This document discusses second generation middle schooling and focuses on a case study of Luther College. It provides an overview of the evolution of middle schooling at Luther College from its establishment in the late 1990s as a first generation middle school model to where it is today in the 2010s as second generation middle schooling emerges. The research aims to explore the principles and practices of middle schooling at Luther College over time. It identifies opportunities and challenges for second generation middle schooling, including a need to reinvigorate the philosophy of middle schooling and focus on pedagogical renewal through professional learning communities and evidence-based practice.
Observations of Teacher-Student Interactions in VietnamAJSERJournal
Every day, teachers make dozens of interactions with students to make sure that the students can achieve
their learning goals effectively. Classroom practices with teacher-student interactions not only help teachers build a
good working environment but also assist students in forming their responsibility for learning. This paper points out the
limitation of Vietnamese teacher-student interactions in the classroom and then suggest several solutions to this
problem
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
Observations of Teacher-Student Interactions in VietnamAJSERJournal
Every day, teachers make dozens of interactions with students to make sure that the students can achieve
their learning goals effectively. Classroom practices with teacher-student interactions not only help teachers build a
good working environment but also assist students in forming their responsibility for learning. This paper points out the
limitation of Vietnamese teacher-student interactions in the classroom and then suggest several solutions to this
problem
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
The presentation will encourage student teachers to reflect on some of the issues related to the teaching of social studies and think of ways to meet these concerns.
Hello ! Everyone. Here I am sharing my presentation on the paper ELT 1 on the topic, " The Role of Teachers and Students changes by age to age from Ashram system to flipped learning in present time. " please go through presentation. I hope it will helpful to you.
Ppt tirunevelli webinar 2020 july contribution of western schools of thoughtsWilliamdharmaraja
A webinar on ' SCHOOLS of WESTERN PHILOSOPHY ' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms Kalpana Chavan
St. Xavier’s Institute of Education, Mumbai.
It is an .ppt file on topic Teacher. If you need sound you can contact me on the contact information below:
Mobile : +91 7351996161 Email ID : samaycybercafe@gmail.com
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
The presentation will encourage student teachers to reflect on some of the issues related to the teaching of social studies and think of ways to meet these concerns.
Hello ! Everyone. Here I am sharing my presentation on the paper ELT 1 on the topic, " The Role of Teachers and Students changes by age to age from Ashram system to flipped learning in present time. " please go through presentation. I hope it will helpful to you.
Ppt tirunevelli webinar 2020 july contribution of western schools of thoughtsWilliamdharmaraja
A webinar on ' SCHOOLS of WESTERN PHILOSOPHY ' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms Kalpana Chavan
St. Xavier’s Institute of Education, Mumbai.
It is an .ppt file on topic Teacher. If you need sound you can contact me on the contact information below:
Mobile : +91 7351996161 Email ID : samaycybercafe@gmail.com
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
Salam , MS1 2 G yearly planning 2016 2017
Here is the 2 generation MS1 yearly planning for the school year 2016 2017
The planning is planned through weeks
Any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Foundations of English Language TeachingImed Sdiri
In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following:
General Learning Principles
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Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. OVERVIEW OF PRESENTATION
• The research study – the evolution of middle
schooling at Luther College
• The Middle Schooling Movement in Australia:
An overview
• First generation middle schooling
• Towards second generation middle
schooling – opportunities and challenges
• Where to from here?
3. Premise of study
First generation middle schooling is
unfinished and exhausted
Second generation of middle schooling
emerging
Focus on transformative pedagogies to
promote lifelong learning needed
4. Research Aims
Exploration of polemics of middle schooling at
Luther College with specific focus on:
Examining the principles and practices
underlying the establishment of middle
schooling at Luther College
Exploring the current principles and practices of
middle schooling at Luther College
Identifying the opportunities and challenges of
second generation middle schooling at Luther
College
5. The Research Study
Small-scale pilot study: single case study
site – two „snapshots‟
Data collection: Literature review,
document analysis, key informant
interview, participant observation
Time frame: March-September 2011
6. The Middle Years
Defining the „Middle Years‟
Distinct learning needs
Concept of risk – deficit model?
7. Middle Schooling
Middle schooling does not have one
generic meaning, in the Australian context
it is generally taken to mean a progressive
approach to curriculum, pedagogy and
assessment (and sometimes
organisational) practices that are
responsive to the developmental needs of
young learners in their social context
8. The Middle Schooling Movement in Australia
First Generation Middle Schooling characterised by:
• A range of specific middle years projects across Australia
• The inclusion of middle years schooling in broad national
educational initiatives
• The production of middle schooling ideas and resources by
a range of formal agencies
• Research on middle schooling by Australian academics
• The rise of middle schooling professional associations
• The introduction of middle schooling units and programs in
pre-service and postgraduate teacher education courses
• The recognition of middle schooling in the policies and
activities of a diverse range of school education agencies
• The increasing adoption of middle schooling in educational
institutions across the spectrum in most Australian States.
