PLPs are personalised learning plans that tailor education to meet each student's individual needs and strengths. PLPs differ from IEPs/ILPs which are for students with disabilities or learning difficulties. PLPs aim to close achievement gaps between Indigenous and non-Indigenous students by actively involving learners, engaging students and parents, and responding to each student's uniqueness with high expectations. Teachers' role is to become co-learners, facilitate learning both in and out of school, and implement a rigorous but differentiated curriculum. Developing real partnerships through PLPs requires understanding students culturally, setting achievable goals, providing quality feedback, and building positive relationships through respect and commitment.
Compare and Contrast Addie and Dick and Carey model CourtlynHeard
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
Career Counselling in the Present ContextDr.Amol Ubale
Career Counselling is a process that focuses on helping one understand one’s own self, as well as work trends, so that one can take an informed decision about career and education.
“Career Counseling is a focus on issues such as career exploration, career change, personal career development and other career related issues.” –Wikipedia
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Hey guys, here is my presentation on most sought after query on career for both teachers and students. Designed for a Missionary School, hope this presentation helps you out.
Regards
Sunita :)
A Power Point Presentation for the Young (and Young at Heart!). It is a Humorous and Fun Test to find out who your role model is! This presentation is to stimulate the mind to think logically and creatively. Do not be fooled! Please download for some animation.
Learning Plan Template. Designed for students so that they can plan their time at school. I have tried to make it interactive so download the file to see it's full effect.
Compare and Contrast Addie and Dick and Carey model CourtlynHeard
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
Career Counselling in the Present ContextDr.Amol Ubale
Career Counselling is a process that focuses on helping one understand one’s own self, as well as work trends, so that one can take an informed decision about career and education.
“Career Counseling is a focus on issues such as career exploration, career change, personal career development and other career related issues.” –Wikipedia
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Hey guys, here is my presentation on most sought after query on career for both teachers and students. Designed for a Missionary School, hope this presentation helps you out.
Regards
Sunita :)
A Power Point Presentation for the Young (and Young at Heart!). It is a Humorous and Fun Test to find out who your role model is! This presentation is to stimulate the mind to think logically and creatively. Do not be fooled! Please download for some animation.
Learning Plan Template. Designed for students so that they can plan their time at school. I have tried to make it interactive so download the file to see it's full effect.
A framework for raising and supporting the dreams of young people in regional...Wes Heberlein
Young people in regional and rural areas of Australia are entering an ever-changing, highly technological and complex world after school. This challenging environment can limit their opportunities to successfully engage in the world of work. These significant disruptions have challenged the previously held notions of career preparedness for school students and reinforced geographical disadvantage experienced by those in regional and rural Australia. In taking a long-term outlook to future-proofing the career aspirations of the next generation, the CQUniversity Widening Participation Program designed a Learner Progression Framework for career development. The Framework supports students across upper primary and secondary school to understand challenges they face and use their increased awareness to navigate their path to the workforce. Through working in partnership with schools, programs were developed that were grounded in the four phases of the Learner Progression Framework; Introductory (Year 6 & 7), Personalised (Year 8-12), Transition (1st Year university) and Career (2nd- 4th Year university). This long-term immersive delivery of careers education programs to schools has resulted in building individual’s capacities for success in higher education. Fundamental to such careers education programs are raised aspirations and increased self-awareness. This authentic connection between the school and higher education sectors represents a genuine engagement to create a future that works for young people in regional and rural Australia through acknowledging young people’s voice and engendering confidence in their aspirations.
John 4, Samaria; the gift of God; Jesus Is Greater; whoever believes; Living ...Valley Bible Fellowship
John Chapter 4, Samaria; Living Water; the gift of God; Jesus Is Greater; whoever believes; Vows, Marriage, Living Together, Shacking Up; What is proper worship?; What is truth?; Messiah is coming; They left everything and followed Him; Harvest Has Come; the Savior of the world
CHAPTER 11Standards, Curriculum, and AccountabilityTeacher JinElias52
CHAPTER 11
Standards, Curriculum, and Accountability
Teacher Interview: Lorraine (Reina) Floyd
Lorraine (Reina) Floyd teaches pre-algebra and honors algebra at Irmo Middle School, home of the Yellow Jackets, in District Five of Lexington and Richland counties in South Carolina. There are 65 teachers at Irmo, 81% of whom have advanced degrees. There are 400 white, 409 African American, 40 Hispanic, and 25 Asian Pacific Islander students at Irmo; 146 of these students have disabilities, and 23 have limited English proficiency. Sixty-seven percent of the seventh and eighth graders at Irmo are enrolled in high school credit courses. In 2011, Irmo Middle School exceeded standards for progress toward the 2020 South Carolina performance vision: By 2020 all students will graduate with the knowledge and skills necessary to compete successfully in the global economy, participate in a democratic society, and contribute positively as members of families and communities.
Why did you decide to become a teacher?
My interest in teaching was first sparked when as a young child my father regularly played “school” with me. He let me “teach” him basic math concepts like addition and subtraction well before I formally learned them in school. Later, in the eighth grade, I had the distinct pleasure of having both my language arts and social studies classes taught by Mrs. Bowers. She approached classroom management and assessment in an engaging and inspirational manner. Ultimately, I went into teaching in hopes of sparking a love of learning in students like she did with me.
