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The presentation is concise while effectively conveying the material. More depth could be added to provide additional context before the lesson. The lesson uses various teaching methods such as video, reading, matching activities, peer discussions, and a quiz to be a good example of Universal Design for Learning.
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Things you should know about Flipped Classroom
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
Smartboard: Are you prepared?
The document provides guidance on how to effectively use a smartboard for lesson planning and teaching. It recommends exploring online resources to learn how smartboards work, practicing with the technology, getting feedback by presenting sample lessons to colleagues, finding interactive lessons on the smartboard exchange website, and making lessons hands-on and engaging for students. An example lesson plan on teaching kindergarten math concepts like sequencing, shapes, patterns, and counting for Halloween is also provided.
Teaching Strategies: Work Center/Stations
The document discusses using learning stations in the classroom. It recommends setting up stations in advance, selecting topics, teaching the content before assigning students, and rotating around to assess engagement and knowledge. Stations should rotate topics once students demonstrate retained knowledge. Pros are that stations are organized and allow targeting specific needs, being successful for elementary students. Cons are that they require preparation, may not work as well for higher grades, can be noisy, and require student engagement. A video demonstration of math stations is provided.
Teaching strategies
The document discusses different teaching strategies including:
1. Lectures which can lose students' attention but can convey information when made more effective by fitting the topic to the audience, having a clear outline, and being enthusiastic.
2. Writing assignments which can help students apply critical thinking and learn course content.
3. Games, experiments and simulations which provide rich learning environments by allowing students to solve problems in a safe way and have fun.
4. Cooperative learning where students work together in small groups to accomplish common goals.
Eme powerpoint mod 13
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
BLIC Final Project
Blended learning combines traditional in-person instruction with online learning, allowing students some control over their learning pace and schedule. The document provides tips for students and instructors in a blended learning environment, including logging in regularly, asking for help if needed, and celebrating small successes. It also describes various online programs used in blended learning, such as IXL for math practice and Spelling City for spelling practice. Feedback from parents is positive about these programs providing additional opportunities for practice at home. Overall, blended learning has shifted the teacher's role to a facilitator who supports students working at their own pace.
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Pecha Kucha presentations burst onto the scene in 2003 and have since been adopted and adapted by a wide audience, from the creative industries to the business world and of course, education. Having observed the use of Pecha Kucha in a number of different educational contexts, this practical session examines why the format continues to have relevance for us, and what role it can play in different learning and teaching environments.
This presentation shares a basic Pecha Kucha 'toolkit', structures to explore with your students and teachers, and some ideas you can try tomorrow in your class spaces and staff development.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
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Things you should know about Flipped Classroom
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
Smartboard: Are you prepared?
The document provides guidance on how to effectively use a smartboard for lesson planning and teaching. It recommends exploring online resources to learn how smartboards work, practicing with the technology, getting feedback by presenting sample lessons to colleagues, finding interactive lessons on the smartboard exchange website, and making lessons hands-on and engaging for students. An example lesson plan on teaching kindergarten math concepts like sequencing, shapes, patterns, and counting for Halloween is also provided.
Teaching Strategies: Work Center/Stations
The document discusses using learning stations in the classroom. It recommends setting up stations in advance, selecting topics, teaching the content before assigning students, and rotating around to assess engagement and knowledge. Stations should rotate topics once students demonstrate retained knowledge. Pros are that stations are organized and allow targeting specific needs, being successful for elementary students. Cons are that they require preparation, may not work as well for higher grades, can be noisy, and require student engagement. A video demonstration of math stations is provided.
Teaching strategies
The document discusses different teaching strategies including:
1. Lectures which can lose students' attention but can convey information when made more effective by fitting the topic to the audience, having a clear outline, and being enthusiastic.
2. Writing assignments which can help students apply critical thinking and learn course content.
3. Games, experiments and simulations which provide rich learning environments by allowing students to solve problems in a safe way and have fun.
4. Cooperative learning where students work together in small groups to accomplish common goals.
Eme powerpoint mod 13
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
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Blended learning combines traditional in-person instruction with online learning, allowing students some control over their learning pace and schedule. The document provides tips for students and instructors in a blended learning environment, including logging in regularly, asking for help if needed, and celebrating small successes. It also describes various online programs used in blended learning, such as IXL for math practice and Spelling City for spelling practice. Feedback from parents is positive about these programs providing additional opportunities for practice at home. Overall, blended learning has shifted the teacher's role to a facilitator who supports students working at their own pace.
