The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
This document discusses the Adult Learning Network (ALN) process, which involves principals and deputy principals participating in continuous professional development to improve their schools. Over 50% of schools have participated in the ALN, where leaders work through an action learning process to address an issue in their school. They receive feedback from others and develop a plan to enact changes. Participants found benefits like confidence building, exposure to best practices, and reassurance about leadership direction. The success of the ALN process is attributed to engagement of leaders, focusing on needs of individual schools, and building collaboration around teaching and learning.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
The document outlines the educational approaches and best practices of Payam Shoghi. The educational approaches aim to develop students' minds through intellectual stimulation and critical thinking, enlightened hearts through moral and values education, and skillful hands through self-confidence and self-reliance. Some of the best practices for governance include collective decision-making, student involvement in school matters, and parental outreach. Academic best practices incorporate schemes for coordination and supervision, tutorials, subject-specific classes, cooperative learning, peer tutoring, and technology integration. The practices also emphasize value education programs, teacher mentoring of students, skill-based clubs, and avoiding using red pens when marking student work.
This tutorial provides teachers with guidance on designing literacy lesson plans aligned with the Common Core State Standards. It outlines three objectives for teachers: describing the purpose and intent of the CCSS; developing standards-based literacy lessons; and modifying instruction based on student data. The tutorial introduces the Instructional Framework Model of planning, teaching, and reflecting/adjusting. It explains the Gradual Release of Responsibility model and provides examples of effective instructional strategies teachers can use in their CCSS-aligned lesson planning and teaching.
The document discusses the upcoming changes to the UK secondary school curriculum between 2008-2010, including the introduction of a new KS3 curriculum focused on skills rather than prescribed content. It provides information on the support available for core and foundation subjects from regional advisers, subject associations, and online resources. It also discusses the concept of a "compelling learning experience" in geography which engages and challenges students through relevant, collaborative activities.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
This document discusses the Adult Learning Network (ALN) process, which involves principals and deputy principals participating in continuous professional development to improve their schools. Over 50% of schools have participated in the ALN, where leaders work through an action learning process to address an issue in their school. They receive feedback from others and develop a plan to enact changes. Participants found benefits like confidence building, exposure to best practices, and reassurance about leadership direction. The success of the ALN process is attributed to engagement of leaders, focusing on needs of individual schools, and building collaboration around teaching and learning.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
The document outlines the educational approaches and best practices of Payam Shoghi. The educational approaches aim to develop students' minds through intellectual stimulation and critical thinking, enlightened hearts through moral and values education, and skillful hands through self-confidence and self-reliance. Some of the best practices for governance include collective decision-making, student involvement in school matters, and parental outreach. Academic best practices incorporate schemes for coordination and supervision, tutorials, subject-specific classes, cooperative learning, peer tutoring, and technology integration. The practices also emphasize value education programs, teacher mentoring of students, skill-based clubs, and avoiding using red pens when marking student work.
This tutorial provides teachers with guidance on designing literacy lesson plans aligned with the Common Core State Standards. It outlines three objectives for teachers: describing the purpose and intent of the CCSS; developing standards-based literacy lessons; and modifying instruction based on student data. The tutorial introduces the Instructional Framework Model of planning, teaching, and reflecting/adjusting. It explains the Gradual Release of Responsibility model and provides examples of effective instructional strategies teachers can use in their CCSS-aligned lesson planning and teaching.
The document discusses the upcoming changes to the UK secondary school curriculum between 2008-2010, including the introduction of a new KS3 curriculum focused on skills rather than prescribed content. It provides information on the support available for core and foundation subjects from regional advisers, subject associations, and online resources. It also discusses the concept of a "compelling learning experience" in geography which engages and challenges students through relevant, collaborative activities.
