Quality Teaching Sandy Harrop 09
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The document discusses effective literacy practices in classrooms. It recommends that teachers identify students' learning needs, plan lessons around deliberate teaching points using learning intentions and success criteria, engage students with texts through practices like shared reading and writing, and provide feedback to students. It also advocates for strategies like cooperative learning, questioning, and reciprocal teaching. The goal is to see more individualized and small group teaching focused on interaction between teacher and students.
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![WHAT DOES IT MEAN TO BE LITERATE? ,[object Object],[object Object],8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Cooperative learning is a reading comprehension strategy where students work in small groups. It pairs stronger readers with those needing more help. Students take on roles like summarizer and questioner to guide discussions about texts. Research shows cooperative learning improves comprehension and critical thinking. Specifically, reciprocal teaching assigns roles to structure conversations around predicting, clarifying, questioning, and summarizing sections of a text. Studies find this approach helps all students better understand what they read.
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The document provides objectives and methodology for an English language learning project at the Alberto Lleras Camargo School in Bogota, Colombia. The main objectives are to develop students' communicative skills in English from pre-school to 11th grade using technology and interactive activities. Specific objectives include providing tools to help students confidently express themselves in English and motivating students to learn and practice English in their daily lives. The methodology involves sharing knowledge with teachers, reflecting on teaching practices, designing strategies based on students' interests and needs, developing and implementing a project, and evaluating results to identify advantages and difficulties.
All children onboard!
The document discusses strategies for differentiating instruction for English language learners in a junior high school setting. It recommends pre-teaching vocabulary using techniques like word walls and Google images to build students' understanding of key terms before reading. The document also suggests using films, stories, and novels at different levels of complexity paired with collaborative work and comprehension strategies to support students in developing academic English skills.
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This document discusses different perspectives on literacy and creating a literate environment for students. It examines creating print-rich environments, assessing students' literacy skills, selecting appropriate texts, and using interactive and critical literacy techniques in lessons. Specific strategies are outlined, such as guided reading and think-alouds. Feedback is solicited on insights gained around literacy instruction and supporting students' literacy development.
Literacy presentation
This document discusses different perspectives on literacy and creating a literate environment for students. It examines creating print-rich environments, assessing students' literacy skills, selecting appropriate texts, and using interactive and critical literacy techniques in lessons. Specific strategies are outlined, such as guided reading and think-alouds. Feedback is solicited on insights gained around literacy instruction and supporting students' literacy development.
Webinar aug14
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The Public Learning Media Laboratory, Inc., PLML, is a 501(c)(3) nonprofit organization located in Cambridge, MA.
Our vision for change is that the process of teaching and learning would be more productive if educators could work with students who fully understood key educational skills and concepts. If students were better prepared, educators would have the ability to do what they do best: work more with students who need critical personal support, or share their expertise and excitement by extending teaching into new areas.
The Public Learning Media Laboratory is designed to transform the production and delivery of educational technologies to teachers and learners, and to greatly improve educational outcomes for all students.
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The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.Teaching reading and writing
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
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Professional Development Power Point on writing standards and recommendations for young children and teaching kid writing
Net English E Learning With A Difference 3
Some thoughts about the place of e-learning, ee-learning, and blended-learning in a complex learning – teaching – teacher-training programme.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
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This document provides background information on a study conducted in 2006-2007 that examined the beliefs and strategies regarding kanji learning among Filipino learners and teachers of Japanese. It describes the creation of a kanji learning model and the methodology used, which involved questionnaires and interviews. Key findings included differences in beliefs between learners and teachers, as well as differences in their preferred learning/teaching strategies. Recommendations focused on updating the study for current contexts and expanding it to other areas of Japanese language education.
Teaching literacy learners in the
This document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich classroom environment and getting to know individual students' interests, abilities, and literacy needs through assessments. The document outlines characteristics of emergent and beginning readers and recommends selecting texts at appropriate levels across genres. Sample lessons targeting vocabulary, comprehension, and writing skills are described. The reflection emphasizes supporting students' language development over time through evidence-based instruction.
Literate environment analysis presentation
The document summarizes a presentation on analyzing literate environments and developing literacy lessons for emergent and beginning readers. It discusses assessing students' literacy skills, selecting appropriate texts, and designing lessons to meet individual students' needs. An emergent literacy lesson focuses on oral language and a beginning literacy lesson strengthens vocabulary and fluency through an informational text read-aloud. Both lessons incorporate assessing prior knowledge, discussing new words, and applying comprehension strategies.
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