This is a framework for understanding Pedagogical Content Knowledge prepared by the author as part of her master's thesis entitled PCK Development in High School Instruction.
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
Hope Academy Teacher Performance Standards and EvaluationKaren Bailey
The document outlines performance standards and evaluation criteria for teachers at Hope Academy. It includes 10 standards related to a teacher's knowledge, planning, delivery of instruction, assessment of students, learning environment, communication, professionalism, impact on student achievement, spiritual leadership, and personal conduct. Examples of indicators within each standard include demonstrating accurate content knowledge, using various teaching strategies, integrating biblical lessons, gathering and analyzing student data, and providing timely feedback. Teachers are evaluated as exemplary, proficient, needing improvement, or unsatisfactory according to rubrics for each standard.
Capstone project proposal lee griffeth-kkimber0312
The document discusses the importance of systematic and explicit instruction in teaching reading skills. It argues that a standards-driven approach that implements common teaching strategies and vocabulary across grade levels will benefit students by providing continuity in their learning. The author plans to create a literacy curriculum guide for their school that incorporates research-based programs and aligns instruction both within and between grade levels. They will also provide professional development to teachers on planning standards-based lessons using systematic and explicit instructional methods. This is aimed at accelerating reading growth for all students, especially those from disadvantaged backgrounds.
This document outlines a daily lesson plan template for grades 11-12. The template includes 6 sections: I) Objectives which lists the content, performance, and learning standards and competencies for the lesson. II) Content which describes the subject matter. III) Learning Resources which lists the materials used. IV) Procedures which outlines the steps of the lesson across multiple days. V) Remarks for additional notes. VI) Reflection for the teacher to assess the lesson's effectiveness and students' progress. The template provides guidance for developing comprehensive lesson plans aligned to standards and incorporating various teaching strategies and assessments.
The document discusses curriculum alignment, learning outcomes, and assessment. It makes three key points:
1. Curriculum alignment ensures that what teachers teach matches what students are expected to learn and what is assessed. The goals of alignment are that teachers teach the curriculum and students learn the intended outcomes.
2. Learning outcomes specify what knowledge and skills students will have after instruction and should be measurable. Effective outcomes focus on learning rather than teaching and include criteria for assessment.
3. Curriculum alignment involves deliberately designing teaching and learning activities to achieve the learning outcomes. There must be clear evidence that classroom work enables students to meet the outcomes.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
Hope Academy Teacher Performance Standards and EvaluationKaren Bailey
The document outlines performance standards and evaluation criteria for teachers at Hope Academy. It includes 10 standards related to a teacher's knowledge, planning, delivery of instruction, assessment of students, learning environment, communication, professionalism, impact on student achievement, spiritual leadership, and personal conduct. Examples of indicators within each standard include demonstrating accurate content knowledge, using various teaching strategies, integrating biblical lessons, gathering and analyzing student data, and providing timely feedback. Teachers are evaluated as exemplary, proficient, needing improvement, or unsatisfactory according to rubrics for each standard.
Capstone project proposal lee griffeth-kkimber0312
The document discusses the importance of systematic and explicit instruction in teaching reading skills. It argues that a standards-driven approach that implements common teaching strategies and vocabulary across grade levels will benefit students by providing continuity in their learning. The author plans to create a literacy curriculum guide for their school that incorporates research-based programs and aligns instruction both within and between grade levels. They will also provide professional development to teachers on planning standards-based lessons using systematic and explicit instructional methods. This is aimed at accelerating reading growth for all students, especially those from disadvantaged backgrounds.
This document outlines a daily lesson plan template for grades 11-12. The template includes 6 sections: I) Objectives which lists the content, performance, and learning standards and competencies for the lesson. II) Content which describes the subject matter. III) Learning Resources which lists the materials used. IV) Procedures which outlines the steps of the lesson across multiple days. V) Remarks for additional notes. VI) Reflection for the teacher to assess the lesson's effectiveness and students' progress. The template provides guidance for developing comprehensive lesson plans aligned to standards and incorporating various teaching strategies and assessments.
The document discusses curriculum alignment, learning outcomes, and assessment. It makes three key points:
1. Curriculum alignment ensures that what teachers teach matches what students are expected to learn and what is assessed. The goals of alignment are that teachers teach the curriculum and students learn the intended outcomes.
