Scaffolding activities
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The document provides guidance for scaffolding student learning throughout a project-based learning project. It recommends allowing student voice and choice to increase as they progress through grade levels. All teaching should be directly relevant to and drive progress toward the final product or outcomes. A variety of teaching strategies can be used as needed, including whole-class instruction, guided research, group activities, and more. The key is to predict student information needs based on working backwards from the final product and make resources available when those needs arise.
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The document provides guidance for teachers on setting purposeful tasks and activities that encourage students to think meaningfully about the concepts being taught. It emphasizes that all tasks should directly help students learn and make progress, not just occupy time. Tasks should present an appropriate level of challenge for all students. The main goal of any activity is to get students to think purposefully about the knowledge and skills being taught by linking new content to existing understanding. Too many tasks in a lesson can distract from learning; it is better to focus on a few substantial tasks that challenge students to work hard and feel proud of their accomplishments.
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1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
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PP students sometimes avoid participating in class discussions due to fears about not understanding the material as well as their peers. Questioning strategies beyond IRE, such as Think Pair Share, can help engage PP students while shielding them from public scrutiny. Teachers should ask fewer but better questions, insist on full developed responses, aim for high challenge low access tasks with clear modeling, and limit low value tasks to encourage depth over breadth. Planning lessons with questioning structures ensures PP students contribute answers and addressing training resources on questioning and engaging activities can provide more support.
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The candidate has experience teaching and is motivated to succeed in the role. They use engaging lessons and group work to involve students. When lessons don't go as planned, they evaluate and improve. The candidate strives to continually develop their skills and keep lessons up-to-date. They have a student-centered teaching philosophy focused on learning.
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Challenge cherwell learning july
Send work back if you aren’t satisfied. Insisting on excellence and being prepared to ask students to improve their work sends a powerful message about building strong work habits. Improving or redoing work should be seen as a necessary part of learning, not a sign of failure. Look for excellence in every task by pushing students towards greater precision, detail, sophistication and depth in their work. Begin with high standards outlined in criteria for top levels and use these to guide students from an early age. Avoid low-value activities and presenting work that does not demonstrate real mastery of the subject.
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The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
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The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
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The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
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This document provides strategies and best practices for developing effective classroom management. It discusses defining classroom management as creating a positive learning environment through preventing and addressing inappropriate behavior. Several key strategies are outlined, including being positive by giving 10 positive comments for every negative one, turning negatives into positives in interactions with students, knowing your students and differentiating instruction, and establishing clear expectations, consequences, and feedback without intimidating students. The document also covers practical elements like classroom setup, lesson preparation, and using humor without putting students down. The overall message is that teachers can create the learning environment they want through preventative strategies and positive reinforcement of appropriate behavior.
Thinking skills
1. The document describes several thinking tools: PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequences and Sequel), AGO (Aims, Goals, Objectives), APC (Alternatives, Possibilities & Choices), OPV (Other Peoples' Views), and FIP (First Important Priorities).
2. Each tool provides a structured approach to explore an issue from different perspectives in order to widen perception and scope.
3. The tools are intended to help avoid emotional reactions, consider factors beyond the obvious, understand different viewpoints, and determine priorities.
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The document summarizes a workshop for substitute teachers that focused on building a substitute teacher toolkit. Key points covered in the workshop included: identifying effective substitute teaching strategies; discussing the contents of a professional substitute toolkit including personal, classroom, rewards, and activity materials; modeling fill-in activities; and providing resources for substitute teachers.
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The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
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- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
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The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
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Stretch and challenge the high attaining students v2
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What is GREAT teaching and learning? By the staff at Chalfonts.
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Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Fall%202018%20 pdd%20presentation%20kids%20today
This document provides suggestions for connecting with and engaging Generation Z college students. It discusses adapting teaching methods to focus on structure, clarity, relevance, interaction and collaboration. Specific techniques are presented such as using a G-FAR lesson structure of goal, focus, apply, review. Other recommendations include updating syllabi, incorporating think-pair-share activities, relating content to real-world examples, and increasing opportunities for student interaction through discussion and collaborative assignments. The overall message is that small changes can improve engagement by addressing the learning preferences of today's digital native students.
Technology enhanced project based language learning
This document discusses considerations for planning a project-based language learning activity using technology for primary education students. It emphasizes that the project must have authentic purpose and require cognitive engagement. The teacher's role is to plan carefully sequenced activities that help students work towards a final output, while supporting interaction and staying "behind the scene." Effective planning considers students' starting points, objectives, instructional activities, and assessment to ensure learning goals are achieved.