Mentor training focuses on supporting beginning teachers through the five NC mentor standards. The standards address building relationships with beginning teachers, establishing respectful learning environments, knowing the content being taught, facilitating student learning, and reflecting on teaching practice. The document discusses the importance of mentors having in-depth knowledge of their subject area and using research-based instructional strategies. It also emphasizes taking a strengths-based approach to coaching and supporting beginning teachers' professional growth through reflective practice and data-informed conversations.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
This document outlines several ways that educational technology can help improve the teaching and learning process. It discusses how developing theories of teaching, analyzing the teaching-learning relationship, and improving learning strategies and use of audio-visual aids can enhance goals of education. The document also notes that educational technology helps identify community needs, train teachers on new curriculum and materials, develop suitable curriculums, and design teaching-learning materials that match learner environments.
Erica Zigelman had a career in education spanning over 40 years, serving as a teacher, literacy coach, principal, and mentor. She now works as a leadership consultant for the Center for Educational Innovation (CEI), which has developed educational reforms and programs in New York City for over 30 years. CEI offers professional development to principals on building literacy culture, family engagement, and collaborative teams, and to teachers on authentic assessments, blended learning, and culturally responsive teaching to improve student outcomes.
The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
SLE Presentation - School Improvement JJjjohnson22
Higher ability writers in FS2 made less progress than other groups across Key Stage 1, so the author created a school improvement project focused on using rubrics. The project involved sharing the plan with colleagues, collecting baseline data, modeling the use of rubrics in the classroom, and leading collaborative activities like joint planning and team teaching to help the team consistently implement rubrics. As a result, higher ability writers showed increased progress, rubrics were effectively used in all classes, and colleagues felt confident using rubrics going forward to further student learning.
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
This document discusses curriculum planning for the IB Diploma Programme (IBDP). It provides learning objectives around unit planning and what makes teaching in the IBDP different through its key hallmarks of being assessment-driven, global and local in context, inquiry-based, conceptual, collaborative, and inclusive. Sources and resources for planning are listed. IB policy around planning using unit planners as a guide not a mandate is covered. A Kahoot quiz on planning is proposed. FAQs around planning detail, textbook use, and unit length are answered with the response that many factors depend on the individual teacher. The power of teachers to help or harm learners is noted in the closing.
This document summarizes and compares two approaches to school improvement: the external research and development (R&D) approach and the school-based, faculty-centered approach. It outlines the key characteristics of each, including that the R&D approach involves experts designing programs that are field tested, while the school-based approach involves shared decision making at the school level. Both approaches can be effective if they focus on student benefits, use an inquiry process, involve staff and the community, and provide support for implementation. Common mistakes occur when advocates believe a single strategy will surely work without ongoing modification based on evaluation data.
The document discusses student engagement in higher education. It proposes a two-stage model for engagement: 1) Engaging students in the curriculum through activities at different stages like induction, first year, placement, and final year. 2) Engaging students in shaping curriculum design and delivery through focus groups and representation in revalidation processes. The purpose is to make students active partners in enhancing their university's approach to learning as outlined in the UK's Higher Education White Paper.
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
This document discusses collaboration in education. It emphasizes that collaboration requires active participation from all parties and brings different strengths and perspectives. When done effectively, collaboration benefits everyone involved. It also discusses how teachers can create a culture of collaboration in the classroom through modeling, questioning, responding to students, encouraging discussion, and using reflective journals. Additionally, the document defines culturally responsive teaching as understanding students' unique backgrounds and capitalizing on their cultural experiences to promote learning. It provides examples of behaviors like viewing diversity as an asset, feeling responsible for cultural responsiveness, understanding how students learn, and designing instruction that builds on students' prior knowledge. Finally, it suggests strategies for culturally responsive teaching like communicating high expectations, actively engaging students, facilitating learning
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
Mentor training focuses on supporting beginning teachers through the five NC mentor standards. The standards address building relationships with beginning teachers, establishing respectful learning environments, knowing the content being taught, facilitating student learning, and reflecting on teaching practice. The document discusses the importance of mentors having in-depth knowledge of their subject area and using research-based instructional strategies. It also emphasizes taking a strengths-based approach to coaching and supporting beginning teachers' professional growth through reflective practice and data-informed conversations.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
This document outlines several ways that educational technology can help improve the teaching and learning process. It discusses how developing theories of teaching, analyzing the teaching-learning relationship, and improving learning strategies and use of audio-visual aids can enhance goals of education. The document also notes that educational technology helps identify community needs, train teachers on new curriculum and materials, develop suitable curriculums, and design teaching-learning materials that match learner environments.
