A 21st century learner needs Awareness of BIG picture (myself in the world/how the world works)
-Sense of control of learning
-Time to work out thinking
-Collaborative learning experiences
-Access to technology to create and share learning
This presentation features some of the work I did with students as a 4th grade teacher.
Differentiated Learning a Methodical Learning ApproachRajeev Ranjan
Nobody is inferior, and nobody is superior. One is just oneself, incomparable. No one knows what your potential is, what you are supposed by nature to be. No one knows what is hidden within you, what kind of soil you need and what kind of gardener, what is the right climate and the right season and the right time for you to be sown. Millions of children are born in the world almost at the same moment, but those millions of children cannot have the same destiny although the stars were the same.
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
What counts in literacy? How does this connect to the redesigned curriculum in BC? Balance. Allington's framework. Lisa's reading workshop. 2 lesson sequences.
Differentiated Learning a Methodical Learning ApproachRajeev Ranjan
Nobody is inferior, and nobody is superior. One is just oneself, incomparable. No one knows what your potential is, what you are supposed by nature to be. No one knows what is hidden within you, what kind of soil you need and what kind of gardener, what is the right climate and the right season and the right time for you to be sown. Millions of children are born in the world almost at the same moment, but those millions of children cannot have the same destiny although the stars were the same.
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
What counts in literacy? How does this connect to the redesigned curriculum in BC? Balance. Allington's framework. Lisa's reading workshop. 2 lesson sequences.
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
Igniting a passion for literacy. 2nd dinner meeting in school teams. Reminder of Allington's framework, then time spent on the data we are collecting (Benchmarks and Fountas and Pinnel) and how this is informing our teaching. Responsive teaching. Intermediate sequence, primary with making inferences. Small group reading - literacy centres and reading trains.
First of three in a dinner series, K-3, focusing on evidence based reading practices, support for literacy for all, the redesigned curriculum, 2 whole class strategies.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
Teaching is indeed a noble profession. In fact, it is more than just a profession, it is a vocation. You can only become a great teacher if you have the passion to nurture young people and guide them so they can have a bright future. Teachers are indeed heroes in their own little way. - http://www.liceo.edu.ph
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
Igniting a passion for literacy. 2nd dinner meeting in school teams. Reminder of Allington's framework, then time spent on the data we are collecting (Benchmarks and Fountas and Pinnel) and how this is informing our teaching. Responsive teaching. Intermediate sequence, primary with making inferences. Small group reading - literacy centres and reading trains.
First of three in a dinner series, K-3, focusing on evidence based reading practices, support for literacy for all, the redesigned curriculum, 2 whole class strategies.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
Teaching is indeed a noble profession. In fact, it is more than just a profession, it is a vocation. You can only become a great teacher if you have the passion to nurture young people and guide them so they can have a bright future. Teachers are indeed heroes in their own little way. - http://www.liceo.edu.ph
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Workshop based upon the book
"Beyond Behavior Management" by J. Bilmes
Throughout the presentation, pages will be referenced from the book. You can purchase the book online.
as a trainer/ teacher solely enshrined with the responsibility of ensuring that the learner given to you achieves in learning, reflective teaching is a skill you need to embrace. check out whether your teaching is reflective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Purposeful Instruction 21st Century Learner (2010)
1. Purposeful Instruction for the 21stcentury Learner
HCSD Summer PD
June 7, 2010
Herb Higginbotham
4th Grade Teacher
Hilliard Horizon Elementary
2. Agenda
● Essential Questions
● What a motivated learner needs
● How I have supported learning
● How the environment supported learning
● Break? (5 minutes)
● Examples of motivated learning
● Reflection and setting goals
3. Goals for today
✦ “I know that a 21st-century learner needs choice,
collaboration, differentiated instruction, and
access to creative tools to learn. This
understanding will help me support my
students.”
✦ “I know the classroom can support 21st-century
learning by providing a safe, collaborative
environment. This will help my students
become risk-takers and problem solvers.”
4. Essential Questions
✦ How can I support the needs of a 21stcentury learner?
✦ How can the learning environment
support the 21st-century learner?
5. The times, they are a-changing’
Advice from Lincoln about CHANGE…
“The dogmas of the quiet past, are inadequate to
the stormy present. The occasion is piled high
with difficulty, and we must rise -- with the
occasion. As our case is new, so we must think
anew, and act anew.”
--Address to Congress, 1862
6. A motivated 21st Century
Learner needs…
✦ Awareness of BIG picture
(myself in the world/how the
world works)
✦ Sense of control of learning
✦ Time to work out thinking
✦ Collaborative learning
experiences
✦ Access to technology to
create
7. Creating learning targets:
Purpose is everything!
