This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then applies these dimensions to reflect on a teaching experience where the author taught English vocabulary related to computer studies to secondary students. The author summarizes that their objectives and activities engaged students. Going forward, the author would include more videos. This experience helped the author learn they can teach specialized vocabulary and use different strategies for different students. There was a social implication as some students acquired bad language from their complicated neighborhood, but the school provides a better alternative.
The document describes a workshop on the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It discusses having students complete pre-work activities before class individually to learn basic concepts. Then class time is spent on higher-level learning through engaging activities that apply the concepts. The tips provided recommend establishing a FLIP classroom from the start of the semester so students are engaged. Pre-work should include an action component like writing or identifying concepts. Class periods should include chunking lectures with activities every 10-12 minutes to maintain attention. The workshop modeled FLIP techniques like a pre-class quiz and games to reinforce learning.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Cse17.3 bergmann - the flipped classroomShahrol Arol
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Mr. Jacob Nettik-kadan developed a revolutionary methodology for teaching English as a foreign language. His method aims to give students a comprehensive understanding of the language from the first day in order to build self-confidence. It uses graphic representations and focuses on teaching verbs to help students understand sentences. The cost for a 100-hour course using his books and technique is Rs. 7,000. Mr. Nettik-kadan discovered his method through experimenting with how covering parts of sentences affects meaning. He hopes his method could potentially overhaul current English teaching practices but has received no external support.
Practicas docentes III reflective cycle Medina passedKei Medina
Keila Belén Medina completed her teaching practicum over 12 lessons at a bilingual school in Bariloche, Argentina. At first, she felt shy and nervous teaching older students, but grew more confident over time as the students began treating her like one of their teachers. While classroom management was a challenge, she was able to apply strategies from her coursework, like accommodating students with special needs. Through the experience, she learned that older students are not as difficult as she had assumed and that establishing clear limits is an area for her to improve. Overall, the practicum allowed her to put her educational theory into practice and continue developing her skills as a teacher.
This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then applies these dimensions to reflect on a teaching experience where the author taught English vocabulary related to computer studies to secondary students. The author summarizes that their objectives and activities engaged students. Going forward, the author would include more videos. This experience helped the author learn they can teach specialized vocabulary and use different strategies for different students. There was a social implication as some students acquired bad language from their complicated neighborhood, but the school provides a better alternative.
The document describes a workshop on the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It discusses having students complete pre-work activities before class individually to learn basic concepts. Then class time is spent on higher-level learning through engaging activities that apply the concepts. The tips provided recommend establishing a FLIP classroom from the start of the semester so students are engaged. Pre-work should include an action component like writing or identifying concepts. Class periods should include chunking lectures with activities every 10-12 minutes to maintain attention. The workshop modeled FLIP techniques like a pre-class quiz and games to reinforce learning.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Cse17.3 bergmann - the flipped classroomShahrol Arol
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Mr. Jacob Nettik-kadan developed a revolutionary methodology for teaching English as a foreign language. His method aims to give students a comprehensive understanding of the language from the first day in order to build self-confidence. It uses graphic representations and focuses on teaching verbs to help students understand sentences. The cost for a 100-hour course using his books and technique is Rs. 7,000. Mr. Nettik-kadan discovered his method through experimenting with how covering parts of sentences affects meaning. He hopes his method could potentially overhaul current English teaching practices but has received no external support.
Practicas docentes III reflective cycle Medina passedKei Medina
Keila Belén Medina completed her teaching practicum over 12 lessons at a bilingual school in Bariloche, Argentina. At first, she felt shy and nervous teaching older students, but grew more confident over time as the students began treating her like one of their teachers. While classroom management was a challenge, she was able to apply strategies from her coursework, like accommodating students with special needs. Through the experience, she learned that older students are not as difficult as she had assumed and that establishing clear limits is an area for her to improve. Overall, the practicum allowed her to put her educational theory into practice and continue developing her skills as a teacher.
Reflective Assignment Lesson Plan BlitzVirginia Tech
1) The document describes a lesson plan blitz exercise where the author had to create a full lesson plan within two hours without any prior research or preparation.
2) The author outlines the steps they took to develop the lesson plan, including researching standards, creating an outline and activities, and developing assessments.
