning
Student autonomy
Improved language skills
Use of language in relatively natural context
Purposeful communication
Select appropriate levels of difficulty or
involvement
10. “We must be the change we
want to see in the world.”
-- Mahatma Gandhi
11.
12. PBL is curriculum-fueled and standards-based.
PBL asks a question or poses a problem that ALL
students can answer. Concrete, hands-on
experiences come together during project-based
learning.
PBL allows students to investigate issues and
topics in real-world problems.
PBL fosters abstract, intellectual tasks to explore
complex issues.
14. Start with the Essential Question.
Take a real-world topic and begin
an in-depth investigation.
Make sure it is relevant to your
students.
15. Plan which content standards will be
addressed while answering the question.
Involve students in the questioning,
planning, and project-building process.
Teacher and students brainstorm
activities that support the inquiry.
16. Teacher and students design a timeline
for project components.
Set benchmarks.
Keep it simple and age-appropriate.
17. Facilitate the process.
Mentor the process.
Utilize rubrics.
18. Make the assessment authentic.
Know authentic assessment will
require more time and effort from the
teacher.
Vary the type of assessment used.
19. Take time to reflect individually
and as a group.
Share feelings and experiences.
Discuss what worked well.
Discuss what needs change.
Share ideas that will lead to new
inquiries, thus new projects.
20. 1. Begin with the End in Mind
2. Make a Tough Topic Fun
3. Focus on Standards -- But Not Too Many
4. Start Small When You're New
5. Test-Drive the Final Product Before Starting
the Project
21. 6. Start Your Project with an "Entry Event"
7. Keep Students in the Loop
8. Set Clear Deadlines -- But Allow for Some
Flexibility
9. Create a Balanced Assessment Plan
10. Conclude Projects with a Bang
22. What change will my school bring in Swat in
the next 10 years?
What does my school look like in the year
2050?
Editor's Notes
For many of us, our memories of school are of desks neatly arranged in rows.
The teachers were standing at the front of the room.
They were lecturing, writing on the chalkboard, or assigning written work for us -- the students -- to complete.
Students were passive learners, receptacles of the knowledge imparted to them by their teachers.
Twelve Healthy Cultural Norms [Saphier and King: Educators]:
1. collegiality
2. experimentation
3. high expectations
4. trust and confidence
5. tangible support
6. reaching out to the knowledge bases
7. appreciation and recognition
8. caring celebration and humor
9. involvement in decision making
10. protection of what’s important
11. traditions
12. honest, open communications
It is by utilizing all of these qualities within a school’s culture that the capacity to improve the school is dramatically affected.
Educators need to discover and then provide conditions in the school and the classroom under which people’s learning curves go off the chart.
In his book, Learning By Heart, Roland S. Barth writes:
“A school-based reformer ... works very hard to maintain one set of books by asking, “What is it that I believe constitutes a good education for these youngsters? And how am I going to enlist resources to change this school so that we can provide that education.’”
With project-based learning, students work individually and in groups. They are constructors of knowledge. Children become collaborators building understanding.
As educators, we need to address the content standards that are required for our students. We must always keep in mind these standards when designing a lesson.
We must ask ourselves what types of activities support the standards because the content standards provide the foundation of knowledge to build upon.
Too often in the past, the lesson was direct instruction with the teacher delivering the content via lecture. With project-based learning the inquiry process lends itself to collaborative projects.
With project-based learning the teacher or the students pose a guiding question:
What happens at night?
What do nocturnal animals do while we’re sleeping?
What is cystic fibrosis and how is it caused? [This was a question asked by second graders who had a classmate born with cystic fibrosis.]
What would happen if our class formed a business with a real product and started selling stock?
What does a high school look like in the year 2050? [This was a question posed by Eeva Reeder to her high school geometry students.]
Field trips, experiments, model building, posters, and the creation of multimedia presentations are all viable activities within project-based learning.
By creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts.
Project-based learning promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways.
Project-based learning, as with all lessons, requires much preparation and planning.
When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed.
Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.
Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Students will need to be given direction for managing their time, a definite life skill.
Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills?
The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.
The question that launches your project-based learning lesson must be engaging to the students.
It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.
Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community?
Make it a one that students can feel that they are making an impact by answering the question or solving the problem.
The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.
Project-based learning, as with all lessons, requires much preparation and planning.
When designing the project and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development.
Students feel ownership of the project when they have an active role in the decision making for the activities.
Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.
For a sample of concept mapping software, visit the Inspiration Web site at www.inspiration.com.
What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines.
The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.
Teach the students how to work collaboratively. Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance.
Create team rubrics:
Team rubrics state the expectations of each team member. Watch the group dynamics. How well are the members participating? How engaged are they in the process?
Create project rubrics:
What is required for project completion? What is the final product: a word-processed document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.
The scoring of traditional testing, such as true-false or multiple choice, is much easier and less time consuming than the scoring of authentic assessment.
These tests only show the estimated knowledge of the student once you factor in the element of the student’s guessing at answers.
Types of authentic assessment are:
Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge.
Essays: students are asked to analyze and synthesize their new knowledge and then write about it.
Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge.
Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge.
Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge.
Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.
In the busy schedule of the school day, there is often little time for reflection. Yet, reflection is a very important part of the learning process.
How do we expect our students to be able to synthesize their new knowledge if they are not given time to reflect upon what they have discovered?
Too often, we teachers do not allow ourselves the time to reflect, as well.
Set a time that is designated for reflection upon the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion.