Reflective teaching
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This document discusses reflective teaching and provides guidelines and an example. Reflective teaching involves students and teachers analyzing past experiences to construct new learning and ideas. It allows experiences to take on meaning so new concepts can be applied. The guidelines recommend allocating time for reflection, recapping experiences, having the teacher facilitate analysis, and encouraging sharing insights. An example lesson involves students watching a documentary on Earth and answering analysis questions before reflecting on their insights with the teacher.
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Sample Lesson Plan
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Sample Lesson Plan
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students describing best and worst teachers and the type of students and class for different teaching styles through a group activity and discussion.
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This document discusses principles of student-centered teaching and provides examples of student-centered activities. It suggests that warmers, lead-ins, and parts of input should be more student-centered, giving options like brainstorming, picture discussions, and self-directed learning. Controlled practice can involve peer editing and error correction. Output activities should personalize the target language and allow student collaboration, reflection and self-correction with teacher as facilitator. Assessment can include role-plays, checklists, and focus on language use rather than just accuracy. The goal is an interactive classroom where students work together, direct their own learning, and evaluate themselves, moving the focus from the teacher to the learner.
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The document provides strategies to help readers who are confused while reading a text. It lists several strategies including connecting the text to your own life or knowledge, making predictions, stopping to think about what you've read, asking yourself questions, reflecting in writing, visualizing, using text features like headings, retelling what you've read, and rereading. Common strategies are connecting to prior knowledge, making predictions, asking questions, visualizing, and reflecting in writing.
Mamac - managing the physical environment
The document discusses managing the physical learning environment. An effective physical learning environment includes conveniently arranged furniture, flexible seating arrangements, and a classroom that is clean, well-lit, well-ventilated, noise-free and fresh. Furniture should be arranged in a way that allows all classroom contents to be easily viewed and accessed. This includes positioning chairs, tables and display shelves appropriately. Whiteboards and bulletin boards are also important for lesson discussions and displaying student work. Overall, a well-designed classroom space is necessary to successfully manage all learning activities.
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2. Worksheets are pages given to students to write on and hand in, while workcards are reusable cards with short tasks but no writing.
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Teachers play several key roles in the classroom including teaching knowledge to students, shaping the learning environment, and serving as unintentional role models. While mentoring and protecting students are not always intentional, teachers naturally take on these roles through their interactions with children.
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The document outlines a geography lesson plan about methods to control the impact of tourism, with the aims of developing students' knowledge on reducing tourism's effects. The lesson involves a discussion of ways to reduce tourism impacts, dividing students into groups to research and design posters on controlling tourism impacts using Glogster, and a recap of the content by the teacher.
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Chapter 11 - Using coursebooks
Course books are an important teaching tool but require supplementation. Teachers have several options for using course books, including omitting lessons, providing their own material, or adapting what is in the course book. When choosing a course book, teachers should analyze several areas like price, extras, design, skills coverage, and cultural appropriateness. Consulting other teachers and students is also important for selecting the best fitting course book. While course books are useful, teachers should not rely solely on them and should bring in additional resources to engage learners.
Journal write for week 4
Students do not learn effectively by passively listening to lectures and memorizing assignments, but rather by actively engaging with the material through discussion, reflection, relating it to their own experiences, and applying it to their daily lives so that they can truly integrate what they learn.
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Report the workshop on lesson planning 26 27 november 2010
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CV
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- He has a proven track record of driving business expansion and revenue growth through strategic sales initiatives and has experience managing teams of up to 18 personnel.
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2.sd 13
Algoritma harus memiliki lima ciri penting yaitu berhenti setelah beberapa langkah, langkah yang didefinisikan dengan jelas, memiliki masukan dan keluaran, serta langkah yang efektif. Notasi algoritma meliputi notasi alami, flowchart, dan pseudocode yang memungkinkan algoritma ditulis dan dibaca dengan jelas serta mudah diterjemahkan ke bahasa pemrograman.
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4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
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Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
2G Curriculum & PPU speaking lesson.pdf
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
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Values-Education activity-Catchup-Friday.pdf
The document outlines the key parts of a teaching guide, including the general overview, session outline, and teaching strategies. The general overview provides context for the session like the subject, grade level, theme, and time allocation. The session outline specifies the title, objectives, and key concepts. It also lists the teaching strategies and corresponding activities that will be used to introduce, explore, and reinforce the session concepts. The strategies aim to engage learners, promote understanding, and encourage application of the concepts. Each part of the session is designed to be interactive and help learners internalize the lessons.
Task 1 PPM - Group 4 - Skill Development
1) The document outlines two teaching activities for developing mathematics skills that take realistic and fun approaches.