PBL in the English Classroom (ETA presentation)
This document discusses project based learning (PBL) in the English classroom. It defines PBL as an approach where students explore real-world problems and challenges to gain a deeper understanding of their subjects. The document provides examples of how PBL can be implemented for different units, such as having students write and publish their own stories or design promotional posters. It also outlines some of the key elements of PBL, including driving questions, real-world products, and 21st century skills. Finally, it addresses potential issues teachers may face and provides resources for planning, running, and getting support for PBL projects.
Edu 205 week 2
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
PBL for PLP ConnectU
Project-based learning involves students working autonomously on meaningful tasks to solve problems and answer questions. It requires integrating subjects, asking complex questions, and producing realistic outcomes. Effective project design considers elements like scaffolding, student ownership, and reflection. Passion, purpose, independence, and supportive environments help students learn.
Student_Engagement (1).ppt
The document discusses strategies for increasing student engagement in the classroom. It defines student engagement as the involvement of students' minds with what they are learning. The document outlines different levels of student engagement from rebelliousness to authentic engagement. It emphasizes that successful learning requires active involvement from students. The document provides suggestions for teachers to move more students to higher levels of engagement, such as using relevant materials, explicit and implicit tasks, and helping students understand the learning process. It stresses the importance of student engagement for all students to achieve.
Creativity in school education
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Differentiated instruction-editted
This document outlines an educational session on differentiated instruction. The objectives are to discuss DI principles, identify activities for each component, and identify learner-needs activities. An activity called "Fact or Bluff" tests participants' understanding of DI statements. Basic DI principles are outlined, including being student-centered, flexible grouping, and creating a learning climate. Tomlinson's four ways of differentiating instruction are discussed: content, process, product, and environment. Examples are provided for each. The session concludes with groups planning a DI-formatted economics lesson considering learner readiness, interests, and profiles.
Flipped
The document provides guidance on flipping the classroom using a KWL chart approach. It discusses that the flip model can vary by teacher, grade, and subject. It encourages teachers to utilize class time for student engagement and involvement. Recommendations are made to start small with technology, involve students, plan classroom structure, and use available district resources.
The perfect ofsted_lesson_-_article
The document provides guidance on meeting Ofsted criteria for an outstanding lesson, with a focus on demonstrating exceptional student progress. It outlines the key criteria for an outstanding lesson as exceptional quality of student learning and teaching that leads to outstanding progress. It then provides six steps teachers can take to help meet these criteria when being observed, including: 1) Engaging students with entry tasks; 2) Using creative starters to stimulate thinking; 3) Setting clear learning objectives at different levels; 4) Guiding students on their learning progress; 5) Interactive teaching methods; and 6) Checking for understanding and providing feedback.
Flip workshop
The workshop introduced the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It emphasizes having students complete preparatory work before class individually to learn basic concepts. Then, class time focuses on higher-level learning through engaging activities that apply the concepts. Tips included establishing FLIP from the start, ensuring pre-work has an action component, and "chunking" lessons with varied activities every 10 minutes to maintain engagement. Examples demonstrated how to FLIP through games, videos, discussions, and summarizing activities.
Week 1
This document provides an overview of the first week's content in an instructional design essentials course. It introduces the concept of backwards design, which involves starting the design process by defining learning goals and outcomes before planning assessments and lesson content. The document also discusses the importance of needs assessment to better understand learners. It explains that the course will use Fink's model of instructional design, which takes a holistic approach and considers affective outcomes. Critical pedagogy is introduced as an optional, more advanced component for designing instruction that challenges existing power structures.
Tqr project palm instructionaldesign_blendedlearning (2)
This workshop aims to reinvigorate instructional design for blended learning. It will explore new approaches and models for instructional design, allow participants to reflect on their current practices, and discuss how to improve design of online courses from a learner's perspective. Participants will read about and discuss various instructional design topics and models, including the ADDIE model and Gagne's nine events of instruction. The goal is to help designers apply new learning to better structure their online courses and interactions to improve learning outcomes.
