This document provides an introduction and overview of lesson study. It discusses the key components and process of lesson study, which includes studying the long-term goals and curriculum, planning a research lesson, conducting the lesson with students while collecting data, and reflecting on what was learned about student learning and lesson design. Examples of how lesson study has been implemented at the school and regional level are provided. The benefits of lesson study for improving instruction through increasing teacher knowledge, changing beliefs, and building an instructional community are discussed.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundation for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to the interdependence of these areas and allows them to experience the dynamic nature of knowledge creation.
The document discusses various teaching approaches and strategies for teaching science, including:
1. Constructivist learning strategies like discovery learning and inquiry-based learning which emphasize hands-on learning and allowing students to construct their own understanding.
2. Reflective teaching strategies like journaling and self-analysis which encourage students to reflect on and analyze their own learning.
3. Using discrepant events to spark students' curiosity and motivate investigation into science concepts.
4. The importance of considering students' characteristics and learning styles when teaching to make lessons more effective.
The document presents the Model of the Three Human Personality Types developed by George Paschalidis as a tool to understand individual differences in learning. It describes how people are divided into three personality types (A, B, C) based on traits, brain structure/function, and disorders. A study found teachers and students could be classified into the three types. When teachers were trained to provide differentiated instruction tailored to each type, student progress improved and MRI scans found structural brain changes, showing the model's potential to personalize learning.
Pragmatism is a philosophy originating in the United States in the late 19th century that believes ideas and theories should be judged based on their practical consequences and real-world applications rather than on abstract principles. Key proponents included Charles Sanders Peirce, William James, and John Dewey. Pragmatism emphasizes practical application over theory, believing that what works in practice is more important than absolute truth. In education, pragmatism focuses on learning by doing through experience and projects rather than rote memorization, with the teacher acting as a guide or facilitator rather than an authority.
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
This document provides information about the International Baccalaureate Primary Years Programme (PYP) at Joseph D. Sharp Elementary School. The PYP focuses on developing inquiring, knowledgeable and caring learners through a transdisciplinary curriculum. It emphasizes concepts, skills, attitudes and taking action. The program aims to help students develop attributes of the PYP learner profile, including being inquirers, thinkers, risk-takers and more. The curriculum incorporates essential elements such as concepts, knowledge, skills, attitudes and action to encourage student-centered learning and understanding.
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundation for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to the interdependence of these areas and allows them to experience the dynamic nature of knowledge creation.
The document discusses various teaching approaches and strategies for teaching science, including:
1. Constructivist learning strategies like discovery learning and inquiry-based learning which emphasize hands-on learning and allowing students to construct their own understanding.
2. Reflective teaching strategies like journaling and self-analysis which encourage students to reflect on and analyze their own learning.
3. Using discrepant events to spark students' curiosity and motivate investigation into science concepts.
4. The importance of considering students' characteristics and learning styles when teaching to make lessons more effective.
The document presents the Model of the Three Human Personality Types developed by George Paschalidis as a tool to understand individual differences in learning. It describes how people are divided into three personality types (A, B, C) based on traits, brain structure/function, and disorders. A study found teachers and students could be classified into the three types. When teachers were trained to provide differentiated instruction tailored to each type, student progress improved and MRI scans found structural brain changes, showing the model's potential to personalize learning.
Pragmatism is a philosophy originating in the United States in the late 19th century that believes ideas and theories should be judged based on their practical consequences and real-world applications rather than on abstract principles. Key proponents included Charles Sanders Peirce, William James, and John Dewey. Pragmatism emphasizes practical application over theory, believing that what works in practice is more important than absolute truth. In education, pragmatism focuses on learning by doing through experience and projects rather than rote memorization, with the teacher acting as a guide or facilitator rather than an authority.
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
This document provides information about the International Baccalaureate Primary Years Programme (PYP) at Joseph D. Sharp Elementary School. The PYP focuses on developing inquiring, knowledgeable and caring learners through a transdisciplinary curriculum. It emphasizes concepts, skills, attitudes and taking action. The program aims to help students develop attributes of the PYP learner profile, including being inquirers, thinkers, risk-takers and more. The curriculum incorporates essential elements such as concepts, knowledge, skills, attitudes and action to encourage student-centered learning and understanding.
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
The document provides guidance on learning theories and the learning process. It discusses four key conditions for learning to occur: practice and feedback, meaningful content, identifying prerequisites, and learning through observation and experience. Learning outcomes aim to improve knowledge, skills, and attitudes. Different learning theories are described, including behaviorist, cognitivist, humanist, social, and constructivist theories. Practitioners are advised to use learning theories to design effective training activities and evaluations.
