This document summarizes an agenda for an education course. It includes:
- An introduction welcoming students and providing sign-in instructions.
- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
- Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
How do we design training or course curricula so that there is effective engagement of students in class room, since each student has specific learning preferences?
Keynote presentation at International Workshop at Kaoshiung, Taiwan on 15th September,2014
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
How do we design training or course curricula so that there is effective engagement of students in class room, since each student has specific learning preferences?
Keynote presentation at International Workshop at Kaoshiung, Taiwan on 15th September,2014
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Shared Reading FrameworkFollow this framework when viewing the v.docxWilheminaRossi174
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Hinckely EDMA624 2013
1. Welcome!
Before you find a seat, please….
•Sign in on the clipboard
•Think of a word that
characterizes your group
2. June 24, 2013
Today’s agenda
Introductions, group expectations
Overview syllabus
Review curriculum designs
Learning styles and surveys
Review chapter 1 on UbD and DI
3. Essential Questions for today’s
session:
What are the expectations and assignments
for this course?
How does Effective Instruction fit into the
EDMA program?
How do teachers use Learning Styles in
Effective Instruction?
How will UbD integrate with DI?
4. Course Objectives Examine current theories and research-based literature to
understand multiple components of effective instructional practice
Demonstrate the ability to plan instruction, utilizing a lesson design
model
Create an instructional plan that addresses a curricular objective by
using multiple instructional strategies
Plan instruction using critical and/or creative thinking processes
that deepen learning and increase rigor
Adapt lessons to differentiate instruction for groups of students with
differing abilities as determined by assessment data
Demonstrate the ability to monitor student learning during a lesson
and adjust instruction accordingly
5. Icebreaker Activity!
As a group at your tables, think of four things you
all have in common.
Next, think of the people who play different roles
in your cohort. Who are they and what are their
“roles”. Example: who’s the caretaker? Worrier?
Jokester? Justifier? Sharer?
Lastly, list the strengths and weaknesses of your
cohort. What do I need to know about your
group?
6. Setting Norms for Class
At your tables, come up with three to four
“norms” (expectations) you want for our class.
Example norms from my PLC: The Knuckleheads’
We agree to:
Start our meetings on time and end on time.
Share at least one idea at each meeting.
Listen to one another, respect each other’s ideas.
Participate in discussions, be willing to share, keep sidebar
conversations on topic.
Stay positive, no complaining unless a solution can be offered.
7. Clock Partners
Please fill in your clock with a different person at
each time.
Try to find at least one person you haven’t worked
much with to be on your clock.
8. Share your questions and opinions
Choose a place to start. Please have no more than 2
people at each place. At my signal, you will move
clockwise around the room.
At each topic, please write in at least two of the
boxes. (Carousel)
9. Review Curriculum
What is the definition of curriculum? (Pair Share at
tables)
What characteristics does an effective curriculum
have? (Talking Chips-whole group)
Look at the characteristics we listed. How does a
well-designed curriculum benefit students? Discuss
with your 1 o’clock partners. Be prepared to share one
or two ideas connected a characteristic.
10. Curriculum poems
Puzzle activity: With your 3 o’clock partner, you will
create a “Who am I” poem to describe the curriculum
type.
Reflect: Which type of curriculum do you prefer?
What does that say about you as a learner? As a
teacher?
11. Learning Styles…
Do they exist? On the strategy guide, write down your
belief before we begin the video. As the video plays,
write down statements in which you agree or
disagree. When the video is finished, I will give you a
few minutes to fill in the evidence/support boxes.
Then we will discuss the videos. (Discourse
circle/Save the Last word for me)
12. Video: Learning Styles Don’t Exist (video 1 and 2)
Topic: _________________________________________
Name: _________________________________________
Preview/Review: Write down your beliefs about learning styles and their place in the classroom.
Record: (Make notes from the video in which you..)
Be prepared to support your notes with evidence.
I Agree… (statements/opinions) Here’s why…(evidence/support)
I Disagree… (statements/opinions) Here’s why…(evidence/support)
Whole class: Discuss-Save the Last Word For Me.
Reflect! How has the discussion added, strengthened, or changed your
initial belief?