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Technology enhanced project based language learning
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OHS for Industrial Technology
The Occupational Health and Safety Act 2000 is legislation that deals with health and safety in the workplace. The objectives of the Act are to secure worker health and safety. It applies to all workplaces whether paid or voluntary. Employers must ensure a safe working environment and provide training to workers. Workers must take reasonable care of their own safety and cooperate with safety requirements. Employers are responsible for providing and paying for personal protective equipment which workers must use. Failure to do so could result in disciplinary action. Workplace hazards must be identified and risks assessed and controlled. Effective communication of safety policies, procedures, signage and reporting is important to prevent accidents.
Images (Samples from past exams
Images and industrial technology were the topics discussed. The document likely focused on how images are used within industrial technologies, or how certain industrial technologies capture and utilize images. In just a few words, the document covered images and industrial technology.
Personell issues
This document discusses key aspects of industrial relations and technology in industry. It covers topics such as equity and equal employment opportunity, unions, career development opportunities, changing work practices, important industrial relations laws, awards, enterprise agreements, and the roles of unions and equal employment opportunity in the workplace. It provides an overview of minimum employment standards, awards, enterprise agreements, unions, and protections for diverse groups in the workplace.
Differentiation
The document discusses differentiation strategies for students of varying ability levels in the classroom. It suggests using pre-tests or elicitation activities to determine each student's level, then differentiating the content, process, product, or learning environment. Specifically, it recommends differentiating through modifying tasks to be more complex/abstract, products to solve real problems for real audiences, and processes to incorporate more high-level thinking. Modifying entry documents or offering optional workshops can support special needs students. An example task on designing electronic games allows for differentiation in programming, classrooms, and rubrics.
Exam feedback term 1 2011
The document provides feedback on a Term 1 exam for an Industrial Tech Multimedia preliminary exam from 2011. It includes the answers to multiple choice questions, feedback on specific questions answered incorrectly, and tips for improving exam performance. Key points addressed include properly discussing both advantages and disadvantages of topics, addressing enough issues in the required word count, and linking each issue back to the original scenario. Students are advised to structure their essays with a plan and use the SLEEK paragraph structure for each issue.
Exam feedback term 1 2011
This document provides feedback on a student's Term 1 exam. It indicates they got 11 multiple choice questions wrong in Section I. For Section II, question 11, the student should have discussed the advantages of JPEG over GIF for a file being used on the web. For Section III, the student needed to discuss more than one issue and link each issue back to the scenario in order to score higher marks. Overall, the feedback emphasizes structuring responses, discussing multiple advantages and disadvantages for each issue, and linking all points back to the original scenario.
5 multimedia elements - animation
Animation is the rapid display of images to create the illusion of movement. It can be created through techniques like cell animation (hand drawing each frame), stop motion (manipulating physical objects), and 3D animation (digitally modeling and manipulating objects). 3D animation involves processes like modeling, rendering, motion capture and morphing to create animated characters and scenes. Virtual reality uses computer simulation to immerse users in realistic or imaginary environments through interactive technologies like simulators, walkthroughs and navigable scenes.
4 multimedia elements - video
Video combines pictures and sounds displayed over time by breaking a continuous event into individual frames. Video formats are made up of a container that specifies the file structure and codecs for compressing and encoding the audio and video data. Common video formats include AVI, QuickTime, and WMV, while codecs like MPEG and DivX are used to compress the files. Larger video file sizes are needed for higher quality video with more frames per second, and file size affects the hardware requirements for storing and playing back video.
Stem 71 24 multimedia elements - graphics
This document provides information about different types of graphics, including bitmapped and vector images. It discusses common file formats for images like JPEG, GIF, PNG, and TIFF. It also covers topics like resolution, color depth, importing images through scanning and digital cameras. Graphics tablets, stock photos, and image editing techniques like layering, filters, and manipulation are briefly mentioned.
Stem 22 text
The document discusses different types of fonts including serif, sans serif, and decorative fonts. Serif fonts are generally easier to read in print due to the extra details that make letters more distinctive, while sans serif fonts are better for online reading of small text. Decorative fonts are used mainly for titles and headings rather than body text. The document also covers other typography topics like formatting text, pagination, and anti-aliasing text for readability on screens.
Sample hsc style questions
This document provides guidance and sample questions for the Industrial Technology HSC exam in New South Wales, Australia. It outlines the exam structure, which has three sections testing different skills. Section 1 has multiple choice questions, Section 2 short answers, and Section 3 an extended response. The document offers tips for answering the extended response questions, such as planning an essay, linking all points back to the question, and considering key words that indicate what is being asked. It provides four sample exam questions testing various skills and covering topics like occupational health and safety, technology introduction, and business management.