Erica Zigelman had a career in education spanning over 40 years, serving as a teacher, literacy coach, principal, and mentor. She now works as a leadership consultant for the Center for Educational Innovation (CEI), which has developed educational reforms and programs in New York City for over 30 years. CEI offers professional development to principals on building literacy culture, family engagement, and collaborative teams, and to teachers on authentic assessments, blended learning, and culturally responsive teaching to improve student outcomes.
The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
SLE Presentation - School Improvement JJjjohnson22
Higher ability writers in FS2 made less progress than other groups across Key Stage 1, so the author created a school improvement project focused on using rubrics. The project involved sharing the plan with colleagues, collecting baseline data, modeling the use of rubrics in the classroom, and leading collaborative activities like joint planning and team teaching to help the team consistently implement rubrics. As a result, higher ability writers showed increased progress, rubrics were effectively used in all classes, and colleagues felt confident using rubrics going forward to further student learning.
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
This document discusses curriculum planning for the IB Diploma Programme (IBDP). It provides learning objectives around unit planning and what makes teaching in the IBDP different through its key hallmarks of being assessment-driven, global and local in context, inquiry-based, conceptual, collaborative, and inclusive. Sources and resources for planning are listed. IB policy around planning using unit planners as a guide not a mandate is covered. A Kahoot quiz on planning is proposed. FAQs around planning detail, textbook use, and unit length are answered with the response that many factors depend on the individual teacher. The power of teachers to help or harm learners is noted in the closing.
This document summarizes and compares two approaches to school improvement: the external research and development (R&D) approach and the school-based, faculty-centered approach. It outlines the key characteristics of each, including that the R&D approach involves experts designing programs that are field tested, while the school-based approach involves shared decision making at the school level. Both approaches can be effective if they focus on student benefits, use an inquiry process, involve staff and the community, and provide support for implementation. Common mistakes occur when advocates believe a single strategy will surely work without ongoing modification based on evaluation data.
The document discusses student engagement in higher education. It proposes a two-stage model for engagement: 1) Engaging students in the curriculum through activities at different stages like induction, first year, placement, and final year. 2) Engaging students in shaping curriculum design and delivery through focus groups and representation in revalidation processes. The purpose is to make students active partners in enhancing their university's approach to learning as outlined in the UK's Higher Education White Paper.
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
This document discusses collaboration in education. It emphasizes that collaboration requires active participation from all parties and brings different strengths and perspectives. When done effectively, collaboration benefits everyone involved. It also discusses how teachers can create a culture of collaboration in the classroom through modeling, questioning, responding to students, encouraging discussion, and using reflective journals. Additionally, the document defines culturally responsive teaching as understanding students' unique backgrounds and capitalizing on their cultural experiences to promote learning. It provides examples of behaviors like viewing diversity as an asset, feeling responsible for cultural responsiveness, understanding how students learn, and designing instruction that builds on students' prior knowledge. Finally, it suggests strategies for culturally responsive teaching like communicating high expectations, actively engaging students, facilitating learning
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
This document discusses a strategic commissioning project that places initial teacher training students in museum and archive internships. The goals are to introduce future teachers to using cultural collections in their teaching and help museums understand teacher needs. Trainees complete short research placements to develop resources mapping collection items to the curriculum. Longer placements involve creating adaptive resources and delivering sessions. Feedback found the placements improved trainees' understanding of how museums and archives can aid teaching. Host institutions benefited from the students' work and fresh perspectives on their collections.
