Role of Teacher 2013
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Teachers have many responsibilities that involve instruction, assessment, classroom management and other duties. Effective instruction incorporates objectives, a teaching focus, guided and independent practice, and closure. Teachers are professionals who are lifelong learners, engage with their profession, and behave professionally. They have philosophies, bodies of knowledge, leaders and organizations that guide their practice. Professional development helps teachers improve their expertise, instructional practices, and stay current on developments in their fields.
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ePortfolios have traditionally been about ‘Me’. They are created for varied purposes – personal, professional, promotional – but the focus is on the product that tells a story about ‘Me’ for a particular audience. With the rise in use of eportfolios within education a new category of eportfolio is emerging …. the ‘T’ or Task portfolio. T-portfolios are activity based and focus on surfacing the process of learning, with the development of the portfolio being as important as the final product.
This presentation will describe and provide examples of five types of T-portfolios: Process, Project, Placement, Production, and Pedagogical. Gaining an understanding of this different category of eportfolio will assist educators to consider a whole range of new applications for the use of eportfolios in teaching and learning.
Activity Method.pptx
This document outlines the activity method of teaching and learning. It describes the nature, meaning, and need for activity methods. There are three main types of activities: exploratory, constructive, and expressional. The benefits of activity-based learning include active student involvement, interactive lessons, and student-centered facilitation. However, limitations include potential lack of emotional controls, contradiction with cultural values, and time consumption limiting subject coverage. The document also discusses individual projects, group projects, and research projects as forms of activities.
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SAIS New Teacher Video taping
New teachers will participate in a teaching institute where they will video tape two 7-minute lessons taught to fellow students and instructors, and receive feedback. The purpose is to practice teaching in a safe environment focused on growth and improvement. Teachers will prepare lesson plans addressing objectives, audience, and content before each lesson. After the first lesson, teachers will incorporate feedback into a second lesson using a different instructional method. Class members will observe and provide feedback to help teachers continue developing their skills.
SAIS new teacher tech
This document discusses various topics related to education including Tony Wagner's book on creating innovators, Teresa Amabile's article on killing creativity, modeling schools of the future with an emphasis on skills like critical thinking and problem solving. It also mentions concepts like the flipped classroom, intrinsic motivation from Daniel Pink's Drive, using tools like YouTube, Google Voice, Khan Academy, and the importance of personal learning networks.
PBP questions
This document discusses being mindful of why one shares content online and what the consequences may be. It prompts the reader to consider whether they are sharing simply due to boredom, how others may respond, and if the content accurately reflects them.
Child and adolescent development
This document provides a high-level overview of teaching strategies focused on differentiating instruction to meet students' unique needs and maximize cognitive effectiveness. It discusses the importance of understanding each student's developmental level, learning profile, and what instructional approaches best suit their unique brain. Key points emphasized include the diversity of human intelligence and development, challenges with standardized testing and developmental frameworks, the malleability of intelligence over time, and strategies like tapping into student interests and passions to increase motivation.
Philosophical to practical
This document discusses balancing philosophical and practical approaches in education. It suggests that students thrive when they connect personally with curriculum, experience interactive learning, and have choice in how they learn. The document also addresses resolving the conflict between teaching students and teaching curriculum by having the teacher guide independent discovery. It advocates treating students as capable, creating innovative pedagogical models, and incorporating brain research findings into education.
Assessment & Planning
This document provides guidance on effective assessment strategies for teachers. It emphasizes the importance of clear learning objectives and involving students in the assessment process. Formative assessment should be ongoing to monitor student understanding and allow teachers to adjust instruction as needed. Feedback should focus on the task, be specific and actionable, and avoid comparisons between students. Both formative and summative assessments are important, and teachers need a plan for assessing, collecting data, and reporting results.
From the philosophical to the practical
This document discusses creating an engaging learning environment for students. It suggests:
1) Focusing on the child by getting to know each student, preparing the classroom space to welcome them, and establishing routines and traditions.