The Pecha Kucha Toolkit
Pecha Kucha presentations burst onto the scene in 2003 and have since been adopted and adapted by a wide audience, from the creative industries to the business world and of course, education. Having observed the use of Pecha Kucha in a number of different educational contexts, this practical session examines why the format continues to have relevance for us, and what role it can play in different learning and teaching environments.
This presentation shares a basic Pecha Kucha 'toolkit', structures to explore with your students and teachers, and some ideas you can try tomorrow in your class spaces and staff development.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Whitney conrad universal design
This document discusses the principles of Universal Design for Learning (UDL) which is a framework to guide educational practice and ensure that all students are successful learners. UDL focuses on providing multiple means of representation, action and expression, and engagement through flexible goals, materials, methods, and assessments. It also emphasizes the importance of interaction, accessible physical environments, feedback, and technology to meet the needs of diverse learners including those with disabilities or who do not use English as a first language.
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Scaffolding
Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
2) Tapping into students' prior knowledge by discussing their experiences with the topic.
3) Giving students time to think before answering questions rather than rushing responses.
The document then provides more details on various scaffolding strategies teachers can use to support language learning for high school students.
Teaching by stations
During this workshop English teachers will be able to practice this simple approach to grammar in order to achieve the necessary English structure teaching to our students. Teaching by Stations is generally used when there are more than two teachers in a classroom. Nevertheless, that is not the case in the majority of the Bi-National Centers. To achieve a multi-teacher instruction given by a single educator is the purpose of this presentation. The development of this approach was a result of various trial and error procedures that ended up in a multi skilled way to what I like to call the fun shortcut to grammar.
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Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
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During this workshop English teachers will be able to practice this simple approach to grammar in order to achieve the necessary English structure teaching to our students. Teaching by Stations is generally used when there are more than two teachers in a classroom. Nevertheless, that is not the case in the majority of the Bi-National Centers. To achieve a multi-teacher instruction given by a single educator is the purpose of this presentation. The development of this approach was a result of various trial and error procedures that ended up in a multi skilled way to what I like to call the fun shortcut to grammar.
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- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
- Used by over 600 schools nationwide to support flipped learning, revision, monitoring student progress both in and out of school, and catering to different learning needs
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The document discusses teaching aids and their importance in the classroom. It defines teaching aids as tools used by teachers to help students learn and provide different types of experiences. The document categorizes teaching aids as visual, audio, and audiovisual and lists examples of each. It notes that teaching aids motivate students, clarify lessons, encourage understanding over cramming, increase vocabulary, save time and money, make classrooms more lively and engaging, provide direct experiences, and help prevent dullness. Proper use of teaching aids can help students learn and retain concepts effectively.
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Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
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The document discusses active learning techniques that involve students directly in the learning process rather than just passively receiving information. It describes active learning as any technique that engages students through activities, games, discussions, problem-solving, etc. Some examples provided include learning groups, learning buddies, debates, writing assignments, brainstorming, and games. The role of the teacher shifts from lecturer to facilitator. Research shows active learning leads to better student outcomes like increased understanding and retention of material.
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It include types of teaching aids. And this presentation also cover the concept of using low cost teaching aids.
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Building background is the foundation for learning and involves activating students' prior knowledge in multidimensional and contextual ways. Teachers should link students' experiences to new concepts, make connections between past and present learning, and provide scaffolding. Developing key vocabulary through meaningful strategies like pre-teaching, self-collection, and games enhances background knowledge.
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The document discusses flipping the classroom, which involves having students learn lower-level concepts like facts at home through videos or readings, then doing higher-level work like analysis and evaluation in class. This supports different learning styles and Bloom's Taxonomy. It allows more class time for feedback and correcting misconceptions. Main ingredients are pre-class preparation, incentives, assessments, and in-class activities promoting higher-order thinking. Tips include starting slowly, using online resources, and teaching students to take charge of their learning.
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Presentation3
- 1. ■ The chosen presentation does a good job of being concise and to the point while also getting the material across ■ With this topic, I might actually go more in depth to give even more information that students need to know before jumping into the actual lesson ■ This lesson does a nice job at using different teaching methods such as, video, reading, matching, peer discussions, and a timeline activity, as well as a quiz at the end. Because of all these methods, it is a good example of Universal Design for Learning