2. Learning outcomes specify what knowledge and skills students will have after instruction and should be measurable. Effective outcomes focus on learning rather than teaching and include criteria for assessment.
3. Curriculum alignment involves deliberately designing teaching and learning activities to achieve the learning outcomes. There must be clear evidence that classroom work enables students to meet the outcomes.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how well I can integrate topics from my subject to other subjects.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to apply my expertise in my subject matter and to make meaningful connections to content from other learning areas.
- Attitude - I considered whether my learners are able to acquire the content better when I relate my subject matter to their experiences and draw links to topics from other subjects.
Reflecting on my current strengths and areas for improvement helps me identify specific ways to
Filsani p. brobo 2nd sem dpe batch 13 module 8 lesson 2 b the final action fo...ABAIGAILLAWAS
The document describes the 7 Rs of Quality Curriculum Material: Rich in Thinking, Revealing, Rewarding, Reflective, Rigorous, Real, and Requires Independence. It provides examples of each R, such as a curriculum being revealing if it seeks to uncover students' understanding and thinking, and reflective if it allows students to respond to prompts about their learning. The 7 Rs are presented as a useful tool for creating curricula that focus on understanding rather than just coverage of content.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
This document outlines the key elements and sources that inform curriculum design, including:
- Sociological, epistemological, psychological, and pedagogical foundations that shape curriculum goals and content.
- Objectives, competencies, conceptual/procedural/attitudinal content, methodology, resources, classroom organization, and evaluation systems.
- Four levels of curriculum concretion from broad institutional guidelines to specific lesson plans tailored by teachers to their students' needs.
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
This document maps principles of effective assessment and feedback to documentation from Ulster University. It identifies 11 key principles: clarify good performance; encourage time and effort; deliver high quality feedback; provide opportunities to act on feedback; encourage interaction and dialogue; develop self-assessment and reflection; give assessment choice; encourage positive motivational beliefs. For each principle, it lists the relevant guidelines and policies within Ulster documents that support implementing that principle in assessment practices.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
The document discusses the key components in developing an effective instructional strategy, including selecting a delivery system, sequencing content, choosing appropriate student groupings and media, and determining the learning components. It describes the typical learning components as pre-instructional activities to motivate learners, content presentation, learner participation through practice and feedback, assessments, and follow-through activities. Additionally, it notes the importance of considering learners' characteristics, abilities, and the types of learning outcomes when developing an instructional strategy.
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
The document provides an overview and guidance for observations to be completed as part of a logbook for a Curtin Education Assistants Conversion Course. It includes sections to guide observations on the context of the school and classroom, relationships, structures, processes, planning, curriculum, classroom management, assessment, instructional strategies, and inclusion. Students are instructed to complete 12 observation sessions and respond to the different sections in their logbook, which will be marked according to the provided rubric. The key question focuses on the role of assessment and evaluation in teaching and learning within an outcomes-focused environment.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
This document outlines the steps to designing effective instruction which includes identifying instructional problems and learner characteristics, stating objectives for the content, sequencing the content logically, designing strategies, planning delivery, and developing evaluations.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
The implemented curriculum refers to the learning activities and experiences provided to students to achieve intended educational outcomes. To assess it, one can ask if the activities align with objectives, if methods and materials are suitable, and if teaching utilizes different strategies to engage students and harness their potential in line with learning styles.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Pedagogical Content Knowledge (PCK) refers to the intersection between a teacher's pedagogical knowledge (knowledge of teaching methods and classroom practices) and their content knowledge (knowledge of the subject matter). PCK is key to effective teaching as it allows teachers to represent concepts in a way that makes them comprehensible to students. The document discusses PCK and its importance, defining pedagogical knowledge, content knowledge, and how PCK combines both to strengthen a teacher's expertise and ability to teach their subject matter. It also references DepEd Order No. 42 which outlines the content knowledge and pedagogy domain for teachers in the Philippines.
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how well I can integrate topics from my subject to other subjects.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to apply my expertise in my subject matter and to make meaningful connections to content from other learning areas.
- Attitude - I considered whether my learners are able to acquire the content better when I relate my subject matter to their experiences and draw links to topics from other subjects.