✦ I consider what I want student to be able to do
first.
✦ Then I think like a student and ask, “Why
should I care?”. That helps me determine the
purpose and connection to the real-world.
✦ If I get stuck, I go to the district curriculum
guide or think about my essential
questions/enduring understandings.
8. How can we support this?
✦ Rely on Inquiry/UbD/Quality Work frameworks for instruction
planning.
✦ Used guided learning approach when teaching skills;
project/performance task approach to allow
application/creation using skills. Allow students to choose
activity in both situations.
✦ More problem-solving, investigative, and creative learning
experiences. Shift focus of lesson to the “why” instead of the
“what”.
✦ Let go of control and see what the students do. Maybe that
means failure, but failure is just another opportunity to reflect.
✦ Anticipate all readiness levels and have support/enrichment
activities ready.
9. How can the classroom
support this?
✦ Goals for day’s activities posted in
specific “activity/purpose” format:
✦ “I know how to identify different cloud
types (activity). This will help me predict
the weather (purpose).”
✦ “I know what caused the Frontier Wars in
Ohio (activity). This helps me explain
what can happen when different cultures
interact (purpose).”
10. How can the classroom
support this? (continued)
✦ Designated area where discussion and
reflection takes place.
✦ Taught how to have a conversation. “I would
like to add on to Michael…”
✦ Posted pictures of students demonstrating
skill-based activities.
✦ eCampus!
11. Examples of motivated
learning: Social Studies
✦ Social Studies inquiry questions
✦ Students are responsible for finding information that
supports a response to a BIG question.
✦ Post response on chart paper.
12. Examples of motivated
learning: Science
✦ Science Inquiry…
✦ “Does fruit size determine the number of
seeds inside?”
✦ Students worked in groups and made
predictions based off of circumference of
fruit.
13. Examples of motivated learning:
Math
✦ Math “Workshop”/Guided Math
✦ Follows literacy framework (10 minute minilesson/think along/demo, student practice,
share/reflect)
✦ Guided groups are formed based off of short,
formative assessments (homework, observations,
bell-ringer question)
✦ Whole class responsible for main task (assessment of
whole)
✦ When finished, student chooses an activity to
continue practicing skill (game, enrichment,
challenge problem)
✦ At the end of session, we gather at the carpet to
share out what we did an some new understandings.
14. Guided Math
✦ Show students multiple strategies
for solving problems
✦ Use manipulatives
✦ Use “Readiness”, “Enrichment”,
and “Open Response” activities in
Everyday Math lessons
✦ NCTM “Illuminations” website
15. Examples of motivated
learning: Writing
✦ Narrative Nonfiction projects
✦ Studied narrative nonfiction mentor
texts read aloud by me; looking for a
writing style that suited them.
✦ Choose a topic relevant to Ohio
✦ Researched information using various
sources
✦ Wrote narrative using style of mentor
text.
16. Narrative Nonfiction Titles
Abe’s Honest Words, by Doreen Rappaport
Atlantic, by G. Brian Karas
…and so many more!
Surprising Sharks, by Nicola Davies
17. Living Anthology
(Georgia Heard)
✦ Found areas/objects in the school to
write a poem about
✦ Students created and published poems
for display around the school.
19. Read Aloud Notebooks
✦ Students write, draw thinking in
notebooks as teacher reads aloud
✦ Track characters, setting
descriptions, figurative language,
etc.
✦ Share thinking before, during,
after reading.
20. Response to BIG
questions: Student choice
and reading response
✦ After chapter book is finished, we generate a
list of questions that are still lingering, or ones
that ask about themes we read about
throughout the book.
✦ Students pick a question they’d love to
discuss.
✦ Get into discussion groups to talk about
question; take notes and rehearse what they
will write to me.
✦ Write a response to the question for me to
read. (assessment)
21. Book Clubs: The ultimate
control of learning!
✦ Students generated sign-up lists for
books or themes they wanted to
discuss.
✦ I taught them how to manage their
schedule by using a calendar.
✦ Used an group evaluation rubric (posted
on wall) to self-assess and reflect.
✦ I sat in on group to facilitate (if needed)
or make observations.
22. Reflections
✦ Students are happier when learning this way; motivated, not
just compliant.
✦ Kids/parents had to get used to this.
✦ When I became frustrated with how students were working, I
paused and listened to what they were saying to me and to
each other.
✦ When a student wasn’t working, I conferred with them to seek
out the problem so that I could help them.
✦ I have to take risks…I gave myself permission to fail. When I
did, I was honest with myself and my students.
✦ I had to let go of control. I wasn’t so tired at the end of the
day!