13. Characteristics of Learners
Learning Styles Preview!
www.xtranormal.com
Visual Learners
Remember written directions well.
Need to see material to learn it.
May be artistic.
May have difficulties focusing on lectures if there
are few visuals.
14. Auditory Learners
Very good at remembering what they hear.
May have difficulties remembering things
that they have read. Also may have
difficulties reading and/or writing.
Can find it hard to read facial and body
language.
15. Tactile/Kinesthetic Learners
Need hands-on/active learning (touch and
movement).
Don’t require instructions to assemble
something.
Can have difficulties if have to remain
seated for a long period of time.
May be athletic.
Learning style survey
16. Connecting Multiple Intelligences and Multiple
Learning Styles
Visual (spatial). You prefer using pictures, images, and spatial
understanding.
Aural (auditory-musical). You prefer using sound and music.
Verbal (linguistic). You prefer using words, both in speech and writing.
Physical (kinesthetic). You prefer using your body, hands and sense of
touch.
Logical (mathematical). You prefer using logic, reasoning and systems.
Social (interpersonal). You prefer to learn in groups or with other
people.
Solitary (intrapersonal). You prefer to work alone and use self-study.
Multiple Intelligence survey
17. Connecting Brain research to Multiple
Learning Styles
Research shows us that each learning style uses different
parts of the brain. By involving more of the brain during
learning, we remember more of what we learn.
Researchers using brain-imaging technologies have been
able to find out the key areas of the brain responsible for
each learning style.:
During WWI scientists began drawing conclusions on how
the brain functions and what parts of the brain controls
what. When shrapnel would enter parts of the brain,
scientists would observe what part of human functioning
was impeded. During WW II, scientists were able to
confirm these studies.
18. Learning Styles assignment#1
______ Learning Style Survey
Find a Learning Styles survey that could be administered to your class in the fall.
Bring a copy of the Learning Style survey or the print the first page of the survey if it
is found online. From the survey, describe how you will organize the data you
collect.
______ Analyze Your Teaching Style with your Learning Style
Participate in a Learning Style Survey. Identify your learning style and analyze its
impact on your teaching style. What trends or patterns to do see? How do you
design curriculum to include all learning styles? What could you add or change in
your teaching to be more varied in your delivery of curriculum?
19. ______ Parent Information
Create a product (Brochure, letter, or other) that explains the
significance of understanding their child’s learning preferences. Give
study tips for homework related to their learning preference. One
product may be made that includes all three learning styles or
separate products can be made for each learning style. The product
should be word-processed.
______Presentation
Be prepared to share your findings, student survey, and brochure.
Explain how you include or will include more learning styles in one or
more areas.
Total __ out of 10
20. Understanding by Design (UbD) and
Differentiated (Responsive) Instruction (DI)
UbD and DI Focus on four elements:
Whom they teach (students)
Where they teach (learning environment)
What they teach (content)
How they teach (instruction)
21. UbD focuses on what we teach and what assessment
evidence do we need to collect. Its primary goal is to
guide student learning and how and what we teach
to make students successful.
DI focuses on whom we teach, where we teach, and
how we teach.
Its primary goal is getting teachers to focus on
processes and procedures to ensure effective
learning for varied individuals.
22. Activity: Axioms and the
supported corollaries
Partner with your 5 o’clock partner. (Jigsaw). Read the
axiom and corollaries. Find in the scenario the connection
between Mr. Axelt’s actions and the axiom and corollaries.
Frame your thoughts by thinking about these guiding
questions:
What the students do in the lesson/unit
How Mr. Axelt designs the lesson/unit
How Mr. Axelt delivers the lesson/unit
In sharing with us, please include the following: axiom
and corollaries, one-two word generalization that sums up
the axiom (title), and examples of how Mr. Axelt
demonstrated understanding of the axiom. Your group
may choose how you present to us.
23. Weekly Reading assignments
In each session, we will discuss the chapter assigned
for the week. Please come prepared with two or three
points from the week’s reading: (Socratic method)
Ah ha moments: (Wow, I never thought of it that
way.)
Right on moments: (He got that right!)
Really moments: (The author has got to be kidding!)
Question moments: (Why? All I can say is why!)