3) The author reflects that the experience was stressful but increased their confidence in their ability to create lesson plans under time constraints. They learned that proper planning and using available resources will be important.
This lesson plan is for a 7th grade English class with 20 students of varying proficiency levels. The lesson topic is "healthy habits" and focuses on food. The plan includes aims, language focus, teaching approach, materials, activities, and assessment. Students will identify and classify foods, discuss healthy and unhealthy options, and compare diets around the world by watching videos. The lesson incorporates visuals, group work, and interactive activities to engage students at different learning levels. The teacher aims to develop students' cognitive, linguistic, and social skills through exposure to vocabulary, class discussions, and a cooperative learning environment.
Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
In this module we have argued for a constructivist approach to teaching and learning. But in doing so, we have warned against an approach which suggests that learners are capable of learning all they need to know completely naturally, and that schools or teachers are unnecessary. What role do teachers play in producing and improving learning, and how can they structure learning?
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Stephanie Smith created a 4-lecture lesson plan on the French Revolution as part of her senior project. She wanted to explore teaching as a career and gain insight into what it takes to be an effective teacher. Creating the lesson plan involved extensive research, writing lectures, developing activities, and getting advice from her facilitator, a social studies teacher. Presenting the lesson plan to students was challenging, but Smith overcame this by engaging the students with questions, summaries, and a video clip. Through this process, Smith learned that teaching requires dedication of large amounts of time to prepare high-quality lessons.
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
Patricia González reflects on her experience teaching English grammar structures to a group of 13-14 year old students at Calafate School Institute. She felt nervous at first teaching teenagers but was pleased with how enthusiastically the students participated. While the students worked well collaboratively and individually, some struggled with the differences between past simple and present perfect tenses. In response, González analyzed what needed improvement and designed additional activities focused on explaining the grammatical structure from the beginning. When she re-evaluated the students, their results were better. Going forward, González plans to ensure all students have mastered a grammar point before moving on and focus more on a communicative approach to language learning.
Flipping the Classroom Around the WorldArjana Blazic
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
This document is a reflection from a student teacher on their kindergarten practicum experience teaching English to 25 students in Ushuaia, Argentina. Some of the key points covered in the reflection include:
- The original aims of continuing the local teacher's transport project and adding routines.
- The use of communicative and TPR approaches along with songs, videos, and games was effective.
- The objectives, activities, and resources were appropriate for young learners' development.
- The experience was significant for learners as they enjoyed the activities and the teacher was able to observe characteristics of young learners described in literature.
- Skills like developing rapport, passion for teaching, understanding learners' profiles
The students reacted positively to the first lesson, participating enthusiastically despite expecting translations. It was important for the teacher that the students participated actively, easing his concern that they may be shy. He described the lesson as like a game of Pictionary, with the students guessing meanings from images and expressions.
In the second lesson, the students were understanding communication through gestures when asking questions in Spanish. One student was surprised to learn his food proportions were different from the picture. Reflecting on habits allowed interesting discussion on healthy lifestyles.
Classroom management was challenging as some students used their limited English to avoid responsibility. However, the teacher felt welcomed by enthusiastic students who stayed late. Varied lesson presentation kept
The feedback report provided suggestions to improve the teaching practice of trainee Ana Belén Morán. It noted a lack of proper warm up and clear instructions for activities. While acknowledging efforts to review content, it suggested stronger organization and clearer linguistic goals. It advised integrating evaluation, controlling noise levels, using more English and designing engaging activities around communicative goals. Overall, it aimed to help the trainee strengthen lesson planning and classroom management skills.
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
This document provides an overview of the agenda and assignments for an ELA 10 class across several class periods in 2014. It includes instructions for daily activities like a selfie activity, breathing lessons, and homework assignments on kindness projects and analyzing infographics and articles about breathing. Class norms are outlined that emphasize respect, listening, and participation. Various announcements are made about due dates for assignments being submitted on Edmodo and completing a student information form.
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
The document describes a teacher's problem of practice in meeting the needs of all students in a heterogeneous classroom. The teacher aims to prove that catering to different ability levels is possible through expanding classroom walls using technology and collaborative learning. Students will work in groups, discuss concepts online, and use simulations. Preliminary results found increased participation, especially from quiet students, through exploring simulations and discussing concepts online and in class. The teacher aims to continue incorporating collaborative learning and technology to engage all students.