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
Children's stages of development reportMiss Balana
The document summarizes several theories of children's cognitive and artistic development:
- Piaget's theory outlines four stages of cognitive development from infancy to adulthood. Vygotsky's sociocultural theory emphasizes the role of social learning and the zone of proximal development.
- Parsons and Lowenfeld describe stages in artistic development from early scribbles and shapes to increased realism, expression, style, and eventually artistic autonomy.
- Studying child development helps teachers understand how children learn and find effective strategies to support their growth. The role of teachers is to create stimulating environments that promote cognitive processes.
This document provides ratings for a student's work on a multicultural music project. [1] The student responded to questions in complete sentences and provided thorough responses and thoughts, but only described the music using a few grade-level appropriate words. [2] The student almost included 6 facts in their Google Docs document and information researched was clear but could have been more thorough. [3] The student's powerpoint slide contained 1-4 facts not found in other group members' slides and bullet points read directly off the presentation with more than 6 words.
This document discusses the key elements of teaching and learning: teachers, learners, and the learning environment. It focuses on describing the nature and characteristics of learners. Learners are described as having both cognitive and affective faculties, including senses, intellect, feelings and emotions. Learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, and attitudes. A positive learning attitude requires motivation and satisfaction from learning. Educators can determine learner attitudes by asking students directly about their experiences and motivation. Fostering curiosity, responsibility, creativity, and persistence are examples of developing positive learner attitudes that facilitate teaching and learning.
This course introduces students to social sciences like psychology, sociology, and communications through group activities, classroom instruction, experiments, and personal reflection. The instructor, Steve Maybee, has a master's degree in clinical psychology and 14 years of counseling experience. He will evaluate social science principles from a Christian perspective to help students discern truth from error. The course aims to help students understand themselves and others better while honoring biblical standards. It costs $250 per student with discounts for additional family members.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
B) guide to using hots in a reading classroomsYI85
The document provides guidance for teachers on developing higher order thinking skills (HOTS) in reading classrooms. It discusses Bloom's taxonomy of educational objectives and its revised version. The document outlines steps for developing effective questioning skills, features of good questions, types of questions to ask and avoid, and how to develop teachers' own questioning abilities. Teachers are encouraged to ask open-ended questions that stimulate critical thinking and intellectual engagement from students.
This document discusses principles of teaching and learning. It covers several topics:
1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background.
2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences.
3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.
This document discusses key aspects of teaching and learning, including:
1. It defines choral reading as students reading aloud together led by a teacher. It can involve interpreting texts and experimenting with voice.
2. It discusses important teacher qualities like subject mastery, understanding learners and principles of teaching, and taking pride in the profession.
3. It describes learners as having cognitive and appetitive faculties, and discusses factors like abilities, aptitudes, interests and backgrounds that influence learning.
4. It emphasizes the importance of a supportive learning environment with well-arranged furniture, a clean classroom, positive interactions, and a facilitative space where learners feel respected and accepted.
The document discusses differentiated curriculum, which refers to teaching that is adapted to individual student needs and learning styles. It involves modifying curriculum, teaching structures, and practices to ensure instruction is relevant, flexible and helps all students achieve. Some strategies mentioned include allowing student choice and discovery, varied content and processes, grouping students collaboratively, and providing pacing that facilitates complex thought. The goal is to move beyond a one-size-fits-all approach and engage students through different approaches.
This document discusses different philosophies of education in Western philosophy. It describes two main schools - traditional and modern. Traditional includes perennialism, which sees truth as fixed and focuses on disseminating universal knowledge through subjects like humanities. Modern includes progressivism, which sees knowledge as changing and focuses on adapting to the environment, essentialism which focuses on basic skills, reconstructivism which uses education to improve society, and existentialism where individuals are responsible for their own education and finding purpose.
This document discusses several key concepts in cognitive learning theory:
- Cognitive learning involves mental processes like creating mental representations, thinking, imagining, and problem solving.
- It is concerned with higher mental processes rather than just behavioral responses.
- The goal is to make inferences about the mental processes that guide behavior.
The document discusses teaching approaches and strategies for science. It describes science as involving logical thinking and testing of hypotheses based on facts. It emphasizes using hands-on activities to help students learn science concepts actively. Some key teaching strategies discussed are the discovery approach, inquiry approach, and constructivist strategies like the 5-E learning cycle. The goal is to help students construct their own understanding of science rather than just memorizing facts.