9. Beyond the Middle
First generation middle schooling was unfinished
because it had not secured systemic approaches
or high intellectual demand. It also found that the
movement was exhausted as it was a decade
old and had not kept apace with the rapid
changes in students‟ lives
Beyond the middle: A report about literacy and numeracy development of target group
students in the middle years of schooling (Luke, Elkins, Weir, Land, Carrington, Dole,
Pendergast, Kapitzke, van Kraayenoord, Moni, McIntosh, Mayer, Bahr, Hunter,
Chadbourne, Bean, Alverman, & Stevens; 2003)
10. Luther College
Established in 1964 by the Lutheran
Church of Australia as a Year 7-12
Co-educational Boarding school
Luther College offers a program of “Christian
education which serves students, parents, the
church, the community and strives for excellence
in the development and creative use by all
students of their God-given talents”
11. Snapshot 1: 1997-2001
Victorian context
1997: Middle School Planning Group [MSPG]
established and Terms of Reference for middle
schooling at Luther identified:
1. Improving school family relationships, teaching and
learning and student involvement for the middle
years
2. Improving its transition program and the education
offering for the middle years
12. Snapshot 1 cont.
1998: Luther College Middle School Report
(Independent Education Consultant) endorsed
suggestions of the MSPG
Middle School Unit established – years 7-9,
staged implementation (1999-2001), Head of
Middle School, Year 7 Transition Coordinator,
Year 8 and 9 Coordination subsumed into other
roles, introduction of Focus Teachers in Year 7
13. Characteristics of First Generation middle
schooling at Luther
LEADERSHIP
I just read the literature and immersed myself in it … Now
as I read the literature and got on top of the area I started
to draw some broad directions around things that we
needed to do… a lot of the literature just spoke to me
about good principles of learning … I also was and do
believe that Middle Schooling if it is done well, is the
answer to a whole lot of the other chestnuts of schooling
like boys education and a whole lot of things that provide
literacy across the curriculum.
14.
15.
16.
17. Characteristics of First Generation middle
schooling at Luther
LEADERSHIP cont.
it takes a lot of patience and it takes minute chipping
away and persistence and a determination that you are
going to get there but you will have a hundred different
ways of getting there and so the change process is
messy and tricky and you will have lots of fights and
tussles along the way with people who think they know
better or believe there are other realities that need to be
dealt with.
18.
19. Characteristics of First Generation middle
schooling at Luther
LEADERSHIP cont.
a metaphor that works for me was this tumbleweed that I
started rolling and what I had to do all the time was pull
the other bits of the weed in as it kept rolling and make
sure that when I made a strategic decision, the whole ball
kept moving and that all the parts of the ball sat in
relation to one another
20.
21. Characteristics of First Generation middle
schooling at Luther
TEACHER TEAMING
• The role of the Focus teacher
• Primary teachers within a perceived secondary
school setting – the prevalence of „two-tiered‟
thinking
22. Characteristics of First Generation middle
schooling at Luther
INTEGRATED CURRICULUM
I started with nothing, I had to bring people around to
understand what integration was because none of these
things were in place in the school. What I did know was
that I had some good teachers in the school and I had to
re-culture them and get them to understand the
foundations. I did an enormous amount of PD
[professional development]. Everyone who was a Focus
teacher in those days went to a lot of PD and
conferences, to begin to talk the language, you had to
have a common language.
23. Characteristics of First Generation middle
schooling at Luther
LEGITIMISING MIDDLE SCHOOLING
• The Middle School
• Varied teaching and learning strategies
24. Snapshot 2: 2010-2011
Luther College today: 1200 students, 160 staff,
no boarders, significant demand (significant
increase in Luther education across Australia –
85 schools, over 35,000 students), laptop school,
arrival of new Principal April 2010, a new 5 year
strategic plan
A decade later the social milieu is quite different
I arrive at Luther College as a Year 7 Focus
teacher and Senior English teacher in July 2010
25.
26.
27.
28. Middle Schooling at Luther College today
Significant „wins‟
Significant challenges – significant growth of
school population, change fatigue, staff attrition,
interrupted learning continuum, competing
curricular demands, erosion of Focus teacher
role….
First generation middle schooling still evident?
29. Moves towards whole school pedagogical renewal
• Leadership restructure to allow greater focus
on pedagogy
• Time for depth of learning
• Professional learning communities
• Research and evidenced based practice
30.
31. Where to now?
• Re-visioning of a shared philosophy of Middle School
• Forecasting rather than backcasting
• Learning spaces
• ICT
• Blurring Curriculum boundaries
• Signature pedagogies?
