Standards 34
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The document discusses how teachers should create a collaborative learning environment that supports individual and group work, encourages positive socializing and active engagement in learning. It also stresses the importance of teachers understanding the concepts they are teaching, curating appropriate resources for students, and evaluating instructional materials to ensure they are comprehensive and suitable for students.
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This document discusses instructional supervision, its goals, and how it is linked to professional development and teacher evaluation. It defines instructional supervision as a dynamic process focused on improving teaching and learning conditions. The goals of supervision include formulating educational objectives and methods, evaluating student and teacher growth, and providing leadership to teachers. Supervision is characterized as a collaborative process to help teachers improve learning. It is interconnected with professional development, which can include action research and mentoring, and teacher evaluation through observations and conferences. The overall aim is continuous, cooperative improvement of instruction.
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The implemented curriculum refers to the learning activities and experiences provided to students to achieve intended educational outcomes. To assess it, one can ask if the activities align with objectives, if methods and materials are suitable, and if teaching utilizes different strategies to engage students and harness their potential in line with learning styles.
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1) Mathematics education aims to prepare students for their future careers and specializations by providing four courses to help students determine which level is appropriate for them.
2) The goals of mathematics education are to provide students with knowledge and skills for other subjects and real-world applications, and to understand mathematics as part of reality. One factor that influences curriculum is a shortage of teachers.
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4. Action and reflection through active learning and use of language to make sense of experiences.
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teacher as evaluator and planner
The document discusses the teacher's role in evaluation. There are two types of evaluation - formal and informal. The most important reason for a teacher to evaluate children's work is to assess their progress and ensure lessons are meeting goals and objectives. Successful evaluation involves planning goals in advance, keeping goals in mind during activities, and using various tools to evaluate after activities while still considering goals. Planning is also discussed as an essential role and skill for teachers, with benefits like ensuring lessons are balanced, giving teachers confidence, and being a sign of professionalism. Principles of effective planning include having a clear aim, variety, and flexibility.
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The document outlines several principles and useful practices that supervisors should consider when observing teaching-learning situations. Some of the key principles discussed include supervisors entering the classroom quietly without distraction, carefully studying the teacher to provide helpful feedback, maintaining an objective attitude, and focusing observations on one or two areas at a time. Useful practices proposed are helping teachers set goals, providing assistance in instructional methods and materials, giving praise and feedback in conferences, and allowing opportunities for professional development like seminars and peer observations. The document advocates for a democratic approach focused on improving the teaching situation through respectful support of the teacher.
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The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
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Differentiated instruction is an approach to teaching that involves adjusting the curriculum, teaching strategies, and classroom environment to meet the individual needs of students. It is based on the principle that students learn at different paces and in different ways. Effective differentiated instruction relies on assessment to tailor instruction to individual student needs and involves using flexible grouping, tiered lessons, learning centers, and consideration of student strengths, interests and learning modalities to support academic success for all students.
Didactic aproach
The document discusses the importance of planning, execution, and verification in the teaching process. It states that planning lessons properly helps increase teaching efficiency, ensure control over education, and avoid confusing students. Execution then involves carrying out lessons and activities according to the plan, while verification checks that learning objectives were achieved. The teacher must understand their students and have the right resources to achieve the goals of each lesson.
Action Research
Action research is defined as a process where teachers systematically investigate problems students face in the classroom and work to solve them. It aims to improve teacher practice and help students learn more effectively. The purpose of action research is to identify issues, take steps to address them, and enhance the learning environment. It allows teachers to evaluate their own teaching and acquire new skills and knowledge for professional growth.
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The document is a self-assessment tool from the Australian Institute for Teaching and School Leadership. It evaluates a teacher's professional knowledge, practice, and engagement. For professional knowledge, it identifies the teacher's strengths in differentiating learning programs and evaluating effectiveness. Areas for development include demonstrating knowledge of student development. For professional practice, strengths include working with colleagues and classroom management strategies. An area for development is communicating to engage students. For professional engagement, strengths include initiating policies, while areas for development include understanding professional standards and applying feedback.
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The document discusses different aspects of lesson planning including definitions, principles, components, characteristics, and the Herbartian steps of lesson planning. It provides definitions of a lesson plan from various scholars as focusing on outcomes for pupils, learning activities, and the teacher as guide. The principles of constructing a lesson plan outlined are for objectives to be specified, logical sequencing of activities, comprehensible input, opportunities for practice, scaffolding, and ongoing assessment. Key components include necessary materials, clear objectives, background knowledge, direct instruction, student practice, closure, and demonstration of learning.
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The document outlines a framework for teaching with 4 domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components for teachers to demonstrate effective practice, such as demonstrating knowledge of content and pedagogy, creating an environment of respect, engaging students in learning, and reflecting on teaching. The framework also includes evaluating teachers with informal and formal observations throughout the school year.
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As the curriculum evaluator, the teacher's role is vital to discovering the worth of their work. Teachers must evaluate their effectiveness by finding value in what they do, unlike other fields that measure success numerically through things like sales, production, or clients. The most meaningful measure of success for a teacher is positive feedback from former students many years later about the inspiration and impact the teacher had on them.