This document provides an overview of topics covered in Week 2 of an educational psychology course, including self-concept, characteristics of good and bad teachers, research methods, and teacher decision making. Students are assigned to interview peers and education faculty about characteristics of good teachers and compare responses. The document outlines descriptive, correlational, and experimental research methods and discusses applying research findings to teaching practice through reflective teaching.
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
Constructivism is a learning theory that posits learners actively construct their own understanding and knowledge of the world through experiences and reflection. Key tenants include that learning is an active process where students learn by doing and critically thinking. Foundational contributors include Piaget, Bruner, Vygotsky, Dewey, and others who emphasized that learning is socially constructed and influenced by prior experiences. Piaget's stages of cognitive development and Vygotsky's social development theory both support constructivism's view that learning is an evolving process shaped by social and environmental interactions.
This document discusses learning, adult learning, and the learning environment at BPKIHS. It introduces various learning theories like behaviorism, cognitivism, social learning theory, and multiple intelligences. It describes the learning environment at BPKIHS which focuses on problem-based learning, community-based learning, and innovative teaching strategies. The teacher's role in facilitating learning is to create an engaging environment, plan lessons, involve students actively, and provide feedback to improve teaching.
Social learning theory proposes that people learn from observing others through processes of attention, retention, reproduction, and motivation. It involves observational learning, vicarious learning from observing consequences of others' behaviors, and self-regulation through evaluating one's own behaviors. Learning can occur from real-life models like parents and teachers or symbolic models like books and films. Successful modeling requires motivation, attention, retention, ability to perform behaviors, and gaining control over one's own learning.
1. The document discusses the philosophical concept of morality and its foundational principles, explaining that morality is based on natural law which says to do good and avoid evil.
2. It describes different versions of the natural law according to various philosophies and religions, all of which express the idea that one should treat others as one wants to be treated.
3. The document emphasizes that teachers must demonstrate good moral character as role models for students by displaying virtues like integrity, honesty, trust, fairness, respect, and responsibility.
The document provides guidance on learning theories and the learning process. It discusses four key conditions for learning to occur: practice and feedback, meaningful content, identifying prerequisites, and learning through observation and experience. Learning outcomes aim to improve knowledge, skills, and attitudes. Different learning theories are described, including behaviorist, cognitivist, humanist, social, and constructivist theories. Practitioners are advised to use learning theories to design effective training activities and evaluations.
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
Children's stages of development reportMiss Balana
The document summarizes several theories of children's cognitive and artistic development:
- Piaget's theory outlines four stages of cognitive development from infancy to adulthood. Vygotsky's sociocultural theory emphasizes the role of social learning and the zone of proximal development.
- Parsons and Lowenfeld describe stages in artistic development from early scribbles and shapes to increased realism, expression, style, and eventually artistic autonomy.
- Studying child development helps teachers understand how children learn and find effective strategies to support their growth. The role of teachers is to create stimulating environments that promote cognitive processes.
This document provides ratings for a student's work on a multicultural music project. [1] The student responded to questions in complete sentences and provided thorough responses and thoughts, but only described the music using a few grade-level appropriate words. [2] The student almost included 6 facts in their Google Docs document and information researched was clear but could have been more thorough. [3] The student's powerpoint slide contained 1-4 facts not found in other group members' slides and bullet points read directly off the presentation with more than 6 words.
This document discusses the key elements of teaching and learning: teachers, learners, and the learning environment. It focuses on describing the nature and characteristics of learners. Learners are described as having both cognitive and affective faculties, including senses, intellect, feelings and emotions. Learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, and attitudes. A positive learning attitude requires motivation and satisfaction from learning. Educators can determine learner attitudes by asking students directly about their experiences and motivation. Fostering curiosity, responsibility, creativity, and persistence are examples of developing positive learner attitudes that facilitate teaching and learning.
This course introduces students to social sciences like psychology, sociology, and communications through group activities, classroom instruction, experiments, and personal reflection. The instructor, Steve Maybee, has a master's degree in clinical psychology and 14 years of counseling experience. He will evaluate social science principles from a Christian perspective to help students discern truth from error. The course aims to help students understand themselves and others better while honoring biblical standards. It costs $250 per student with discounts for additional family members.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
B) guide to using hots in a reading classroomsYI85
The document provides guidance for teachers on developing higher order thinking skills (HOTS) in reading classrooms. It discusses Bloom's taxonomy of educational objectives and its revised version. The document outlines steps for developing effective questioning skills, features of good questions, types of questions to ask and avoid, and how to develop teachers' own questioning abilities. Teachers are encouraged to ask open-ended questions that stimulate critical thinking and intellectual engagement from students.