Reflective Assignment Lesson Plan BlitzVirginia Tech
1) The document describes a lesson plan blitz exercise where the author had to create a full lesson plan within two hours without any prior research or preparation.
2) The author outlines the steps they took to develop the lesson plan, including researching standards, creating an outline and activities, and developing assessments.
3) The author reflects that the experience was stressful but increased their confidence in their ability to create lesson plans under time constraints. They learned that proper planning and using available resources will be important.
This lesson plan is for a 7th grade English class with 20 students of varying proficiency levels. The lesson topic is "healthy habits" and focuses on food. The plan includes aims, language focus, teaching approach, materials, activities, and assessment. Students will identify and classify foods, discuss healthy and unhealthy options, and compare diets around the world by watching videos. The lesson incorporates visuals, group work, and interactive activities to engage students at different learning levels. The teacher aims to develop students' cognitive, linguistic, and social skills through exposure to vocabulary, class discussions, and a cooperative learning environment.
Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
In this module we have argued for a constructivist approach to teaching and learning. But in doing so, we have warned against an approach which suggests that learners are capable of learning all they need to know completely naturally, and that schools or teachers are unnecessary. What role do teachers play in producing and improving learning, and how can they structure learning?
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Stephanie Smith created a 4-lecture lesson plan on the French Revolution as part of her senior project. She wanted to explore teaching as a career and gain insight into what it takes to be an effective teacher. Creating the lesson plan involved extensive research, writing lectures, developing activities, and getting advice from her facilitator, a social studies teacher. Presenting the lesson plan to students was challenging, but Smith overcame this by engaging the students with questions, summaries, and a video clip. Through this process, Smith learned that teaching requires dedication of large amounts of time to prepare high-quality lessons.
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
Patricia González reflects on her experience teaching English grammar structures to a group of 13-14 year old students at Calafate School Institute. She felt nervous at first teaching teenagers but was pleased with how enthusiastically the students participated. While the students worked well collaboratively and individually, some struggled with the differences between past simple and present perfect tenses. In response, González analyzed what needed improvement and designed additional activities focused on explaining the grammatical structure from the beginning. When she re-evaluated the students, their results were better. Going forward, González plans to ensure all students have mastered a grammar point before moving on and focus more on a communicative approach to language learning.
Flipping the Classroom Around the WorldArjana Blazic
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
This document is a reflection from a student teacher on their kindergarten practicum experience teaching English to 25 students in Ushuaia, Argentina. Some of the key points covered in the reflection include:
- The original aims of continuing the local teacher's transport project and adding routines.
- The use of communicative and TPR approaches along with songs, videos, and games was effective.
- The objectives, activities, and resources were appropriate for young learners' development.
- The experience was significant for learners as they enjoyed the activities and the teacher was able to observe characteristics of young learners described in literature.
- Skills like developing rapport, passion for teaching, understanding learners' profiles
The students reacted positively to the first lesson, participating enthusiastically despite expecting translations. It was important for the teacher that the students participated actively, easing his concern that they may be shy. He described the lesson as like a game of Pictionary, with the students guessing meanings from images and expressions.
In the second lesson, the students were understanding communication through gestures when asking questions in Spanish. One student was surprised to learn his food proportions were different from the picture. Reflecting on habits allowed interesting discussion on healthy lifestyles.
Classroom management was challenging as some students used their limited English to avoid responsibility. However, the teacher felt welcomed by enthusiastic students who stayed late. Varied lesson presentation kept
The feedback report provided suggestions to improve the teaching practice of trainee Ana Belén Morán. It noted a lack of proper warm up and clear instructions for activities. While acknowledging efforts to review content, it suggested stronger organization and clearer linguistic goals. It advised integrating evaluation, controlling noise levels, using more English and designing engaging activities around communicative goals. Overall, it aimed to help the trainee strengthen lesson planning and classroom management skills.
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
This is the Final Assingment of the Post Graduate in English Education by Estacio de Sá in due to conclude the last module of the course to Professor Ana Paula Cypriano.