Where do you find joy in teaching?
I derive my joy from watching students become more comfortable with themselves and each other as mathematicians. They build their confidence in their math abilities by discussing and supporting their thinking process. I love hearing my students participate in mathematical discourse.
It’s sad, but so many of my students start the school year with a defeatist attitude. Somewhere along the way someone sent them the message that they aren’t capable of learning, and therefore it’s not worth the time or effort. The degree to which these students gain confidence varies. At first, many of these students view my encouragement as bothering them, but the joy on their faces when they gain understanding is more than worth their initial discomfort. Unfortunately, not all of my students experience the level of success that I would like them to, but they all experience enough success in our classroom that I see an improvement in their effort and self-efficacy by the end of the year.
How would you describe excellence in teaching?
To me excellence in teaching is like perfection—it isn’t something to be obtained, but to continuously strive for. I strive to engage my students, meet them where they are, and help them rise to where they need to be.
In what ways do you focus your instruction on student learning?
I guess it can be easy for teachers to get off track and focus more on ...
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
The Qualities of a Successful Tutor for Accounting in LucknowSamarthTutorials1
A great Tutor for Accounting in Lucknow will establish realistic goals, but being overly ambitious when setting these targets can frequently backfire and cause the student to feel unhappy and unmotivated to study. Starting each lesson with a subject the student is comfortable with helps improve motivation for the subsequent class.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. What is a PLP?
A PLP is a Personalised Learning Plan.
Personalised learning recognises the individual
strengths, needs and goals of students and that
schools respond to these differences and learning by
tailoring to meet each student’s need.
4. Is there a difference between
PLPs and IEP/ILPs? PLP
Extension or Acceleration
Goals, strategies
Parent, student, teacher meetings
Culturally appropriate
Student ownership of learning
Knowledge of Indigenous
student/family backgrounds
Review regularly
Student engagement
• IEP/ILP
Disabilities
Learning difficulties
Specialist Support
Health plans
Curriculum Modification
Outcome Adjustment
5. Why Are We Doing This?
To close the gap in literacy and numeracy standards
between Indigenous and their non-Indigenous
counterparts and increase the rate of Year 12
attainments with students completing their
Queensland Certificate of Education (QCE).
Or in short….we want to see the boys succeed!!!
6. How Will PLPs Help?
Personalised
Learning
will help by:
Actively
involving
learners
Engage
students &
parents
Responds to
learners
uniqueness
High
Expectations
& Valuing
excellence
7.
8. What Is Our Role As Teachers?
Become co-learners with students
Working in teams of teachers to support students
Facilitate learning at school, home and in the community
Improving connections between student learning, curriculum, instruction,
classroom-based assessment, and national testing
Implementing a rigorous curriculum, assessment and reporting differentiated to
each student's personal interests and abilities
Problematizing learning and making it real world relevant
Emphasise the value of basic literacy and numeracy skills and 21st century
competencies
9. AITSL Standards
Below are the AITSL Standards that directly relate to teacher professional
practice and personalised learning plans.
1.4 – Strategies for teaching Aboriginal and Torres Strait Islander students.
2.4 – Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians.
3.1 – Establish challenging learning goals
6.3 – Engage with colleagues and improve practice
7.3 – Engage with parents and carers
10. Professional Analysis
As a teacher professional you must continually ask yourself
these three questions in relation to your teaching practice.
1. What are my strengths as a teacher?
2. Does your approach to teaching and learning enable
students to thrive and survive?
3. What areas do I need to build on to improve my teaching
and learning practices?
11. Intercultural Understanding
Teaching in a multicultural classroom with both Indigenous and
non-Indigenous students can be challenging. It is important to
take stock of our own cultural beliefs and values and how these
might impact our Indigenous and non-Indigenous students.
1. What personal lenses and assumptions do you bring into the
classroom?
2. How do your own beliefs, behaviours and perceptions
contribute to the culture within your school or classroom?
3. How can you use this knowledge to build on the strengths and
capacity that already exist within your school and community?
12.
13. PLP Focus
The central focus of the PLP process is:
Identifying what students already know, what they need to do to reach or exceed mainstream
standards, and how best they can do it
Setting clear targets against key learning, and if appropriate, behaviour and attendance outcomes
Developing and applying curriculum appropriate with personally targeted teaching and learning
strategies to communicate knowledge and key skills and deal with different paces of learning
Monitoring, reviewing and revising each student’s learning goals and procedures to achieve
them
Working to undo barriers to learning, whatever their causes, including fostering the best possible
conditions for learning
14. Why Is It Important?
Getting to know your students is one of the most critical aspects of quality
teaching and learning practice. For many years these beneficial and necessary
conversations about student learning have not occurred between teachers,
students and families.
“Our people and the kids pick up fairly quickly if your fair dinkum or gammin,
basically. By you going to those homes shows that respect for them and that
you value them and that you’re willing to develop some sort of relationship with
them and that you are fair dinkum about their kids. For some people that’s the
challenge because it’s difficult for young teachers and some of those older,
experienced teachers to get out of their comfort zone and go and do that. Can I
also say that as an Indigenous person that it’s difficult aswell, that doesn’t come
easy.”
(Yolanda Coutts, Lockhart River SS).