This document discusses principles of teaching and learning. It covers several topics:
1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background.
2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences.
3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.
This document discusses key aspects of teaching and learning, including:
1. It defines choral reading as students reading aloud together led by a teacher. It can involve interpreting texts and experimenting with voice.
2. It discusses important teacher qualities like subject mastery, understanding learners and principles of teaching, and taking pride in the profession.
3. It describes learners as having cognitive and appetitive faculties, and discusses factors like abilities, aptitudes, interests and backgrounds that influence learning.
4. It emphasizes the importance of a supportive learning environment with well-arranged furniture, a clean classroom, positive interactions, and a facilitative space where learners feel respected and accepted.
The document discusses differentiated curriculum, which refers to teaching that is adapted to individual student needs and learning styles. It involves modifying curriculum, teaching structures, and practices to ensure instruction is relevant, flexible and helps all students achieve. Some strategies mentioned include allowing student choice and discovery, varied content and processes, grouping students collaboratively, and providing pacing that facilitates complex thought. The goal is to move beyond a one-size-fits-all approach and engage students through different approaches.
This document discusses different philosophies of education in Western philosophy. It describes two main schools - traditional and modern. Traditional includes perennialism, which sees truth as fixed and focuses on disseminating universal knowledge through subjects like humanities. Modern includes progressivism, which sees knowledge as changing and focuses on adapting to the environment, essentialism which focuses on basic skills, reconstructivism which uses education to improve society, and existentialism where individuals are responsible for their own education and finding purpose.
This document discusses several key concepts in cognitive learning theory:
- Cognitive learning involves mental processes like creating mental representations, thinking, imagining, and problem solving.
- It is concerned with higher mental processes rather than just behavioral responses.
- The goal is to make inferences about the mental processes that guide behavior.
The document discusses teaching approaches and strategies for science. It describes science as involving logical thinking and testing of hypotheses based on facts. It emphasizes using hands-on activities to help students learn science concepts actively. Some key teaching strategies discussed are the discovery approach, inquiry approach, and constructivist strategies like the 5-E learning cycle. The goal is to help students construct their own understanding of science rather than just memorizing facts.
This document provides an overview of topics covered in Week 2 of an educational psychology course, including self-concept, characteristics of good and bad teachers, research methods, and teacher decision making. Students are assigned to interview peers and education faculty about characteristics of good teachers and compare responses. The document outlines descriptive, correlational, and experimental research methods and discusses applying research findings to teaching practice through reflective teaching.
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
Constructivism is a learning theory that posits learners actively construct their own understanding and knowledge of the world through experiences and reflection. Key tenants include that learning is an active process where students learn by doing and critically thinking. Foundational contributors include Piaget, Bruner, Vygotsky, Dewey, and others who emphasized that learning is socially constructed and influenced by prior experiences. Piaget's stages of cognitive development and Vygotsky's social development theory both support constructivism's view that learning is an evolving process shaped by social and environmental interactions.
This document discusses learning, adult learning, and the learning environment at BPKIHS. It introduces various learning theories like behaviorism, cognitivism, social learning theory, and multiple intelligences. It describes the learning environment at BPKIHS which focuses on problem-based learning, community-based learning, and innovative teaching strategies. The teacher's role in facilitating learning is to create an engaging environment, plan lessons, involve students actively, and provide feedback to improve teaching.
Social learning theory proposes that people learn from observing others through processes of attention, retention, reproduction, and motivation. It involves observational learning, vicarious learning from observing consequences of others' behaviors, and self-regulation through evaluating one's own behaviors. Learning can occur from real-life models like parents and teachers or symbolic models like books and films. Successful modeling requires motivation, attention, retention, ability to perform behaviors, and gaining control over one's own learning.
1. The document discusses the philosophical concept of morality and its foundational principles, explaining that morality is based on natural law which says to do good and avoid evil.
2. It describes different versions of the natural law according to various philosophies and religions, all of which express the idea that one should treat others as one wants to be treated.
3. The document emphasizes that teachers must demonstrate good moral character as role models for students by displaying virtues like integrity, honesty, trust, fairness, respect, and responsibility.
Pedagogiska program för din undervsining. En lathundPedagog Stockholm
Nu utvecklas en ny funktion för de pedagogiska program Ubildningsförvaltningen har gjort möjliga att beställa för dig som arbetar i Stockholms stads kommunala skolor. Utvecklingsmodellen hittar du ”här” och lathunden ovan demonstrerar hur du kan söka ett program utifrån det centrala innehållet i Läroplan för grundskola, 2011 och läroplan för grundsärskola, 2011 samt gymnasiets läroplaner. Till dess att samtliga pedagogiska program finns inlagda i utvecklingsmodellen kommer listan över alla beställningsbara pedagogiska programmen att ligga kvar på Pedagog Stockholm. Listan hittar du direkt till höger under rubriken ”Pedagogiska program för din undervisning”Pedagog
Global Citizen Project har målsättningen
att
öka kunskapen om de möjligheter och det
ansvar som det innebär att leva i en global värld.