Reflecting on my current strengths and areas for improvement helps me identify specific ways to
Filsani p. brobo 2nd sem dpe batch 13 module 8 lesson 2 b the final action fo...ABAIGAILLAWAS
The document describes the 7 Rs of Quality Curriculum Material: Rich in Thinking, Revealing, Rewarding, Reflective, Rigorous, Real, and Requires Independence. It provides examples of each R, such as a curriculum being revealing if it seeks to uncover students' understanding and thinking, and reflective if it allows students to respond to prompts about their learning. The 7 Rs are presented as a useful tool for creating curricula that focus on understanding rather than just coverage of content.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
This document outlines the key elements and sources that inform curriculum design, including:
- Sociological, epistemological, psychological, and pedagogical foundations that shape curriculum goals and content.
- Objectives, competencies, conceptual/procedural/attitudinal content, methodology, resources, classroom organization, and evaluation systems.
- Four levels of curriculum concretion from broad institutional guidelines to specific lesson plans tailored by teachers to their students' needs.
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
This document maps principles of effective assessment and feedback to documentation from Ulster University. It identifies 11 key principles: clarify good performance; encourage time and effort; deliver high quality feedback; provide opportunities to act on feedback; encourage interaction and dialogue; develop self-assessment and reflection; give assessment choice; encourage positive motivational beliefs. For each principle, it lists the relevant guidelines and policies within Ulster documents that support implementing that principle in assessment practices.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
The document discusses the key components in developing an effective instructional strategy, including selecting a delivery system, sequencing content, choosing appropriate student groupings and media, and determining the learning components. It describes the typical learning components as pre-instructional activities to motivate learners, content presentation, learner participation through practice and feedback, assessments, and follow-through activities. Additionally, it notes the importance of considering learners' characteristics, abilities, and the types of learning outcomes when developing an instructional strategy.
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
The document provides an overview and guidance for observations to be completed as part of a logbook for a Curtin Education Assistants Conversion Course. It includes sections to guide observations on the context of the school and classroom, relationships, structures, processes, planning, curriculum, classroom management, assessment, instructional strategies, and inclusion. Students are instructed to complete 12 observation sessions and respond to the different sections in their logbook, which will be marked according to the provided rubric. The key question focuses on the role of assessment and evaluation in teaching and learning within an outcomes-focused environment.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
This document outlines the steps to designing effective instruction which includes identifying instructional problems and learner characteristics, stating objectives for the content, sequencing the content logically, designing strategies, planning delivery, and developing evaluations.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
The implemented curriculum refers to the learning activities and experiences provided to students to achieve intended educational outcomes. To assess it, one can ask if the activities align with objectives, if methods and materials are suitable, and if teaching utilizes different strategies to engage students and harness their potential in line with learning styles.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Pedagogical Content Knowledge (PCK) refers to the intersection between a teacher's pedagogical knowledge (knowledge of teaching methods and classroom practices) and their content knowledge (knowledge of the subject matter). PCK is key to effective teaching as it allows teachers to represent concepts in a way that makes them comprehensible to students. The document discusses PCK and its importance, defining pedagogical knowledge, content knowledge, and how PCK combines both to strengthen a teacher's expertise and ability to teach their subject matter. It also references DepEd Order No. 42 which outlines the content knowledge and pedagogy domain for teachers in the Philippines.
Beyond the e-portfolio: Personalised and collaborative learningePortfolios Australia
This presentation demonstrates how e-portfolios can incorporate teaching, learning, and assessment strategies to add a personally transformative dimension to lifelong learning. The presentation discusses how educational designers at La Trobe University work with faculty to design multi-modal learning experiences centered around students' personal learning spaces in PebblePad. Students are guided through an active reflection process and create work such as microteaching reflections, professional registration preparations, and subject-specific assignments through integrated e-portfolios.
The document discusses pedagogic analysis, which involves logically breaking down curriculum into its components. It includes determining objectives, selecting learning experiences, and pooling resources. The key steps are content analysis to identify objectives and prerequisites, designing learning experiences, and providing feedback and remediation. Pedagogic analysis helps teachers set goals, deepen their understanding of curriculum, pool resources effectively, adopt learner-centered instruction, and develop evaluation tools.