Lesson Planing
The lesson planning process involves selecting learning outcomes, choosing assessment procedures and feedback responses, and selecting and organizing teaching resources and strategies to meet the identified learning outcomes.
Curriculum and instruction day 2
This document outlines an instructional plan on curriculum and instruction. It includes objectives to understand different curriculum types and have students work in groups on presentations. Activities include an icebreaker on curriculum definitions, having groups develop objectives and assessments for topics, and presentations on explicit, implicit, null, recommended, written, taught, tested, learned, and hidden curriculums. Curriculum models are also defined as representations of reality used to explain levels, organization, instruction, and decision-making. Students will prepare presentations comparing assigned models like Tyler and Taba to grade-level curriculums.
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Theories governing instructional materials development
Theories governing instructional materials development
M.Ed Research Topic- Researcher wants to study Teacher Effectiveness of Junio...
M.Ed Research Topic- Researcher wants to study Teacher Effectiveness of Junio...
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
Similar to Standards 34
Creating Effective Learning Environments updated 2023 document 18.docx
more than one resonated with you and why.
Effective learning environments
Creating effective learning environments is a critical aspect of educational practice that focuses on providing optimal conditions for students to engage, learn, and thrive. A well-designed learning environment can significantly impact student motivation, engagement, and academic achievement. Here are some key considerations and strategies for creating effective learning environments:
Physical Space: The physical layout of the classroom or learning space plays a vital role in creating an effective learning environment. It should be organized, comfortable, and conducive to learning. Flexibility in seating arrangements, access to natural light, appropriate temperature, and minimal distractions are essential factors to consider.
Classroom Culture: Establishing a positive classroom culture promotes a supportive and inclusive learning environment. Encourage respect, collaboration, and active participation among students. Foster a sense of belonging and celebrate diversity to create an inclusive space where every student feels valued and included.
Clear Expectations: Clearly communicate expectations and behavioral norms to students. Set clear guidelines for classroom conduct, participation, and academic performance. Consistently reinforce these expectations to maintain a focused and respectful learning environment.
Engaging Materials and Resources: Provide a variety of engaging and relevant materials and resources to support learning. Incorporate a range of instructional materials, technology tools, hands-on activities, and real-world examples to make learning meaningful and engaging for students.
Student-Centered Approach: Design learning experiences that place students at the center of their own learning. Encourage active participation, inquiry, and critical thinking. Differentiate instruction to meet the diverse needs and learning styles of students, allowing for personalized and meaningful learning experiences.
Intasc Standards presentation
The INTASC standards outline what beginning teachers should know and be able to do in 10 areas. The standards cover key aspects of teaching including understanding content knowledge and student development, using diverse instructional strategies, motivating students, communicating effectively, planning instruction, assessing student learning, engaging in reflective practice, and involvement with the school community. The standards provide a framework for assessing new teachers and are designed to help ensure students' intellectual, social, and personal growth.
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The document discusses seven quality principles of learning:
1. Supportive learning environment where students feel valued and challenged.
2. Opportunity to learn through active engagement, practice, and application of new skills.
3. Connection and challenge by linking new knowledge to existing understanding and building beyond current skills.
4. Action and reflection through active learning and use of language to make sense of experiences.
5. Motivation and purpose by focusing on clear and relevant outcomes.
6. Inclusivity and difference by engaging with experiences respecting differences among learners.
7. Independence and collaboration by working individually and together to gain understanding.
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The INTASC standards outline 10 principles that define the knowledge, skills, and professional dispositions expected of novice teachers. The standards address understanding content, student development, diversity in learning, instructional design, classroom management, communication, planning, assessment, self-reflection, and professional engagement. Adhering to the INTASC standards helps ensure teachers are prepared to enter the profession and provide an effective learning environment for all students.
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The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
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The document discusses the domains, roles, and tasks of teachers. It describes three domains of teaching: 1) professional knowledge, 2) professional practice, and 3) professional engagement. It outlines the standards for each domain. The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers have personal, social, and professional tasks to perform. Their personal task involves self-reflection. Their social task is to serve the community. And their professional task is to demonstrate their professional qualifications and mastery of knowledge to educate students effectively.
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This document discusses peer tutoring strategies and programs. It provides details on structured and incidental peer tutoring. It outlines the benefits of peer tutoring, such as higher student achievement and engagement. It also notes challenges like time investment and ensuring tutor effectiveness. The document recommends training tutors, monitoring sessions, and selecting partners strategically. Research supports peer tutoring's social and cognitive benefits based on theorists like Vigotsky and Erikson. The school described implements a high school to elementary tutoring program to benefit both levels.
Lesson 1-Educ5.pptx
This document provides an overview of key principles of teaching based on the course "Principles of Teaching". It discusses several important components of the teaching-learning process including the learner, classroom, curriculum, materials of instruction, and administration. For each component, it outlines relevant definitions and factors to consider. The learner section emphasizes that students differ and have unique needs, while an effective classroom provides a stimulating intellectual, social, and emotional climate. Curriculum includes the formal academic program as well as extracurricular activities. Materials of instruction and the principal's administrative role are also summarized.