2) Treating the first month as diagnostic to establish foundations for the year by familiarizing yourself with the curriculum and planning initial lessons.
3) Taking care of yourself as a teacher by prioritizing your well-being, areas of focus, support needs, and opportunities for reflection and growth.
Classroom Management SAIS 2014
This document provides tips and guidelines for classroom management and procedures for middle school teachers. It discusses establishing daily outlines, classroom rules and procedures, timing lessons effectively, and using fillers and review activities. It also offers suggestions for maintaining control through consistent enforcement of rules, handling disruptive behavior through techniques like proximity and private conferences, and establishing an honor code for assignments. The document emphasizes starting with strict expectations and addressing discipline issues yourself when possible.
Miscellany SAIS 2014
This document provides various tips for teachers, including how to earn extra money through flexible retirement plans and tutoring/house sitting. It also lists many classroom and school-related tips such as covering other teachers' classes, maintaining good hygiene, being aware of dress code policies, and checking for toilet paper. The most important tips emphasized are to avoid getting khaki pants wet and to check one's zipper.
Child Development Presentation Summer 2014
This document provides an overview of child and adolescent development for teachers. It discusses the significance of understanding development theories from Piaget, Vygotsky and Gardner in the context of teaching. It summarizes key stages of cognitive, social-emotional, physical and moral development from ages 5 to 18. It also provides resources on brain research, growth mindset, social-emotional learning and more to inform instructional practices.
Between the world_wars (1)
Important changes took place in Europe in the 20 years between World War I and World War II. Many European nations were destroyed and bankrupted by WWI. Russia underwent a revolution and became the Soviet Union. The harsh Treaty of Versailles created bitterness in Germany. New ideas like Freudian psychology and Einstein's theory of relativity revolutionized thought. In the US, the Roaring Twenties saw economic growth and new consumer goods, but the Great Depression began with the 1929 stock market crash and led to worldwide economic problems. Rising unemployment and desperation in Germany and Italy allowed dictators like Hitler and Mussolini to rise to power, playing an important role in causing WWII.
World war ii_1939-1942
- From 1939-1942, Germany and its Axis allies conquered much of Europe and Asia, while Britain resisted the Nazis. The US initially remained neutral but entered the war after Japan's 1941 attack on Pearl Harbor.
- By 1942, the Axis controlled Europe, North Africa, and Asia, but could not defeat the USSR or Britain. Meanwhile, Japan expanded its empire until the US embargo led to its attack on Pearl Harbor.
- This period saw major Axis victories but proved a turning point as Allied resistance stiffened and the US entered the war, shifting the momentum against Germany and Japan by 1945.
Global impact of_wwii
- After WWII, Europe lay in ruins with 40 million dead and 50 million homeless. Cities were destroyed and Europe became divided between Western democratic nations and Eastern European communist nations controlled by the Soviet Union.
- The US and USSR emerged as superpowers, but were divided ideologically by capitalism versus communism, leading to the Cold War. Decolonization spread across Asia and Africa as many new nations gained independence. The UN was formed to promote international cooperation and prevent future world wars.
The holocaust
The document outlines a lesson plan on the Holocaust that includes examining the Nazi ideology and policies that led to the Final Solution, watching a documentary called "The Last Days" in multiple parts, analyzing images related to the Holocaust, and discussing the consequences of the Holocaust. Students are instructed to answer questions about a reading on how the Holocaust could happen and identify themes represented in 10 images associated with the Holocaust.
Unit review game
- The document provides a review of key concepts from World War II, including important figures, events, battles, and outcomes. It quizzes the reader with multiple choice and fill-in-the-blank questions about the causes of WWII, key dictators that rose to power, major turning points in the war, the Holocaust, conferences between Allied leaders, and the conclusion of the war. The review covers topics from the rise of fascism and appeasement policies in the interwar period to the development and use of nuclear weapons and the establishment of the United Nations after WWII.