6th p Industry Specific Tools and Equipment
The document discusses various topics related to digital media, including:
1) Different types of fonts (serif, sans serif, decorative) and their uses.
2) Bitmap and vector images and common file formats.
3) Factors that affect image quality like resolution, bit depth, and file compression.
4) Basic concepts in digital video like frame rates, rendering, and common file formats.
Term 1 exam assessment task brief ITMM
The document provides specifications for an Industrial Technology term 1 examination including:
1) The exam will be 1.5 hours and cover Industrial Manufacturing Technology and Multimedia content.
2) It will have 3 sections worth 10, 15, and 15 marks respectively testing multiple choice, short answer, and extended response question structures.
3) The exam targets performance bands 2-6 and tests syllabus outcomes related to industry studies and manufacturing technology.
6th P Problem 1 Multi 2011
This document discusses various aspects of starting a business, including legal protections, business structure, marketing, tools/equipment, and workplace culture. It provides feedback on student business plans, noting that most addressed marketing well but some also considered business structure. It discusses sole trader, partnership and company structures and their liabilities. It emphasizes the importance of marketing that provides value for a starting business.
Industrial technology
This document provides guidance for teachers on setting up and teaching an Industrial Technology Multimedia course. It discusses introducing the course to attract both girls and "less academic students", and provides resources for teachers and students. It also outlines sample curriculum structures used at different schools, including integrating theory and practical lessons, and managing major works projects. Requirements for portfolios and practical projects are covered, along with preparing students for their exams. The key aspects are teamwork, tutorials, teaching skills, and choosing interesting major works.
71 stem 6 selection and justification
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall feelings of well-being over time.
IPT Overview of Exam Minimums
The document outlines important topics and concepts covered in the IPT exam, including:
1. The exam consists of 3 sections - multiple choice, short answer on core topics (IS and DB, Communication, Project Work), and short answer integrating two topics.
2. Key concepts for IS and DB include the definition of a database, entity relationship diagrams, database setup, querying, normalization, and the difference between flat file and relational databases.
3. Important aspects of project work are dealing with people, project stages and tasks, and feasibility studies and diagrams.
4. Communication systems topics encompass the OSI model, protocols, and hardware and software components.
Module 2 6th P Pdf Version
The document discusses issues at a company called "Vinyl Designs" that is experiencing a downturn in sales, high employee turnover, and workplace accidents. This is likely due to poorly defined roles, low job satisfaction and employees not feeling valued. To address these sociological and personnel issues, the company needs to make people feel safe, valued and like they are making a difference through improved communication, workplace culture, job redesign and employee input. Implementing proper occupational health and safety procedures and defining roles clearly can help reduce accidents and turnover.
2008 Exam Questions Social And Ethical
Allows users to analyze software code through reverse engineering. Reverse engineering software can reveal intellectual property and allow copying of protected code. Software designers must consider universal design and multiple languages to ensure accessibility. For tax office software, designers have responsibilities for quality, reliability, and quick problem resolution due to tax submission deadlines and lack of alternatives. Errors could impact tax outcomes, so all data needs robust handling and the software must work consistently across systems.
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Scaffolding activities
- 1. SCAFFOLDING ACTIVITIES throughout the PBL Project or...
- 2. I’VE RELEASED THE PROJECT Now What?
- 3. SCAFFOLDING What your lessons will look like....
- 4. An example from Year 9 Cath Tech
- 5. An example from Year 10 Cath Tech
- 7. Students should have voice and choice over what they want/need to do Amount of voice/choice would increase as we work through the year groups. Different classes (and groups) may have different needs to know, or different times that they need to know this Students should see clear links between the task that they are doing and the end product. (ie, the task needs to contribute to the end product)
- 8. All teaching should be driven from student need to knows Your entry document should drive the needs to know Predict what the students need to knows will be by working backwards from the end product (outcomes) to the entry doc. Have all the stuff planned and invisible so that when it comes up as a need to know you can just make it visible
- 9. SO...UM HOW DO I TEACH?
- 10. HOWEVER YOU THINK BEST SUITS STUDENTS NEEDS Whole class teaching Guided research Literacy Small workshop Direct activities teaching Anything you “Webquest” Group can think of... Journals activities Writing tasks
- 11. REMEMBER... Different times within your project will require different strategies All teaching should be relevant to the end product Don’t let kids “just go”
Editor's Notes
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