Lesson 1-Educ5.pptx
This document provides an overview of key principles of teaching based on the course "Principles of Teaching". It discusses several important components of the teaching-learning process including the learner, classroom, curriculum, materials of instruction, and administration. For each component, it outlines relevant definitions and factors to consider. Specifically, it notes that effective teaching requires understanding the unique needs of each learner, creating a stimulating classroom environment, implementing a well-organized curriculum and instructional materials, and properly administering school resources and programs. The overall purpose is to introduce prospective teachers to principles that can guide instructional strategies and techniques.
Role of teacher
Teachers play a central role in curriculum implementation and should be actively involved in the entire curriculum development process. When developing or revising curriculum, policymakers need to understand teachers' perspectives and address any discrepancies between the new curriculum and teachers' beliefs. Providing teachers with proper training and professional development opportunities is crucial for successful curriculum implementation, as it helps teachers understand the curriculum goals and philosophy, feel prepared to teach new content, and gain the knowledge and skills needed. Without teacher input and support, high-quality education through effective curriculum implementation is not possible.
Approachest to curriculum design
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Cherwin aguado
The project method is a teaching method that requires students to present the results of information gathered about a concept through a concrete project. It emphasizes learning by doing and develops students' manipulative and creative skills. Guidelines for effective use include assigning appropriate students to projects, providing clear objectives and evaluation criteria, carefully designing and checking projects, and recognizing outstanding work.
Classroom Management.docx
Classroom management refers to the wide variety of skills and techniques teachers use to maintain an orderly learning environment where students are focused, on task, and productive. Effective classroom management involves preventing disruptions, responding appropriately to issues, and establishing a positive classroom culture with clear expectations and rules. It is important for teachers to build rapport with students, create an engaging learning environment, and implement behavior policies and discipline strategies to promote learning.
local_media6124241750508579466_090618.pptx
This document provides information about organizing learner-centered classrooms. It includes:
1. Intended learning objectives which are to identify classroom organization based on learner needs, formulate procedures and routines, design classroom layout, and describe teacher and learner roles.
2. An introduction explaining the importance of classroom management for student attitudes and expectations.
3. Sections on the roles of teachers and students, the role of discipline, and forms of classroom organization including procedures and physical structure.
4. Tips for creating a structured classroom such as keeping class sizes small, monitoring students closely, providing positive reinforcement, and emphasizing skill-based learning and structure from day one.
The Uniqueness Of The Middle Level Student Teaching Practicum
Most beginning teachers will agree that the student teaching experience is the most practical and worthwhile experience in their teacher preparation program. It is the one culminating experience that brings together the earlier studies in subject matter specializations, adolescent development, pedagogy, and curriculum.
Middle level student teachers also share a respect for this final field experience, yet these students are often placed in a setting that is basically different from the junior highs of yesteryear. In addition to the former areas integrated into the student teaching process, there is an added dimension to this teacher induction process in which the student teacher must learn to absorb the culture of the middle level schools.
The fact that many beginning teachers in middle level schools are encountering elements such as interdisciplinary teaming, flexible block scheduling, advisory programs, and integrated curricula adds to the uniqueness of the middle level student teaching practicum.
Because the experience may be unique, there are a number of ideas that can facilitate the transition from college student to effective middle level teacher. A few of those ideas are: getting off to a good start, developing effective interpersonal relationships with the cooperating teacher and the university supervisor, and acclimating the student teacher to the responsibilities of an effective middle school teacher.
Getting off to a Good Start
The beginning days of the student teaching experience are crucial to the growth of the novice teacher. This is the time when learning about the new surroundings, introduction to the role of the middle school teacher, and laying the foundation for a classroom management system are initiated.
An excellent way for the student teacher to learn about the environment of the middle school is through participation in a shadow study. The student teacher, with help from the cooperating teacher, selects a middle school student to shadow for a day. The student teacher records impressions about the student he/she is following, considers the events of the day, and draws conclusions about the daily life of a young adolescent in this particular middle school. Much opportunity for observation and reflection is provided by a well-done shadow study.
Since the focus of an effective middle school is meeting the needs of the young adolescent learner, situations that permit the student teacher to view the school environment from the eyes of a variety of individuals working to meet learner needs is important. Interviews with support staff, other faculty at the same and different grade levels, administrators, and the secretarial staff help the student teacher appreciate the educational atmosphere of the school.
Source: https://ebookscheaper.com/2023/09/28/the-uniqueness-of-the-middle-level-student-teaching-practicum/
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Standards 34
- 2. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. 3e: The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
- 3. Why Is Collaboration Important? The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.
- 4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. 4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
- 5. How Can Teachers Ensure Instructional Resources Are Appropriate For His/Her Learners? As educators we must understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and significant for learners to declare mastery of the content.