Projektet omfattar skolledare, lärare och
elever och fokus är Indien och Kina. Eleverna
kommer både från de studieförberedande
och från de yrkesförberedande programmen.
Fordonselever har fått värdefull kunskap från
praktik på Scanias fabrik i Shanghai och designelever
har besökt H&Ms fabrik i Dehli där de
fått uppleva produktionen i praktiken. Elever
har också gjort projektarbeten på Tieto och
Sandvik i Pune i Indien och fältarbeten i södra
Goa tillsammans med Indiska collegestudenter
samt i Shanghai.
Pedagog Stockholm synliggör engagerade, kunniga och kreativa lärarePedagog Stockholm
På seminariet berättar Eva-Li om hur du kan använda Pedagog Stockholm och hur du själv kan sprida och dela med dig av dina erfarenheter.
Så är du trött på medias dystra bild av dagens skola och förskola, vill du ta del av andra lärares erfarenheter och få inspiration? Lyssna då till Pedagog Stockholm som berättar om sin sajt som är fylld av spännande reportage och filmer om lärare i skolan.
Nu finns en ny funktion för de pedagogiska programmen som utbildningsförvaltningen har gjort möjliga att beställa för dig som arbetar i Stockholms stads kommunala skolor.
Lathunden här ovanför visar hur du kan söka ett program utifrån det centrala innehållet i Lgr11 och Lgrs11 samt Gy11.
Alla elever har rätt att utvecklas utifrån sina egna behov och förutsättningar
På den här sidan samlar vi information och inspiration om särskilt IT-stöd. Du kan söka bland de pedagogiska program och tekniska hjälpmedel som finns för elever i behov av särskilt stöd.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
The document discusses the Big6 research model and information literacy. The Big6 model is a 6 step process for solving information problems and making decisions that includes defining tasks, seeking information, locating sources, using information, synthesizing, and evaluating. It teaches students research, critical thinking, and lifelong learning skills. The model helps students recognize when they need information and find, evaluate, and use it effectively from various sources like books, magazines, databases and websites.
This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
The document outlines ways teachers can differentiate instruction for students at different readiness levels, including using varied texts, scaffolding, grouping arrangements, homework options, and assessment. Readiness refers to a student's entry point or current understanding of a topic. Teachers can provide support for students
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
The document outlines the competencies and concepts taught in Quebec elementary and high school programs, including the use of an inquiry approach with 6 principles such as student observation, reasoning, and keeping experiment logs. It also discusses the role of teachers in guiding student learning through questions, discussions, and ensuring tasks are shared fairly within groups.
The document discusses pedagogical approaches used in the K to 12 curriculum in the Philippines, specifically constructivism. It provides information on constructivism including key thinkers like Piaget, Bruner, and Vygotsky. Characteristics of a constructivist classroom are presented, which emphasize active, collaborative, reflective, and inquiry-based learning. The roles of teachers in a constructivist environment include facilitating discussion and helping students construct their own understandings. Approaches like problem-based learning and strategies like Predict-Observe-Explain modeling promote constructivism. Assessment in a constructivist classroom can involve anecdotal records, portfolios, rubrics and other authentic methods.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
Free webinar on "Balancing the different learning of students"
Different students have their optimum learning method. Some will learn pretty fast when they read texts while others prefer to listen to the teacher. There is yet another group of students that will need a practical demonstration for whatever they have learned to stick. The teacher is left with the difficult task of finding the balance that will be favorable to every student.
Purpose:
The purpose of this webinar is to bring new knowledge on balancing the different learning needs of students. Here are some parts of our methodology that help us succeed in keeping our students of all level interested and engaged like teaching creatively, independent projects, making our students the teachers, following their own assets and self assessment.
This document provides instructions for an assignment to write an informative essay about a specific location in South Florida using primary and secondary research. The essay should educate readers about the location using descriptive language and a "surprising reversal" technique, while demonstrating writing process skills. Students will learn objectives like effectively incorporating observations, navigating open and closed forms, and understanding rhetorical contexts and appeals.