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills, taking more control over their learning. However, some students focused more on surface aspects than content quality.
4) Both students and teachers saw benefits like improved collaboration, but shifting to a more student-centered approach required changes to roles and conceptions of learning. More student involvement in activity design
This document provides an introduction to action research. It discusses the history and origins of action research, which was coined by Kurt Lewin in the 1940s. It describes action research as a process where teachers systematically examine their own practices using research techniques to inform and improve future practices. The document outlines the main types of action research and provides steps for conducting action research, including identifying a problem, collecting and interpreting data, taking action, reflecting on results, and sharing findings. Benefits of action research for teachers and the field of education are also mentioned.
1) The document discusses common student misconceptions about the particulate nature of matter, including that matter is made of continuous substances rather than discrete particles with empty space between them, and that particles in solids do not move.
2) It provides examples of misconceptions students have when explaining processes like a balloon deflating or a perfume spreading, and suggests teaching strategies like analogies and examples to help students understand the concept of particles in random motion.
3) Suggestions for teaching include using metaphors to make particle motion more intuitive, providing clear examples for students to observe particle diffusion, and allowing group discussions to build on students' existing ideas.
Effect of language in learning college organic chemistryupnismedmultimedia
This document summarizes a presentation on the effects of language in learning college organic chemistry. It was presented at a conference on Filipino as a global language. The presentation was based on a doctoral dissertation that examined the effects of language and other factors on learning chemistry. The objectives were to provide a basis for developing a language model for teaching chemistry and to inform policymakers on creating language education policies to benefit Filipino college students learning science. The presentation covered topics like models of the teaching/learning process, effects of bilingual instruction, importance of mother tongue-based schooling, and studies on language proficiency and use in the Philippines. It described the methodology, instruments used, results showing performance differences between experimental and control groups, and
This document provides instructions for making a simple electromagnet using common household materials. The materials needed are an iron nail, enamel wire, a drinking straw, sandpaper, a battery, battery holder, and connecting wires. The instructions explain how to wrap the enamel wire around the straw in coils, insert the nail, and connect the coils to a battery. When powered by the battery, the electromagnet can pick up thumbtacks, demonstrating that it has been successfully constructed.
This document provides instructions for creating a simple electrolysis apparatus using common household materials. The apparatus consists of two syringes attached base-to-base and inserted into plastic straws to serve as electrodes. These electrodes are inserted through holes in a plastic bottle and attached to wires for connecting to a dry cell battery. The bottle serves as a container for the electrolysis sample and stand to hold the syringes upright during the process. Detailed steps and diagrams are provided to illustrate the assembly of this improvised electrolysis setup using inexpensive and accessible materials.
This document describes a study on using lesson study as a professional development model for chemistry teachers in the Philippines. A group of 6 chemistry teachers and 3 specialists collaboratively planned, developed, and observed lessons over the course of 6 cycles. Measures of teacher effectiveness included improvements in lesson planning, classroom management, content knowledge, communication skills, and confidence. Data showed increases in the use of instructional devices, classroom activities, teaching methods, and assessment methods after participating in lesson study. The study found lesson study was an effective model for improving teacher practice when adapted for the Philippine context.
Construction of an improvised electrolysis apparatus 2upnismedmultimedia
This document provides instructions for creating an improvised electrolysis apparatus using common household materials. The apparatus consists of two syringes joined at the base to serve as electrodes, inserted into plastic straws and secured in a plastic bottle used as a container. Holes are drilled in the bottom of the container and stainless steel screws inserted to attach the syringes. Wires connect the screws to a dry cell battery to conduct electricity and perform electrolysis when a solution is added to the container. The complete setup allows for electrolysis experiments with minimal cost.
This document provides guidance for planning and analyzing effective mathematics lessons using the lesson study approach. It outlines key elements to consider when planning a lesson, including clear learning objectives, linking the content to the curriculum, providing meaningful tasks for students, anticipating difficulties, and assessing student understanding. After teaching the lesson, teachers should analyze whether the objectives were achieved, if the tasks were appropriately challenging, how teacher questioning supported learning, and how the lesson could be improved. The document also references additional resources on facilitating lesson study groups and examples of applying this process.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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