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
This document provides an overview of the agenda and assignments for an ELA 10 class across several class periods in 2014. It includes instructions for daily activities like a selfie activity, breathing lessons, and homework assignments on kindness projects and analyzing infographics and articles about breathing. Class norms are outlined that emphasize respect, listening, and participation. Various announcements are made about due dates for assignments being submitted on Edmodo and completing a student information form.
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
The document describes a teacher's problem of practice in meeting the needs of all students in a heterogeneous classroom. The teacher aims to prove that catering to different ability levels is possible through expanding classroom walls using technology and collaborative learning. Students will work in groups, discuss concepts online, and use simulations. Preliminary results found increased participation, especially from quiet students, through exploring simulations and discussing concepts online and in class. The teacher aims to continue incorporating collaborative learning and technology to engage all students.
Mary Beth Gries is applying for technology awards for her use of technology as a student teacher. She integrated technology heavily into her classes to enrich instruction and meet diverse student needs. Part 1 of her portfolio details how she used the Schoology site to communicate assignments and resources to students, which increased assignment completion especially for students with busy schedules. She provided daily announcements, homework slides, and class materials and resources through Schoology to support all students, including those who missed class. Part 2 will discuss additional technology integrated into her classroom and use of library resources.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
1. The document reflects on the experience of a trainee teacher completing their third practicum during the COVID-19 pandemic, which required adapting teaching practices to an online format.
2. Completing assignments like creating didactic units online was initially challenging but helped the trainee learn new skills for distance teaching with different tools and platforms.
3. While missing real interaction with students, the trainee found the experience of imagining teaching online lessons engaging and was able to consider contingencies for online teaching and combining tools to meet different needs.
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
This document provides examples of how various middle schools in New Zealand are using ICT tools to enhance learning. It describes tools like solo-coded rubrics, questioning using Blooms taxonomy, and websites used for topics like typing, juggling, current events, music, and history. Reflections note that ICT helps engage students, develop thinking and language skills, and make learning more meaningful when combined with discussion. Next steps include having students create their own rubrics and questions.
The document summarizes the initiatives and roles of an educator to promote innovative teaching practices. Over the past 5 years, the educator has held the position of Head of Senior School and Director of Innovative Teaching and Learning. In this role, they have implemented numerous programs aimed at inspiring students, accommodating different learning styles, and developing 21st century skills. Some of the initiatives include establishing career guidance sessions, transition programs, international school connections, mentoring programs, and developing new subjects like psychology and photography. The educator strives to support both students and teachers through professional development opportunities and new teaching approaches.
The document discusses three potential master's thesis projects:
1) Implementing project-based learning in the classroom to engage students through hands-on learning.
2) Integrating blogging into the classroom to facilitate student discussion and sharing of work.
3) Creating a student-run school news network to teach students communication and organization skills through technology.
Resources needed include access to computers, video cameras, and support from staff.
Final reflection practice-2-ezpeleta_paulapaulaezpeleta
The student completed their teaching practice during the COVID-19 pandemic, which presented extraordinary challenges. They had to teach online without real students at first. The student explored different online teaching tools and designed engaging lesson plans with interactive activities and games. This allowed the student to develop their creativity and autonomy. Based on their experience, the student learned the central role technology and interactive tools play in online learning. Moving forward, the student plans to further develop their skills with online educational platforms and experiment with different tools and strategies to improve their practice, as mixed online/in-person classes will likely continue.
This document discusses the benefits of hands-on learning and the author's teaching philosophy which is based on hands-on activities. It provides research showing that hands-on learning helps students better remember and apply knowledge. It also includes a pyramid showing higher retention rates from active learning methods. The author aims to test student skills before and after lessons to evaluate the impact of hands-on activities and influence other teachers to adopt these methods. The goals are for students to effectively learn through hands-on activities and projects, apply knowledge in various contexts, and demonstrate improved retention of information from assessments.
The document discusses how technology can be integrated into classrooms to improve student learning. It describes using an interactive whiteboard for morning attendance, which allows students to drag their photo to mark themselves present. Recording lessons with technology gives students access to material if they miss class. However, technology integration also faces disadvantages like technical difficulties and digital distractions. The document advocates for thoughtful technology use to prepare students for future careers and engage learners, while being aware of potential issues.