2) Activity 1 involves using circles to develop cognitive skills like memory, understanding, and analysis. It also develops affective skills through group work and discussion. Psychomotor skills are engaged through experiments with real objects.
3) Activity 2 uses cones and cylinders to similarly develop cognitive skills of understanding, analysis, and evaluation. Students work in groups to develop affective skills like cooperation and respect. They also develop psychomotor abilities through experiments and modeling.
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Hex fs 2 episode 5
Resource teachers were observed using methods like deductive, inductive, demonstration, problem solving, and discovery to teach subjects like English, science, and math to grades 7 and 9; their lessons incorporated explaining concepts, student examples and practice, showing processes, and giving discovery activities.
5 bab iv
This document describes a classroom action research study that used mind mapping techniques to improve students' reading comprehension of narrative texts. There were three cycles to the study, along with pre- and post-cycles to assess student performance before and after the intervention. In each cycle the teacher implemented mind mapping, observed student progress, reflected on lessons learned, and made adjustments to improve instruction and student outcomes. Overall, results indicated that using mind mapping engaged students more in the reading process and led to better comprehension scores compared to traditional instructional methods.
PIS day 1 slot 2
The document outlines an agenda and activities for a training on student-centered learning (SCL). The training covers:
1. Defining SCL and explaining its benefits through discussions and brainstorming activities.
2. Applying the concept of constructive alignment, where learning outcomes, teaching methods, and assessments are aligned, through various cooperative learning activities.
3. Using information and communication technology to support constructive alignment and SCL.
4. Having participants present their understanding of applying SCL through a "pitching" activity and reflecting on their learning.
The goal is for participants to understand SCL and how to design lessons that engage students as active participants in their learning.
Q1 WEEK 1.docx
This document outlines a lesson plan for teaching analogies to 7th grade students over the course of a week. The objectives are for students to understand and analyze relationships between words in analogies and determine missing words to complete analogies. Each day focuses on a different activity - reviewing concepts, practicing analogy completion through examples, and discussing real-world applications. Assessment includes tasks for students to analyze analogy relationships and types, as well as complete analogies independently. Additional practice is provided for students who need more support mastering the concepts.
PEDAGOGY BY NINO VALENCIA
The teacher uses repetition and games to help students learn the days of the week. Specific objectives are to teach the days through repetition without the students easily forgetting. The teacher models the new material while students listen and repeat. Learners have primary roles of listening and performing while responding individually and collectively. The teacher provides feedback as a parent would to a child. Instructional materials like cards and songs are used to engage students and make the class interactive. The procedure has the teacher first presenting the topic, then leading repetitive practice of days with gestures, making the class more interactive. Students then take a more active role by answering questions without help from the teacher or materials.
2022 ACTFL V.Gilbert - Can teachers do research- Yes they can! v.4.pdf
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Reflective teaching
- 1. Bucatcat, Rasty A. BIOSCI-IIP
- 2. Reflective teaching Students/Teachers learn through an analysis and evaluation of past experience. Without analysis, no new learning and ideas can be constructed. Through reflection, the student’s/teacher’s experience acquires meaning, hence s/he is able to formulate his/her own concepts that can be applied to new learning situation.
- 3. Guidelines for the effective use of reflective teaching 1. Allocate sufficient time for reflection. Time must be considered in planning the learning activity. 2. Schedule a short briefing activity so as to recapture the experience and think about it. 3. The teacher serves as the facilitator and guide in developing the skill in analyzing past learning experience.
- 4. Guidelines for the effective use of reflective teaching 4. Encourage the students to recount the experience to the others, thereby strengthening the insights gained. 5. Attend the feelings especially the positive and pleasant ones. 6. Evaluate the experience in the light of the learner’s intent.
- 5. Sample lesson using Reflective Teaching Movie Analysis: HOME (Documentary about Earth) Teacher activity The teacher will introduce the title of the movie and distribute activity sheets among the students. Then, she will let the students read the objectives and procedures. Students activity They will read the objectives and procedures.
- 6. Sample lesson using Reflective Teaching Movie Analysis: HOME (Documentary about Earth) Teacher activity The teacher will facilitate the students on their inquiries about the question given on the activity sheet. Sample questions: 1. Why life is miracle on Earth? 2. How do human activities affect the environment? 3. What can you contribute to lessen the environmental degradation? Students activity They will answer the following question given on the activity sheets.
- 7. Sample lesson using Reflective Teaching Movie Analysis: HOME (Documentary about Earth) Teacher activity After the movie, the teacher will collect the activity sheets and randomly she will ask students on their insights about the movie. Students activity They will answer the question being asked to them.
- 8. END OF THE SLIDE