Rise of totalitarian_dictators
The document discusses the rise of totalitarian leaders in Europe in the 1920s and 1930s after World War 1 and the Great Depression. It describes Joseph Stalin establishing communist rule in the Soviet Union, seizing property and using secret police to eliminate opponents. It also discusses Benito Mussolini rising to power in Italy by promising to revive the economy and expanding the country, creating a fascist party. Finally, it talks about Adolf Hitler and the Nazis gaining popularity in Germany by promising to restore national pride and conquer neighboring lands, establishing a dictatorship after becoming Chancellor.
Global impact of_wwii
- After WWII, Europe lay in ruins with 40 million dead and 50 million homeless. Cities were destroyed and Europe became divided between Western democratic nations and Eastern European communist nations controlled by the Soviet Union.
- The US and USSR emerged as superpowers, but were divided ideologically by the spread of communism. Decolonization led to independence for India, nations in Asia and Africa gained independence in the following decades.
- The UN was formed to promote international cooperation and prevent future wars. It has faced challenges in maintaining peace due to ideological divisions between member states.
New Teacher Institute 21st Century & Tech in Classroom
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The document provides tips for assessment and grading. It recommends teachers (1) have a plan for assessment that includes talking to other teachers and following the school's system, (2) support observations with evidence and be deliberate in assessment, and (3) stay on top of grading by planning assignments and only grading what is necessary to provide meaningful feedback. The overall goal is for students to improve with clear expectations.
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Role of Teacher 2013
- 1. What do teachers do?
- 2. duties & responsibilities • Instruction • Assessment • Classroom Management • other...
- 3. Elements of Instruction • objectives/standards • focus • teaching • guided practice • closure • independent practice
- 4. teacher police officer accountant bartender actress biochemist EMT real estate agent IRS agent policitian gardener IT support zoo keeper investment broker nutritionist judge
- 5. • philosophy(s) • body of knowledge including the art & science of the practice • leaders or philosophers • guidelines for behavior • support organizations teachers are professionals
- 6. • engaged member of profession • professional behavior • life long learner • listener
- 10. Philosophy •stand on the shoulders of giants •read, listen, and reflect •build your own •add, subtract, and revise
- 11. body of knowledge •instructional practices •assessment •curriculum •content •other’s contents •professional development
- 12. Professional Development •content - improve your expertise •practice - improve your how •lots to learn locally •get out of town •feed your need
- 14. find your leaders • fast horses • local, national, & international • old, new, and in between Plato B.F. Skinner Jean Piaget Jean-Jacques Rousseau Neil Postman Rudolf Steiner Jerome Bruner Sir Ken Robinson rr Ian Jukes Howard Gardner Daniel Pink Maria Montessori Paulo Freire Mr. Beckett Jack Creeden Dr. Chris Dede John Dewey Will Richardson Richard Miller Stephen Hubbell Greg Whitby J Jason Ramsden
- 15. • positive outlook - easy to be critical • emotional control • assertive without aggressive • tactful disagreement (critique with solutions) • language - precise, concise, and compelling • respect • supportive & collaborative • self improvement & self-reflective Professional Demeanor
- 16. Support • local leaders and inspiration • faculty lounge, lunch, and humor • wikis, ning, and blogs • regional or national groups
- 18. finding fuel podcasts like TED books explore outside of your world make a symphony other ideas? where do you find your fuel? QuickTime™ and a decompressor are needed to see this picture.
Editor's Notes
- take 3 minutes and write down what teachers do? 2 minutes what should teachers do? why do we respond differently to those two questions?
- allow students to make groups without teacher defining the groups - similar versus different, etc.
- art and science - surgeons, lawyers, architects,
- take five minutes - brainstorm your list of the elements of your philosophy
- anything missing - body of knowledge has to be more that simply content - it includes the art and science of teaching
- how many animals can you find?