Action research presentation posters 280618shaikh1111
The researchers investigated techniques to embed independent learning in students. They experimented with several strategies including setting assignments on Google Classroom with success criteria and timelines. Students had to complete video feedback and attitude tests. In history classes, students were given essay questions that allowed for variety to encourage independent research. The goal was to test if engagement and marks would improve with less teacher input. One approach involved setting a biology assignment on Google Classroom with targets and assessments. Students provided video feedback on their progress weekly. Attitude tests were given before and after. The researchers aimed to determine if their students could work independently and if it promoted success. They also considered what effective independent learning looks like.
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
The document describes an approach to teaching called "barefoot teaching" that emphasizes student involvement, choice, and emerging language. It provides examples of lesson plans that allow students to choose topics of interest and activities. Summaries of key points are provided, and student work samples show how giving students ownership over their learning leads to more engaged, motivated work.
Differentiated Instruction conversation at Inanda Seminary- SAESC meeting Nov...kaleylemottee
At the South African Extraordinary Schools Coalition meeting on 4 November 2014, Inanda Seminary shared an outline of the discussion on differentiated instruction at Inanda Seminary.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Liberal Approach to the Study of Indian Politics.pdf
Slideshare making connections
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5. OBSERVATION OF
GPS ACTIVITY
During my practicum I saw a teacher take students out on a field activity in the park adjacent to
the school. Groups shared GPS devices to track objects
which they hid around the park.
This was for a Geography Lesson. Students were monitoring and measuring on charts designed by the teacher. All students were engaged and learning.
It evoked further reflection as I could see that the outdoor activity was effective in
generating learning and meeting outcomes effectively.
I followed up my observation with research into the benefits of outdoor learning
and started to gather ideas for approaching outdoor learning in other KLAs.
See related BLOG post here:
http://albikaadi.wordpress.com/2013/11/01/more-on-professional-teaching-standards/
6. OBSERVATION OF
GPS ACTIVITY
During a recent Conference I attended on Environmental Sustainability in Education as a representative of the University of Technology Sydney, I noticed a workshop on using GPS devices. Due to my observation on prac, I decided that it was a great opportunity to participate in learning about this
technology from a student perspective.
The workshop imparted the following skills and applications:
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Tracking peoples’ movements
Locating places and objects
Calculating distances
Recording incident/event locations
Although I do not have the finance right now to purchase an iPhone or some
other device with GPS applications, as soon as I am in a position I will make
sure that is a priority.
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9. EXTRACT OF TEXT
NON-ENGLISH
During my practicum I also had the fortunate
opportunity to observe and assist with LOTE: Arabic
lessons. In combination with this insight, I noted the challenges being faced by other students with reading comprehension challenges (ESL or impairment related).
I chose this artefact to demonstrate what it might feel like to these students
as they attempt to make sense of the texts we place before them. It is a
stimulus for the development of my own skills of empathy and ability to
transform that empathy into practical solutions.
Again, I followed-up this line of inquiry with further research as presented and
explicated on my BLOG post.
10. EXTRACT OF TEXT
NON-ENGLISH
In our lectures on teaching students with
Special Needs, we were equipped with a number of
strategies for scaffolding and creating support materials
that assist with developing comprehension skills for learners who
find reading a challenge. These include but are by no means limited to :
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Creating close passages with dashes to show number of letters per word
Breaking texts up into jigsaws
Teaching the skills of highlighting, underlining, or noting new vocabulary and concepts
Scaffolding generic components of a text (ie. Introduction, body, conclusion)
Pairing up struggling students with a study buddy
Conveying concepts graphically through images or diagrams
I will utilise both the resources provided us in this course, as well as those I
have collected over the years when teaching TESOL courses here and
abroad, to help in this area as required.
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13. SAMPLE OF
STUDENT’S
REMIX
It was important that during this course I engaged students with ICT. I struggled due to the poormaintenance of the equipment at the school; a result of lack
of funding. I noted other teachers had the same struggles and
helped each other to overcome related challenges as best they could.
In an effort to stretch myself beyond my comfort zone of PowerPoint, QR
codes, and Digital Stories, I experimented in having students create remixes.