The document outlines a media plan for the Portland Children's Museum created by Black Market Media. It identifies the target audience as females aged 25-49 with children, living in the Portland metro area. The plan recommends radio, magazine, outdoor, and internet advertising. It provides details on the specific media outlets, proposed ad sizes and durations, estimated impressions, and projected costs. The goal is to increase awareness of the museum and drive ticket sales, focusing advertising in January around the opening and again in June during the start of summer.
This leadership team report discusses the accomplishments of Camden Town Unlimited (CTU) over the past four years and their plans going forward. Major improvements have been achieved, including reducing crime and making Camden Town a desirable business location again. CTU has championed business interests and delivered an updated vision for Camden Town. Looking ahead, CTU believes there is still work to be done and they have launched consultations on their renewal campaign.
Kes Thygesen and Dimitar Stoyanov from OVIA.me describe how video interviewing in recruitment is evolving for the first ever Mobile and Video Recruitment Conference in Sept' 2010.
Other presenters on the day included Google, Roundpoint, allthetopbananas and LV.
Hobnob helps students find fulfilling careers through student-led chapters and small group meetings. Chapters meet to hear guest speakers and have small group discussions. Small groups use introspection, investigation, or internship guides to explore passions, network, and obtain internships. Students join to target suitable majors and careers, build professional networks, and find internships. Chapter and small group leaders develop leadership skills, network with speakers, and gain resume-building experience.
Debut Collection for SS11.
Inspired by Marie Antoinette and the French Revolution, SS11 creates a series juxtaposed ideals through use of fabrics and textile processes. SS11 embodies all that is feminine with a slight air of masculinity.
This document discusses CPD (Continuing Professional Development) for teachers through the Masters in Teaching and Learning (MTL) program. It provides details on the program such as its structure, funding, and support system. The MTL in Yorkshire involves 9 universities working with schools receiving challenge funding. It consists of 8 modules over 9 terms, with generic and subject-specific content. Schools receive funding to support participants, who are guided by both university tutors and in-school coaches. The MTL aims to meet new teachers' and subject leaders' development needs through collaborative, evidence-based learning linking theory to practice.
This document references an old saying about learning through experience and then lists the names Murton Park, Danelaw, and Tudor Croft, which seem to relate to a Viking village from the time period of the Danelaw during the Tudors, possibly located in Murton Park.
Eureka Forbes is a leading manufacturer of home cleaning appliances in India such as vacuum cleaners and water purifiers that utilizes a direct selling model through "Eurochamps" salespeople and has built strong customer relationships through excellent after-sales service and support. The company focuses on customer retention through initiatives like annual maintenance contracts, mobile service vans, and customer care centers to become the top player in the industry with over 6 million customers.
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Creative Peer and Teacher Led Strategies that Promote Active Learning and Enh...linioti
This document discusses creative peer and teacher led strategies that promote active learning and enhance the first year experience at GMIT in Ireland. It describes a Peer Assisted Learning Programme called PAL/PASS where senior student leaders run study sessions to help first years adjust to college. It also details a Learning to Learn module led by lecturers to develop student skills. Examples are provided of creative outputs from PAL leaders like training videos. Teacher led projects incorporating photography, videos and active learning tasks are also highlighted. The strategies aim to improve the first year transition and engagement through peer and educator support.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
1. Knowledge Academies aims to dramatically improve college readiness and completion rates, especially among disadvantaged students, through innovative blended learning models and partnerships.
2. The school focuses on developing strong college-ready habits in students and uses strategies like blended learning teams, MOOCs, and flexible pathways to reinforce these habits from an early age.
3. Knowledge Academies has achieved success with its current student body and seeks to scale its impact to thousands more students through regional and national expansion over the next several years.