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1. Introduction to Lesson Study
Jönköping, Sweden
March 7, 2012
Catherine Lewis
Mills College, Oakland, CA
www.lessonresearch.net
Clewis@mills.edu
1
2. Lesson Study
1. STUDY
Consider long term goals for
student learning and
development
Study curriculum and
standards 2. PLAN
4. REFLECT
Select or revise research
Share data lesson
What was learned about Do task
students learning, lesson
design, this content? Anticipate student responses
What are implications for this Plan data collection and lesson
lesson and instruction more
broadly? 3. DO RESEARCH
LESSON
Conduct research lesson
Collect data
2
3. What is a Research Lesson?
1. Actual classroom lesson with students,
watched by other teachers
2. Planned for a long time, collaboratively
3. Brings to life a goal or vision of education
4. Recorded: video, audio, student work
5. Discussed by faculty and sometimes outside
commentators
3
4. Example 1: School-wide Lesson Study
Choosing a Lesson Study Theme
Think about the students you serve.
Your Ideals:
What qualities would you like these
students to have 5-10 years from now?
4
5. Choosing a Lesson Study Theme
Think about the students you serve.
The Actual:
List their qualities now.
5
6. Choosing a Lesson Study Theme
What is a gap between the ideal and the
actual that you would really like to work
on as an educator?
6
7. Choosing a Lesson Study Theme
Your Ideals:
The Actual:
The Gap:
The Research Theme: (long-term goal)
State positively the ideal student qualities you
choose to work on. For example:
“For students to:
-value friendship
-develop their own perspectives and ways of
thinking
- and enjoy science.”
7
8. MAP OF RESEARCH CONCEPTION
School’s Educational Ideal Profile of Students Actual Situation of Students
Goals * Learn with friends * Most are cheerful, kind and gentle
Children who are: * Experience natural world richly * Friendships are shallow, and capacity to think
* Considerate * Have own perspectives and ways about things from another person’s idea and
perspective is inadequately developed
* Think well and try hard
of thinking * Have considerable difficulty holding their own
* Healthy
perspectives and ideas
* Can lead ordered lives RESEARCH FOCUS * Some students lack interest in the natural world
For students to value friendship at
the same time that they develop around them
their own perspectives and ways of
thinking
- Toward enjoyable science and
life environment studies -
Ideal Profile of Students of Research Groups
Middle Grades Upper Grades
Lower Children who:
Children who:
Grades * Get pleasure from solving problems
Children who: * Eagerly use their 5 senses
* Can find problems and make predictions
* Participate happily in * Make predictions and test them
* Can have their own ideas in observations and
learning Learn through comparing their own
experiments
* Develop their own strategies ideas with friends’ ideas
Value learning with friends in which they
* Learn with friends * Cooperate with friends while carrying
recognize each others perspectives
out activities
Research Hypotheses
* If students are eager to learn and take initiative in their learning, they will be able to deepen their own perspectives and ways of thinking
* Students will develop considerate hearts if they work together in ways that enable them to recognize one another’s ideals as they engage in
observations, experiments, and activities
Methods and Measures
(1) Strategies for Curriculum (2) Strategies for Learning Materials (3) Strategies for Teaching and Evaluation (4) Strategies for Learning Activities
9. Student plans (from lesson 1) for lifting the weight. These plans were included in the packet for the research lesson. Student writing is in regular
typeface; teacher’s comments are in capitals.
We will lift the 100kg sandbag with
the pole and get half of the bag on
the cart. Then we will get the
s)
Necessary things: other half on the cart by using the er e
a pole ( about 2 meters) pole again, push it on, and carry it et ) ro
p
m k
a handcart out. 10 thic
u t
bo cm
op low mb
(a (3
er
e r nd cli
t h r, a er,
de ov
e
ad it
a l row
Th
We will add
it ! rt
ts
ca the weight
hi after we lower
It the rope
F T? Kick it while hanging
IT LI on
WILL the weight
CAN YOU REALLY GET A 70KG WEIGHT ON
THERE?
I WONDER IF IT WILL
A sturdy pole (1.5 meters long) REALLY GET ONTO THE
A balance beam 5cm in diameter CART?
roll
roll!
rol
l ro
ll!
ugh push !
t hro ph
ole um
th ep Putting the cart diagonally, one person
put e pushes hard and
her gets the 100kg
sandbag onto the
cart
CART Pull out just one section of the
I WONDER IF IT WILL gymnastics horse
WORK WELL?
9
10. So, How Can We Lift it (Step 1) First, Let’s Try Out Our Ideas
Try drawing the way to lift it that your Group Could you lift the 30kg Sandbag?
talked about.