The aim was to summarise their understanding of the impact—both short and
long term—of colonialism on indigenous peoples, as seen through the lens of
Aztec/Mexican society.
To be honest, I was surprised how effective the task was in evincing learning
outcomes. For an example of the multimodal dynamism of the remixes view
my own sample (created using the same imagechef.com tool) here:
14. SAMPLE OF
STUDENT’S
REMIX
I was unable to embed audio into the students’
remixes this time round. I know it can be done, but I
have yet to find the best way. As such, I will keep searching
for alternative providers of remix construction tools and keep experimenting to extend my skills and my ability to pass those skills onto
my students, who—as research suggests—will require multimodal literacy in
their futures.
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17. MAPS OF
DEMOUNTABLE
In order to “organise class activities” and give
clear instructions, one should know what kind of room
they will be teaching in, how it is arranged, how it could be
Potentially arranged, where it is located, and how to get to it.
Schools can have complex pathways and sometimes classes are taught in unusual rooms like Business Studies in an Art room or History in a Science lab.
My experience on a particular day during prac highlighted the multitude of
things that can go wrong when you do not know the above information ahead
of time.
I made a number of mistakes that impacted on my ability to create and
maintain a supporting and safe learning environment for a year 10 History
lesson.
18. MAPS OF
DEMOUNTABLE
Firstly, I left it till the last minute to ask someone
where the room 64 was as it did not appear on the
map of the school. The teacher pointed out the window to
two demountables down a stairwell and said, “its one of those,
not sure which one.”
I had seen a teacher head down that stairwell so I confidently stormed down
the spiral stair case toward my destination, equipment in hand. When I got
down to the bottom a senior teacher reprimanded me for using the fire exit and
firmly pointed out that I needed to use the exit near the library. I apologised
and proceeded to the demountable that logically should have been 64 but was
not. The students told me to go to the next one across.
When I got there, students had already been seated by my supervising
teacher for the lesson. And then I noticed, the IWB and regular white board
were at opposite ends of the room to each other. I had planned my lesson
around using the whiteboard in conjunction with a PowerPoint. Needles to say
the lesson did not go very well.
19. MAPS OF
DEMOUNTABLE
In future, I know that it will not always be easy to
find and enter a room before I teach in it—especially
if doing relief teaching. However I will make sure to either
make the time to get in there and survey it early, or enquire if
there is anything I should know about the room well in advance.
I have discovered how much the physical learning environment determines
what can and cannot be done in terms of teaching pedagogy and learning
tasks. One must work with the available space and supports to create effective
lessons that enable the students to meet achievable goals and successfully
acquire the set learning outcomes.
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22. EXCEROT FROM
CONTRACT
In the excerpt presented here, mention is made
hours of work on a daily basis. I believe this relates
both mandatory and voluntary professional develop as part
of ongoing professional learning formally during inservices and
staff training, and informally on the job such as staying back to discuss
how to help a particular student or how to develop a better marking criteria
outline for an assessment task.
As teaching is a very responsible job, there will be times when responding to
daily demands cannot be put-off for another day but have to be dealt with
immediately. I remember being kept back very late to correct comments on my
student reports in my early years of teaching. I recall having to accompany a
student to hospital after an incident during a soccer game.
If I were wanting a 9-5 job where I could work blindfold and then clock-off and
go my marry way to a separate homelife, then teaching would not be the right
career path. We need to prioritise time to model life-long learning to others.
23. EXCEROT FROM
CONTRACT
From my own experience it is important
to plan well and plan EARLY. Many anecdotes tell
how vital this is—a stitch in time saves 9; make time
your friend; when you fail to plan you plan to fail, etc.
Teachers do not get wonderful, long, carefree holidays. Before and after
term many hours are spent culling, organising, creating, corresponding,
modifying, filing and so on ad infinitum to ensure successful and rewarding
learning experiences all year long.
I remember that even while on holiday I often had my eye out for useful
teaching resources and learning opportunities. I would bring home bags of tiny
Balinese trinkets to use as lucky dips for LOTE Indonesian lessons.
Time management skills “in and out of season” are essential for the successful
development of all aspects of this profession.