The document discusses learner-centered instructional strategies and flexible teaching approaches. It provides a list of various learner-centered strategies such as cooperative learning, presentations, panels/experts, and games/gamification that promote student responsibility, development, problem-solving and critical thinking. The document also discusses the differences between traditional teacher-centered models and learner-centered models, and benefits of student-centered learning such as empowerment and independence. Additionally, it covers flexible learning and teaching approaches that customize learning pace, place and mode to improve student access and experience.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Innovative Schools, Innovative Students applicationsJonathan Martin
This document discusses ways to promote innovation in schools and students. It suggests that schools should share ideas openly, model inquiry, promote teacher research, and challenge assumptions. For students, it recommends teachers model uncertainty, discuss controversies, and ask open-ended questions. Schools should adopt a growth mindset, promote autonomy with clear goals, and use evaluation to encourage growth. Students should be given opportunities to choose areas to master. Schools should open networks and spotlight effective social media use, while teaching students networking skills. Schools should implement collaboration among teachers and students, using group projects and providing time for teamwork. Schools should focus on experimentation and learning from mistakes instead of perfection. They should generate their own performance data aligned with their mission and
This document discusses differentiating instruction and assessment for middle and high school students. It covers various components of differentiated instruction including curriculum enhancement, modification, accommodation, adaptations, and learning contracts. It also discusses flexible grouping, assignments, planning for differentiation, accommodating gifted students, underidentified high-achieving students, and relating differentiation to Response to Intervention (RTI). The document provides guidance on preparing engaging lessons, facilitating student participation, effective questioning, discussions, and content-area reading instruction. It concludes with differentiating assessment including linking assessment to instruction, preparing students for high-stakes tests, developing test-taking strategies, and using alternative assessments such as portfolios.
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
This document provides guidance for instructors on transitioning classroom teaching to an online environment. It discusses key differences in online teaching, including knowing your audience, online course organization and design, building an online learning community, using technology for communication and multimedia, encouraging participation, and collaborating with others. Tips are provided on instructional design, activities to enhance learning and critical thinking, self-reflection and evaluation. Resources for online instruction are also included.
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
1. Partnership Modules Andy Bowles. Carnegie Faculty of Sport and Education Leeds Metropolitan University
2. A Definition What are partnership modules? “ Partnership modules are authored, taught, supported and assessed by partners. Partnership modules are owned by partners.”
3. Partnership Modules Features A suitable module is targeted. Module has inter-related UB and SB component. Substantial time (about 40%)allocated to practical experience within a school. Large numbers of students are placed in a single class/school. Students can be coached in the classroom. Students work more independently but in pairs for teaching small groups. Assessment is not based on quality of student’s teaching but on quality of student learning and ability to evidence such. Planning and assessment must involve schools and class teachers.
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6. Approach to Teaching Problem Based Learning An instructional method that challenges students to " learn to learn ," working cooperatively in groups to seek solutions to real world problems Share the Dominant Pedagogy How successful was my use of PBL? In what ways did it contribute to your learning. Student evaluation question. PBL key idea for signature pedagogy for ITE. Carnegie Foundation. Pedagogies for the Professions Programme. http://www.carnegiefoundation.org/programs/sub.asp?key=30
7. The Problem In pairs plan and teach a small group of 6 children in a museum and then teach the same children in a “follow up” session in school. The children will be in a mixed ability group.You will have to personalise(not the same as individualise) their learning. Plan to develop their knowledge and understanding and skills in the national curriculum for key stage 2 in mathematics, science or English. Assessed through Photographic Reflections Make reference to the TDA Standards.Display your work at Royal Armouries. Setting the Problem Investigation Question To what extent can children think and understand how they learn? Does this knowledge and understanding contribute to their achievement?
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9. The Programme Sessions 1,2 and 3 UB learning concerned with museum education, understanding of meta-cognition in primary children. Excellence and Enjoyment. Now into SB and MB components Session 4 Students at RA Session 5 Students at Carr Manor Primary Session 6 Students and children at RA Sessions 7,8 and 9 Students at Carr Manor Session 10 Seminars 180 Students take this module.