Check Check
Name Name
Necessary Tools:
(Step 2) Well, Now it’s Time to Really Try it!
Could you lift the 100kg Sandbag?
Check Check
Name Name
• If you were able to lift it, put a check in the box next to your
name.
• If you were not able to lift it, think of a different way to lift it
and put a red mark in the box.
Things you noticed or thought about today’s experiment:
10
11. Planning Segment:
What are the similarities and
differences between this
planning and planning familiar to
you?
12. Lesson Segment:
What was the role of the non-
teaching teachers during the research
lesson?
What do you think they learned?
14. How does lesson study improve instruction?
Visible
Features of
Lesson Study
•Planning
•Curriculum Study
? Instructional
Improvement
•Research Lesson
•Data Collection
•Discussion
•Revision
•Etc.
14
15. Figure 1
A Common (Mis)Conception of Lesson Study
Visible
Features of Key Pathway
Lesson Study
•Lesson Plans Instructional
• Plan Improve
• Teach Improvement
• Observe
• Discuss
• Etc.
15
16. How Does Lesson Study Improve Instruction?
Pathways
Visible
Features of Teachers’
Knowledge
Lesson Study
Instructional
•Planning Teachers’ Beliefs
Improvement
•Curriculum Study Teachers’
•Research Lesson Community for
•Data Collection Instructional
•Discussion Improvement
•Revision
•Etc. Teaching-
Learning
Resources
16
17. Data Collected During Lesson Study
Academic Learning
• How did images of heated air change?
• Did students shift from counting all to making tens?
• Did dramatic role-play spark higher quality and quantity of writing?
• In their journals, what did students write as their learnings?
Motivation
• Percent of children who raised hands
• Body language, “aha” comments, shining eyes
Social Behavior
• How many times do students refer to and build on classmates’
comments?
• How often do the five quietist students speak up?
• Are students friendly and respectful?
Student Attitudes Toward Lesson
• How did today’s lesson compare with usual science lessons?
17
18. I learned that the only way to get better
at observation and data collection is to
practice, practice, practice. Darn!
A California teacher
18
19. P ercent S tatements Focused on S tudent
Thinking
60
50
40
Planning
30
Debrief
20
10
0
1 2
Year 1 Year 3
Schoolwide Lesson Study School
19
20. P ercent S tatements
on Evaluation/ Ability
9
8
7
6
5 Planning
4 Debrief
3
2
1
0
1 2
Year 1 Year 3
20
21. California Standards Test in Mathematics: Mean Scale Scores, Grades
2-5
3-year net increase for school more than triple that for district (F=.309, 845df 21
p<.001)
22. Example 2: Regional Mathematics
Lesson Study Network
Silicon Valley Mathematics Initiative
www.svmi.org
In this mathematics network, all teachers
participate in a range of activities to learn
mathematics, but not all teachers
participate in lesson study
23. We feel there is a great value in a
public lesson. It is an opportunity
to put our work out for public
scrutiny.
Lesson Study Communities, Massachusetts
23
25. Example from SVMI
Spread of Knowledge for Teaching
“Re-engagement” as a way to make student
thinking visible, available to revisit and refine
Teachers spread the idea of “re-engagement” across
•At least 7 districts
•Elementary and secondary classrooms
•Subject areas
•Foundation and school personnel
26. Which is a 4 X 5 rectangle? What
was each student thinking? (During
lesson by Akihiko Takahashi, 2002)
32. University
Lab School
University University
Lab School Lab School
University
Lab School
33. Nation-wide Synergy in Japan
• School-wide lesson study focuses
on the needs of local students,
bringing in reluctant teachers.
• At least one teacher from every
school takes part in district-based
mathematics lesson study.
34. Nation-wide Synergy in Japan
“Boundary-crossing” individuals carry knowledge
back and forth from individual schools and
regions to national venues–they share what is
working and not working. Often these individuals
are:
• University-based mathematicians or
mathematics educators who serve as advisors to
lesson study groups
• Regional teacher-leaders
• K-12 teachers with a particular interest in math
35. Nation-wide Synergy in Japan
• Universities (with lab schools) hold large
public research lessons that show innovations
(U.S.-developed innovations spread more in
Japan!)
• Interested teachers attend the public research
lessons and bring back ideas, materials,
perspectives that inform their local lesson
study work
36. Randomized Trial of Lesson Study in
U.S. with Japanese Mathematical
Resources
Length helps students attend to
magnitude of fractions (how much)
rather than just count pieces (how
many)
1 meter
37. Significant Results of Randomized Trial
Teachers’ Knowledge of Fractions
33-item teacher assessment, from Univ. of Michigan
LMT (21 items); Univ. of Louisville; New Zealand,
etc.
Students’ Knowledge of Fractions
17-41 item (grade 2-5)student assessment (NAEP,
California standards, curriculum materials, research
studies)
Teachers’ Beliefs and Dispositions
• effectiveness of collegial learning
• expectations for student achievement
39. Learning From and In Practice
Students
Teachers Curriculum
Based on NRC, 2001 & Cohen & Ball, 2000
39
40. Teachers’ Activities to Improve
Instruction
Choose curriculum,
write curriculum,
align curriculum,
write local standards
Plan lessons
individually
Plan lessons collaboratively
Watch and discuss each other’s
classroom lessons
U.S. JAPAN
copyright Catherine C. Lewis 2005 40
41. Professional Development
TRADITIONAL RESEARCH LESSONS
• Begins with answer • Begins with question
• Driven by expert • Driven by participants
• Communication • Communication among
trainer -> teachers teachers
• Relationships hierarchical • Relationship reciprocal
• Research informs practice • Practice is research
By Lynn Liptak, Paterson School #2, New Jersey.
41
42. Progress in Lesson Study: US
• Embraced and sustained by many teachers
• Adaptation to U.S. culture: e.g., norm-
setting, strong content resources
• Strong proof of impact on students’ and
teachers’ learning, teachers’ beliefs, and
teachers’ professional community
43. Challenges to Lesson Study: US
• Think Surface Features = Lesson Study (Missing
Features in Blue Box)
• Addiction to New Ideas, Little Value on
Refinement
• Conception of Knowledge as Research Findings,
Rather than Changes in People, Structures
• Power Structure: Centrally Held Knowledge,
Causal Warrant
• Resistance to Learning Across Cultures
44. Much Research is Needed!
•How to teach specific topics (e.g., fractions)
•How to build disciplinary skills and habits (e.g,
using primary sources in history, posing
questions like “will it always be true?” in
mathematics)
•How to build school-wide lesson study
•How to build and sustain lesson study
networks
•What is the best way to spread the knowledge
gained by teachers during lesson study?
44
45. Quotes from Participants
The lesson study has taught me: We must
never assume that all students understand. It
was observed several times that even our
"good" students did not have full
understanding….Lesson study is staff
development in its purest form. Rich
discussion occurs. Team members are
allowed to be creative, curious, self-
motivated participants. The team building
was incredible.”
Elementary Teacher[Teacher #562]
What’s the difference bewteen lesson study and research lesson/ How does each part contribute to teachers’ learning/instructional improvement
View can you lift in 3 segments. First: How is this similar/different to planning that’s familiar to you Second: What are teachers doing during lesson. Why might they find it useful? Third: What might teachers find useful? For repeated viewers: Describe structure of colloquium)
Let them know we’ll refer back to their notes this afternoon
How many have had experience of innovation discarded prematurely? Talk in groups about what’s going on in blue box
How many had experience of promising approach discarded before tried deeply? Due to focus on visible, not underlying pathways--lots of reasons Math manipulatives example Middle box often thought just to be lesson plan Planning
Another type of statement decreased. This shows the decrease in statements focused on global evaluation of the teacher or teaching (e.g., “your lesson was great’) or on fixed ability-focus (e.g, “she’s a low student; she’s a high student”). Year 3 is zero in debrief, so doesn’t show. These two emphases might be thought of as the opposite of an inquiry & improvement stance.
. Over 2002-05, the three-year net increase in mathematics achievement for students who remained at Highlands School was more than triple that for students who remained elsewhere in the district as a whole (an increase of 91 scale score points compared to 26 points), a statistically significant difference (F=.309, df=845, p‹.001).
Part of the LS process is kyouzai kenkyuu, careful study of the teaching materials focused on both the mathematics and the pedagogy. We noticed that the textbooks US teachers used to support kyozai kenkyuu in lesson study may not be rich. So we focused on gathering materials to support lesson study; not developing them from scratch, but repurposing existing materials.
Julie-take out background
Teachers did this—took initiative
Julie: needs white background
Part of the LS process is kyouzai kenkyuu, careful study of the teaching materials focused on both the mathematics and the pedagogy. We noticed that the textbooks US teachers used to support kyozai kenkyuu in lesson study may not be rich. So we focused on gathering materials to support lesson study; not developing them from scratch, but repurposing existing materials.
Often in interaction with each other. Jackie’s counting; other’s interp of curric
Lesson study is simple idea, complex process
Who made this. Paradigm shift. Use this w/outside knowledgeable others.